EDUCATION
ments, that the ideas embodying these solutions shall always ,
be associated with intrinsically pleasing images. The art
of dissociation can be taught only by individuals who are
not under direct government control. This is one of the
reasons why it is so important that state-aided education
shall, wherever possible, be supplemented by education in
the hands of private persons. Some of this privately
organized education will certainly be bad; some will
probably exist solely for reasons of snobbery. But a few
of the private educators will be genuinely experimental and
intelligent; a few will use their blessed independence to
make the desirable change which state-controlled teachers
are not allowed to initiate. *Les enfants T£ appartiement
qita la Republiqtie? So wrote the Marquis de Sade. That
such a man should have been so ardent a supporter of
exclusive state education is a fact that, in the light of
the history of contemporary dictatorships, is highly
significant.
Using an arbitrary, but unavoidable^ system of classifica-
tion, I have spoken in turn of education as character-*
training, education as instruction, education as training of
the emotions. It is now necessary to speak of another
form of education, a form which must underlie and
accompany all the other forms, namely the education
of the body.
In the world as we know it, mind and body form a single
organic whole. What happens in the mind affects the body;
what happens in the body affects the mind. Education
must therefore be a process of physical as well as mental
training.
Of what nature should this physical training be? The
question cannot be properly answered except in terms of
our first principles. We are agreed that the ideal human
being is one who is non-attached. Accordingly all
education, including physical education, must ultimately
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