Knowledge about rearing offspring.

tion to what was before a literary education has already been made in some of our leading schools, as Harrow, Rugby, and the City of London.*

§ 11. Next, Mr. Spencer would have instruction in the proper way of rearing offspring form a part of his curriculum. There can be no question of the importance of this knowledge, and all that Mr. Spencer says of the lamentable ignorance of parents is, unfortunately, no less undeniable. But could this knowledge be imparted early in life? Young people would naturally take but little interest in it. It is by parents, or at least by those who have some notion of the parental responsibility, that this knowledge should be sought. The best way in which we can teach the young will be so to bring them up that when they themselves have to rear children the remembrance of their own youth may be a guide and not a beacon to them. But more knowledge than this is necessary, and I differ from Mr. Spencer only as to the proper time for acquiring it.

§ 12. Next comes the knowledge which fits a man for the discharge of his functions as a citizen, a subject to which Dr. Arnold attached great importance at the time of the first Reform Bill, and which deserves our attention all the

*Helps, who by taste and talent is eminently literary, put in this claim for science more than 20 [now nearer 50] years ago. "The higher branches of method cannot be taught at first; but you may begin by teaching orderliness of mind. Collecting, classifying, contrasting, and weighing facts are some of the processes by which method is taught. . . . Scientific method may be acquired without many sciences being learnt; but one or two great branches of science must be accurately known." (Friends in Council, Education.) Helps, though by his delightful style he never gives the reader any notion of over compression, has told us more truth about education in a few pages than one some. times meets with in a complete treatise.

Knowledge of history: its nature and use.

more in consequence of the second and third. But what knowledge are we to give for this purpose? One of the subjects which seem especially suitable is history. But history, as it is now written, is, according to Mr. Spencer, useless. "It does not illustrate the right principles of political action." "The great mass of historical facts are facts from which no conclusions can be drawn-unorganisable facts, and, therefore, facts 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." About the right principles of political action we seem so completely at sea that, perhaps, the main thing we can do for the young is to point out to them the responsibilities which will hereafter devolve upon them, and the danger, both to the state and the individual, of just echoing the popular cry without the least reflection, according to our present usage. But history, as it is now written by great historians, may be of some use in training the young both to be citizens and men. "Reading about the fifteen decisive battles, or all the battles in history, would not make a man a more judicious voter at the next election," says Mr. Spencer. But is this true? The knowledge of what has been done in other times, even by those whose coronation renders them so distasteful to Mr. Spencer, is knowledge which influences a man's whole character, and may, therefore, affect particular acts, even when we are unable to trace the connexion. As it has been often said, the effect of reading history is, in some respects, the same as that of travelling. Anyone in Mr. Spencer's vein might ask, "If a man has seen the Alps, of what use will that be to him in weighing out groceries ?" Directly, none at all; but indirectly, much. The travelled man will not be such

Use of history.

a slave to the petty views and customs of his trade as the man who looks on his county town as the centre of the universe. The study of history, like travelling, widens the Etudent's mental vision, frees him to some extent from the bondage of the present, and prevents his mistaking conventionalities for laws of nature. It brings home to him, in all its force, the truth that "there are also people beyond the mountain" (Hinter dem Berge sind auch Leute), that there are higher interests in the world than his own business concerns, and nobler men than himself or the best of his acquaintance. It teaches him what men are capable of, and 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.* 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 its interest for them; and,

* J. S. 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.)

EE

Employment of leisure hours.

perhaps, many of the facts communicated will prove, after all, no less unorganisable than the fifteen decisive battles.

§ 13. 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 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, &c., 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 Shakspeare 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. Sper cer endeavours to show that a knowledge of science is necessary for the practice or the enjoyment of the fine arts. Of course, the highest art f 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 mitring. If they painted a wall, a bricklayer might point out that with

Poetry and the Arts.

§ 14. 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

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 us form and colour 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 equipment, 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. [It seems the class is not extinct of whom Pope wrote:

66

"Some drily plain, without invention's aid

"Write dull receipts how poems may be made."

Essay on Criticism.]