EDUCATION AS A SCIENCE. 41 g 



ure altogether on the susceptibilities of his pupils : he would also 

 avoid overdoing any one branch ; he would consider proportion in 

 the things to be taught. To be all language, all observation, all ab- 

 stract science, all fine art, all bodily expertness, all lofty sentiment, 

 all theology would not be accepted as a proper outcome of any 

 trainer's work. 



The Prussian definition, good so far, does not readily accommodate 

 itself to such circumstances as these namely, the superior aptitude 

 of individuals for some things rather than for others ; the advantage 

 to society of preeminent fitness for special functions, although gained 

 by a one-sided development; the difficulty of reconciling the "whole 

 man " with himself; the limited means of the educator, which imposes 

 the necessity of selection according to relative importance. 



Although by no means easy, it is yet possible to make allowance 

 for these various considerations, under the theory of harmonious de- 

 velopment ; but, after the operation is accomplished, the doubt will 

 arise whether much is gained by using that theory as the defining fact 

 of education. 



In the very remarkable article on education contributed by James 

 Mill to the " Encyclopedia Britannica," the end of education is stated 

 to be " to render the individual, as much as possible, an instrument 

 of happiness, first to himself, and next to other beings." This, how- 

 ever, should be given as an amended answer to the first question of 

 the Westminster Catechism "What is the chief end of man?" The 

 utmost that we could, expect of the educator, who is not everybody, 

 is to contribute his part to the promotion of human happiness in the 

 order stated. No doubt the definition goes more completely to the 

 root of the matter than the German formula. It does not trouble 

 itself with the harmony, the many-sidedness, the wholeness, of the 

 individual development ; it would admit these just as might be requi- 

 site for seeming the final end. 



James Mill is not singular in his over-grasping view of the sub- 

 ject. The most usual subdivision of education is into physical, intel- 

 lectual, moral, religious, technical. Now, when we inquire into the 

 meaning of physical education, we find it to mean the rearing of a 

 healthy human being, by all the arts and devices of nursing, feeding, 

 clothing, and general regimen. Mill includes this subject in his arti- 

 cle, and Mr. Herbert Spencer devotes a very interesting chapter to it 

 in his work on Education. It seems to me, however, that this depart- 

 ment may be kept quite separate, important though it be. It does 

 not at all depend upon the principles and considerations that the edu- 

 cator, properly so called, has in view in the carrying out of his work. 

 The discussion of the subject does not in any way help us in educa- 

 tional matters, as most commonly understood ; nor does it derive any 

 illumination from being placed side by side with the arts of the recog- 

 nized teacher. The fact of bodily health or vigor is a leading postu- 



