replied to an abbot, who complained of the inefficiency of his educational efforts, "which educates man to animals! Because they receive from you no mark of love and kindness, they mistrust you, suspect you of malignity and hatred, and can only face you with lowered looks and averted eyes." An edition of Anselm's complete works, also containing his life, by his friend and companion Eadmer, was published, in 1744, in Venice (Opera Omnia, 2 vols.).—See MŒHLER, Anselm's Leben und Schriften (Tüb. Quartalschrift, 1826, 1827); HASSE, Anselm von Canterbury (2 vols., 1843-1852; an abridged English translation by TURNER, London, 1860); CH. DE RÉMUSAT, St. Anselme de Cantorbéry (Paris, 1852). ANTIOCH COLLEGE, at Yellow Springs, Green Co., Ohio, was incorporated in 1852. Its buildings, which were erected at a cost of $150,000, have a pleasant and healthful situation. This institution is designed to afford the means of a useful education, at small expense, to both sexes. Its charter forbids the teaching of sectarian dogmas; but the instruction is given in consonance with the spirit of liberal Christianity. Its first president was Horace Mann (1853-59). He was succeeded by Thomas Hill, D. D. (1859-62), George W. Hosmer, D. D. (1866—72); and since then, the college has been under the direction of Prof. Edward Orton and Samuel C. Derby, A. M., acting presidents. Its endowment is upward of $120,000. It has a preparatory and collegiate department; and students are permitted to select any studies from its curriculum which they are able to pursue with advantage, and receive a certificate for the same, after passing a satisfactory examination. In this respect, the institution affords the advantages of the best academies. It has a musical institute | under the supervision of the faculty, and a library of 5000 volumes. The number of students in 1874 was about 100. The co-education of the sexes has been very successful in this institution. The annual tuition fee is $37.

ANTIPATHY. This term, the opposite of sympathy, denotes the instinctive dislike which is felt towards some persons on account of certain peculiarities of temperament, disposition, manners, etc. The natural characteristics of different persons show remarkable diversities in this respect.

Some seem to exert a kind of

magnetic influence, which attracts and engages others, and by means of which they immediately gain the good-will and affection of those with whom they are brought into communication. Others, on the contrary, appear to repel, as it were, all who approach them, and are obliged, therefore, to make special effort to secure the confidence and good-will of their associates. Frankness and candor tend to inspire confidence; while an exhibition of reserve and shyness produces aversion and distrust. Shy, secretive persons strive to avoid others, and are instinctively avoided. They naturally produce antipathy. Hatred is engendered in the mind towards those who commit positive acts of injury, wrong, or crime; but this is to be distinguished from antipathy, which

APHORISMS

is an instinctive dislike. Such a feeling is apt to exist on a first acquaintance only, and is often dismissed subsequently as a prejudice. No person can succeed in teaching children, who possesses an unfortunate temperament or mental constitution of this kind, and such a one should seek other employment; since all real success in practical education, depending as it does upon inspiring the minds of pupils with love, esteem, and confidence, must be founded upon the opposite quality, sympathy. (See SYMPATHY.)

APHORISMS, Educational. The expression of general truths in the form of aphorisms has some advantages over more extended statements, particularly in their brevity, pithiness, and point. The understanding grasps them as the keys to practical rules, and as guides in conduct; and the memory more readily retains them. It is not, however, to the uninformed, untrained mind, that such expressions are of the greatest use, but to those who, having already acquired by experience and reflection a good store of facts and ideas upon the subject treated, are glad to find them concentrated, as it were, in these small and convenient verbal repositories. No subject is richer in such aphorisms than education; and to no one will their study and acquisition prove more serviceable than to the practical teacher, eager to avail himself of the treasured experience of others. In these scintillations of wisdom, struck out from the minds of ancient and modern sages, philosophers, and educators, will be found an illumination sufficient perhaps to guide the humble explorer in the field of pedagogical lore, to the true path to professional success, as well as to the temple of speculative and practical truth. The few here given have been selected not only for their appositeness, but for their value as the exponents to correct education and teaching. Their arrangement by topics will not only serve to divest them collectively of their fragmentary character, but render them easy of reference and application. In regard to the value of aphorisms in general, Coleridge remarks: Exclusively of the abstract sciences, the largest and worthiest portion of our knowledge consists of aphorisms; and the greatest and best of men is but an aphorism."

