dency of the mind is atrocity; and their actions might almost be denominated a series of horrid crimes. I doubt whether those, who consider the savage state so worthy of commendation, would be disposed to give up the comforts of civilization, and be satisfied with the food, clothing, habitations and accommodations of Barbarians; whether they would prefer roots, acorns, nuts, insects and other animals, at the sight of which we shudder, as their food, to the preparation of a skilful cook; whether they would be better pleased with clothes made of the skins of animals, of leaves or of grass, than with woollen, cotton, linen, or silk habiliments? Whether they would like to exchange our comfortable rooms for a hollow tree, for the cavity of a rock, a den under ground, a hut of reeds, or of turf and branches of trees? Finally, Whether they would seriously think the rough attempts of savages at painting and sculpture, equal to the statues of PHIDIAS, and the paintings of RAPHAEL?

In following the history of mankind, we observe, that, in proportion as nations cultivate their moral and intellectual powers, atrocious actions diminish in number; the manners and pleasures become more refined, the legislation milder, the religion purified from superstition, and the arts address themselves to the finer emotions of the mind.

By observing also the different classes of society, and the inhabitants of different provinces, we

learn, that ignorance is the greatest enemy of morality. Wherever education is neglected, depravity, and every kind of actions which degrade mankind, are the most frequent. Among ignorant persons, cæteris paribus, rapacity, cheating, and thieving, drunkenness, and sensual pleasures, are prominent features in the character.

Know

Those, then, who object to the instruction of the lower orders, can merely act from selfish motives. Being aware of their superiority, they may wish the inferior classes to be obedient to their arbitrary regulations; for, unquestionably, it is much easier to lead the ignorant and uncultivated than the instructed and reasoning people. ledge, too, and the habit of reflection, detect abuses and errors, which selfishness and pride may wish to keep concealed. But whoever thinks it right to cultivate his own mind, cannot with justice desire others to remain in ignorance. He, therefore, who is versed in history, or understands the law of Christian charity, will join those who contend for the benefit of an instruction, adapted to every class of society. This, then, will not be confined to reading and writing, but particularly extended over the moral conduct, and all duties and rights in practical life.

The education of the body is called Physical, that of the mind, Moral. It is impossible to decide by observation, whether education modifies

the mind itself. We can only show, that we may exercise an influence on the instruments, by which the powers of the mind manifest themselves. Hence, the study of the organization is necessary, even with respect to the moral education of man ; and for that reason, I avoid the common division of education into physical and moral, though I find it proper to divide the following considerations on education into two Sections. In the first, I shall speak of the conditions which contribute to the greater or less activity of the powers of the body and of the mind; and in the second, of their aim and direction.

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SECTION I.

ON THE CONDITIONS OF EXCITEMENT;

OR THOSE

WHICH CONTRIBUTE TO THE ACTIVITY OF THE INNATE POWERS OF THE BODY AS WELL AS OF THE MIND.

THESE important inquiries are not sufficiently understood, and are, therefore, too generally altogether overlooked. They, however, deserve the most serious attention of every natural philosopher. Our reflections on them may be divided into four Chapters, corresponding to the natural divisions of the conditions of excitement themselves. The first condition is founded on the Laws of Hereditary Descent; the second on those of the Vegetative Functions; the third on Exercise; and the fourth on the Mutual Influence of the Powers.

THE development of the human body is favored, retarded, or disordered, according to the general laws of organization, in the same way as that of other living beings. Consequently, children participate in the bodily configuration and constitution of their parents, and also in their tendencies to particular manifestations of the mind, these being dependent on the individual parts of the brain. The elucidation of these subjects is indispensable to a sound system of education. Nay, I am convinced, that this condition exerts a greater and more permanent influence than any other, which can be introduced with the view of perfecting mankind. Let us first consider how other organized beings are improved.

Florists, pomologists, and horticulturalists, are aware that Nature produces the varieties of plants, and they observe the circumstances which are favourable to the improvement of certain qualities.