Page:Education as the Training of Personality.djvu/17

 I propose in this lecture to consider what appears to me to be one particular weakness of some current educational theories, namely, their inadequate appreciation of the significance of personality. Many writers fail, I think, to do justice to our experience as teachers because they do not keep constantly before us the very obvious fact that the boys and girls whom we try to teach are living, human persons.

It may, however, be objected that I am trying to force an open door. No one, I shall be told, denies that school education is the process of training boys and girls as living persons. This is assumed, at any rate implicitly, in all discussions of the subject. My contention is that the personality of our boys and girls, instead of being regarded as too obvious to be mentioned, must be put in the forefront of the argument, and that this personality must be recognised in the fullest possible sense.

But the question at once arises, what then do we mean by personality?

I cannot pretend to offer any adequate answer to this question. Personality, says Lewis Nettleship, is probably the hardest of all subjects. All I can do is to indicate certain characteristics of personality which are of importance for our purpose.

The characteristics of a person to which I shall confine myself are three, viz., unity, intrinsic value, and the power to create his own value by the achievement of his interests. The meaning of these phrases will, I hope, become clearer in the sequel.