XXX.

WHAT IS EDUCATION?

My last chapter, like the first, begins with a question. Strange to say, no satisfactory definition of education has yet been given, nor has a definition of it often been even attempted. The literature of the subject is copious enough. But writers have busied themselves mainly with details, with methods of teaching, and so forth. A few, of a more philosophical turn of mind, have discussed the principles of the subject, and among these some have undertaken to develop their theories from the true starting-point of a definition. But among all these, from Plato, who was the earliest systematic writer on the subject, to Herbert Spencer, the latest and the most pretentious, not one has given a definition of it which is not open to objection.

It may seem presumptuous, perhaps, to undertake again that in which so many have failed. But there can be no harm in making at least an endeavor. What then are some of the elements which enter into our idea of education?

To educate is, in the first place, to develop. It is to draw out and strengthen the powers and give them right direction. It is, therefore, something more than merely imparting knowledge. Knowledge is to the child's mind what food is to the body. Each is a means to an end. It is to cause growth. As by the proper use of food and exercise the limbs and muscles expand, and acquire their full and appointed size, symmetry, and strength, so by acquiring and using knowledge of various kinds, the various faculties of the mind attain their full power and proportion. For this reason mainly the pure mathematics and the ancient languages, Latin and Greek, have held their place in almost every course of liberal study, not because the knowledge of these branches is likely to be called for in ordinary professional business, but because the study of these branches is supposed to be particularly adapted to develop and invigorate certain important qualities of the mind. This development of the powers, then, is the first element involved in a just idea of education.

But, secondly, nature plainly indicates a certain order to be observed in the development of the faculties. "First the blade, then the ear, after that the full corn in the ear." So in the human plant. The time for the efflorescence of some of the faculties is in early youth. Other faculties make little growth till near the age of manhood. A wise educator will carefully observe these facts, and not waste his energies and mar his work, either by attempting a premature development of those faculties which God seems to have meant to ripen later, or by neglecting to draw out and train in childhood those faculties which then most naturally and aptly spring into vigorous growth. Youth, for instance, is the season, of all others, when the memory is to be cultivated; the season of all others, when the instinctive principle of faith is to have free play. So, too, the moral and emotional faculties may receive the first germs of their development at a very early stage in the history of the human being. The education of this part of our nature begins, indeed, with the first smile of recognition that passes between the infant and its mother. Other faculties and powers, as the reason and the judgment, for instance, come to maturity nearer the age of manhood, and the normal period for their cultivation is accordingly near the end, rather than near the beginning, of an educational course. It is not, however, my object here to mark out an order for the development of the faculties, but only to note that there is such an order, and that the observance of this order is a most important element in our idea of what education is.

The next element in this idea is that a certain proportion and symmetry be observed in the development of the powers. Perhaps it might not be strictly accurate to say that any faculty may be cultivated too highly. Yet there certainly is an excess whenever one faculty or power is cultivated quite out of proportion to the other faculties and powers. A man in Boston a few years ago, by directing his attention exclusively for a long time to the single act of lifting, educated his body to the power of lifting enormous weights. But this power was gained at the expense of agility, grace, and many other bodily qualities quite as important as that of lifting weights. So the mental faculties may become one-sided by injudicious training. The memory may be inordinately developed at the expense of the reasoning power, the reason at the expense of the imagination, the feelings at the expense of the judgment, the mind at the expense of the body, the body at the expense of the mind. In all right education, therefore, the faculties are to be developed, not only in due order, but in due proportion.

The next element that enters into our idea is that of a proper comprehensiveness. The educator must bear in mind that the being committed to his care is one of a complex nature, and that every part of this complex nature is to receive its due attention. Physical education is included in his duties as well as mental, mental as well as moral and religious. No part is to be neglected. He should aim to secure for his subject full bodily health, agility, strength, symmetry, and power of endurance. The bodily senses are capable of a degree of cultivation that few seem to be aware of. Perhaps, in our ordinary schemes of education, no part of our complex nature is so inadequately provided for, so almost ignored, as the physical. But, as in regard to the other points that have been raised, so here, it is not my object so much to particularize the several parts of human nature that require attention, as to recognize distinctly the fact that we are thus complex, and that the business of the educator is necessarily a many-sided one, requiring most varied knowledge and experience.

