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 sup

scarcely in the slightest degree exercised-| theoretic guidance, and quite incapable of where not one idea was given her respecting guiding herself by tracing the mental procthe methods of dealing with the opening mind esses going on in her children, her rule is imof childhood; and where her discipline did not pulsive, inconsistent, mischievous, often, in in the least fit her for thinking out methods the highest degree; and would indeed be genof her own. The intervening years have been erally ruinous, were it not that the overpassed in practising music, in fancy-work, in whelming tendency of the growing mind to novel-reading, and in party-going: no thought assume the moral type of the race, usually having yet been given to the grave responsi-subordinates all minor influences. bilities of maternity; and scarcely any of And then the culture of the intellect-is not that solid intellectual culture obtained which this, too, mismanaged in a similar manner? would be some preparation for such responsi- Grant that the phenomena of intelligence bilities. And now see her with an unfolding conform to laws; grant that the evolution of human character committed to her charge-intelligence in a child also conforms to laws; see her profoundly ignorant of the phenomena and it follows inevitably that education can with which she has to deal, undertaking to be rightly guided only by a knowledge of do that which can be done but imperfectly these laws. To suppose that you can propeven with the aid of the profoundest knowl- erly regulate this process of forming and acedge. She knows nothing about the nature cumulating ideas, without understanding the of the emotions, their order of evolution, their functions, or where use ends and abuse begins. She is under the impression that some of the feelings are wholly bad, which is not true of any one of them; and that others are good, however far they may be carried, which is also not true of any one of them. And then, ignorant as she is of that with which she has to deal, she is equally ignorant of the effects that will be produced on it by this or that treatment. What can be more inevitable than the disastrous results we see hourly arising? Lacking knowledge of mental phenomena, with their causes and consequences, her interference is frequently more mischievous than absolute passivity would plementary-that they form an indirect have been. This and that kind of action, which are quite normal and beneficial, she perpetually thwarts; and so diminishes the child's happiness and profit, injures its temper and her own, and produces estrangement. Deeds which she thinks it desirable to encourage, she gets performed by threats and bribes, or by exciting a desire for applause: considering little what the inward motive may be, so long as the outward conduct ministered to, and made as accurate and com conforms; and thus cultivating hypocrisy, plete as possible; they insist on occupying its and fear, and selfishness, in place of eyes and thoughts with things that are, for good feeling. While insisting on truthful- the time being, incomprehensible and repug ness, she constantly sets an example of un- nant. Possessed by a superstition which truth, by threatening penalties which she worships the symbols of knowledge instead does not inflict. While inculcating self-con- of the knowledge itself, they do not see that trol, she hourly visits on her little ones angry only when his acquaintance with the objects scoldings for acts that do not call for them. and processes of the household, the streets She has not the remotest idea that in the and the fields, is becoming tolerably exhaust nursery, as in the world, that alone is the ive-only then should a child be introduced truly salutary discipline which visits on all to the new sources of information which conduct, good and bad, the natural conse- books supply: and this, not only because quences the consequences, pleasurable or immediate cognition is of far greater value painful, which in the nature of things such than mediate cognition; but also, because the conduct tends to bring. Being thus without words contained in books can be rightly in

means to knowledge when direct means fail -a means of seeing through other men what you cannot 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 ad

terpreted into ideas, only in proportion to the | locomotive-engine, a long apprenticeship is antecedent experience of things. Observe needful. Is it, then, that the unfolding of a next, that this formal instruction, far too human being in body and mind, is so comparsoon commenced, is carried on with but lit-atively simple a process, that any one may tle reference to the laws of mental develop- superintend and regulate it with no preparament.

