EDUCATION AS GROWTH
1. The Conditions of Growth.—In directing the activities of the young, society determines its own future in determining that of the young. Since the young at a given time will at some later date compose the society of that period, the latter's nature will largely turn upon the direction children's activities were given at an earlier period. This cumulative movement of action toward a later result is what is meant by growth.
The primary condition of growth is immaturity. This may seem to be a mere truism—saying that a being can develop only in some point in which he is undeveloped. But the prefix 'im' of the word immaturity means something positive, not a mere void or lack. It is noteworthy that the terms 'capacity' and 'potentiality' have a double meaning, one sense being negative, the other positive. Capacity may denote mere receptivity, like the capacity of a quart measure. We may mean by potentiality a merely dormant or quiescent state—a capacity to become something different under external influences. But we also mean by capacity an ability, a power; and by potentiality potency, force. Now when we say that immaturity means the possibility of growth, we are not referring to absence of powers which may exist at a later time; we express a force positively present—the ability to develop.
Our tendency to take immaturity as mere lack, and growth as something which fills up the gap between the immature and the mature is due to regarding childhood comparatively instead of intrinsically. We treat it simply as a privation