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Rh in these works. In so far as education depends upon principles, it is capable of being dealt with as a science; and, though a practical art, yet like all other arts it must be pursued by blind habit or under rational guidance. We have pointed out again and again in this "Monthly" how the science of mind has been widened in modern times so as to include its corporeal conditions, and thus bring the living being into view as a psychical organism rather than the mere abstraction of mind. This is the method of the modern psychology, the immense superiority of which over the old mental philosophy is most apparent in the field of education. We know nothing of mind except as manifested through its organic machinery. When we consider mind as mental force, it at once becomes complicated with the bodily energies, and it appears under limited and quantitative laws, which it should be the first task of the teacher to master. Mind and body are developed together, and the former can not be intelligently led out except under inflexible corporeal restrictions. Professor Bain's long familiarity with this point of view has specially and eminently qualified him to prepare a practical manual of school culture that treats educational questions in detail in harmony with the present state of knowledge.

It is impossible to give anything like an adequate analysis of this admirable work within the limits of an ordinary literary notice, nor, indeed, is it necessary. Portions of it have already appeared from time to time in this magazine, by which our readers have been somewhat informed of its scope and object. Yet the articles published fail to convey any just idea of the adaptation of the book to the needs of those engaged in the work of practical instruction. Certain important psychological considerations of a general nature were brought forward in a way to illustrate their grave significance, but little, however, was said of their bearing on the exigencies of school-work. In the volume these expositions are recast and thrown into such a shape that their applications and bearings are brought out in their full force. The various current studies in our schools are taken up systematically, with the view of determining their educational power, and how they stand related to the unfolding of the mental faculties. This is a most important portion of the work, one hitherto greatly neglected by educators, and the conclusions of which require to be sharply brought out and vigorously enforced. The waste of exertion on worthless objects of study in our schools is something frightful—objects of trifling worth alike in the information they give and in the narrow and imperfect mental discipline they afford. In regard to the study of languages especially, Professor Bain's views are entitled to the most serious attention. The study of language, its critical and careful study, Professor Bain of course recognizes to be of the first importance; but, at the same time, he maintains that the educating power of language is enormously over-estimated. That which is but a preliminary use of tools, indispensable in itself, but utterly subordinate to the larger objects beyond, to which it is but a means and a stepping-stone, has been exalted into the great end, and almost the whole time of education is thus wasted upon initial acquisitions. Professor Bain denies that the study of language, however extended, can educate in any real or adequate sense. After considering this subject, and laying down the principles that should guide its study, and the practice of lingual exercises, he passes, in Chapter X., to the formal consideration of the value of the classics. With this gigantic superstition he makes no terms. The pretexts for its continued ascendancy are successively and effectually exploded. Without denying that some small benefit may of course arise from the study of dead languages, as hitherto and commonly pursued, he demonstrates the utter futility of the several claims put forward in their behalf, and shows how, by standing in the way of modern studies, the classics are a fatal hindrance to that broad and thorough mental discipline which can only be acquired by a larger exercise of the mind in scientific methods, and upon the knowledge of actual things.

An important phase of the work is the treatment of what Professor Bain calls the logical or analytical problem of education. It involves the question of the sequence of