40  Science  of  Education

In  the  interpretation  of  education  thinkers  and
writers  may  be  classified  into  schools,  representing  dif-
ferent views,  just  as  theologians  may  be  so  grouped,
or  physicians,  or  philosophers,  or  scientists,  or  histo-
rians. This  will  usually  depend  upon  the  emphasis
placed  upon  individual  initiative,  the  inner  native
urgency  that  demands  recognition.  For  example,  one
school  of  writers  and  teachers  holds  that  school  educa-
tion must  be  prescriptive;  the  opposition  that  it  is
passive  and  following.  Froebel,  in  another  wording
of  the  definition  given  in  8  above,  says :  "Education  in
instruction  and  training,  originally  and  in  its  first  prin-
ciples, is  necessarily  passive,  following  (only  guarding
and  protecting),  not  prescriptive,  categorical,  and  in-
terfering." Bain,  on  the  other  hand,  says  (No.  3)  :
"  Education  includes  the  efforts  made  of  set  purpose  to
train  men  in  a  particular  way."  And  Addison :  "  What
sculpture  is  to  the  block  of  marble,  education  is  to  the
human  soul."  Of  the  first  class  is  Hamilton  (No.  10),
who  would  have  education  to  mean  "  the  determination
of  the  pupil  to  self -activity  " ;  or  Spencer,  who  would
have  "  our  measures  subservient  to  the  spontaneous  un-
folding which  all  minds  go  through  in  their  progress
toward  maturity."  Of  the  second  class  is  Sully,  whose
definition,  "  Education  is  the  designed  influence  of
society  upon  the  individual,  concentrated  and  reduced
to  a  systematic  form,"  reduces  the  child's  initiative  to
a  minimum ;  and  Ward,  who  makes  education  to  mean
"  the  universal  distribution  of  extant  knowledge."  Of
the  two  schools  the  one  represents  this  education  as


Education  and  the  Allied  Arts          41

being  creative,  the  other  concessive ;  the  doctrine  of  tho
one  is  positive,  the  other  tentative.  The  one  emphasizes
courses  and  prescriptive  exercises;  the  other,  electives
and  options.  The  idea  in  the  one  is  more  or  less  archi-
tectural; the  other  concedes  much  to  freedom  and
diversity.  With  the  former  the  teacher  is  the  deter-
mining factor  in  a  directed  education;  with  the  latter,
the  pupil.  These  exalt  the  disposition  to  do,  and  know,
and  enjoy ;  those,  some  particular  doing  or  knowing  or
enjoyment.
