XIV PREFACE. 



ject to the audience, by insisting that it is the fault of the audience 

 where it does not comprehend. This is according to a vice common 

 in schools, of neglecting the dullards, and petting the clever pupils. 

 On the other hand, public education is for the publicans and sinners 

 of the brain — the stupid and the quick alike, both of whom are 

 constructed for the largeness of a common understanding. 



But if to inform the Mechanic's Institutions be already so much 

 vaster a task than to propagate learning to the learned (who are the 

 people that can take it easiest), what a much ampler knowledge 

 still is required for the educations of clowns and sempstresses, and 

 those great classes of society who have almost no organs but hearts 

 and hands. Knowledge must be like music and nursery songs be- 

 fore these clodhoppers can dance to it. 



We have attempted, but most imperfectly, to begin a discoursing 

 on the human body which goes somewhat in the direction of this 

 great outlying population ; being convinced that to win them to 

 the truths of the creation is a mission enjoined upon the future time. 

 In doing this, we have felt that there was no condescension implied, 

 but the strain of all our faculties into the most universal sphere. 

 And although, by the law of things, there is more to be done than 

 when we commenced to do, yet shall we be satisfied if we have struck 

 a single cord of that instrument whose earliest notes portend to us the 

 grand Hallelujah choruses and symphonies that are to be. 



The matter of universal education may well claim the serious 

 regard of all classes of society. It is indeed a panacea, though not # 

 as it is at present conceived. To teach superior artisans and savans 

 a few sciences, and by all means to stimulate the love of property, 

 may keep things together by giving a large army of " specials" an 

 interest in what is called order j but the great mass is not touched 

 by such motives or informations. The facts prove that it cannot 

 learn these lessons, or care for these objects \ because, like the old 

 coaches, they are not big enough to carry it on its voyage through 

 time. There is nothing for it but a new method and kind of know- 

 ledge; an Orpheus who can thrill into dance not the present 

 nimble figurantes, who can dance to any tune, but stocks, stones, 

 birds, beasts, and fishes, who had no fantasy in them before. That 

 method must take the best common sense of all these people, and 



