thus gives him juster views of his race. And to have all this truth worked into the mind contributes, perhaps, as largely to "complete living" as knowledge of the Eustachian tubes, or of the normal rate of pulsation.*

Educational Importance of History and Biography. I think, therefore, that the works of great historians and biographers, which we already possess, may be usefully employed in education. It is difficult to estimate the value of history according to Mr. Spencer's idea, as it has yet to be written; but I venture to predict that if boys, instead of reading about the history of nations in connection with their leading men, are required to study only "the progress of society," the subject will at once lose all of its interest for them; and, perhaps, many of the facts communicated will prove, after all, no less unorganizable than the fifteen decisive battles.

Education for Hours of Leisure. Lastly, we come to that "remaining division of human life which includes the relaxations and amusements filling leisure hours." Mr. Spencer assures us that he will yield to none in the value he attaches to æsthetic culture and its pleasures; but if he does not value the fine arts less, he values

* Mr. Mill (who, by the way, would leave history entirely to private reading, Address at St. Andrews, p. 21) has pointed out that there is not a fact in history which is not susceptible of as many different explanations as there are possible theories of human affairs," and that "history is not the foundation but the verification of the social science." But he admits that "what we know of former ages, like what we know of foreign nations, is, with all its imperfectness, of much use, by correcting the narrowness incident to personal experience." (Dissertations, vol. i., p. 112.)

science more; and painting, music, and poetry would receive as little encouragement under his dictatorship as in the days of the Commonwealth. "As the fine arts and belles-lettres occupy the leisure part of life, so should they occupy the leisure part of education." This language is rather obscure; but the only meaning I can attach to it is, that music, drawing, poetry, etc., may be taught if time can be found when all other knowledges are provided for. This reminds me of the author whose works are so valuable that they will be studied when Shakespeare is forgotten-but not before. Any one of the sciences which Mr. Spencer considers so necessary might employ a lifetime. Where, then, shall we look for the leisure part of education when education includes them all ?*

* It is difficult to treat seriously the arguments by which Mr. Spencer endeavors to show that a knowledge of science is necessary for the practice or the enjoyment of the fine arts. Of course, the highest art of every kind is based on science, that is, on truths which science takes cognizance of and explains; but it does not therefore follow that "without science there can be neither perfect production nor full appreciation." Mr. Spencer tells us of mistakes which John Lewis and Rossetti have made for want of science. Very likely; and had those gentlemen devoted much of their time to science we should never have heard of their blunders or of their pictures either. If they were to paint a piece of woodwork, a carpenter might, perhaps, detect something amiss in the mitering. If they painted a wall, a bricklayer might point out that with their arrangement of stretchers and headers the wall would tumble down for want of a proper bond. But even Mr. Spencer would not wish them to spend their time in mastering the technicalities of every handicraft, in order to avoid these inaccuracies. It is the business of the painter to give

High Value of Drawing, Painting, and Music. But, if adopting Mr. Spencer's own measure, we estimate the value of knowledge by its influence on action, we shall probably rank "accomplishments" much higher than they have hitherto been placed in the schemes of educationists. Knowledge and skill connected with the business of life are, of necessity, acquired in the discharge of business. But the knowledge and skill which make our leisure valuable to ourselves, and a source of pleasure to others, can seldom be gained after the work of life has begun. And yet every day a man may benefit by possessing such an ability, or may suffer from the want of it. One whose eyesight has been trained by drawing and painting finds objects of interest all around. him, to which other people are blind. A primrose by the river's brim is, perhaps, more to him who has a feeling for its form and color than even to the scientific student, who can tell all about its classification and comus form and color as they reveal themselves to the eye, not to prepare illustrations of scientific text-books. The physical sciences, however, are only part of the painter's necessary acquirements, according to Mr. Spencer. "He must also understand how the minds of spectators will be affected by the several peculiarities of his work-a question in psychology!" Still more surprising is Mr. Spencer's dictum about poetry. "Its rhythm, its strong and numerous metaphors, its hyperboles, its violent inversions, are simply exaggerations of the traits of excited speech. To be good, therefore, poetry must pay attention to those laws of nervous action which excited speech obeys." It is difficult to see how poetry can pay attention to anything. The poet, of course, must not violate those laws, but, if he has paid attention to them in composing, he will do well to present his MS. to the local newspaper.

ponent parts. A knowledge of music is often of the greatest practical service, as by virtue of it, its possessor is valuable to his associates, to say nothing of his having a constant source of pleasure and a means of recreation which is most precious as a relief from the cares of life. Of far greater importance is the knowledge of our best poetry. One of the first reforms in our school-course would have been, I should have thought, to give this knowledge a much more prominent place; but Mr. Spencer consigns it, with music and drawing, to "the leisure part of education." Whether a man who was engrossed by science, who had no knowledge of the fine arts except as they illustrated scientific laws, no acquaintance with the lives of great men, or with any history but sociology, and who studied the thoughts and emotions expressed by our great poets merely with a view to their psychological classification-whether such a man could be said to "live completely" is a question to which every one, not excepting Mr. Spencer himself, would probably return the same answer. And yet this is the kind of man which Mr. Spencer's system would produce where it was most successful.

Summary of Conclusions-Study of Science not a Universal Remedy. Let me now briefly sum up the conclusions arrived at, and consider how far I differ from Mr. Spencer. I believe that there is no one study which is suited to train the faculties of the mind at every stage of its development, and that when we have decided on the necessity of this or that knowledge, we must consider further what is the right time for acquiring it. I believe that intellectual education should aim, not so

much at communicating facts, however valuable, as at showing the boy what true knowledge is, and giving him the power and the disposition to acquire it. I believe that the exclusively scientific teaching which Mr. Spencer approves would not effect this. It would lead at best to a very one-sided development of the mind. It might fail to engage the pupil's interest sufficiently to draw out his faculties, and in this case the net outcome of his schooldays would be no larger than at present. Of the knowledges which Mr. Spencer recommends for special objects some, I think, would not conduce to the object, and some could not be communicated early in life.

Spencer's Five Classes of Knowledges. (1.) For indirect self-preservation we do not require to know physiology, but the results of physiology. (2.) The science which bears on special pursuits in life has not in many cases any pecuniary value, and although it is most desirable that every one should study the science which makes his work intelligible to him, this must usually be done when his schooling is over. The school will have done its part if it has accustomed him to the intellectual processes by which sciences are learned, and has given him an intelligent appreciation of their value.* (3.)

*

Speaking of law, medicine, engineering, and the industrial arts, Mr. Mill remarks: "Whether those whose specialty they are will learn them as a branch of intelligence or as a mere trade, and whether, having learnt them, they will make a wise and conscientious use of them, or the reverse, depends less on the manner in which they are taught their profession, than upon what sort of mind they bring to it—what kind of intelligence and of