§ 15. Let me now briefly sum up the conclusions arrived at, and consider how far I differ from Mr. Spencer. I believe that there is no one study which is suited to train the faculties of the mind at every stage of its development, and that when we have decided on the necessity of this or that knowledge, we must consider further what is the right time for acquiring it. I believe that intellectual education should aim, not so much at communicating facts, however valuable, as at showing the boy what true knowledge is, and giving him the power and the _disposition_ to acquire it. I believe that the exclusively scientific teaching which Mr. Spencer approves would not effect this. It would lead at best to a very one-sided development of the mind. It might fail to engage the pupil’s interest sufficiently to draw out his faculties, and in this case the net outcome of his school-days would be no larger than at present. Of the knowledges which Mr. Spencer recommends for special objects, some, I think, would not conduce to the object, and some could not be communicated early in life, (1.) For indirect self-preservation we do not require to know physiology, but the results of physiology. (2.) The science which bears on special pursuits in life has not, in many cases, any pecuniary value, and although it is most desirable that every one should study the science which makes his work intelligible to him, this must usually be done when his schooling is over. The school will have done its part if it has accustomed him to the intellectual processes by which sciences are learned, and has given him an intelligent appreciation of their value.[191] (3.) The right way of rearing and training children should be studied, but not by the children themselves. (4.) The knowledge which fits a man to discharge his duties as a citizen is of great importance, and, as Dr. Arnold pointed out, is likely to be entirely neglected by those who have to struggle for a livelihood. The schoolmaster should, therefore, by no means neglect this subject with those of his pupils whose school-days will soon be over, but, probably, all that he can do is to cultivate in them a sense of the citizen’s duty, and a capacity for being their own teachers. (5.) The knowledge of poetry, belles-lettres, and the fine arts, which Mr. Spencer hands over to the leisure part of education, is the only knowledge in his program which I think should most certainly form a prominent part in the curriculum of every school.