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I. Value of Education.

for his study than education and all that perMan cannot propose a higher or holier object tains to education.-PLATO.

Man becomes what he is principally by education, which pertains to the whole of life.-PLATO.

Man becomes what he is by nature, habit, instruction; the last two together constitute education, and must always accompany each other. -- ARISTOTLE.

There is within every mind a divine ideal, the type after which he was created, the germs of a perfect person; and it is the office of education to favor and direct these germs -KANT.

Man is the product of his education.

HELVETIUS.

A right-directed system of education is a moral power in the mind, second only to that creating energy that formed and sustains in existence its material frame-work.—A. R. CRAIG.

Of all the men we meet with, nine parts out of ten are what they are, good or evil, useful or not, by their education.-LOCKE.

Education is to inspire the love of truth, as the supreme good, and to clarify the vision of the intellect to discern it.--H. MANN.

Education is the one living fountain which must water every part of the social garden, or its beauty withers, and fades away.-E. EVERETT. II. Scope of Education.

The object of education is not external show and splendor, but inward development.-SENECA. A good education consists in giving to the body and the soul all the perfection of which they are susceptible.-PLATO.

Education can improve nature, but not completely change it.-ARISTOTLE.

The object of the science of education is to render the mind the fittest possible instrument for discovering, applying, or obeying the laws under which God has placed the universe.-WAYLAND.

The first principle of human culture, the foundation-stone of all but false, imaginary culture, is, that men must, before every other thing, be trained to do somewhat. Thus, and thus only, the living force of a new man can be awakened, enkindled, and purified into victorious clearness.-CARLYLE.

The object of education ought to be to develop in the individual all the perfection of which he is capable.-KANT.

I call that education which embraces the culture of the whole man, with all his faculties-subjecting his senses, his understanding, and his passions to reason and to conscience. FELLENBERG. I call a complete and generous education that which fits a man to perform justly, skillfully, magnanimously, all the offices, both private and public, of peace and war.-MILTON.

All true education is a growth; the mind is not a mere capacity to be filled like a granary; it is a power to be developed.-J. P. WICKERSHAM.

The object of education is rather to form a perfect character, than to qualify for any particular station or office.-A. POTTER.

The educator should not so much form and instill, as develop and call out.-MICHAELIS. The school is a manufactory of humanity.COMENIUS.

III. Teacher and Pupil. Nature without instruction is blind; instruction without nature is faulty; practice without either of them is imperfect.-PLUTARCH.

The fittest time for children to learn anything, is when their minds are in tune, and well-disposed to it.-LOCKE

Let the tutor make his pupil examine and thoroughly sift every thing he reads, and lodge nothing in his head upon simple authority and upon trust.-MONTAIGNE.

Let the child learn what is appropriate for his years, and not precociously what he ought to learn afterwards.-ROUSSEAU.

To learn is to proceed from something that is known to the knowledge of something unknown.COMENIUS.

Perverseness in the pupil is often the effect of frowardness in the teacher.--LOCKE.

The great skill of a teacher is to get and keep the attention of his scholar; whilst he has that, he is sure to advance as fast as the learner's ability will carry him.-LOCKE.

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It is the teacher's character that determines the character of the school; not what he does so much as what he is. The maxim is a true one: As is the teacher, so is the school. —J. CURRIE. Teachers should observe the following rules:1. Never to correct a child in anger.

2. Never to deprive a child of anything without returning it.

3. Never to break a promise.

4. Never to overlook a fault.

5. In all things, to set before the child an example worthy of imitation.-WILDERSPIN. It matters not how learned the teacher's own mind may be, and how well replenished with ideas, and how widely soever he sees them, there is a power beyond this necessary, to produce copies of these ideas on the minds of others.A. R. CRAIG.

