New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1860-11-24
NEW PUBLICATIONS..


Its author stands eminent among the abest Eu-
ropean Investigators of the science of the mind
His position among the advanced metaphysicians
and psychologists Of the age is marked and dis
tinctiye. While the tendency of both meta
physicians aud scientists is to the exclusive
cultivation Of their respective domains OF
inquiry. with only occasional incursons into
the others territories, Mr.. Spencer claims
that the time has come when this old dis
tinction and antagonism must disappear, and
that the higher laws Of our being can only be
successfully sought through broad and pro-
found investigation of nature alike in her mental
and material manifestations. Accordingly he has
brought to the solution of mental problems the
largest acquisitions in science, and gained sue
cess which has given him high and original po-
sition amcng the most advanced thinkers of our
time. His calculations have been mainly directed
to the phenomena Of mental evolution, the laws
of growth of the knowing and feeling powers,
whether Illustrated in the inferior animal tribes,
the course of individual human life or the mental
career Of cur race. His exposition of the genesis
of the intellectual and emotional powers is, per-
haps, unsurpassed in the acuteness and depth of
its analysis. 1t is worthy OF note that Mr. Spen-
GERS style of presenting these abstract topics is
unusually lucid and attractive. His statements
are admirably precise, his Language coplous ana
varied, his illustrations pertinent and striking, so
that reading becomes pleasure, even 10 those
comparatively unaccustOmed to these pains OF
thought. Such are important qualifications for
dealing with the subject of education; but the
volume before us iustifcs all the antclpatons ex-
cited by Mr. Spencers philosophical position.
His views are broad, original practical, and IRE
sistiby commend themselves to common sense. They
meet deep want in this country. With great
activity upon the subject of education, we have
too little guiding principle; with vast projects for
popular instruction we ZACH the organizing kno"i
edge and constructive power, as is eyinced by the
chaos and conflict Of school-practice. Mr. SPen-
GERS little work-a the better for It's breylty-
furnishes by far the best handbook of direction
for thoughtful parents, teachers, school-drectors,
and all who are concerned in educational man.
agement
Theyolume opens with very natural inquiry
concerning the relative value of various kinds of
knowledge His estimate is comprehensive and
short and its demands imperative. There Is no
escape, we must discriminate. The study of one
thing involves the exclusion of another; but By
what rule shall we conduct the selection. The au-
thor proposes for guidance his ideal of the grand
purpose of education.
A measure Of value is tue first requisite. And,
happily respecting the true of value,
pressed in general terms, there can be no dispute
Every in contencing for the worth Of any paTiicu-
lar order Of inform alton does so by showing Its bear
ing upon some part Of life
How to live that ls the essential question for
us. Not how to live in the material sense only,
but in the widest The general problem which
cOmprehends every special problem is the right Tul
ing Of conduct In all directions under all circumstances
In what way to treat the body; IN what way to treat
the mind in what way to manage our AFFAIR." IN what
q citizen in what way 10 utilize all those sources of
happiness which nature supplies how to use all our
fsculiee to the greatest advantage OF ourselves and
Others; how 10 live completely And this being the
great thing needful for 10 learn L. by consequence
the great thing which education has to teach To pre-
pare for complete living Is the function which edu-
cation has TO discharge; and the only rational mode
judging of any educational course s to judge in what
degree IL discharges such function
This test never used in its entirety, but rarely
even partially used, and used then in vague half
conscious way has 10 he applied consciously method
cally and throughout I'll cases Ii behooyes 10 set
before omtelves, and to keep clearly IN view,
CONF lee living the end TO be achieved that in
bringing up children we may choose subjects and
methods of instruction, with deliberate reference 70
this end. Not only ought we TO cease from the mere
unthinking adoption Of the current fashion In educa-
ton which las better warrant than any other fash
ion, but must also Iise above that rude empirical
style Of Judging displayed by those more intelligent
people who do best0w In overseeing the cul-
tyaiOn OF their cLildens minds. IL must mol sun,
eiufly 10 thank thai such such information VIII be
Us i'll in after life that ills kind of knowledge Is OF
more practical value than that but we mus seek ont
some process Of estimating their respective values 50
that as far as pos ibe may positively &a0~ winch
are most deserving Of atteLu0n
Doubtless the task Is difficult perhaps never to
b. more than approximately achieved. But consider
ing the Yasgess of the interests al stake us dicnity
is 10 reason ior pusillnimously passing IL by put
gather for deYOtlng every energy 10 i's MASTERY "u
IL we only proceed systematically we may very soon
get at results OF no small moment.
In the light of tbis large idea of the import u
education, Mr. Spencer thus determines the scale
of human activities;
Om. first step must obviously be to classify, in the
order Of their Importance the leading kinds OF activity
which constitutes human life They may DC naturally
arranged into: 1. Those activities winch directly mln-
ir 10 self-rreseryaion . Iho-e activities which by
securing the necessaTes Of life indirectly munster to
self prteryaiiOn g. Those activities which have Tor
their end The rearing and discipline OF ohapr1ng; H.
Those activities which involved III the maintenance
of roper social and political relations >. Those nlscol-
IabeOis activities which make up the leisure part Of
life devoted to the qualification Of the tastes ana lee-
ings.
This graduation of our activities and the con
sequent relative values of the corresponding edu-
cations are discussed with much acuteness and
ability.
The second part counscls intellectual edu-