be so arranged
as to develop the powers in this order.' Here two very difficult
problems are undertaken--the hierarchy of the sciences, and the analysis
of the intellect--and though we seem to find in the elucidation of the
subject traces of that 'harmony of results of the two lines of inquiry,'
on which the author relies as one source of confirmation of the results
themselves, yet we can not admit that the solutions given us remove all,
nor even all the main difficulties of the case. While we regard the
mathematics, physics, psychology, and theology as quite well
individualized and distinct lines of scientific research, we can not
help feeling that the day has hardly come for embracing _physiology_
under either physics or psychology; the forming of the bile and the
growing and waste of brain are yet, to our apprehension, too far removed
from the gravitation of planets or the oxidation of phosphorus, on the
one hand, as they are from the scintillations of wit or the severe march
of reason on the other, for ready affiliation with either. We question
decidedly whether Theology proper can, at the most, be more than a very
restricted subject; and quite as decidedly whether the heterogeneous
matters grouped under History, namely, Agriculture, Trade, Manufactures,
the Fine Arts, Language, Education, Politics, and Political Economy, are
or can be shown to be linked by any principle of essential unity. Most
of these have their historical side; but their unhistorical and
scientific side most interests the great body of learners. And this
latter aspect of some of them, Education and Politics especially,
belongs after, not before Psychology. Then, the great fact of
expression--Language--has not adequate justice done it by the position
it is here placed in. Want of space is the least among our reasons for
forbearing to attempt here a classification of the sciences--a work
which Ramus, D'Alembert, Stewart, Bentham, and Ampere successively
essayed and left unfinished. But the principle that the faculties in
their order are called out by the branches named in their order, is
quite given up as the writer proceeds, and distinctly so in his Tabular
View of the studies adapted to successive ages. In actual life, usually
the first set teaching the infant receives is in language; and even
though it previously is and should be getting its ideas of forms,
colors, and other qualities, in the concrete, yet it remains far from
true that we shoul