Page images
PDF
EPUB

ment-a true conception of what legislation is for, and what are its proper limits. This question, which our political discussions habitually ignore, is a question of greater moment than any other. Inquiries which statesmen deride as speculative and unpractical, will one day be found infinitely more practical than those which they wade through Blue Books to master, and nightly spend many hours in debating. The considerations that every morning fill a dozen columns of The Times, are mere frivolities when compared with the fundamental consideration-What is the proper sphere of government? Before discussing the way in which law should regulate some particular thing, would it not be wise to put the previous question, whether law ought, or ought not, to meddle with that thing? and before answering this, to put the more general question-What law should do, and what it should leave undone? Surely, if there are any limits at all to legislation, the settlement of these limits. must have effects far more profound than any particular Act of Parliament can have; and must be by so much. the more momentous. Surely, if there is danger that the people may misuse political power, it is of supreme importance that they should be taught for what purpose political power ought alone to be used.

Did the upper classes understand their position, they would, we think, see that the diffusion of sound views on this matter more nearly concerns their own welfare, and that of the nation at large, than any other thing whatever. Popular influence will inevitably go on increasing. Should the masses gain a predominent power while their ideas of social arrangements and legislative action remain as crude as at present, there will certainly result disastrous meddlings with the relations of capital and

308 HERBERT SPENCER ON POLITICAL EDUCATION.

labour, as well as a disastrous extension of State-administrations. Immense damage will be inflicted: primarily on employers; secondarily on the employed; and eventually on the nation as a whole. These evils can be prevented, only by establishing in the public mind a profound conviction that there are certain comparatively narrow limits to the functions of the State; and that these limits ought on no account to be transgressed. Having first learned what these limits are, the upper classes ought energetically to use all means of teaching them to the people.

ON EARLY MENTAL TRAINING AND THE STUDIES BEST FITTED FOR IT.

BY

F. A. P. BARNARD, LL. D.,

PRESIDENT OF COLUMBIA COLLEGE.

READ BEFORE THE UNIVERSITY CONVOCATION FOR 1866

EARLY MENTAL TRAINING, AND THE

STUDIES FITTEST FOR IT.

WHENEVER it happens that any subject interesting to man becomes matter of protracted controversy, the zeal of opposing parties often carries them so far, as to make both of them equally intolerant of one who is not wholly with themselves, though at the same time he may be by no means with their adversaries. The task, therefore, of one who undertakes to show-what is usually true-that to a certain extent both parties are in the right, while neither is wholly so, is by no means an easy one. He is very likely to incur the disapproval of both, while he is not sure to conciliate the favor of either.

This consideration embarrasses me in the attempt I am about to make, to exhibit certain views connected with our system of higher education, founded upon convictions. which have long been gradually growing upon me, but which I apprehend are not likely to be in full accordance with those of any considerable number of the experienced educators whom I have the pleasure of addressing.

In the discussions which have taken place in our time with respect to the merits of our system of collegiate education, the field has been occupied almost exclusively by two parties holding opinions widely discordant; so much so, indeed, as hardly to admit of any description of compromise. One of these parties, which may properly be styled the conservative, has made classical learning its

« EelmineJätka »