Those studies should be regarded as primary, that teach young persons to know what they are seeing, and to see what they otherwise would fail to see.-J. S. BLACKIE.

Long discourses and 'philosophical reasonings, at best, amaze and confound, but do not instruct children.-LOCKE.

It is as important how children learn, as what they learn. -DR. MAYO.

A skillful master who has a child placed under his care, will begin by sounding well the character of his genius and natural parts.-QUINTILIAN. Rules should not be set before examples.COMENIUS.

Actual intuition is better than demonstration.

COMENIUS.

At first it is no great matter how much you learn, but how well you learn it.-ERASMUS.

Study is the bane of childhood, the aliment of youth, the indulgence of manhood, and the restoration of age.-W. S. LANDOR.

A teacher ought to know of every thing much more than the learner can be expected to acquire. He must know things in a masterly way, curiously, nicely, and in their reasons.-Ě. EVERETT.

The teacher should create an interest in study, incite curiosity, promote inquiry, prompt investigation, inspire self-confidence, give hints, make suggestions, and tempt pupils on to try their strength and test their skill.-J. P. WICKERSHAM.

There is frequently more to be learned from the unexpected questions of a child, than from the discourse of men who talk in a road, according to the notions they have borrowed, and the prejudices of their education.-LOCKE.

From every thing noble the mind receives seeds, which are vivified by admonition and instruction, as a light breath kindles up the spark in the ashes.-SENECA.

Curiosity in children is but an appetite after knowledge; and, therefore, ought to be encouraged in them, not only as a sign, but as the great instrument nature has provided to remove that ignorance they were born with.-LOCKE.

Clearness of ideas must be cultivated by exercising the intuition, and the pupil must be educated to independent activity in the use of his own understanding.--SENECA.

Ideas before words; principles before rules; the judgment before the memory; incidental information before systematic; reading before spelling; the sounds of the letters before their names; and, on the whole, nature before art.A. R. CRAIG.

The school should cautiously beware of making sacrifice to the arrogant requirements of the spirit of the age; which, when it takes a wrong direction, promotes nonsense, and desires to study by steam.-STOY.

The power of reflection, it is well known, is the last of our intellectual faculties that unfolds itself; and, in by far the greater number of individuals, it never unfolds itself in any considerable degree.-D. STEWART.

RICHTER.

The process of enlightening the mind should not be like lightning in the night, giving a strong light for a moment, but only blinding by it, and then leaving every thing dark again; but like daybreak, which renders every thing gradually light.-J. A. FISCHER.

Human perfection is the grand aim of all welldirected education: the teacher should have ever present with him his ideal man whose perfections he would realize in the children committed to his care, as the sculptor would realize the pure forms of his imagination on the rough marble that lies unchiseled before him.-J. P. WICKERSHAM. IV. Training and Habit.

Train up a child in the way he should go, and when he is old he will not depart from it. SOLOMON.

Training is developing according to an idea.— SCHWARZ. No teaching or lecturing will suffice without training or doing. -STow.

You cannot by all the lecturing in the world enable a man to make a shoe.-DR. JOHNSON.

Nature develops all the human faculties by practice, and their growth depends upon their exercise. PESTALOZZI.

The intellect is perfected not by knowledge, but by activity.-ARISTOTLE.

The end of philosophy is not knowledge, but the energy conversant about knowledge.-ARIS

TOTLE.

The great thing to be minded in education is, what habits you settle.-LOCKE.

Infinite good comes from good habits; which must result from the common influence of exam

ple, intercourse, knowledge, and actual experience: morality taught by good morals.--PLATO.

It is habit which gives men the real possession of the wisdom which they have acquired, and gives enduring strength in it.-PYTHAGORAS.

