07J Drs. Gall and Spurzhelm's Vlnjsiognomonical System. 61 



There is, indeed, great difficulty in establishing other modes of 

 education, owing to external circumstances. Nevertheless we 

 jnust expect the same eftects, while the same causes exist* 

 Education is commonly hut not correctly divided into physical 

 and moral : we divide it into, first, whatever contributes to greater 

 energy ; and, secondly, whatever contributes to the direction of 

 the faculties. The first is effected by innateness, by family or 

 lineage ; the second is pliysical education, commonly so called. 

 All that contributes to improve the body, perfects the develop- 

 ments of the mind (not mind itself) ; all external circumstances 

 regulated according to the real nature of man. Food is very 

 important, as in feeding cows v/e perceive a great difference in 

 their milk ; the flesh of sheep fed on mountainous districts is 

 better than that fed in valleys ; now. Why may not similar ef- 

 fects of food take place on the nervous system ? This is properly 

 what is called temperament, which gives energy. Climate may 

 also have its efifects. We find the fruits of warm climates are 

 more savoury than those of England, where they are cultivated 

 in hothouses which they cannot bear in warmer climates. One 

 climate may suit the development of one faculty better than an- 

 other ; certain meats may have the same effects on the nerves, 

 and there is no reason why food should not be classed according 

 to its effects, or be found to produce certain effects, the same as 

 drugs are classed according to their effects on the different paits 

 of the body in the diseased state, as stomachics, diuretics, ennne- 

 nagogues, &c. There is, however, some difficulty in fixing this 

 point ; our knowledge is defective ; yet external circumstances 

 are essential, as contributing mediately to improve the energy of 

 the mind. 



The third condition is exercise; what is it ? putting in action. 

 The propensities and sentiments are never taught in schools, but 

 only exercise of the intellectual faculties. Yet if you continually 

 speak of music to a student, and at the same time withhold all 

 instruments from him, you will never make hitn a musician. 

 Speak to a boy of hunger, but till you withhold from him food, 

 he will never understand you ; give him little food, and he will 

 feel it. Benevolence is more common among the poor than the 

 rich, because the latter have this feeling less excited; they have 

 less opportunity of knoAving and feeling misery. Bad company 

 exercises the faculties and inferior propensities. Veneration is 

 not taught in a gambling-house. Example is ever more impor- 

 tant than all the precepts of education. You cannot exercise all 

 the faculties at the same time. wSome faculties are late, others 

 early developed ; some last during life, others diminish with 

 age. When some men grow old, they grow inore virtuous as 

 they suppose; but it is only when their sins ha\« left them ; vir- 

 tue 



