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562 the volume, and is a vindication of the study of nature and the rightful supremacy of science in education. A memorable passage illustrates the change that must take place in the study of history when social phenomena come to be dealt with by the method of development.

Now, while, as we have already said, there is no formula of evolution in the book, and even the word occurs in it but rarely, yet Spencer's "Education" so entirely conforms to the doctrine, that, if it were rewritten to-day, it would hardly require revision in this respect. Mr. Spencer was, in fact, master of the new method at that time. If the reader will refer to the prospectus of Spencer's "System of Philosophy," which is prefixed to the volume, he will see how completely its author's views were matured, both in respect to the conditions, laws, and causes of evolution—the fundamental principles of the subject—and also of that detailed reconstruction of biological, psychological, sociological, and ethical science which evolutionary doctrine necessitates. The whole logical plan was traced out in its steps of dependence, and even in its proportions, with such singular accuracy, that he has hardly deviated from it in the twenty years subsequently devoted to its execution. The work on education was written while these views were taking definite shape in Mr. Spencer's mind, and half of it was written after his philosophical scheme was perfected. It was, of course, in advance of its time, and belonged to a stage of thought not yet reached either by the public mind generally, nor even in the enlightened circles of science. There was, as yet, but little talk of evolution, and when referred to it was generally derided by everybody as a vagary. Yet to Mr. Spencer's mind at this time evolution was not only a great truth, overwhelmingly demonstrated by concurring evidence from many sources, but it had become a principle of reorganization in large spheres of knowledge, and a new guide in the practical affairs of life. How thoroughly he had made the field his own, and how far in advance he was of even advanced thinkers, are sufficiently shown by the fact that, when Mr. Spencer tacitly based his treatment of education upon evolution doctrines which he had already wrought into an explicit and complete system, Mr. Darwin had, as yet, published nothing upon the subject.

We have here, unquestionably, one of the main causes of the success of this book. It anticipated and conformed to ideas that have since become widely popular. It has been increasingly appreciated because it has been found to harmonize with the striking results of advancing thought within the last twenty years. It has afforded trustworthy help in a time of transition when help is most urgently needed. Though a book of principles, it proved to be the most practical of educational manuals, because its principles were applicable to all circumstances, and it has become an authority because its indications have been attested by common sense, and verified as true by experience.

It is well, then, that we are to have a cheap edition of this instructive book, and all the better that it is in good print and in an attractive form. It ought to be extensively circulated among teachers and educational officials in this country, because, with our favorite system of State instruction, we are strongly inclining to the evils against which this book so powerfully protests. The machine-education of great school establishments is a system of external coercion which everywhere tends to thwart spontaneous natural development, and to hinder instead of facilitating self-education. It is the small minority of thinking persons in each country that has called for and commended Mr. Spencer's work; the great multitude of teachers know little of it. And, while as victims of a great mechanical system they are left but small liberty in the application of principles, and none at all of principles that contravene the official mechanics of the schoolroom, it is, nevertheless, desirable that they should be made to understand, as clearly as possible, the drawbacks of the system under which they work.

The extensive circulation of this book, both among teachers and parents, would be highly promotive of rational education; and liberally disposed people would do an effective philanthropic work by purchasing it at wholesale and donating it to those who are not familiar with its views.

It may not be improper to add, in these