EDUCATION, AS IT IS AND AS IT SHOULD BE. 77 



attempted to excel in Mathematics, Metaphysics, Poetry, Painting, 

 Languages, <S:c., as well as in Music, would he have stood as 

 pre-eminent above his compeers? He probably would not have 

 been known beyond his native city of Genoa. The powers of 

 man are limited, and it is better that he should do little, and that 

 well, than that he should attempt to do much, and do nothing success- 

 fully. Now is it a matter of little moment that Phrenology should be 

 able to point out what powers of the mind are capable of the most 

 successful cultivation in any individual ? Is it nothing that whole 

 years of unavailing efforts should be saved ? that the child, from his 

 earliest infancy, should be directed into the path in which his own 

 happiness is to be found, and in which he can most successfully pro- 

 mote the happiness of others ? Nobody will doubt that, if Phreno- 

 logy can lead to this end, it is capable of effecting much good ; and 

 every one acquainted with Phrenology also knows that the talents of 

 any individual can easily be recognised, and their relative powers, con- 

 sequently, easily calculated^' 



Having thus clearly established that the kind of knowledge placed 

 before each should be in accordance with his natural talents, it only 

 remains to be considered by the teacher what subject or subjects, out 

 of the numberless departments which present themselves, should be 

 studied by his pupils. Thus, if a pupil has large Individuality, Even- 

 tuality, and Causality, he will have a talent for the natural sciences, 

 and the teacher, knowing this, has only to make the best choice. 

 Phrenology we have already found to be the most important branch 

 of knowledge that can engage human attention : " The proper study 

 of mankind is man." Next in importance we may mention Anatomy, 

 some knowledge of which is as indispensable as Phrenology to the 

 preservation of health. To use the words of Mr. Combe, " It may 

 be imagined that rules for the preservation of health may be taught 

 without Anatomy being studied ; but all such instruction is empirical. 

 The rule resides rather in the memory than in the understanding ; 

 and the possessor has no power of modifying his conduct and adapting 

 it judiciously to new circumstances. When a good description of the 

 respiratory organs has been given to a young woman she understands 

 much better, feels more deeply, and remembers much longer and 

 more clearly, the dangerous consequences of exposing the throat and 

 breast to a stream of cold air or to a sudden change of temperature, 

 than if she has only heard or read precepts to avoid these and simi- 

 lar errors." This seems very obvious, and yet how seldom is it acted 

 on ! The mother or teacher is too apt to rely on mere precept, and 