But there is one important limitation to be observed here, otherwise our definition would be seriously amiss. In many works on education, it is stated, without qualification, that we ought to give to all our powers the fullest development of which they are capable. If we were unfallen angels, the rule might perhaps be a safe one. But for fallen human beings, it certainly needs some limitation. We have faculties and powers, not a few, which we need to repress rather than to cultivate. Are we to give the fullest development of which they are capable, to anger, envy, jealousy, cunning, avarice, and lust? To state the question is to answer it. It is not every faculty of the child, therefore, that is to be developed, but only those parts of his nature which are good and desirable, those by which he can best discharge his duties to God and attain his highest excellence as a man.

Let us now gather up the several ideas which have been suggested, and see if we cannot compress them into some brief formula, as a definition of education, which, if not perfect and exhaustive of the subject, shall be both more comprehensive and more precise than those now afloat.

Definition.--Education is developing, in due order and proportion, whatever is good and desirable in human nature.

MODEL TEXT BOOKS FOR SCHOOLS, ACADEMIES AND COLLEGES.

A NEW EDITION OF THE CLASSICS.

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CHASE & STUART'S CLASSICAL SERIES.

EDITED BY

THOMAS CHASE, A.M., PROFESSOR OF CLASSICAL LITERATURE, _Haverford College_, Penna.

GEORGE STUART, A.M., PROFESSOR OF THE LATIN LANGUAGE, _Central High School_, Philada.

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REFERENCES TO HARKNESS'S LATIN GRAMMAR, AND ANDREWS & STODDARD'S LATIN GRAMMAR.

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The publication of this edition of the Classics was suggested by the constantly increasing demand by teachers for an edition which, by judicious notes, would give to the student the assistance really necessary to render his study profitable, furnishing explanations of passages difficult of interpretation, of peculiarities of syntax, &c., and yet would require him to make faithful use of his grammar and dictionary.

It is believed that this Classical Series needs only to be known to insure its very general use. The publishers claim for it peculiar merit, and beg leave to call attention to the following important particulars:

The purity of the texts.

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The beauty of the type and paper.

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The convenience of the shape and size.

The low price at which the volumes are sold.

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The texts are not _mere reprints_, but are based upon a careful and painstaking comparison of _all the most improved editions_, with constant reference to the authority of the best manuscripts.

No pains have been spared to make the notes accurate, clear, and _helpful to the learner_. Points of geography, history, mythology, and antiquities are explained in accordance with the views of the best German scholars. The references to the grammars most in use in this country, viz.:

HARKNESS'S LATIN GRAMMAR AND ANDREWS & STODDARD'S LATIN GRAMMAR,

is in itself an advantage to be gained only by the use of this edition.

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CÆSAR'S COMMENTARIES, VIRGIL'S ÆNEID, CICERO'S ORATIONS, HORACE, SALLUST AND LIVY,

Of which there are now ready the following, viz.:

CÆSAR'S COMMENTARIES

on the Gallic War. With Explanatory Notes, a Vocabulary, Geographical Index, Map of Gaul, Plan of the Bridge, &c., &c. By Prof. George Stuart. Price by mail, postpaid, $1.25. Per dozen, by express, $11.25.

The text of Cæsar has been carefully compared with that of Kraner, Oehler, Nepperdey, and other distinguished editors. Much care has been bestowed upon this portion of the work, and it is hoped that whatever improvements have been introduced into the text by the learning and research of the German editors named, will be found in the present edition.

The Notes have been prepared with a very simple view,--to give the student that amount and kind of assistance which are really necessary to render his study profitable; to remove difficulties greater than his strength; and to afford or direct him to the sources of such information as is requisite to a thorough understanding of the author.

VIRGIL'S ÆNEID.

