similar manner? Grant that the phenomena of intelligence conform to laws; grant that the evolution of intelligence in a child also conforms to laws; and it follows inevitably that education can be rightly guided only by a knowledge of these laws. To suppose that you can properly regulate this process of forming and accumulating ideas, without understanding the nature of the process, is absurd. How widely, then, must teaching as it is, differ from teaching as it should be; when hardly any parents, and but few teachers, know anything about psychology. As might be expected, the system is grievously at fault, alike in matter and in manner. While the right class of facts is withheld, the wrong class is forcibly administered in the wrong way and in the wrong order. With that common limited idea of education which confines it to knowledge gained from books, parents thrust primers into the hands of their little ones years too soon, to their great injury. Not recognizing the truth that the function of books is supplementary—that they form an indirect means to knowledge when direct means fail-a means of seeing through other men what you can not see for yourself; they are eager to give second-hand facts in place of firsthand facts. Not perceiving the enormous value of that spontaneous education which goes on in early years—not perceiving that a child's restless observation, instead of being ignored or checked, should be diligently administered to, and made as accurate and complete as possible; they insist on occupying its eyes and thoughts with things that are, for the time being, incomprehensible and repugnant. Possessed by a superstition which worships the symbols of knowledge instead of the knowledge itself, they do not see that only when his acquaintance with the objects and processes of the household, the streets, and the fields, is becoming tolerably exhaustive-only then should a child be introduced to the new sources of information which books supply: and this, not only because immediate cognition is of far greater value than mediate cognition; but also, because the words contained in books. can be rightly interpreted into ideas, only in proportion to the antecedent experience of things. Observe next, that this formal instruction, far too soon commenced, is carried on with but little reference to the laws of mental development. Intellectual progress is of necessity from the concrete to the abstract. But regardless of this, highly abstract subjects, such as grammar, which should come quite late, are begun quite early. Political geography, dead and uniteresting to a child, and which should be an appendage of sociological studies, is commenced betimes; while physical geography, comprehensible and comparatively attractive to a child, is in great part passed over. Nearly every subject dealt with is arranged in abnormal order: definitions, and rules, and principles being put first, instead of being disclosed, as they are in the order of nature, through the study of cases. And then, pervading the whole, is the vicious system of rote learning-a system of sacrificing the spirit to the letter. See the results. What with perceptions unnaturally dulled by early thwarting, and a coerced attention to books-what with the mental confusion produced by teaching subjects before they can be understood, and in each of them giving generalizations before the facts of which these are the generalizations-what with making the pupil a mere passive recipient of other's ideas, and not in the least leading him to be an active inquirer or self-instructor-and what with taxing the faculties to excess; there are very few minds that become as efficient as they might be. Examinations being once passed, books are laid aside; the greater part of what has been acquired, being unorganized, soon drops out of

recollection; what remains is mostly inert-the art of applying knowledge not having been cultivated; and there is but little power either of accurate observation or independent thinking. To all which add, that while much of the information gained is of relatively small value, an immense mass of information of transcendent value is entirely passed over.

Thus we find the facts to be such as might have been inferred à priori. The training of children-physical, moral, and intellectual-is dreadfully defective. And in great measure it is so, because parents are devoid of that knowledge by which this training can alone be rightly guided. What is to be expected when one of the most intricate of problems is undertaken by those who have given scarcely a thought to the principles on which its solution depends? For shoemaking or house-building, for the management of a ship or a locomotive-engine, a long apprenticeship is needful. Is it, then, that the unfolding of a human being in body and mind, is so comparatively simple a process, that any one may superintend and regulate it with no preparation whatever? If not—if the process is with one exception more complex than any in Nature, and the task of administering to it one of surpassing difficulty; is it not madness to make no provision for such a task? Better sacrifice accomplishments than omit this allessential instruction. When a father, acting on false dogmas adopted without examination, has alienated his sons, driven them into rebellion by his harsh treatment, ruined them, and made himself miserable; he might reflect that the study of Ethology would have been worth pursuing, even at the cost of knowing nothing about Eschylus. When a mother is mourning over a first-born that has sunk under the sequelae of scarlet-fever-when perhaps a candid medical man has confirmed her suspicion that her child would have recovered had not its system been enfeebled by over-study-when she is prostrate under the pangs of combined grief and remorse; it is but a small consolation that she can read Dante in the original.

