The Pamphlet Collection of Sir Robert Stout: Volume 53
And in doing this, I cannot use, to explain my views, more apt language than I have employed above, namely, that true education is a continuous culture, commencing at conception and only ending with death—of the whole being; physical, mental, moral, pari passu.
Professor Payne, the first professor of the science and art of education in the College of Preceptors, London, in more technical language, says "education may be described as the systematisation of all the influences which the science of education recognises as capable of being employed by one human being to develop, direct, and maintain vital force in another, with a view to the formation of habits." Whilst Mr. J. 8. Mill, in his inaugural address, delivered at St. Andrew's, remarked, "whatever helps to shape the human being, to make the individual what he is, or hinder him from being what he is not, is part of his education.
For "the true ideal of education is, to make a man the best, the highest, the wisest, the most comprehensive and communicative, that he is capable of becoming." And thus true education is indispensable to pre-eminent success.
Now my definition of education being a continuous culture of the whole being, physical, mental, moral, pari possu-is based on the hypothesis that to cultivate solely or unduly the physique, the mind, or the conscience, is to destroy the equilibrium of the vital forces of the man, and hence of the man himself.
Because the subject-being consists only of a certain quantity of vital force, and to develope unduly the physical element, is to expend such vitality on, or exalt athleticism at the expense of, mental and moral development; as much as to immoderately cultivate the mind or conscience is—by exhausting the vitality unduly on it—to injure the physique.
For the physical and the mental are so intimately blended that to expect a strong sound mind or conscience in a slighted or neglected, and therefore a weakly or diseased body, is to expect what all the experiences of the natural world—ancient and modern—tell us is contrary to reason. It is unnecessary for me to enlarge on this, so palpable a truism.