With Explanatory Notes, Metrical Index, Remarks on Classical Versification, Index of Proper Names, &c. By Prof. Thomas Chase. Price by mail, postpaid, $1.50. Per dozen, by express, $13.50.

The text of the Æneid here presented is based upon a careful collation of the editions of Heyne, Wagner, Conington, Ladewig, and Ribbeck, with frequent reference to other standard authorities, and with constant and especial regard to the testimony of the best manuscripts. In the preparation of the Notes, the endeavor has been made to meet the actual wants of students in our schools. Frequent references are made to the grammars most in use, and explanations are furnished of passages difficult of interpretation, of peculiarities of syntax, and of such points of history, geography, mythology, and antiquities, as require elucidation. A metrical index has been added, in which the chief difficulties of scanning are solved. One thing is presumed throughout,--that the student will make a faithful use of his grammar and dictionary, the only way in which true scholars are made.

CICERO AND HORACE will be issued about Dec. 1868.

SALLUST AND LIVY, during the following year.

The unprecedented demand for the first two volumes of this Series during the past few months evidences their adaptation to the actual wants of the recitation room. Testimonials have been received from a large number of the most flourishing classical institutions of the country, in which they have already been adopted as text-books, and the Principals of hundreds of schools have expressed their intention to commence their next term with these standard works. From every source but a single opinion has been expressed, viz.: that the publishers have more than fulfilled their promise in presenting a series of books which will be eagerly sought after by every student of the classics.

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A MANUAL OF ELOCUTION.

Founded upon the Philosophy of the Human Voice, with Classified Illustrations, Suggested by and Arranged to meet the Practical Difficulties of Instruction. By M. S. Mitchell. Price by mail, postpaid, $1.50. Per dozen, by express, $13.50.

The compiler cannot conceal the hope that this glimpse of our general literature may tempt to individual research among its treasures, so varied and inexhaustible;--that this text-book for the school-room may become not only teacher, but friend, to those in whose hands it is placed, and while aiding, through systematic development and training of the elocutionary powers of the pupil, to overcome many of the practical difficulties of instruction, may accomplish a higher work in the cultivation and refinement of character.

To afford teachers an idea of the character of the work, we append a list of the

SUBJECTS TREATED OF.

Articulation, Pronunciation, Accent, Emphasis, Modulation, Melody of Speech, Pitch, Tone, Inflections, Sense, Cadence, Force, Stress, Grammatical and Rhetorical Pauses, Movement, Reading of Poetry, Faults in the Reading of Poetry, Action, Attitude, Analysis of the Principles of Gestures, and Oratory.

Among the _gems of literature_ collected in this volume may be named the following, which will give a general idea of the character of the selections for practice, of which the volume is largely composed.

A Psalm of Life. Address at Gettysburg. Barbara Frietchie. Bonny Kelmeny. Bugle Song. Charge of the Light Brigade. Death of Little Nell. Dies Iræ. Elegy in a Country Churchyard. Excelsior. Godiva. Invocation to Light. Laus Deo. The American Flag. Oh! why should the Spirit of Mortal be Proud? The Battle of Ivry. The Bells. The Bridge of Sighs. The Great Bell Roland. The Mantle of St. John de Matha. The Raven. The Soldier from Bingen. The Song of the Shirt. Union and Liberty. Woman's Education. Work.

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THE MODEL DEFINER,

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THE MODEL ETYMOLOGY.

Giving not only the Definitions, Etymology, and Analysis, but that which can be obtained only from an intimate acquaintance with the best Authors, viz.: The Correct Use of Words. By A. C. Webb. Price by mail, postpaid, 60 cents. Per dozen, by express, $5.40.

