“The systematic development and cultivation of the mind and other natural powers in the directions of the feelings, the tastes, the manners, by inculcation, example, experience, and impression.
“Education has for its aim the development of the powers of man, (1) by exercising each along its peculiar line, (2) by properly coordinating and subordinating them, (3) by taking advantage of the law of habit, (4) by appealing to human interest and enthusiasm.”
The word “education” comes from the Latin educatio, from educare, to rear, nourish, bring up; from educere, to lead out; from e, out, and ducere, to lead.
The International Encyclopedia defines education thus:
“In a general sense, the development of the whole nature of man, physical, intellectual, and moral, through interaction with every phase of his environment.”
As good a definition as either of these, perhaps better, is, “The harmonious development of the physical, the mental, the spiritual powers.” Webster gives us this short definition: “To cultivate and discipline the various powers of the mind,” altho this is altogether too limited.
Not always does “interaction” with environment develop all of the human faculties and powers. Sometimes counteraction is as necessary as interaction. But it must be patent to every one who stops to consider what man is and what the full man ought to be, that education must include the very highest development of all his powers in harmonious cooperation. The physical training of the child ought to begin from his earliest moment of existence. The moral and the mental training follows; for the truest kind of education must take hold upon character, and character pertains to morals. The truly developed man must be a moral man, and the moral man must have that high sense of morals which only true spirituality gives and which must affect all his relationship to his God and to his fellow men.
Front and End View of the Main Building
The editor of the SIGNS OF THE TIMES believes in education. He is interested not simply in education in California. The principles which are involved in true education here are just as applicable elsewhere. The people whom this paper represents believe in that kind of education which develops the whole man.
It has not been an easy matter in these days to work out such a system as that, especially in constant rivalry with the excellent education given in the various institutions of the world. Generally, education has been considered to be mental culture and has had much to do with that phase alone, without regard to the future work of the individual.
We value a machine by the product which it will turn out, and the economy of its operations. Why should not the human machine be valued in the same way? Why is not that education altogether the best which will obtain the very best results from the one educated? which will make him a man, not simply cultured and refined, but one who is wise in counsel, who has a knowledge of the practical things of life in which he is engaged, and will turn out the very best product possible — environment and other circumstances considered? Why should not the very acme of that education be considered the acquirement of the very highest possible conception of knowledge; namely, acquaintance with God and with the great principles of His government? More than that, why should not that education begin with the very thought of God? Why should not its basis rest in the principle expressed by the wisest man who ever lived, “The fear of the Lord is the beginning of knowledge”?
Such education as this can not be given in the city. A school giving such education can not be carried on and the best results developed in our large towns. The country with its great widening, broadening influences, is demanded.