A man is not educated until he has the ability to summon, on an emergency, his mental powers in vigorous exercise, to effect his proposed object.-D. WEBSTER,

The great result of schooling is a mind with just vision to discern, with free force to do; the grand schoolmaster is Practice.--CARLYLE.

Habit is a power which it is not left to our option to call into existence or not; it is given to us to use or abuse, but we cannot prevent its working.-J. CURRIE.

The mind, impressible and soft, with ease
Imbibes and copies what she hears and sees,
And through life's labyrinth holds fast the clew
That education gave her, false or true.-COWPER.

V. Development of the Faculties. All our knowledge originates with the senses, proceeds thence to the understanding, and ends with the reason, which is subordinate to no higher authority in us, in working up intuitions, and bringing them within the highest unity of thought.-KANT.

own understanding. -NIEMEYER.

The laws which govern the growth and operations of the human mind are as definite, and as general in their application, as those which apply to the material universe; and a true system of education must be based upon a knowledge and application of these laws.-J. HENRY.

Knowledge begins with perception by the senses; and this is, by the power of conception, impressed upon the memory. Then the understanding, by an induction from these single conceptions, forms general truths, or ideas; and lastly, certain knowledge arises from the result of judgments upon what is thoroughly understood.-COMENIUS.

The mind may be as much drawn into a habit of observation and reflection from a well-directed lesson on a pin, as from the science of astronomy.-A. R. CRAIG.

During early childhood enough is done if mental vivacity be maintained.-I. TAYLOR

The conceptive faculty is the earliest developed, and the first to reach its maturity; it moreover supplies materials and a basis for every other mental operation.-I. TAYLOR.

VI. Language.

Things and words should be studied together, but things especially, as being the object both of the understanding and of language.-COMENIUS.

He who has no knowledge of things will not be helped by a knowledge of words. -- LUTHER.

The signs of thought are so intimately associated with thought itself, that the study of language, in its highest form, is the study of the processes of pure intellect.-E. EVERETT.

Speech and knowledge should proceed with equal steps.-COMENIUS.

We cannot express in words the thousandth part of what we actually think, but only a few points of the rapid stream of thought, from the crests of its highest waves.-ZSCHOKKE.

Language is the sheath in which is kept the sword of the mind; the casket in which we preserve our jewel; the vessel in which we secure our drink; the store-house where we lay up our food. LUTHER.

Thinking is aided by language, and, to a great extent, is dependent upon it as its most efficient instrument and auxiliary.-N. PORTER.

VII. Self-Education.

The primary principle of education is the determination of the pupil to self-activity-the doing nothing for him which he is able to do for himself. Sir W. HAMILTON.

The peculiar importance of the education of childhood lies in the consideration, that it prepares the way for the subsequent self-education of manhood.-J. CURRIE.

Self-activity is the indispensable condition of improvement; and education is only education— that is, accomplishes its purposes, only by affording objects and supplying materials to this spon

APHORISMS

taneous exertion. Strictly speaking, every man must educate himself. -Sir W. HAMILTON.

The child learns more by his fourth year, than the philosopher at any subsequent period of his life; he learns to affix an intelligible sign to every outward object and inward emotion, by a gentle impulse imparted by his lips to the air. --E. EVERETT. If all the means of education which are scattered over the world, and if all the philosophers and teachers of ancient and modern times, were to be collected together, and made to bring their combined efforts to bear upon an individual, all they could do would be to afford the opportunity of improvement.-DEGERANDO.

VIII. Moral Education.

The best-trained head along with a corrupt heart, is like a temple built over a den of robbers. TEGNÉR.

Head and heart constitute together the being of man, and he who is sound in one only is a cripple.-STOY.

It holds as a rule in mental as well as in moral education, that the learner should be habituated to what is right before he is exercised in judging what is wrong.-J. CURRIE.

If you can get into children a love of credit, and an apprehension of shame and disgrace, you have put into them the true principle, which will constantly work, and incline them to the right. — LOCKE. Man may be said originally to be inclined to all vices; for he has desires and instincts which influence him, although his reason impels him in an opposite direction. -KANT.