The importance of words cannot be over-estimated. Knowledge can be imparted and received only by the medium of words, correctly used and properly understood. The basis of a good education must be laid with words, well chosen, properly arranged, and firmly implanted in the mind. From the richness of the English Language, which gives many words to the same meaning, and many and diverse meanings to the same word, the proper _use_ of a word cannot be deduced from its _meaning_. How, then, is the knowledge of the use of words to be imparted to children? Either by the teacher, or by conversation and reading. By the latter method the knowledge acquired is limited in extent; and as it is entirely dependent on the power of observation, the impressions received are faint and ill-defined, and the conclusions arrived at, frequently incorrect. The practice of Arithmetic might possibly be left to such teaching, inasmuch as Arithmetic is an exact science based on fixed principles, from which correct _reasoning_ must deduce correct _results_. But no reasoning can show to the child who has learned "_Deduce, to draw_," that he must not say, "I tried _to deduce_ the horse from the stable;" or, "_Deciduous, falling_." "The boy, _deciduous_ from the window, was killed." The importance and difficulty of the work demands that it shall not be left to the uncertainties of home teaching. The labor involved forbids that this essential part of education shall be imposed on the parent. Like Arithmetic, or any other department of knowledge, it should be performed by the teacher, in the time specially set apart for mental training. The plan adopted in the MODEL WORD-BOOK SERIES is not new. All good Dictionaries illustrate the meaning by a Model. To quote from a _good author_, a sentence containing the word, as proof of its correct use, is the only authority allowed. A simple trial of the work either by requiring the child to form sentences similar to those given, or by memorizing the sentences as models for future use, will convince any one of the following advantages to be derived from the Model Word-Book Series:

1. Saving of Time. 2. Increased Knowledge of Words. 3. Ease to Teacher and Scholar. 4. A Knowledge of the Correct Use of Words.

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THE YOUNG STUDENT'S COMPANION;

or, Elementary Lessons and Exercises in Translating from English into French. By M. A. Longstreth, Principal of a Seminary for Young Ladies, Philadelphia. Price by mail, postpaid, $1.00. Per dozen, by express, $9.00.

The object of this little work is to present to the young student a condensed view of the elements of the French language, in a clear and simple manner, and, at the same time, to lessen the fatigue incurred by the teacher in giving repeated verbal explanations of the most important rules of etymology. No attempt has been made to teach the syntax of the language, with the exception of a few fundamental rules; neither have many idioms been introduced; the aim of the compiler being to avoid whatever might perplex or confuse.

This little work, it will be remembered, is not intended to take the place of a Grammar, but to prepare the pupil, by careful drilling, for larger and more comprehensive treatises; and it is believed that any child, who can distinguish the different parts of speech in English, will be able to understand and learn the lessons without difficulty; and that, if they are thoroughly learned, the succeeding course of French study will be much facilitated. In its preparation, the best authorities have been carefully consulted and followed, and assistance has been kindly furnished by several Professors of the French language, whose experience in teaching enables them to judge of the wants of the young student.

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MARTINDALE'S HISTORY OF THE UNITED STATES.

From the Discovery of America to the close of the late Rebellion. By Joseph C. Martindale, M. D., Principal of the Madison Grammar School, Philadelphia. Price by mail, postpaid, 60 cents. Per dozen, by express, $5.40.

The want of a History suitable for the Schoolroom has long been felt by educators. In most instances, the Histories presented have been too much encumbered with details of but little service to the pupils. This has been one of the causes which has prevented History from being one of the usual branches of study in our Common Schools outside of cities and towns; none can so well appreciate the difficulties which have surrounded this subject as the teacher. Another cause which has precluded the study of History has been the high price of all the text-books on this subject. The very low price of the present treatise will obviate this difficulty. The author of this compend, a man of large experience in the schoolroom, deserves the thanks of teachers and scholars, for the concise and succinct form which he has treated this much neglected subject; ignoring all that does not properly appertain to the important events of our Nation's existence, he has given us all that should be memorized, and in so agreeable a form as to be thoroughly mastered with but little effort.

With this book in his hand, the scholar can in a single school-term obtain as complete a knowledge of the History of the United States as has heretofore required double the time and effort.

Teachers who are anxious to have their pupils proficient in this subject, or who are themselves desirous of reviewing the main points of History in order to pass a creditable examination, will find this _the book for their purposes_, and it will commend itself to the _live teacher as a book long needed_. The want of such a work suggested its preparation, and we are satisfied that in every schoolroom its advent will be welcomed by both teacher and pupil.

