command "Be true to thyself," because it is a prerequisite to it. But
if it takes a literary genius to reveal our thoughts to us, as it
often does, certainly the average person will not discover his own
characteristics alone. Even with firm intentions he will merely grope
about, and from blindness and want of skill will stifle a good portion
of his own nature.

On the other hand, if he goes to school, whatever peculiarities he may
possess are liable to suppression through the teacher and the
curriculum, the two chief agencies of the school. For the average
elementary teacher is not greatly concerned about preserving and
developing individuality, and the average high-school teacher or
college professor still less. Indeed, many teachers are convinced that
there is too much of it already, as shown in the discipline, and
insist upon as much uniformity as possible, because it is less
troublesome. When it comes to the curriculum, the commonly recognized
purpose of instruction is acquisition of knowledge rather than
development of self. But if a student sets out to amass as much
information as possible, he is almost sure to be covered up by his
collection; and, even if he proceeds slowly enough to admire and try
to imitate the good that he finds in his spiritual inheritance and
present environment, he is in no less danger of being mastered by his
instruments. Thus it happens that while self-expression should be one
of the great purposes of the school, annihilation of self is a common
outcome.

_The positive character of provision for individuality as a factor
in study._

It follows from the preceding that provision for individuality is a