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maintain a due proportion between the degrees of preparation" in each class; that greatest attention should be given to the first, where the value is greatest, and the least to the last, where the value is least. Moreover in the matter of time a like order is to be observed. Literature, art, and aesthetic culture must be "postponed" to that "which bears more vitally upon human welfare".

But the Spencerian criterion is not yet complete. "Acquirement of every kind has two values-value as knowledge and value as discipline", but as the value of knowledge as knowledge determines its value as discipline (page 84) the latter value need not be primarily considered. The prime inquiry to determine the worth of a school study, is, "What is the intrinsic value of its facts for the purposes of guidance" in those activities of "successively decreasing importance", which constitute "complete living"?

This is the criterion by which Mr. Spencer measures the relative worth of knowledge and education. If it is not a low standard of utility we are not capable of judging. It places the lowest activities first in the scale of importance, and even here the lower utility of knowledge, its direct use, is ranked as the higher. It is also worthy of notice, in passing, that Mr. Spencer's "complete life" utterly ignores those activities that include man's duty and relation to God and the future life. Is such a life "complete"?

The claim that the word importance is used in the sense of "importunateness or urgency ", is groundless, but, if admitted, will not change the order of subordination, which is the essential fact. The higher activities are as educational tests still subordinated to the lower, and, in each division, that knowledge is of most worth, whose "facts" are most directly and practically useful.

More than forty pages of the essay are devoted to the application of this criterion to the different kinds of knowledge. Latin and Greek, it is urged, can be applied to no practical purposes. Their facts afford a boy in his after career little aid "in his shop or his office, in playing his part as director of a bank or a railway". Hence they are found to be "ornamental", instead of useful, and in real value are compared with the paint and tattoo of the Orinoco Indian! The knowledge that makes up the bulk of the ordinary school curriculum, is also declared to be of little relative worth, since its facts are not directly usable in preserving health, getting a living, or rearing children. The "vital knowledge" in the first three and, as is claimed, most important classes of activities, is decided to be the practical facts of physiology, mathematics, mechanics, physics, chemistry, biology, social science, child-rearing science, including "the elementary truths of psychology". The standard is next applied to the functions of the citizen and the inquiry, "to what uses are they applicable?" rules out the great bulk of human history as comparatively useless. Every fact that does not in some way enter into the duties of the citizen is a "useless fact", and so history is narrowed to descriptive sociology"—and thus we are swept through the application in a narrow channel of practical utility.

Nor is this low standard essentially modified when we come to the last (?) division of a complete life". Knowledge that ministers to the activities of

taste and feeling "must yield precedence to those kinds of culture which bear more directly upon the duties of life". Language, literature, the fine arts, æsthetic culture, etc., have a value, but they are not comparable in importance" to those facts which guide in life preserving, bread winning and child rearing. "As they occupy the leisure part of life so should they occupy the leisure part of education.' (The italics are Spencer's.)

The last twelve pages elucidate the assumption that that knowledge which is most useful for guidance, is likewise of most worth as a mental gymnastic, and that Science is the knowledge of transcendent value. The argument closes with a paraphrase of an Eastern fable, which takes practical Science, "the drudge", and crowns her as the supreme worth and beauty of the household.

In the above analysis we have aimed to indicate clearly the current and scope of Mr. Spencer's theory. It is true that here and there his argument sends off a little bayou in the direction of a higher culture, but the lower utility is made throughout the ruling standard. The utility of knowledge in developing, enriching, and ennobling the human soul, is made subordinate to that utility which feeds and clothes the body and makes a living. The lower utility is crowned as the supreme educational test.

It is foreign to our present purpose to discuss the merits of such an educational criterion, but we can not forbear the opinion that it is narrow and mischievous. Even the "Defense" makes no defense of it, but, on the contrary, earnestly strives to defend Spencer against the charge of teaching such folly. For a complete and unanswerable refutation of this low utilitarianism, we refer the reader to the Oberlin Address.

The true character of Mr. Spencer's criterion is also clearly seen in the educational curriculum which he prescribes. In this curriculum the physical sciences constitute the greatly preponderating element, and those physical facts which are most directly usable in life, are ranked as of the highest worth both as knowledge and as discipline. Why is this? The answer must be because the fundamental principles of his theory require it, because they make the preservation of life and the business of life the leading ends of education. If the utility of knowledge in these directions is not the fundamental factor of his criterion, then both his curriculum and his argument alike fall.

