WHAT IS EDUCATION? It has been held that education, according to its etymology, means a drawing out of the faculties of the mind, not a mere accumulation of things in the memory; and this is probably substantially true; but yet the etymology of education is not, directly at least, educere, but educare. Again, education has been distinguished from information; which may well be done, as the word information is now used; but yet the word informare, at first, implied as fundamental an operation on the mind as educare; the forming and giving a defined form and scheme to a mere rude susceptibility of thought in the human mind. Again, we use the term learn, both of the teacher and the scholar. (Thus we have, Psalm cxix. 66 and 71, Learn me true understanding and knowledge; and I will learn thy laws.). But the German distinguishes these two aspects of the same fundamental notion by different forms—lehren and lernen; and in a more exact stage of English, one of these is replaced by another word, to teach; which, though it is not the representative of a word used in this sense in German, is connected with the German verb zeigen, to show, and zeichen, a sign or mark; and thus directs us to the French and other daughters of the Latin language, in which the same notion is expressed by enseigner, insegnare, ensenar; which come from the Latin insignire, and are connected with signum. W. WHEWELL. Education is the process of making individual men participators in the best attainments of the human mind in general: namely, in that which is most rational, true, beautiful, and good ... the several steps by which man is admitted, from the sphere of his narrow individuality, into the great sphere of humanity; by which, from being merely a conscious animal, he becomes conscious of rationality; by which, from being merely a creature of sense, he becomes a creature of intellect; by which, from being merely a seeker of pleasurable sensations, he becomes an admirer of what is beautiful; by which, from being merely the slave of impulse, he becomes a reverencer of what is right and good. W. WHEWELL What is a man If his chief good and market of his time Be but to sleep and feed?—a beast, no more. Sure, He that made us with such large discourse, Looking before and after, gave us not That capability and godlike reason To rust in us unused. SHAKSPEARE In the bringing up of youth, there are three special points-truth of religion, honesty of living, and right order in learning. In which three ways, I pray God my poor children may walk. ASCHAM. Preface to Schoolmaster. Many examples may be put of the force of custom, both upon mind and body; therefore, since custom is the principal magistrate of man's life, let men by all means endeavor to obtain good customs. Certainly, custom is most perfect when it beginneth in young years; this we call education, which is, in effect, but an early custom. So we see in languages, the tone is more pliant to all expressions and sounds, the joints are more supple to all feats of activity and motions in youth than afterwards; for it is true, the late learners can not so well take up the ply, except it be in some minds that have not suffered themselves to fix, but have kept themselves open and prepared to receive continual amendment, which is exceeding rare: but the force of custom, copulate and conjoined, and collegiate, is far greater; for there example teacheth, company comforteth, emulation quickeneth, glory raiseth; so as in such places the force of custom is in his exaltation. LORD BACON. Essays. Custom and Education. I call a complete and generous education that which fits a man to perform justly, skillfully, and magnanimously all the offices, both private and public, of peace and war . . . inflamed with a study of learning, and the admiration of virtue; stirred up with high hopes of living to be brave men, and worthy patriots, dear to God, and famous to all ages. JOHN MILTON. The end of learning is to repair the ruins of our first parents, by regaining to know God aright, and out of that knowledge to love him, to imitate him, to be like him, as we may the nearest, by possessing our souls of true virtue, which being united to the heavenly grace of faith, makes up the highest perfection. JOHN MILTON. First, there must precede a way how to discern the natural inclinations and capacities of children. Secondly, next must ensue the culture and furnishment of the mind. Thirdly, the molding of behavior and decent forms. Fourthly, the tempering of affections. Fifthly, the quickening and exciting of observations and practical judgment. Sixthly, and the last in order, but the principal in value, being that which must knit and consolidate all the rest, is the timely instilling of conscientious principles and seeds of religion. SIR HENRY WALTON. How great soever a genius may be, and how much soever he may acquire new light and heat, as he proceeds in his rapid course, certain it is, that he will never shine in his full luster, nor shed the full influence he is capable of, unless to his own experience he adds of other men and other ages. BOLINGBROKE. |