In my opinion, the first lesson which should quicken the understanding of the young, should be intended to form their morals and their perceptions; to teach them to know themselves, to live well and to die well.-MONTAIGNE.

Direct teaching on moral ideas and principles is an important part of instruction. ---HEGEL.

Faith in God is the source of all wisdom and

all blessings, and is nature's road to the pure

education of man. -PESTALOZZI

He that will have his son have a respect for him and his orders, must have a great reverence for his son. "Maxima debetur pueris reverentia."--LOCKE. A properly conducted school is a sort of moral gymnasium, preparatory to the great struggle on the arena of life.-A. R. CRAIG.

Morality is in infancy founded on the authority of the parent, acting with the support of habit and association; what he commands is law; the virtue of childhood is summed up in obedience.-CURRIE. In man, the ideal is older than the actual. The loftly lies nearer the child than the debased. We measure time by the stars, and reckon by the clock of the sun, before we do by the city clock.RICHTER. Love awakens love; and a cold and heartless education usually produces a pupil of the same character.-J. A. FISCHER.

Children should live in their paradise, as did our first parents, those truly first children.-ROUSSEAU.

IX. Discipline and Government. Correct thy son, and he shall give thee rest; yea, he shall give delight unto thy soul.-SOLOMON, He that spareth his rod hateth his son; but he that loveth him chasteneth him betimes.-SOLO

ΜΟΝ.

No father inflicts his severest punishment, until he has tried all other means.-SENECA.

A principal point in education is discipline, which is intended to break the self-will of children, in order to the rooting out of their natural low tendencies.-HEGEL.

There is one, and but one fault, for which children should be beaten; and that is obstinacy or rebellion.-LOCKE.

Beating is the worst, and, therefore, the last means to be used in the correction of children.LOCKE.

The shame of the whipping, and not the pain, should be the greatest part of the punishment.

LOCKE

No frighted water-fowl, whose plumage the bullet of the sportsman has just grazed, dives quicker beneath the surface, than a child's spirit darts from your eye when you have filled it with the sentiment of fear.-H. MANN.

A school can be governed only by patient, enlightened, Christian love, the master principle of our natures. It softens the ferocity of the savage; it melts the felon in his cell. In the management of children it is the great source of influence; and the teacher of youth, though his mind be a store-house of knowledge, is ignorant of the first principle of his art, if he has not embraced this as an elemental maxim.-E. EVERETT.

Angry feelings in a teacher beget angry feelings in a pupil; and if they are repeated day after day, they will at last rise to obstinacy, to obduracy and incorrigibleness.-H. MANN.

The evil of corporal punishment is less than the evil of insubordination or disobedience.H. MANN.

It is the teacher's duty to establish authority; peaceably, indeed, if he may,-forcibly if he must.-D. P. PAGE.

There are usually easier avenues to the heart, than that which is found through the integuments of the body.-D. P. PAGE.

Several collections of educational aphorisms may be found in BARNARD's American Journal of Education (passim).-See also WOHLFARTH, Pedagogical Treasure-Casket (Pädagogisches Schatzkästlein, Gotha, 1857), translated in BARNARD'S Journal; also the same, republished from BARNARD'S Journal, entitled Educational Aphorisms and Suggestions, Ancient and Modern.

APPARATUS, School. The work of instruction in school is very greatly facilitated by sufficient and appropriate apparatus, such as blackboards, slates, globes, maps, charts, etc. This is especially required in the teaching of children in classes, as in common schools. By this means, the sense of sight being addressed, the impressions made are clearer and more durable. Besides, the concrete is made to take the place of the abstract, by the use of suitable apparatus; and, in the first stages of education, the former is almost exclusively to be employed, since abstract principles or truths are not comprehended by the young mind, except upon a sufficiently extensive basis of concrete facts. Thus, by means of the numeral frame, the various rudimental combinations of numbers are presented to the mind of the young pupil, in connection