Relative value of knowledges. § 5. Mr. Spencer discusses more fully "the relative value of knowledges," and this is a subject which has hitherto not met with the attention it deserves. It is not sufficient for us to prove of any subject taught in our schools that the knowledge or the learning of it is valuable. We must also show that the knowledge or the learning of it is of at least as great value as that of anything else that might be taught in the same time. "Had we time to master all subjects we need not be particular. To quote the old song— Could a man be secure That his life would endure, As of old, for a thousand long years, What deeds he might do ! And all without hurry or care! But we that have but span-long lives must ever bear in mind our limited time for acquisition." § 6. To test the value of the learning imparted in education we must look to the end of education. This Mr. Spencer defines as follows: “To prepare us for complete living is the function which education has to discharge, and the only rational mode of judging of an educational course is to judge in what degree it discharges such function." For complete living we must know "in what way to treat the body; in what way to treat the mind; in what way to manage our affairs; in what way to bring up a family; in what way to behave as a citizen; in what way to utilise those sources of happiness which nature supplies-how to use all our faculties to the greatest advantage of ourselves and others." There are a number of sciences, says Mr. Spencer, which throw light on these subjects. It should, therefore, be the business of education to impart these sciences. Knowledge for self-preservation. But if there were (which is far from being the case) a well-defined and well-established science in each of these departments, those sciences would not be understandable by children, nor would any individual have time to master the whole of them, or even "a due proportion of each." The utmost that could be attempted would be to give young people some knowledge of the results of such sciences and the rules derived from them. But to this Mr. Spencer would object that it would tend, like the learning of languages, "to increase the already undue respect for authority." § 7. To consider Mr. Spencer's divisions in detail, we come first to knowledge that leads to self-preservation. "Happily, that all-important part of education which goes to secure direct self-preservation is, in part, already provided for. Too momentous to be left to our blundering, Nature takes it into her own hands." But Mr. Spencer warns us against such thwartings of Nature as that by which " stupid schoolmistresses commonly prevent the girls in their charge from the spontaneous physical activities they would indulge in, and so render them comparatively incapable of taking care of themselves in circumstances of peril." § 8. Indirect self-preservation, Mr. Spencer believes, may be much assisted by a knowledge of physiology. "Diseases are often contracted, our members are often injured, by causes which superior knowledge would avoid." I believe these are not the only grounds on which the advocates of physiology urge its claim to be admitted into the curriculum; but these, if they can be established, are no doubt very important. Is it true, however, that doctors preserve their own life and health or that of their children by their knowledge of physiology? I think the matter is Useful knowledge v. the classics. open to dispute. Mr. Spencer does not. He says very truly that many a man would blush if convicted of ignorance about the pronunciation of Iphigenia, or about the labours of Hercules who, nevertheless, would not scruple to acknowledge that he had never heard of the Eustachian tubes, and could not tell the normal rate of pulsation. "So terribly," adds Mr. Spencer, "in our education does the ornamental override the useful!" But this is begging the question. At present classics form part of the instruction given to every gentleman, and physiology does not. This is the simpler form of Mr. Spencer's assertion about the labours of Hercules and the Eustachian tubes, and no one denies it. But we are not so well agreed on the comparative value of these subjects. In his Address at St. Andrews, J. S. Mill showed that he at least was not convinced of the uselessness of classics, and Mr. Spencer does not tell us how the knowledge of the normal state of pulsation is useful; how, to use his own test, it "influences action." However, whether we admit the claims of physiology or not, we shall probably allow that there are certain physiological facts and rules of health, the knowledge of which would be of great practical value, and should therefore be imparted to everyone. Here the doctor should come to the schoolmaster's assistance, and give him a manual from which to teach them. § 9. Next in order of importance, according to Mr. Spencer, comes the knowledge which aids indirect self-preservation by facilitating the gaining of a livelihood. Here Mr. Spencer thinks it necessary to prove to us that such sciences as mathematics and physics and biology underlie all the practical arts and business of life. No one would think of joining issue with him on this point; but the question still remains, what influence should this have on education? Special instruction v. education. "Teach science," says Mr. Spencer. "A grounding in science is of great importance, both because it prepares for all this [business of life], and because rational knowledge has an immense superiority over empirical knowledge." Should we teach all sciences to everybody? This is clearly impossible. Should we, then, decide for each child what is to be his particular means of money-getting, and instruct him in those sciences which will be most useful in that business or profession? In other words, should we have a separate school for each calling? The only attempt of this kind which has been made is, I believe, the institution of Handelschulen (commercial schools) in Germany. In them, youths of fifteen or sixteen enter for a course of two or three years' instruction which aims exclusively at fitting them for commerce. But, in this case, their general education is already finished. With us, the lad commonly goes to work at the business itself quite as soon as he has the faculties for learning the sciences connected with it. If the school sends him to it with a love of knowledge, and with a mind well disciplined to acquire knowledge, this will be of more value to him than any special information. § 10. As Mr. Spencer is here considering science merely with reference to its importance in earning a livelihood, it is not beside the question to remark, that in a great number of instances, the knowledge of the science which underlies an operation confers no practical ability whatever. No one sees the better for understanding the structure of the eye and the undulatory theory of light. In swimming or rowing, a senior wrangler has no advantage over a man who is entirely ignorant about the laws of fluid pressure. As far as money-getting is concerned then, science will not be found to be universally serviceable. Mr. Spencer gives Scientific knowledge and money-making. 66 instances indeed, where science would prevent very expensive blundering; but the true inference is, not that the blunderers should learn science, but that they should mind their own business, and take the opinion of scien tific men about theirs. "Here is a mine," says he, "in the sinking of which many shareholders ruined themselves, from not knowing that a certain fossil belonged to the old red sandstone, below which no coal is found." Perhaps they were misled by the little knowledge which Pope tells us is a dangerous thing. If they had been entirely ignorant, they would surely have called in a professional geologist, whose opinion would have been more valuable than their own, even though geology had taken the place of classics in their schooling. Daily are men induced to aid in carrying out inventions which a mere tyro in science could show to be futile." But these are men whose function it would always be to lose money, not make it, whatever you might teach them.* I have great doubt, therefore, whether the learning of sciences will ever be found a ready way of making a fortune. But directly we get beyond the region of pounds, shillings, and pence, I agree most cordially with Mr. Spencer that a rational knowledge has an immense superiority over empirical knowledge. And, as a part of their education, boys should be taught to distinguish the one from the other, and to desire rational knowledge. Much might be done in this way by teaching, not all the sciences and nothing else, but the main principles of some one science, which would enable the more intelligent boys to understand and appreciate the value of "a rational explanation of phenomena." I believe this addi * "The brewer," as Mr. Spencer himself tells us, "if his business is very extensive, finds it pay to keep a chemist on the premises "—pay & good deal better, I suspect, than learning chemistry at school. |