EDUCATION (Lat. edueatio, front educarc, to rear. nourish. bring up. from cducere, to lead cut. from c, out t diterre, to lead). In a general sense. the development of the whole nature of man, physical, intellectual, and moral, through interaction with every phase of his environment ; in a narrower and more usual meaning, the devel opment of the powers or capacities of the mind through special processes of training. No one ap plication of the term has now or ever had a emu mon acceptance, for it may have a variety of spe cial Quintilian applied it to the general processes of training in the child's ear liest years, in distinction from the formal school processes, called instruction. The Greek idea of education included both the early process of training. or formation of habits based upon authority. and the later process of instruction. or the rationalizing of the habits. formed. This general conception is formulated by Plato as follows: education is that which gives to the body and to the soul all the perfection of which they are capable." For many years the popular idea has been limited to the nar rower one of instruction, hut recently, under the influence of the conception of evolution. it has been realized that every stimulus that sets up a series of reactions in the human organization has some influence in shaping the final character. However. such a conception is to vague to be of any general value, and sonic such formulation as the following is now of com mon acceptation: Educaticn includes all those processes consciously adopted by a given society for realizing in individuals the ideals which are approved by the race or by the particular group; While instruction includes all those definite means and method, adopted under the direction of a particular institution, usually the school, for ac complishing certain particular ends. wholly or
for the most part of an intelleetual character. The greater part of this article will be devoted to a sketch of the theory of education, with enough detail of the actual practice to illustrate the true nature of the theory. This presentation is plemented in the articles relating to the proini nent educators of the past, especially those ;Wont rd. _1 i n. Aristotle. Basedow, lettherg. Friolot-1 f or 1, Ilerbart.
lloraee Mann, Montairme. Pestalozzi, Plato, Quin t ilian, Eabelais. Rat idIfins. I:Anis...am :spencer, Sturm. A further discussion of the principles of education, especially in relation to their application as an art, is given in the articles en PED.0.ouY and on PSYCII0LOGY. The subject of educational method. treated primarily in the article on 1EovG0nY. is treated in some of its as pects in the articles on BASEDOW; COMENIUs;