Governor Cox's theory, on the contrary, necessitates no such curriculum, but is consistent with the broadest and truest culture. Why this difference? The answer is found in the difference in their fundamental criteria. Mr. Spencer sets up as his prime test "a complete life" (?), resting on the broad base of life-preserving and bread winning activities, and tapering to the apex of the tastes and feelings. To this pyramidal criterion, beginning with the base, all knowledge is summoned. If it will serve as stone or mortar, if it can be used as tool or material, he decides it to be of superior worth; and thus the architect is subordinated to what he fashions.

Governor Cox adopts as his ruling criterion a complete man, approximating a perfect ideal in moral character, intellect and taste, and by this "high conception" he tests the worth of knowledge. If its acquisition will expand and enrich the soul in either of these three departments-if it will give strength

to the reason, sagacity to the judgment, discrimination to the taste, or keenness and rectitude to the moral sense, its value is assured. In determining its relative worth the prime inquiry is, To what degree will its acquisition expand and ennoble man's faculties and powers? The second and subordinate inquiry is, Of what direct use will it be in man's life work?

It is clear that these two criteria differ as widely and as radically as the curricula they justify. And yet, we are glad to be able to say that Mr. Spencer's system is much better than its fundamental basis. His superstructure is better than its foundation. The essay under consideration contains many truths of great importance; and the three succeding papers of his book are replete with sound views and valuable suggestions in the direction of much needed educational reforms.

We have only space to say that Mr. Spencer's basis is unquestionably one of the important tests of a true educational criterion; but we protest against its being made the sole test or the prime test. The higher utility of knowledge must not be subordinated to the lower. In education as well as in life, man stands above his work.

SCHOOL LEGISLATION.

We are sorry to report that there is very little prospect of securing any advanced school legislation at this session of the General Assembly. Several weeks since the Senate took the county supervision bill from the table and referred it to the Committee on Common Schools, and, on the 15th of March, it was reported back with amendments, which were agreed to, and the bill was made the special order for the 18th inst. The railroad bill and several other important measures have, however, been permitted to take precedence, and at this writing (March 19th) there is very little indication that a vote will be pressed. It is evident that a large majority of the members of the dominant party in the General Assembly are, from political considerations, opposed to the pas sage of this bill, and there seems to be no disposition to bring forward any other important school measure.

A few local school laws have been enacted, and, it is possible, that one or two unimportant changes may be made in the general laws, though there exists a praiseworthy unwillingness to be tinkering the school law by petty amendments. We think school boards will be safe in making their estimates for 1869 in accordance with the provisions of the laws now in force. All school laws of general application, which may be passed at this session, will be published in our May issue.

-THE annual report of the Commissioner of Common Schools is in the hands of the binder and will soon be ready for distribution. The ordinary edition being inadequate to meet the requirements of the law regulating its distribution, the General Assembly has ordered the printing of 3,000 extra copies; and also a German edition of 3,000 copies.

MISCELLANY.

WHEN notified that any subscriber has failed to receive the MONTHLY, we always remail the missing numbers. We are anxious that each subscriber may receive every number due him.

27;

TEACHERS' Institutes are announced at Lima, March 22-27; Tiffin, March 22Norwalk, March 29 to April 3; and at Sylvania in April, week not named.

-THE new building for the Ohio Female College, begun in July last, is completed, and occupied. It is said to be a very fine edifice.

WE have received a letter from Prof. Cutter, of Western Reserve College, explaining the article in the College Courant to which we referred last month. We regret that it comes too late for publication this month. It will appear in our next issue.

RANKIN'S SCHOOL DESK.-We commend this desk to all school districts that feel unable to buy the more expensive school furniture used in many of our cities and towns. It is neat, cheap, convenient, and durable, and is a very great improvement on the ordinary cheap desks now in use. More than this, the manufacturer is one of the most reliable men in Ohio.

PERSONAL.-Mr. F. M. Peale has resigned the principalship of the 8th Dist. School, Cincinnati, carrying with him valuable tokens of the high regard of pupils, teachers, and patrons.—Rev. G. W. Burns has returned to the good work, and is in charge of the public schools of East Liverpool.-Hon. Tho. H. Burrowes, editor of the Penna. School Journal, has accepted the presidency of the State Agricultural College of Pennsylvania.