Thus we see that for regulating the third great division of human activities, a knowledge of the laws of life is the one thing needful. Some acquaintance with the first principles of physiology and the elementary truths of psychology is indispensable for the right bringing up of children. We doubt not that this assertion will by many be read with a smile. That parents in general should be expected to acquire a knowledge of subjects so abstruse, will seem to them an absurdity. And if we proposed that an exhaustive knowledge of these subjects should be obtained by all fathers and mothers, the absurdity would indeed be glaring enough. But we do not. General principles only, accom panied by such detailed illustrations as may be needed to make them understood, would suffice. And these might be readily taught—if not rationally, then dogmatically. Be this as it may, however, here are the indisputable facts: that the development of children in mind and body rigorously obeys certain laws; that unless these laws are in some degree conformed to by parents, death is inevitable; that unless they are in a great degree conformed to, there must result serious physical and mental defects; and that only when they are completely conformed to, can a perfect maturity be reached. Judge, then, whether all who may one day be parents, should not strive with some anxiety to learn what these laws are.

KNOWLEDGE REQUISITE FOR THE FUNCTIONS OF THE CITIZEN.

5. That which it really concerns us to know [to discharge well the functions

of the citizen,] is the natural history of society. We want all facts which help us to understand how a nation has grown and organized itself. Among these, let us of course have an account of its government; with as little as may be of gossip about the men who officered it, and as much as possible about the structure, principles, methods, prejudices, corruptions, &c., which it exhibited: and let this account not only include the nature and actions of the central government, but also those of local governments, down to their minutest ramifications. Let us of course also have a parallel description of the ecclesiastical government-its organization, its conduct, its power, its relations to the state: and accompanying this, the ceremonial, creed, and religious ideas-not only those nominally believed, but those really believed and acted upon. Let us at the same time be informed of the control exercised by class over class, as displayed in all social observances—in titles, salutations, and forms of address. Let us know, too, what were all the other customs which regulated the popular life out of doors and in-doors: including those which concern the relations of the sexes, and the relations of parents to children. The superstitions, also, from the more important myths down to the charms in common use, should be indicated. Next should come a delineation of the industrial system: showing to what extent the division of labor was carried; how trades were regulated, whether by caste, guilds, or otherwise; what was the connection between employers and employed; what were the agencies for distributing commodities, what were the means of communication; what was the circulating medium. Accompanying all which should come an account of the industrial arts technically considered: stating the processes in use, and the quality of the products. Further, the intellectual condition of the nation in its various grades should be depicted: not only with respect to the kind and amount of education, but with respect to the progress made in science, and the prevailing manner of thinking. The degree of æsthetic culture, as displayed in architecture, sculpture, painting, dress, music, poetry, and fiction, should be described. Nor should there be omitted a sketch of the daily lives of the people-their food, their homes, and their amusements. And lastly, to connect the whole, should be exhibted the morals, theoretical and practical, of all classes; as indicated in their laws, habits, proverbs, deeds. All these facts, given with as much brevity as consists with clearness and accuracy, should be so grouped and arranged that they may be comprehended in their ensemble; and thus may be contemplated as mutually dependent parts of one great whole. The aim should be so to present them that we may readily trace the consensus subsisting among them; with the view of learning what social phenomena co-exist with what others. And then the corresponding delineations of succeeding ages should be so managed as to show us, as clearly as may be, how each belief, institution, custom, and arrangement was modified; and how the consensus of preceding structures and functions was developed into the consensus of succeeding ones. Such alone is the kind of information respecting past times, which can be of service to the citizen for the regulation of his conduct.

ÆSTHETICS, OR EDUCATION FOR RELAXATIONS, AMUSEMENTS, ETC.

6. After considering what training best fits for self-preservation, for the obtainment of sustenance, for the discharge of parental duties, and for the regula

tion of social and political conduct; we have now to consider what training best fits for the miscellaneous ends not included in these-for the enjoyments of Nature, of Literature, and of the Fine Arts, in all their forms. Postponing them as we do to things that bear more vitally upon human welfare: and bringing everything, as we have, to the test of actual value; it will perhaps be inferred that we are inclined to slight these less essential things. No greater mistake could be made, however. We yield to none in the value we attach to æsthetic culture and its pleasures. Without painting, sculpture, music, poetry, and the emotions produced by natural beauty of every kind, life would lose half its charm. So far from thinking that the training and gratification of the tastes are unimportant, we believe the time will come when they will occupy a much larger share of human life than now. When the forces of Nature have been fully conquered to man's use-when the means of production have been brought to perfection-when labor has been economized to the highest degree— when education has been so systematized that a preparation for the more essential activities may be made with comparative rapidity—and when, consequently, there is a great increase of spare time; then will the poetry, both of Art and Nature, rightly fill a large space in the minds of all.

