EDUCATION, AS IT IS AND AS IT SHOULD BE. 75 



number of The Analyst, p. 345. Without Phrenology the same 

 conclusion might be arrived at, but it could not he demonstrated, and 

 thus it would always be open to dispute. A vegetable, we may say, 

 is higher in the scale of created beings than a stone : the vegetable 

 grows and produces other beings similar to itself, neither of which 

 opei-ations is the stone capable of. Thus Botany is a more interest- 

 ing study than Mineralogy ; but Zoology is yet more interesting, 

 for animals not only grow and reproduce, but they also move, and 

 think, and act in concert, some roving through the forests, others 

 hunting in packs ; some sailing through the trackless air, and others 

 in safety ploughing the pathless ocean. 



But Zoology being so very extensive a subject that any one de- 

 partment might engage a man during his whole life, it becomes evi- 

 dent that we must restrict our attention still more. Having fixed on 

 Zoology as the most interesting subject within our grasp, what part 

 of animals shall we investigate ? Shall we study the bones, consti- 

 tuting the science of Osteology ? or the heart, called the science of 

 Cardiology ? or the general structure, forming the science of Ana- 

 tomy ? All these are interesting and useful ; and thus, at the very 

 outset, we are situated like Bees in a garden of sweet flowers, each 

 holding out greater attractions to the industrious little honey-collec- 

 tors than those around. 



There is one consideration, however, which will enable us to make 

 a profitable choice. The thought has probably already occurred, that 

 if knowledge is such a very interesting and useful thing, what know- 

 ledge can be more interesting and useful than that concerning the in- 

 strument by which we obtain knowledge ? What is this instrument ? 

 It is the mind, and the science of the mind is called Phrenology, the 

 most interesting and important subject that can engage the attention 

 of man. 



We thus see how the importance of a subject may be traced step 

 by step ; and I have given this specimen to put educators in the way 

 of estimating the utility of the various subjects they may wish to 

 bring under the attention of their pupils. This is a process not at all 

 understood. Some say, as I have before stated, that every thing 

 should bo learnt, but those who speak thus must either entertain a 

 very exaggerated idea of the capacity of man, or else a very contracted 

 idea of the extent of knowledge. Wlien the propriety of teaching 

 such and such a subject is called in question, nothing is commoner 

 than to hear that the tvhole circle should be taken in. What does 

 this expression mean ? Is all knowledge intended by the " whole cir- 



