The sun. [volume] (New York [N.Y.]) 1833-1916, 1905-03-26

Doth the ordering OF each series and the
precise relations OF its members to one
another. spencer's theory Of evolution
does not determine the relations Of the essen
tial processes Of evolution to one another,
does not define their inner unity, and dOes
not enable us to conceive a series OF types
Of evolutionary processes In orderly rela-
lions to one another Nevertheless, the
services rendered 70 his age by Spencer,
viewed as a pioneer teacher. are likely
long to be remembered. His demand that
the evolutionary concepts shall be unified
remains a permanently inspiring logical
idea that promises TO bear much fruit in
the future,
Before marking some Of Mr.. Royoe's
| criticisms Of Spencer's educational theories,
we should recall precisely what Spencer
said. He asserted that from every point
Of view science. in the sense Of the orderly
knowledge Of the laws Of things, is the
sort Of knowledge which is Of most worth.
| II is Of most worth. be oontended 20 the
/ artist or man Of leisure, as well as 20 the
| votary Of science, pure OF applied. Hence
| the traditional system Of classical training
| il, in SpenoeT's opinion, not only defeo-
! tive, but in tie principle fundamentally
and hopelessly faulty. Il not only lays
| the sole stress upon the least important
! Of the five types Of human sctivitie5--thoss
/ which belong to the leisure portion Of life
| but II emphasizes methods Of work which
\ are not suited 10 the best development
| even of this type Of activities. Thus
| 40 Spencer Rverred-the Greek scholar
| is led 20 Judge Of poetry without under
standing psychology, 70 estimate architect
ure without knowing anything Of statios,
and 10 pass as judge Of sculpture although
he is ignorant OF anatomy. The oon-
cusion Is that as the Greek scholar has not
learned to observe nature be cannot wisely
enjoy art. Moreover. according 70 Spen
Ger, the current study OF history lays stress
! on whatever lie trivial in the uffairs Of the
past, and does not At the student 10 COM
prebend sociology. Hence the 'humani-
ties as they are studied, are not useful
TO aid the student, even in that oompre-
hension Of human nature which one needs
in training children or in performing ones
duties as a citizen. Consequently, Spencer
was convinced that an entire reform Of
The educational system in the interests
Of science Ia q requirement Of the time,
VET q TeQulTeEnenN WHICH, rs no ublut Inv
time 80 far wholly misunderstands.
One Of Mr.. Royce's objections TO Spencer's
theory Of education IL that Il does not answer
the fundamental purpose Of training
man. which. upon the whole, is this: We
want TO fit him to take definite place. as an
individual. In human society. Now, an
individual man needs, not only generalized
knowledge OF the avs Of the physical world
and Of human nature, but an interest In,
and a power to cooperate with, individual
human beings The limitation Of any form
Of scientific training Ia that. however caro-
fully il may be founded upon the observa-
ton Of facts. II terminates in a knowledge
Of general principles, General principles.
as such, refer TO the law Of things, and not
to individual truths. In real life. how
ever we have 20 deal with the individual
man, with this friend OF neighbor, with the
personal duty, with the appreciation Of a
given task, with this or that human affec-
ton, with this OF that work Of art with this
OF that relation to mankind or TO God Hence
the place In human training which is o.
cupied by whatever helps us, not merely
TO understand psychology, but to love Our
neighbOr; not merely 10 comprehend soci-
illogical principles, but TO be loyal 10 the COM
munity in which we live; not merely TO he
abstract critics Of art, but 10 enjoy this
poem OF that song, TO admire a particular
hero, TO estimate given personal character
TO bear a specific personal burden 10 endure
this OF that lotion, 10 be patient under this
or that trial. One great purpose and ono
great function Of the so-called @humanities'
in education Ia 20 open our eyes TO truths
which cannot be expressed in abstract form
but which can only he appreciated through
a direct enjoyment Of human life. a. Il Is
portrayed in history. in literature and in
art.
We should not overlook another objection
raised by Mr.. Royce TO Spencer's educa-
tional theory, the objection, namely, that
in his essay upon What knowledge ia
Most Worth the philosopher obviously
speaks as II he failed TO distinguish be-
tween the technical value which an applied
science thoroughly mastered may have
for any Of the tasks Of mankind, and the
personal value which a rudimcntary ac-
quaintsnce with the same science may have /
for the student, who can never get the eX- |
pertness needed In order 70 apply his
knowledge. Chemistry no doubt, is needed |
in a thousand arts; but how far will the /
boy who performs elementary chemical I
experiments get thereby on the way toward |!
becoming a chemical technologist' The /
value which the elementary study OF chem /
istry has for a particular boy may be very |
great indeed; but you cannot measure |
that value by laying stress upon tho i'm |
portance Of the applications Of chemistry \
in the arts, For the successfully studious I
boy himself the value Of this science. 40 /
far as his early work goes, will lie rather /
in the orderly habits Of observation, Of |
thinking. Of conduct and Of self-crticism |
which he acquires, and also, very largely. |
in the intrinsic interest and beauty Of the |
knowledge Of natural law which he gets /
a. he works, just such power and life. |
however, he might also gain from quite |
different studies were they pursued with |
equal thoroughness. We therefore, cnn- /
not judge the worth Of boys mental proc
esses by insisting that without chemistry |
the arts Of modern life would oease.
Again, when Spencer tells us that our /
life depends upon natural conditions and /
that therefore we must study nature in /
order TO win control OF the art OF self I
preservation, he apparently confounds |
the possible chronological value Of an APP /