But it is one thing to admit that æsthetic culture is in a high degree conducive to human happiness; and another thing to admit that it is a fundamental requisite to human happiness. However important it may be, it must yield precedence to those kinds of culture which bear more directly upon the duties of life. As before hinted, literature and the fine arts are made possible by those activities which make individual and social life possible; and manifestly, that which is made possible, must be postponed to that which makes it possible. A florist cultivates a plant for the sake of its flower; and regards the roots and leaves as of value, chiefly because they are instrumental in producing the flower. But while, as an ultimate product, the flower is the thing to which everything else is subordinate, the florist very well knows that the root and leaves are intrinsically of greater importance; because on them the evolution of the flower depends. He bestows every care in rearing a healthy plant; and knows it would be folly if, in his anxiety to obtain the flower, he were to neglect the plant. Similarly in the case before us. Architecture, sculpture, painting, music, poetry, &c., may be truly called the efflorescence of civilized life. But even supposing them to be of such transcendent worth as to subordinate the civilized life out of which they grow (which can hardly be asserted,) it will still be admitted that the production of a healthy civilized life must be the first consideration; and that the knowledege conducing to this must occupy the highest place.

However fully we may admit that extensive acquaintance with modern languages is a valuable accomplishment, which, through reading, conversation, and travel, aids in giving a certain finish; it by no means follows that this result is rightly purchased at the cost of that vitally important knowledge sacrificed to it. Supposing it true that classical education conduces to elegance and correctness of style; it can not be said that elegance and correctness of style are comparable in importance to a familiarity with the principles that should guide the rearing of children. Grant that the taste may be greatly improved by reading all the poetry written in extinct languages; yet it is not to be inferred that such improvement of taste is equivalent in value to an acquaintance

with the laws of health. Accomplishments, the fine arts, belles-lettres, and all those things which, as we say, constitute the efflorescence of civilization, should be wholly subordinate to that knowledge and discipline in which civilization rests. As they occupy the leisure part of life, so should they occupy the leisure part of education.

THE KNOWLEDGE REQUISITE FOR PURPOSES OF DISCIPLINE.

7. We may be quite sure that the acquirement of those classes of facts which are most useful for regulating conduct, involves a mental exercise best fitted for strengthening the faculties. It would be utterly contrary to the beautiful economy of Nature, if one kind of culture were needed for the gaining of information and another kind were needed as a mental gymnastic. Everywhere throughout creation we find faculties developed through the performance of those functions which it is their office to perform; not through the performance of artificial exercises devised to fit them for these functions. The Red Indian acquires the swiftness and agility which make him a successful hunter, by the actual pursuit of animals; and by the miscellaneous activities of his life, he gains a better balance of physical powers than gymnastics ever give. That skill-in tracking enemies and prey which he has reached by long practice, implies a subtlety of perception far exceeding anything produced by artificial training. And similarly throughout. From the Bushman, whose eye, which being habitually employed in identifying distant objects that are to be pursued or fled from, has acquired a quite telescopic range, to the accountant whose daily practice enables him to add up several columns of figures simultaneously, we find that the highest power of a faculty results from the discharge of those duties which the conditions of life require it to discharge. And we may be certain, à priori, that the same law holds throughout education. The education of most value for guidance, must at the same time be the education of most value for discipline.

THE PROMINENT VALUE OF SCIENCE.

8. To the question-What knowledge is of most worth ?—the uniform reply is-Science. This is the verdict on all the counts. For direct self-preservation, or the maintenance of life and health, the all-important knowledge is-Science. For that indirect self-preservation which we call gaining a livelihood, the knowledge of greatest value is-Science. For the due discharge of parental functions, the proper guidance is to be found only in-Science. For that interpretation of national life, past and present, without which the citizen can not rightly regulate his conduct, the indispensable key is-Science. Alike for the most perfect production and highest enjoyment of art in all its forms, the needful preparation is still-Science. And for purposes of discipline-intellectual, moral, religious-the most efficient study is, once more-Science.

And yet the knowledge which is of such transcendent value is that which, in our age of boasted education, receives the least attention. While this which we call civilization could never have arisen had it not been for science; science forms scarcely an appreciable element in what men consider civilized training. Though to the progress of science we owe it, that millions find support where once there was food only for thousands; yet of these millions but a few