“1. Those activities which directly minister to self-preservation; 2. Those which by securing necessaries of life indirectly minister to self-preservation; 3. Those which have for their end the rearing and discipline of offspring; 4. Those which are involved in the maintenance of proper social and political relations; 5. Those miscellaneous activities which make-up the leisure part of life, devoted to the gratification of the tastes and feelings” (7: p. 32). The above stand, considered from the biological and anthropological point of view, “in something like their true order of subordination.” Spencer takes each of these departments of human activities one by one and tries to convince us of how necessary is the knowledge of hygiene and physiology for our self-preservation; nothing less than that of mathematics, physics, chemistry, biology, and social sciences for our economic activities; that of physiology, hygiene, psychology, anthropology, and pedagogy for the performance of the parental function; that of sociology, which, according to him, must comprise a study of the laws of social organism, as well as its description in its political, economical, religious, social, and cultural growth, for the fulfilment of the duties of citizenship. Even in the domain of our æsthetic life, he thinks, a systematized knowledge of facts and laws concerning natural and psychic worlds will increase the power of both æsthetic production and enjoyment. Then Spencer turns to the value of the sciences for the training of the mental powers. First of all he refers us to “the beautiful economy of Nature,” according to which “everywhere throughout creation we find faculties developed through the performance of those functions which it is their office to perform; not through the performance of artificial exercises devised to fit them for these functions” (7: pp. 84-85). So we may be certain _a priori_, he thinks, that also in education the acquirement of the valuable facts must involve the best mental exercise. Then he shows us, taking up different sciences one by one, how, through the systematic pursuance of the facts and laws of Nature and life which they present, we are better trained in our power of memory, of judgment, of reasoning, in our moral character, and even in our religious sentiments, than through linguistic studies, which largely consist, in fact, of “lexicons and grammars.”