EDOM. 651 EDUCATION. had to contend not only with the Greeks, but with the Edoniites as well, who endeavored to avail themselves of the situation by making at- tacks upon the Jews. .Judas ilaceabieus. how- ever, drove tlicin front southern Judah (u.c. 164) and John llyrc-anus (B.C. 109) is said to have conquered their country, though he held only llie western part of it, and that not for a lonj; time. The eastern part., with its capital at Sclah (of which Petra is the (ireek translation ) . remained in the hands of the Xabata>ans. who had held it since B.C. 300. The Roman conquest swept away the last renmant of Edomitic independence. The country, now called after the Greek from Jdumwa, was placed under control of a procurator and grouped with .fudea, Samaria, and Galilee; and Antipater, an Iduniiean, succeeded, by gaining the favor of the Romans, in obtaining this posi- tion. His son was the famous Herod the Great. ( See AXTIPATEK : Herod.) After the destruction of Jerusalem, the country was merged in Arabia Petnea. and the name Idum.-ea disappears. EDTIED, or EABRED (?-9oo). A king of the English, lie was the son of Edward the Elder and succeeded his brother, Edmund I., in 940. The Danes in Xorthumbria revolted during his reign, but were finally subdued. He was suc- ceeded by liis nephew Edwy, or Edwig, in 955. EDREMID, a'drf-med'. A town of Asiatic Turkey, situated in the Vilayet of Brusa, about three miles from the Gulf of Adramyti (Map: Turkey in Asia. B 3). It lies in a very fertile region abounding in vineyards and olive groves. The town in itself is rather unpretentious, but ■derives considerable importance from the prox- imity of iron deposits in Mount Ida. and its trade in oil, raisins, and timber. The population is a little over 6000. of whom about one-fourth
- are Greeks. The ancient city of Adramyti, situ-
ated nearer to the coast, was a very important commercial port. EDTIISI, Abu ABnAixAn ^MonAintED esh- Shebif. called also Al Edrlsi. Al Sikih, Al RoDJABi (c.llOO-?). An eminent Arabian geog- rapher, born at Ceuta about 1100. By descent he was a member of the famous Edrisi family, which in turn traced its line to Mohammed him- self. He studied at Cordova, where he devoted himself to the study of geography, astronomy, and medicine. Having completed his studies, he traveled through Asia ilinor, Egypt, Morocco, Spain (some say also England and France), and Portugal. On the invitation of Roger II. of Sicily, he came there and began a geographical work which he finished in 1154. From his own Botes and from outside information he con- structed a globe of silver. This, in accordance with the Ptolemaic system, he divided into seven climates, intersecting each with eleven regions, represented by perpendicular lines. In explana- tion he wrote a book. In 1592 this work was published at Rome in Arabic, while a Latin translation of it, under the title Geo;/ in phi a 'Subien.iis. was made in Paris (1C19) by (labriel Sionita and Johannes Esronita. Dozy published a portion of it. Dcscriiitirm de L'Afriijue ct de VEspnqiir. in 180(>. Another portion. L'llalia, has l)een published by Amari and S<'hiaparelli (18831. .laubert published a complete transla- tion in Frcnr'h (1830-40). but the translation is untrustworthy. The date of the death of Edrisi is uncertain. Vol. VI.— ti ED'SALL, Samiel Cook (ISflO— ). An American Protestant Episcopal bishop, born at Di.xon, ill., and educated at Racine College and Western Theological Seminary. He was ordained to the priesthood in 1889, aiid in the same year was appointed to the reetorate of Saint Peter's Church, Chicago. After an activity here of ten years, he became Missionary Bishop of North Dakota, serving tnitil 1901, when he was elected Bishop of Minnesota. ED'SON, Cyris (1857-1903). An .-Vmeriean phy-icinii. born at Albany. X. Y. He stuilied at Columbia and the College of I'hysicians and Surgeons, in 1882 was appointed assistant sani- tary inspector of Xew York City, and rose to be health conunissioner. In 1S93 he was a|)))ointed health commissioner of the State of X'ew York. He was three times elected president of the Board of Pharmacy of the City and County of X'ew Y'ork. He was well known as a bacteriolo- gist, invented several surgical instruments, and wrote a large number of articles on sanitary and medical topics. EDUCATION (Lat. educatio, from educare, to rear, imuii^li, bring up. from educere, to lead out, from f, out ^ diicerc, to lead). In a general sense, the development of the whole nature iif man, physical, intellectual, and moral, through interaction with every phase of his environment; in a narrower and more usual meaning, the devel- opment of the powers or capacities of the mind through special processes of training. X'o one ap- plication of the term has now or ever had a com- mon acceptance, for it may have a variety of spe- cial applications. Quintilian applied it to the general processes of training in the child's ear- liest years, in distinction from the formal school processes, called instruction. The Greek idea of education included both the early process of training, or formation of habits based upon authority, and the later process of instruction, or the rationalizing of the habits formed. This general conception is formulated by Plato as follows: Good education is that which gives to the body and to the soul all the perfection of which they are capable." For many years the popular idea has been lunited to the nar- rower one of instruction, but recently, under the inlluencc of the conception of evolution, it has been realized that every stimuhis that sets up a series of reactions in the huntau organization has some inlluence in shaping the final character. However, such a conception is too vague to be of any general value, and some such formulation as the following is now of com- mon acceptation: Education includes all those processes consciously adopted by a given society for realizing in individuals the ideals which are approved by tlic race or by the particular group ; while instruction includes all those definite means and mctliods julopted under the direction of a particular institution, usually the school, for ac- complishing certain particular ends, wholly or for the most part of an intellectual character. The greater part of this article will be devoted to a sketch of the theory of education, with enough detail of the actual practice to illustrate the tru^' nature of the theory. This prescntatinn is sup- plemented in the articles relating to the promi- nent educators of the past, especially those about Abelard. .Meuin. Aristotle, liasedow, Comeniiis, Fel lenberg, Friibel (or Froebel), ilerburt. Locke,
