The system is evil which produces such fruit, and however simple it may appear, in reality it brings forth all possible complications.
The other system is the extreme opposite, that of bringing up children for themselves. The rôles are reversed: the parents are there for the child. No sooner is he born than he becomes the center. White-headed grandfather and stalwart father bow before these curls. His lisping is their law. A sign from him suffices. If he cries in the night, no fatigue is of account, the whole household must be roused. The new-comer is not long in discovering his omnipotence, and before he can walk he is drunken with it. As he grows older all this deepens and broadens. Parents, grandparents, servants, teachers, everybody is at his command. He accepts the homage and even the immolation of his neighbor: he treats like a rebellious subject anyone who does not step out of his path. There is only himself. He is the unique, the perfect, the infallible. Too late it is perceived that all this has been evolving a master; and what a master! forgetful of sacrifices, without respect, even pity. He no longer has any regard for those to whom he owes everything, and he goes through life without law or check.
This education, too, has its social counterpart. It flourishes wherever the past does not count, where history begins with the living, where there is no tradition, no discipline, no reverence; where those who know the least make the most noise; where those who stand for public order are alarmed by every chance comer whose power lies in his making a great outcry and respecting nothing. It insures the reign of transitory passion, the triumph of the inferior will. I compare these two educations--one, the exaltation of the environment, the other of the individual; one the absolutism of tradition, the other the tyranny of the new--and I find them equally baneful. But the most disastrous of all is the combination of the two, which produces human beings half-automatons, half-despots, forever vacillating between the spirit of a sheep and the spirit of revolt or domination.
Children should be educated neither for themselves nor for their parents: for man is no more designed to be a personage than a specimen. They should be educated for life. The aim of their education is to aid them to become active members of humanity, brotherly forces, free servants of the civil organization. To follow a method of education inspired by any other principle, is to complicate life, deform it, sow the seeds of all disorders.