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 Rh every department of science, and for this purpose it was really immaterial what psychological theory was subsumed. He says however—in harmony with his attitude towards subjective psychology as compared with all other sciences—that if he were to choose between the two alternatives of referring psychical phenomena to material processes or vice versa, he would regard the latter solution as the most acceptable.

In sociology Spencer lays the chief stress upon its direct bearing upon the actual problems of life. The struggle for existence is intended to develop human character, and hence no social ordinance and no state institution dare be interposed between the individual and real life. Because of the fact that the whole matter turns on the development of character, evolution progresses slowly and Spencer is far less sanguine at this point than Comte and Mill.—His pedagogical theory is governed by the same line of argument. The child is to acquire independent experiences as early as possible and be under the guidance of authority and tradition as little as possible. Otherwise twofold adjustment would be required, namely, first to the authority and then to the actual conditions of life (Education, 1861).

Concentration prevails during the earlier stages of social evolution, i. e. the individual is subordinate to the whole. It is conditioned by the necessities of common protection. It is here that militarism enjoys its classic period. Later on—as the individual forges to the front—a differentiation takes place. Individuals are then able to realize their own ends according to their pleasure, and they can advance their mutual interests by the free organization of individual energies. The struggle between militarism and industrialism is still in full sway. But Spencer anticipates a third stage in which labor for the