Education 1 79 



the aggregate has the strength of each part at its strongest 

 point. A group of cells, some losing where others gain, 

 may, without any net addition, gradually acquire fresh power 

 and prevent earlier weaknesses. Each centre acts where it 

 is strong, and is protected where it is weak. 



2. The difference between anabolic and katabolic cells 

 furnishes the basis for such a differentiation. If in human 

 beings one class of cells dominates internally and the other 

 externally, types of thought and activity can develop that 

 supplement each other. The thought and activity of men 

 and women will also differ and thus furnish additional basis 

 for differentiation. 



3. This complementary differentiation does not permit 

 elimination, for both the parts are retained. Any elimina- 

 tion cuts off differentiation and forces organisms back to the 

 undifferentiated equality of cells from which progress took its 

 start. 



4. Clear thought is anabolic ; decision is katabolic. In 

 each person one of these is natural and may be awakened ; 

 the other must be acquired. One type or sex should be 

 educated along lines on which a mere awakening would 

 suffice for the other, which in turn needs education where 

 the natural powers of the first give it an advantage. 



5. Natural characters increase in strength through physi- 

 cal differentiations and not through education. They need 

 less to evoke them with each step in social progress. Ac- 

 quired characters represent the side of each person that 

 becomes weaker by differentiation. They must be brought 

 out anew in each generation, and with each step in progress 

 they demand more attention. 



6. Differentiation disturbs the natural equality, weaken- 

 ing one side as much as it strengthens the other. The 



