But there is one important limitation to be observed here, otherwise our definition would be seriously amiss. In many works on education, it is stated, without qualification, that we ought to give to all our powers the fullest development of which they are capable. If we were unfallen angels, the rule might perhaps be a safe one. But for fallen human beings, it certainly needs some limitation. We have faculties and powers, not a few, which we need to repress rather than to cultivate. Are we to give the fullest development of which they are capable, to anger, envy, jealousy, cunning, avarice, and lust? To state the question is to answer it. It is not every faculty of the child, therefore, that is to be developed, but only those parts of his nature which are good and desirable, those by which he can best discharge his duties to God and attain his highest excellence as a man.
Let us now gather up the several ideas which have been suggested, and see if we cannot compress them into some brief formula, as a definition of education, which, if not perfect and exhaustive of the subject, shall be both more comprehensive and more precise than those now afloat.
Definition.—Education is developing, in due order and proportion, whatever is good and desirable in human nature.