So far, so good. These admissions, with the fundamental admission which underlies them all, might form the basis of a sound philosophy of education, if they were not liable to be stultified and even nullified by the counter assumption that human nature is innately evil and corrupt. For from the latter assumption has followed, both logically and naturally, a theory of education which is not merely unfavourable but fatal to growth. If human nature is innately evil, if it has no inborn capacity for goodness or truth, what is there in it that is worth training? So far as the "great matters" of life are concerned, the child must be educated by being told in minute detail what to do, and by being alternately bribed and bullied into doing it. As he can neither think, nor believe, nor desire, nor do what is right, he must be told what to think, what to believe, what to desire, what to do; and as it is assumed that the tasks set him by his teacher will not be intrinsically attractive, he must be induced to perform them by the threat of external punishments and the promise of external rewards. In other words, in the spheres of religion and morals, so far as these can be walled off from the rest of human life, he must be educated, not by being helped to grow, but by being compelled to obey; and as the spheres of religion and morals cannot possibly be walled off from the rest of human life, the idea of educating the child through the medium of passive and mechanical obedience will gradually extend its influence over all the other departments and aspects of his home and school life, his innate sinfulness finding its equivalent, in secular matters, in his innate helplessness and stupidity, while in the place of the creeds, codes, and catechisms by which his spiritual welfare is provided for, he will be fed during the hours of secular instruction on rations of information, formulated rules, and minute directions of various kinds. Under this _regime_ of wire-pulling on the part of the teacher and puppet-like dancing on the part of the child, the growth of the child's faculties,--of the whole range of his faculties, for they will all come under the blighting influence of the current misconception of the bent of his nature and the consequent under-estimate of his powers,--far from being fostered, will be systematically thwarted and starved. This is the fate which might be expected to befall the child if the doctrine of his innate sinfulness were allowed to dominate his education; and this is the fate which has befallen and is befalling him in all grades of society and in all the countries of the West.