THE PROBLEM OF EDUCATION 105 



wherein they have developed could not be kept together. 

 We have on the one hand to consider the inborn 

 qualities of the individual, on the other to take heed 

 that the State suffers no harm at his hands. It is the 

 conflict of these two obligations, the reconciliation of 

 these two opposing interests, that constitute the problem 

 of education. 



But to limit ourselves to the consideration of what 

 we believe to be the true function of education would 

 be to deal with less than half the question as it is at 

 present usually laid before the general public. Far 

 more attention is bestowed nowadays on the subject 

 of training than on that of education ; and, as we have 

 said before, there is no necessary connection between 

 training, that merely enables a man to earn a living 

 and exercise a trade, and education, that helps him 

 to understand and adjust his duty to himself, his 

 neighbour, his nation and his race. Yet training as a 

 substitute for education, and training, especially literary 

 training, as a preliminary step towards education, are 

 both well-recognized facts among us, and we cannot 

 leave that branch of the subject entirely out of our 

 survey. 



It may perhaps be asked why the problem of educa- 

 tion, at first sight essentially an affair of environment, 

 should be discussed at all in a volume which professes 

 to deal with heredity. But the answer is plain. Even 

 as we believe that religion is the only force strong 

 enough to incline a normal man, of his own free will, 

 to subordinate his individual interests to those of the 

 race, so some authentic scheme of education alone will 



