Essays on Education and Kindred Subjects. Spencer Herbert

are at work earning a livelihood in industries that rest ultimately on applications of science.

      Spencer's objection to the constant exercise of authority and compulsion in schools, families, and the State is felt to-day much more widely than it was in 1858, when he wrote his essay on moral education. His proposal that children should be allowed to suffer the natural consequences of their foolish or wrong acts does not seem to the present generation – any more than it did to him – to be applicable to very young children, who need protection from the undue severity of many natural penalties; but the soundness of his general doctrine that it is the true function of parents and teachers to see that children habitually experience the normal consequences of their conduct, without putting artificial consequences in place of them, now commands the assent of most persons whose minds have been freed from the theological dogmas of original sin and total depravity. Spencer did not expect the immediate adoption of this principle; because society as a whole was not yet humane enough. He admitted that the uncontrollable child of ill-controlled adults might sometimes have to be scolded or beaten, and that these barbarous methods might be "perhaps the best preparation such children can have for the barbarous society in which they are presently to play a part." He hoped, however, that the civilised members of society would by and by spontaneously use milder measures; and this hope has been realised in good degree, with the result that happiness in childhood is much commoner and more constant than it used to be. Parents and teachers are beginning to realise that self-control is a prime object in moral education, and that this self-control cannot be practised under a regime of constant supervision, unexplained commands, and painful punishments, but must be gained in freedom. Some large-scale experience with American secondary schools which prepare boys for admission to college has been edifying in this respect. The American colleges, as a rule, do not undertake to exercise much supervision over their students, but leave them free to regulate their own lives in regard to both work and play. Now it is the boys who come from the secondary schools where the closest supervision is maintained that are in most danger of falling into evil ways when they first go to college.

      Spencer put very forcibly a valuable doctrine for which many earlier writers on the theory of education had failed to get a hearing – the doctrine, namely, that all instruction should be pleasurable and interesting. Fifty years ago almost all teachers believed that it was impossible to make school-work interesting, or life-work either; so that the child must be forced to grind without pleasure, in preparation for life's grind; and the forcing was to be done by experience of the teacher's displeasure and the infliction of pain. Through the slow effects of Spencer's teaching and of the experience of practical teachers who have demonstrated that instruction can be made pleasurable, and that the very hardest work is done by interested pupils because they are interested, it has gradually come to pass that his heresy has become the prevailing judgment among sensible and humane teachers. The experience of many adults, hard at work in the modern industrial, commercial, and financial world, has taught them that human beings can make their intensest application only to problems in which they are personally interested for one reason or another, and that freemen work much harder than slaves, because they feel within themselves strong motives for exertion which slaves cannot possibly feel. So, many intelligent adults, including many parents and teachers, have come to believe it possible that children will learn to do hard work, both in school and in after life, through the free play of interior motives which appeal to them, and prompt them to persistent exertion.

      The justice of Spencer's views about training through pleasurable sensation and achievement in freedom rather than through uninterested work and pain inflicted by despotic government, is well illustrated by the recent improvements in the discipline of reformatories for boys and girls and young men and women. It has been demonstrated that the only useful reformatories are those which diminish the criminal's liberty of action as little as possible, require him to perform productive labour, educate him for a trade or other useful occupation, and offer him the reward of an abridgment of sentence in return for industry and self-control. Repression and compulsion under penalties however severe fail to reform, and often make bad moral conditions worse. Instruction, as much freedom as is consistent with the safety of society, and an appeal to the ordinary motives of emulation, satisfaction in achievement, and the desire to win credit, can, and do, reform.

      Many schools, both public and private, have now adopted – in most cases unconsciously – many of Spencer's more detailed suggestions. The laboratory method of instruction, for example, now common for scientific subjects in good schools, is an application of his doctrines of concrete illustration, training in the accurate use of the senses, and subordination of book-work. Many schools realise, too, that learning by heart and, in general, memorising from books are not the only means of storing the mind of a child. They should make parts of a sound education, but should not be used to the exclusion of learning through eye, ear, and hand. Spencer pointed out with much elaboration that children acquire in their early years a vast amount of information exclusively through the incessant use of their senses. To-day teachers know this fact, and realise much better than the teachers of fifty years ago did, that all through the school and college period the pupils should be getting a large part of their new knowledge through the careful application of their own powers of observation, aided, indeed, by books and pictures which record the observations, old and new, of other people. The young human being, unlike the puppy or the kitten, is not confined to the use of his own senses as sources of information and discovery; but can enjoy the fruits of a prodigious width and depth of observation acquired by preceding generations and adult members of his own generation. A recent illustration of this extension of the method of observation in teaching to observations made by other people is the new method of giving moral instruction to school children through photographs of actual scenes which illustrate both good morals and bad, the exhibition of the photographs being accompanied by a running oral comment from the teacher. In this kind of moral instruction it seems to be possible to interest all kinds of children, both civilised and barbarous, both ill-bred and well-bred. The teaching comes through the eye, for the children themselves observe intently the pictures which the lantern throws on the screen; but the striking scenes thus put before them probably lie in most instances quite outside the region of their own experiences.

      The essay on "What Knowledge is of Most Worth?" contains a hot denunciation of that kind of information which in most schools used to usurp the name of history. It is enough to say of this part of Spencer's educational doctrine that all the best historical writers since the middle of the nineteenth century seem to have adopted the principles which he declared should govern the writing of history. As a result, the teaching of history in schools and colleges has undergone a profound change. It now deals with the nature and action of government, central, local, and ecclesiastical, with social observances, industrial systems, and the customs which regulate popular life, out-of-doors and indoors. It depicts also the intellectual condition of the nation and the progress it has made in applied science, the fine arts, and legislation, and includes descriptions of the peoples' food, shelters, and amusements. To this result many authors and teachers have contributed; but Spencer's violent denunciation of history as it was taught in his time has greatly promoted this important reform.

      Many twentieth-century teachers are sure to put in practice Spencer's exhortation to teach children to draw with pen and pencil, and to use paints and brush. He maintained that the common omission of drawing as an important element in the training of children was in contempt of some of the most obvious of nature's suggestions with regard to the natural development of human faculties; and the better recent practice in some English and American schools verifies his statement; nevertheless some of the best secondary schools in both countries still fail to recognise drawing and painting as important elements in liberal education.

      Modern society as yet hardly approaches the putting into effective practice of the sound views which Spencer set forth with great detail in his essay on "Physical Education." The instruction given in schools and colleges on the care of the body and the laws of health is still very meagre; and in certain subjects of the utmost importance no instruction whatever is given, as, for example, in the normal methods of reproduction in plants and animals, in eugenics, and in the ruinous consequences of disregarding sexual purity and honour. In one respect his fundamental doctrine of freedom, carried into the domain of physical exercise, has been extensively adopted in England, on the Continent, and in America. He taught that although gymnastics, military drill, and formal exercises