=Limitations of the Aim.=--This view evidently differs from others in that it finds the justification for education, not primarily in the needs or rights of a larger society of which the child is a member, but rather in those of the single individual. Here, however, a difficulty presents itself. If the developing of the child's capacities and tendencies constitute the real purpose of public education, may not education at times conflict with the good of the state itself? Now it is evident that if a child has a tendency to lie, or steal, or inflict pain on others, the development of such tendencies must result in harm to the community at large. On the other hand, it is clear that in the case of other proclivities which the child may possess, such as industry, truthfulness, self-sacrifice, etc., the development of these cannot be separated from the idea of the good of others. To apply a purely individual aim to education, therefore, seems impossible; since we can have no standard to distinguish between good and bad tendencies, unless these are measured from a social standpoint or from a consideration of the good of others, and not from the mere tendencies and capacities of the individual. Moreover, to attempt the harmonious development of all the child's tendencies and powers is not justifiable, even in the case of those tendencies which might not conflict with the good of others. As already noted, division of labour has now gone so far that the individual may profitably be relieved from many forms of social activity. This implies as a corollary, however, that the individual will place greater stress upon other forms of activity. THE SOCIAL, OR ECLECTIC, VIEW