TYPES OF EDUCATION. The definitions given above indicate that education has two phases, more or less distinct. First. it is the physical and psychical development of the individual, sole ly with reference to these activities within them selves: and second, it is the process of adjusting the human being to his social environment—to the ideals and customary practices of his fellows. So far as the process is concerned. these two phases are not distinguishable, but are rather com plementary; whereas, in reference to the concep tion and the realized purpose, they are clearly dif ferentiated and often are in conflict. Its history presents many aspects that tied a common ex planation in the varying emphasis placed upon the individual and social phases, together NN ith the relative importance Nvhi•h the activities for supplying food, clothing, and shelter assume at any given stage of culture. Among primitive people edwation was largely practical. and cen tred in the family group. It was essentially a training given the child. ordinarily by his parents, in the processes of supplying the needs of food, and shelter. (Consult Letonr nean's de dans its dircrses ruerg huinaintR, Paris, 1S981 These activities necessitated a variety of ceremonial observances relating to every interest in life in order to secure proper adjustment to the spirit world, omnipresent to the savage and the barbarian. As a priesthood developed priests had instruction in the preservation and explanation of tradition and ceremonies. as distinct from the broader cere monial education of all the people. Out of this esoteric training of the priesthood, and the at tempt to construct cosmographies, grew in time philosophy, science, and literature, and the higher types of education. :such are hest illus trated by the Hindus, the Egyptians. and the dews. There developed, too, along With these early types of priestly instruction, a caste system of education for the masses of the people. that gave, in addition to the religious ceremonial edu cation mentioned. a training in the practical af
fairs of life. In such a systein the training was given by parent to child in the particular activ ities to which he had been confined in the grow ing division of labor. The caste system of edu cation was highly developed by the Egyptians and the llindus, and, with the latter, at least, has per sisted until recent times. While the caste organi zation of society was never reached by the Jews, they did develop a system of industrial educa tion akin to that of caste societies. The Chinese were the first of existing nations to develop a general system of literary education. While it does not of course affect all the people, it is at least open to all, and does reach large sections of the population. It is essentially literary. dealing primarily with the sacred literature, or ganized as a preparation for the civil service, tested and controlled by a series of examinations. The successful competitors in these examinations become public officials, and the conduct of the Government is thus placed in the hands of those who are by the very process of selection most opposed to innovations and to progress. This system, first organized in the time of Confucius. has undergone no radical change for the past thousand years. The recent trouble with the Western nations incident to the Roxer uprisings has given opportunity for the influences gradu ally creeping in through contact with the West erners to affect the examination system, and radical changes are now going on. The ancient, Persians, the Greeks. and the Romans, developed a national typo of education at first was largely military. But its political aspect ex panded With Greek and Roman political life until individualism found full expression in an educa tion both liberal and practical. Since that time the process has been growing more scientific. synthetizing these several modes. influenced in a varying degree by the ideals of Christian re ligion.