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.

tion whatever? If not-if the process is with Intellectual progress is of necessity from one exception more complex than any in Nathe concrete to the abstract. But regardless ture, and the task of administering to it one of this, highly abstract subjects, such as gram- of surpassing difficulty; is it not madness to mar, which should come quite late, are be- make no provision for such a task? Better gun quite early. Political geography, dead sacrifice accomplishments than omit this alland uninteresting to a child, and which essential instruction. When a father, acting should be an appendage of sociological studies, on false dogmas adopted without examination, is commenced betimes; while physical geog- has alienated his sons, driven them into reraphy, comprehensible and comparatively bellion by his harsh treatment, ruined them, attractive to a child, is in great part passed and made himself miserable; he might reflect over. Nearly every subject dealt with is ar- that the study of Ethology would have been ranged in abnormal order: definitions, and worth pursuing, even at the cost of knowing rules, and principles being put first, instead nothing about Eschylus. When a mother is of being disclosed, as they are in the order of mourning over a first-born that has sunk unnature, through the study of cases. And der the sequelæ of scarlet-fever-when perthen, pervading the whole, is the vicious sys-haps a candid medical man has confirmed her tem of rote learning-a system of sacrificing suspicion that her child would have recovered the spirit to the letter. See the results. had not its system been enfeebled by overWhat 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 Thus we see that for regulating the third generalizations before the facts of which these great division of human activities, a knowlare the generalizations-what with making the edge of the laws of life is the one thing needpupil a mere passive recipient of other's ideas, ful. Some acquaintance with the first prinand not in the least leading him to be an active ciples of physiology and the elementary truths inquirer or self-instructor-and what with of psychology is indispensable for the right taxing the faculties to excess; there are very bringing up of children. We doubt not that few minds that become as efficient as they this assertion will by many be read with a might be. Examinations being once passed, smile. That parents in general should be exbooks are laid aside; the greater part of pected to acquire a knowledge of subjects so what has been acquired, being unorganized, abstruse, will seem to them an absurdity. soon drops out of recollection; what remains And if we proposed that an exhaustive knowlis mostly inert-the art of applying knowledge of these subjects should be obtained by edge not having been cultivated; and there all fathers and mothers, the absurdity would 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.

indeed be glaring enough. But we do not. General principles only, accompanied 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, Thus we find the facts to be such as might however, here are the indisputable facts:have been inferred à priori. The training of that the development of children in mind and children-physical, moral, and intellectual-body rigorously obeys certain laws; that unis dreadfully defective. And in great meas-less these laws are in some degree conformed ure it is so, because parents are devoid of that to by parents, death is inevitable; that unless 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 shoe-making or housebuilding, for the management of a ship or a

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.

From the parental functions let us pass now | another man an ugly piece of cracked old to the functions of the citizen. We have here china seems his most desirable possession. to inquire what knowledge best fits a man for And there are those who give high prices for the discharge of these functions. It cannot the relics of celebrated murderers. Will it be alleged, as in the last case, that the need for knowledge fitting him for these functions is wholly overlooked; for our school courses contain certain studies which, nominally at least, bear upon political and social duties. Of these the only one that occupies a prominent place is History.

be contended that these tastes are any measures of value in the things that gratify them? If not, then it must be admitted that the liking felt for certain classes of historical facts is no proof of their worth; and that we must test their worth as we test the worth of other facts, by asking to what uses they are applicable. Were some one to tell you that your neighbor's cat kittened yesterday, you would say the information was worthless. Fact though it might be, you would say it was an utterly useless fact a fact that could in no way influence your actions in life-a fact that would not help you in learning how to live completely. Well, apply the same test to the great mass of historical facts, and you will get the same results. They are facts from which no conclusions can be drawn-unorganizable facts; and therefore facts which can be of no service in establishing principles of conduct, which is the chief use of facts. Read them, if you like, for amusement; but do not flatter yourself they are instructive.