The unprecedented success which has attended this work since its publication is the best recommendation of its merits, more than _Twenty Thousand Copies_ having been sold during the past year. It is indorsed by prominent educators, is used in over fifty Normal Schools, and in hundreds of cities, towns, and townships throughout the entire country. Teachers, Directors, and all others interested in Elementary Education are invited to examine the book.

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PARKER'S GRAMMAR OF THE ENGLISH LANGUAGE.

Based upon an Analysis of the English Sentence. With copious Examples and Exercises in Parsing and the Correction of False Syntax, and an Appendix, containing Critical and Explanatory Notes, and Lists of Peculiar and Exceptional Forms. For the use of Schools and Academies, and those who write. By Wm. Henry Parker, Principal of Ringgold Grammar School, Philadelphia. Price by mail, postpaid, $1.25.

Prepared by a GRAMMAR SCHOOL PRINCIPAL, and arranged in the manner that many years of research and actual experience in the schoolroom have demonstrated to be the best for teaching, this book commends itself to teachers as a simple, progressive, and consistent treatise on Grammar, the need of which has so long been recognized. We ask for it a careful and critical examination. The thorough acquaintance of the author with his subject, and his practical knowledge of the difficulties which beset the teacher in the use of the text-book, and the necessity for the teacher's supplying deficiencies and omissions and amending the text to suit constructions found daily in parsing, and in other practical exercises in Grammar, have enabled him to prepare a work which will, on trial, be found a labor-saving aid to both teacher and pupil.

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TO TEACHERS.

The Publishers desire to call the attention of Teachers to their List of SCHOOL ROLL-BOOKS, REGISTERS, GRADE BOOKS, &c. These have been prepared by an experienced, practical Teacher, with the view of meeting a very pressing want of the schoolroom. It is hoped that in their preparation most of the defects usually found in school records have been avoided.

THE MODEL ROLL-BOOK, NO. 1.

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For the Use of High Schools, Academies, and Seminaries. Containing a Record of all the Studies mentioned in Roll-Book, No. 1, together with Elocution, Algebra, Geometry, Composition, French, Latin, Philosophy, Physiology, and several blanks for special studies not enumerated. Price, $3.50, by express.

These Roll-Books are in use in the leading Schools of Boston, New York, Philadelphia, Cincinnati, Chicago, and St. Louis, and very extensively in Select and High Schools throughout the country. They will, on examination, be found to be the most complete and practical yet published. All teachers who use them speak of them with unqualified approval; once used, they will never be relinquished.

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A Roll-Book, Register and Record combined.

Adapted to any grade of School, from Primary to College. Handsomely and durably bound in fine Cloth. Price by mail, postpaid, 60 cents. Per dozen, by express, $6.00.

Prof. E. A. Sheldon, of the New York State Normal School, and author of "Lessons on Objects," and "Elementary Instruction," says of this book:

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THE MODEL SCHOOL-DIARY.

Designed as an aid in securing the co-operation of parents. It consists of a Record of the Attendance, Deportment, Recitations, &c., of a Scholar, for every day in the week. At the close of the week it is to be sent to the parent or guardian, for his examination and signature. Teachers will find in this Diary an article that has long been needed. Its low cost will insure its general use. Copies will be mailed to teachers for examination, postpaid, on receipt of ten cents. Price per dozen, by mail, postpaid, $1.00. Per dozen, by express, 84 cents.

REWARDS OF MERIT.

As there are many teachers who make use of these incentives to study, we have endeavored to meet the demand, with what success the teacher can judge after seeing our specimens. They are printed on the best quality of Bristol card, colored in gold, silver, crimson, ultra-marine, and emerald, and are executed in the highest style of the lithographic art. They are chaste, ornate, and beautiful, and need but be seen to be appreciated. The teacher will, of course, not connect these gems of art with the common colored cards in vogue. Price per set by mail, postpaid, 35 cents.

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_Please address the Publishers_,

ELDREDGE & BROTHER, 17 & 19 South Sixth Street, PHILADELPHIA, PA.