EVOLUTION AND EDUCATION 



Another point. That great pioneer of organic 

 evolution, Lamarck, has provided us with the 

 means for framing a really adequate definition 

 and conception of education. Probably few read 

 ers will assent to the miserably inadequate view 

 that education is concerned only with the intelli 

 gence, still less that it consists of acquaintance 

 with a certain number of facts. In rebutment of 

 such views many have sought to frame an ade 

 quate definition of education. The definition I 

 would submit, as that which is fairly indicated by 

 the theory of evolution, is that education is the pro 

 vision of an environment; the result of education 

 is adaptation to the environment; and all such 

 adaptation is properly to be defined as education. 

 If the validity of this simple but comprehensive 

 definition be admitted, we are prepared to look at 

 educational questions in a broader manner than 

 most of us display, and at least we cannot fail to 

 recognize that the education of the emotions and 

 the volitions thereby determined is at least as 

 important as any other aspect of education. In 

 deed, we may go further, and assert that the true 

 education is the formation of character. Thus pre 

 pared, the conscientious parent will find his duty 

 more complex than ever. He will realize that 

 every factor in the environment is educative and 

 must produce its corresponding adaptation. The 

 company of a vulgar nurse, for instance, is a fact 

 of a child s environment, and therefore a factor in 

 his education. 



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