-362 Moral Stnt'istics of France. 



partial evils of popular instruction as the only ill effects attributable to 

 mental culture and the progress of civilization, which nevertheless are ac- 

 counted blessings by every sane mind.* 



From some of his remarks already quoted, it is evident that M. G. is 

 aware with what caution the inferences resulting from tlie existing state of 

 instruction are to be extended to the influence of what is rightly termed 

 education. He alludes to the general oversight of the wide difference which 

 exists in the kind of mental culture respectively indicated by these terms; 

 a distinction however which has not escaped notice by some of the most 

 eminent of the French publicists. In a lecture delivered in 1817, M. 

 Royer CoUard strongly insists upon it in these words : " Sans I'edncation, 



I'instruction ne serait qu'un instrument de ruine Les moeurs naissent de 



r^ducation, I'^ducation seule les cr^e et les perp^tue, parceque seule elle en- 

 seigne v^ritablement le devoir en le rSduissant en pratique." 



These remarks give us a clue to much of the contrariety of opinion pre- 

 valent on this subject, both in France and our own country. The idea is 

 too absurd to merit formal refutation, that a creature endowed with the 

 faculties of man, is intended to find his happiness and welfare in the neglect 

 of that very portion of his nature which marks his superiority to other ani- 

 mated beings. t It is in fact nothing less than a libel on the Divine 

 wisdom, to suppose that there breathes one human being gifted with under- 

 standing, conscience, and will, to whom education must not be au invaluable 

 blessing. But then comes the momentous enquiry what is education ? 

 Is it the mere acquisition by rote of certain facts or moral lessons, whilst 

 the intellect is unexercised, and the habits undisciplined? Or on the other 

 band, is it the infusion of knowledge and cultivation of the reasoning pow- 

 ers, to the neglect of the moral affections of our nature and of the sense of 

 responsibility, which is the cement of human society ? Either of these 

 methods may be called instruction as respects certain powers and portions 

 of our nature ; but to neither of them singly should we apply the term 

 education, which is not a partial and incomplete work, but has reference to 



* It is a fact admitted by most writers on insanity, (and particularly noticed in Dr. 

 Prichard's admirable work) that mental disease is comparatively rare among savage 

 nations, and even unknown among some tribes. " It comes forward," says the Dr. 

 " with the dawning of civilization, and perhaps keeps pace, though its increase is modi- 

 fied by other circumstances, with the advancement of mental cultivation." M. Pariset, 

 an able and eloquent writer on this subject, (quoted by Dr. P.) carries his opinion 

 still further, but justly concludes in words equally applicable to the incidental evils 

 of popular education, — "The more there is of liberty in any country, the more nu- 

 merous are the chances of derangement ; but this does not prevent our allowing that 

 liberty is favourable also to the expansion of human reason." — Prichard on Insanity, 

 pp. 340, 351. 



+ " The animals are guided aright by their instincts : man ought to be directed as 

 truly by his observing and reflecting powers, which were given him for that end ; 

 but then the condition of cultivation and improvement was annexed to the gift, and 

 that command of the All-wise is forgotten and disobeyed." — Simpson, p. 13. 



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