That which constitutes History, properly so

But as already more than once hinted, the historic information commonly given is almost valueless for purposes of guidance. Scarcely any of the facts set down in our school-histories, and very few even of those contained in the more elaborate works written for adults, give any clue to the right principles of political action. The biographies of monarchs (and our children commonly learn little else) throw scarcely any light upon the science of society. Familiarity with court intrigues, plots, usurpations, or the like, and with all the personalities accompanying them, aids very little in elucidating the principles, on which national welfare depends. We read of some squabble for power, that it led to a pitched battle; that such and such were the names of the generals and their leading sub-called, is in great part omitted from works ordinates; that they had each so many thou- on the subject. Only of late years have hissand infantry and cavalry, and so many can- torians commenced giving us, in any considnon; that they arranged their forces in this erable quantity, the truly valuable informaand that order; that they manoeuvred, at- tion. As in past ages the king was everything tacked, and fell back in certain ways; that at and the people nothing; so, in past histories this part of the day such disasters were sus- the doings of the king fill the entire picture, tained and at that such advantages gained; to which the national life forms but an obthat in one particular movement some leading scure background. While only now, when officer fell, while in another a certain regiment the welfare of nations rather than of rulers is was decimated; that after all the changing fort- becoming the dominant idea, are historians unes of the fight, the victory was gained by beginning to occupy themselves with the phethis or that army; and that so many were nomena of social progress. That which it realkilled and wounded on each side, and so many ly concerns us to know, is the natural history captured by the conquerors. And now, out of society. We want all facts which help us of the accumulated details which make up to understand how a nation has grown and orthe narrative, say which it is that helps you | ganized itself. Among these, let us of course in deciding on your conduct as a citizen. have an account of its government; with as Supposing even that you had diligently read, little as may be of gossip about the men who not only "The Fifteen Decisive Battles of the officered it, and as much as possible about the World," but accounts of all other battles that structure, principles, methods, prejudices, history mentions; how much more judicious corruptions, etc., which it exhibited: and let would your vote be at the next election? this account not only include the nature and "But these are facts-interesting facts," you actions of the central government, but also Without doubt they are facts (such, at those of local governments, down to their mileast, as are not wholly or partially fictions); nutest ramifications. Let us of course also and to many they may be interesting facts. have a parallel description of the ecclesiastiBut this by no means implies that they are cal government-its organization, its conduct, valuable. Factitious or morbid opinion often its power, its relations to the State: and acgives seeming value to things that have companying this, the ceremonial, creed, and scarcely any. A tulipomaniac will not part religious ideas-not only those nominally bewith a choice bulb for its weight in gold. To lieved, but those really believed and acted

say.

of how men generally think, feel, and act under given circumstances; then it is manifest that there can be nothing like a wide comprehension of sociology, unless through a com

