ples and good methods from whatever source derived.

It must not be forgotten that there is a vital distinction between
_Education_ and _Schooling_. Education takes into account all those
forces which enter into the civilization and elevation of man, whether
it be the home, the school, the state, the church, the influences of
environment, or all these combined. It is a continuous process which
begins at birth and ceases only at the end of life. By schooling we mean
the educative process which is carried on during a limited period of the
child's life under the guidance of teachers.

The school is a product of civilization. It became necessary because of
the division of labor caused by the multiplication of the interests of
mankind which made it impossible for the home to continue wholly to care
for the training of its children. The history of education must not
merely treat of the development of the school, but it must consider
education in its broader meaning; that is, as a history of civilization.
For this reason some of the great educators of the world who have not
been school teachers, must receive consideration.

FOOTNOTES:

[1] "Geschichte der Paedagogik," Vol. I, pp. 1, 2.

CHAPTER II

CHINA

=Literature.=--_Martin_, The Chinese; _Clarke_, Ten Great Religions;
_Houghton_, Women of the Orient; _Doolittle_, Social Life of the
Chinese; _Johonnot_, Geographical Reader; _Lord_, Beacon Lights of
History; _Ballou_, Due West and Footprints of Travel; _Ploetz_, Epitome
of Universal History; _Barnes_, Studies in Education; _Stoddard's_
Lectures; _Pierre Leroy-Beaulieu_, The Awakening of the East; _McClure's
Magazine_, December, 1900, A Character Study of the Chinaman.

The civilization of the "Celestial Empire" is, with the possible
exception of that of Egypt, the oldest in the world. And yet, it has
contributed but little to the advancement of mankind. Their system of
education has failed to stimulate national and individual progress, has
fostered narrow egotism, and has excluded external suggestion. It is
studied rather for its negative lessons, and therefore suggests
practices which the student of education will do well to avoid. The
result in China furnishes the best argument against a method of
instruction that appeals solely to the memory. This alone is sufficient
reason for a study of Chinese education, aside from its strange and
unique characteristics which never fail to interest the reader.

=Geo