course of instruction certainly without Greek and perhaps without Latin will have to be provided for middle schools. Juster views are beginning to prevail of the schoolmaster’s function. It is at length perceived that he has to assist the development of the human mind, and perhaps, by-and-bye, he may think it as well to learn all he can of that which he is employed in developing. When matters have advanced as far as this, we may begin to hope for a science of education. In Locke’s day he could say of physical science that there was no such science in existence. For thousands of years the human race had lived in ignorance of the simplest laws of the world it inhabited. But the true method of inquiring once introduced, science has made such rapid conquests, and acquired so great importance, that some of our ablest men seem inclined to deny, if not the existence, at least the value, of any other kind of knowledge. So, too, when teachers seek by actual observation to discover the laws of mental development, a science may be arrived at, which, in its influence on mankind, would perhaps rank before any we now possess. § 19. Those who have read the previous Essays will have seen in various forms most of the principles which Mr. Spencer enumerates, but I gladly avail myself of his assistance in summing them up. 1. We should proceed from the simple to the complex, both in our choice of subjects and in the way in which each subject is taught. We should begin with but few subjects at once, and, successively adding to these, should finally carry on all subjects abreast. Each larger concept is made by a combination of smaller ones, and presupposes them. If this order is not attended to in communicating knowledge, the pupil can learn nothing but words, and will speedily sink into apathy and disgust.