upon. Let us at the same time be informed | est office of the historian is to so narrate the of the control exercised by class over class, lives of nations, as to furnish materials for a as displayed in all social observances-in ti- Comparative Sociology; and for the subsetles, salutations, and forms of address. Let quent determination of the ultimate laws to us know, too, what were all the other customs which social phenomena conform. which regulated the popular life out of doors But now mark, that even supposing an adeand in-doors: including those which concern quate stock of this truly valuable historical the relations of the sexes, and the relations of knowledge has been acquired, it is of comparparents to children. The superstitions, also, atively little use without the key. And the from the more important myths down to the key is to be found only in Science. Without charms in common use, should be indicated. an acquaintance with the general truths of biNext should come a delineation of the indus-ology and psychology, rational interpretation trial system; showing to what extent the di- of social phenomena is impossible. Only in vision of labor was carried; how trades were proportion as men obtain a certain rude, emregulated, whether by caste, guilds, or other-pirical knowledge of human nature, are they wise; what was the connection between em-enabled to understand even the simplest facts ployers and employed; what were the agen- of social life: as, for instance, the relation becies for distributing commodities, what were tween supply and demand. And if not even the means of communication; what was the the most elementary truths of sociology can circulating medium. Accompanying all be reached until some knowledge is obtained 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 de-petent knowledge of man in all his faculties, picted: not only with respect to the kind and bodily and mental. Consider the matter in amount of education, but with respect to the the abstract, and this conclusion is self-eviprogress made in science, and the prevailing dent. Thus:-Society is made up of individumanner of thinking. The degree of æsthetic als; all that is done in society is done by the culture, as displayed in architecture, sculpt- combined actions of individuals; and thereure, painting, dress, music, poetry, and fic-fore, in individual actions only can be found tion, should be described. Nor should there the solutions of social phenomena. But the be omitted a sketch of the daily lives of the actions of individuals depend on the laws of people-their food, their homes, and their their natures; and their actions cannot be amusements. And lastly, to connect the understood until these laws are understood. whole, should be exhibited the morals, theo- These laws, however, when reduced to their retical and practical, of all classes: as indi- simplest expression, are found to depend on cated in their laws, habits, proverbs, deeds. the laws of body and mind in general. Hence All these facts, given with as much brevity as it necessarily follows, that biology and psyconsists with clearness and accuracy, should chology are indispensable as interpreters of sobe so grouped and arranged that they may be ciology. Or, to state the conclusions still more comprehended in their ensemble; and thus simply:-all social phenomena are phenomena may be contemplated as mutually dependent of life are the most complex manifestations parts of one great whole. The aim should be of life—are ultimately dependent on the laws so to present them that we may readily trace of life-and can be understood only when the the consensus subsisting among them; with laws of life are understood. Thus, then, we the view of learning what social phenomena see that for the regulation of this fourth divico-exist with what others. And then the cor- sion of human activities, we are, as before, deresponding delineations of succeeding ages pendent on Science. Of the knowledge comshould be so managed as to show us, as clear-monly imparted in educational courses, very ly as may be, how each belief, institution, little is of any service in guiding a man in his 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. The only history that is of practical value, is what may be called Descriptive Sociology. And the high-him but little aid.

conduct as a citizen. Only a small part of the history he reads is of practical value; and of this small part he is not prepared to make proper use. He commonly lacks not only the materials for, but the very conception of, descriptive sociology; and he also lacks that knowledge of the organic sciences, without which even descriptive sociology can give

And now we come to that remaining divi- | in rearing a healthy plant; and knows it sion of human life which includes the relaxa- would be folly if, in his anxiety to obtain the tions, pleasures, and amusements filling leis- flower, he were to neglect the plant. Similar ure hours. After considering what training ly in the case before us. Architecture, sculptbest fits for self-preservation, for the obtain- ure, painting, music, poetry, etc., may be ment of sustenance, for the discharge of pa- truly called the efflorescence of civilized life. rental duties, and for the regulation of social But even supposing them to be of such tranand political conduct; we have now to consid-scendent worth as to subordinate the civilized er what training best fits for the miscellaneous life out of which they grow (which can hardly ends not included in these-for the enjoy-be asserted), it will still be admitted that the ments of Nature, of Literature, and of the production of a healthy civilized life must be Fine Arts, in all their forms. Postponing the first consideration; and that the knowlthem as we do to things that bear more vitally edge conducing to this must occupy the highupon human welfare; and bringing every-est place. thing, as we have, to the test of actual value; And here we see most distinctly the vice of it will perhaps be inferred that we are inclined our educational system. It neglects the plant to slight these less essential things. No great- for the sake of the flower. In anxiety for eleer mistake could be made, however. We gance, it forgets substance. While it gives yield to none in the value we attach to æsthetic no knowledge conducive to self-preservation 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 cult ure 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

while of knowledge that facilitates gaining a livelihood it gives but the rudiments, and leaves the greater part to be picked up any how in after life-while for the discharge of parental functions it makes not the slightest provision-and while for the duties of citizenship it prepares by imparting a mass of facts, most of which are irrelevant, and the rest without a key; it is diligent in teaching everything that adds to refinement, polish, éclat. 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 cannot 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.

Recognizing thus the true position of æsthetics, and holding that while the cultivation of them should form a part of education from its commencement, such cultivation should