THE NATURE OF EDUCATION

 

         Education is a man-made process in which the powers of man are developed and his mind is furnished with knowledge. The question of education embraces several distinct elements. First, there must be a being to be educated; this being is Man. Second, there must be something with which to educate man, some material to be used in the educational process; this material, consisting of ideas, facts, truths, and sentiments, may be called the Matter of education. Third, there must be some way in which these two elements are united in the educational process; this way (methodos, a way) gives rise to the Methods of Education.

         The question of education is thus seen to embrace three elements Man, Matter, and Method. Man is the subject of education; Matter is the object; and Method is the process by which these two are linked together in the attainment of educational results. The old problem of education has been facetiously called the problem of "the three R's -'readin', 'ritin', and 'rithmetic';" the real problem of education may be seriously called the problem of the Three M's -Man, Matter, Method.

         This analysis of the problem of education enables us to determine the fundamental branches of the Science of Education. Considering Man, the first element of the problem, we see that he has susceptibilities and powers which may be trained and developed. The process of bringing forth these powers in activity, strength, and harmony is called Culture. Culture can not be haphazard; there is a proper way in which it is to be given. The consideration of the manner in which culture is to be imparted, gives rise to the first branch of the science called Methods of Culture.

         Considering the Matter, the second element of the problem, we perceive that knowledge, which is a product of the mind, may be used in giving culture to the mind. That which came forth from one mind may be developed in other minds, calling into activity the faculties by which it was originally produced. This process of developing knowledge in the mind is called Instruction. The consideration of the manner in which instruction may be imparted gives rise to a second branch of the science called Methods of Instruction.

         At first thought, since culture and instruction are seen to embrace all possible educational processes, it would seem that these two branches constitute the entire science of education. A little further analysis, however, gives rise to another branch closely connected with these two primary branches, and possibly contained in them, but so important as to require distinct treatment. Since culture and instruction are to be given to one or more pupils in an institution called a school, and this school is to be organized, governed, etc., there incidentally arises, as a distinct, third branch of the science, School Economy.

         The science of education is thus seen to embrace three branches -Methods of Culture, Methods of Instruction, and School  Economy.

         METHODS OF CULTURE treats of the nature of the powers of man, and how to develop them. It embraces three general divisions: 1) The Nature of Man; 2) The Nature of Culture; 3) The Methods of Cultivating Each Faculty. 

         METHODS OF INSTRUCTION treats of the different branches of knowledge and how to teach them. It embraces three general divisions: 1) The Nature of Knowledge; 2) The Nature of Instruction; 3) The Methods of Teaching each Branch.

         The three divisions in each of these two primary branches of the Science of Education are seen to correlate. Thus, the Nature of Man in the first branch correlates with the Nature of Knowledge in the second; the Nature of Culture in the former corresponds to the Nature of Instruction in the latter; and the Methods of Cultivating Each Faculty is correlative with the Methods of Teaching Each Branch.

         SCHOOL ECONOMY treats of the methods of organizing and managing a school. It is all those arrangements that tend to make the school a fit place in which to impart culture and instruction, and all those conditions that render teaching effective.

 

                                     Culture and Instruction

 

         Culture is the developing of the powers of man. It is the art of drawing out the different powers and training them so that they may act with skill and vigor. The term is derived from colo, I cultivate, and derives its educational meaning from the act of tilling and enriching the soil. It has reference to the development and improvement of any of man's faculties or powers. To awaken the mind into activity, to call out and mold its various faculties, to train the eye to see, the memory to retain and recall, the understanding to think and reason, etc. -this is to cultivate the mind.

         Instruction is the imparting of knowledge to the mind. It is the process of transferring knowledge from one mind to another. The term is derived from in, into, and struo, I build, meaning, I build into. To instruct the mind is thus to put knowledge into it, to build up knowledge in the mind. The instructor takes the knowledge that is in his own mind, and, puts it into the mind of his pupils, and builds it up there, as an architect erects a skyscraper, in symmetry and proportion.

         The mind may be furnished with knowledge in two ways; first by putting knowledge into it, and second by drawing knowledge out of it after having triggered its innate mechanisms to work on mental content. In the fact studies, as history and geography, knowledge must be put into the mind; in the thought studies, as mathematics and grammar, knowledge can be unfolded in it. Instruction is thus the art of putting knowledge into the mind and also of drawing knowledge out of the mind. In other words, instruction is the art of developing knowledge in the mind , or of building up knowledge in the mind.

         These two divisions, Culture and Instruction, are logically distinguished. The one seeks to draw out the powers of the mind, the other seeks to furnish it with knowledge. Each, of course, implies the other. To give culture, we make use of knowledge, and knowledge is furnished by instruction; in order to impart instruction, there must be some growth of mental powers in place, and mental powers are developed by culture. The two processes, however, are not identical; and the laws and methods of each are different. They are in fact the complements of each other; the two hemispheres of the science of education, which, united, give it symmetry and completeness.

         The relation of Culture and Instruction should be clearly understood. The object of Culture is to strengthen and develop the mind; the object of Instruction is to put knowledge into the mind. Culture gives a person mental power; Instruction gives him information or learning.

         They are both important; but the relative importance of Culture should be observed. To be able to acquire knowledge is a prerequisite to the acquisition of knowledge. The ability to originate knowledge is even more important. A person should know more than he ever learned; and this is possible when his mental powers have been cultivated. The object of the teacher, therefore, should be not merely to impart knowledge, but to cultivate mental power.

 

                                    The Science of Teaching

 

         The act of affording culture and imparting knowledge is called Teaching; and the person who does this work is called a Teacher.

         Teaching, as a science, treats of the Laws and Methods of human Culture and Instruction.

         By LAWS we mean the principles that guide us in an operation. Thus, in grammar, the principle that the verb agrees with its subject in number and person, will guide us in speaking and writing correctly. So also in education, there are, for instance, principles of instruction derived from the Nature of the Mind, the Nature of Knowledge, and the Nature of Instruction.

         By METHODS we mean the manner of performing an operation. Thus, in arithmetic, we have the methods of subtracting, of finding the greatest common divisor, etc. The rules of arithmetic are statements of methods of operation. So also in education, there are methods of doing things or of obtaining certain results. There are methods of giving culture to the different faculties, and also of teaching the different branches.

         The relation of Laws and Methods should be clearly understood. Principles are self‑existent, or belong to the very nature of the subjects; Methods are derived from principles; they are the outgrowth of laws or principles. Principles are of more value than methods; if you know the principle, you can derive the method, though you may know the method without understanding the principle. One who is familiar with principles is thus much more independent than one who knows only methods.