COMMERCIAL COLLEGES.-We have long felt that our Commercial Colleges as a class must adopt more extended and thorough courses of instruction or lose public confidence. The majority of the young men admitted to these institutions have a very limited knowledge even of arithmetic, and the attempt to convert them into competent book-keepers in from six to twelve weeks, is patent quackery. Holding these views, we are glad to commend those business schools which we believe to be working up to a higher and truer standard. Among these is the Miami Commercial College of Dayton, whose course of training requires from four to six months. This institution was founded in 1860, and has been for several years in charge of Mr. A. D. Wilt, the present principal. It was one of the first institutions in the West to organize a "Practice Department". Another commercial school worthy of mention in this connection, is the Columbus Business College, in charge of Mr. E. K. Bryan who is earnestly opposed to short and superficial courses. He has adopted a high standard, and is steadily bringing his school up to it. It now occupies a fine suit of rooms, and is attended by one hundred students.

HAMILTON COUNTY.-The schools of Camp Washington have enrolled the current year 332 pupils, with an average attendance of 90 per cent. The grades and textbooks correspond to those of the Cincinnati schools, and the course of study is made a full preparation for the Cincinnati High Schools. Prin. E. N. Clopper has seven assistants, including Mrs. Marie Ihssen, an experienced teacher, who has charge of the German department. Mr. S. W. Stanage is teacher of vocal music. An exhibition given Feb, 26th, yielded $111 to be devoted to library purposes.- -Sharonville has erected a new school house, containing four large and well furnished rooms.

It was formally dedicated on the 20th of February, Judge Spooner, U. T. Curran, E. F. Moulton, and others, participating in the exercises. It is one of the best school houses in the county outside of Cincinnati.- -The monthly meetings of the County Teachers' Association are increasing in number and interest. There were 150 teachers present at the February meeting. Lectures were delivered by Mrs. E. V. Burns and Dr. Gerhard Saal. Dr. S. spoke on "The Hygiene of the Schoolroom".

GUERNSEY COUNTY.-This is one of the foremost counties in the State in school progress. The county teachers' association has had successful sessions for several years; the normal institute at Cambridge has been well attended; and now teachers' associations are organized in several of the townships. We have before us notices of meetings held in the townships of Cambridge, Center, Richland, and Millwood. These meetings were quite well attended, and can not fail to give a new impetus to the schools. We are glad to see the live, earnest teachers of the county taking hold of this good work. Kindle the fires!The Cambridge schools now enroll 436 pupils, and are making good progress. Supt. McBurney is assisted by eight teach

ers.

The Millwood schools are in charge of Mr. W. B. White, an experienced and successful teacher, and are in good condition.- We like to add that Guernsey county stands well nigh to the head on our subscription book. Supt. McBurney sent us last year 65 names, and still they come. No wonder Old Guernsey is wide awake!

COLUMBUS.-The High School News is the title of a neat little monthly paper, published by the "Sigma Phi Society" of the Columbus High School. The first number contains several well-written contributions by the pupils, with brief notices of several of the leading high schools of this State. It is very creditable both in matter and manner. Price, 50 cents. We learn from it that the number of pupils enrolled in the Columbus High School for the week ending Jan. 22d, was 205; average daily attendance, 201.3; per cent. of attendance, 99; number of cases of tardiness, 3-a good report. The number of pupils enrolled in all the public schools of the city, for the same weeks, was, 3,959; average daily attendance, 3,771; per cent. of attendance, 96; number of cases of tardiness, 143; cases of corporal punishment, 10-also a good result.

STEURENVILLE. This city is erecting one of the finest school buildings in the State. It is to be 72 by 93 ft., and three stories high, with a fine basement for fuel, furnaces, and play-room. The upper story is to contain a complete suit of rooms for the High School, the larger room being 50 by 69 ft. The other two stories will contain four fine school rooms each, with wardrobes. The entire cost of the building when completed will be from $50,000 to $60,000.-The public schools are in charge of Supt. Buchanan, an indefatigable worker, who is heartily sustained by an intelligent board of education. The enrollment has been increased the present year to over 1,200 pupils, and the attendance is unusually good. The High School, which is in charge of C. W. Davenport and Misses Lesley and Patterson, enrolls about 90 pupils, and is in good condition. The course of study embraces the usual high school branches, including Latin. The whole number of teachers employed in the schools is 21.

TROY.-The enrollment for the first four months of the current school year was 645, with an average daily attendance of 536, and an average per cent. of 942. The number of pupils neither absent nor tardy was 136, and the number of cases of truancy was 45. The present excellent corps of teachers includes ten ladies and the superintendent, Prof. H. A. Thompson. The school population of the town has out