actory 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