156 Teachers of morality require scientific knowledge. 



telegraph in swindling operations, the employment of 

 electro-gilding and silvering in coining base money, 

 &c., &c., are all attributable to motives other than a 

 love of science. 



All the facts mentioned in this chapter, and the 

 various points of essential similarity between physical, 

 physiological, and mental phenomena, justify the 

 conclusion that both moral and other mental actions, 

 like physical and chemical ones, are obedient to the 

 great principles of science. And from the evidence 

 here adduced and alluded to, it is certain that those 

 principles influence human progress, not only in a few 

 conspicuous direct ways, but in a multitude of varied, 

 deep-seated, and indirect ones. 



If the statements mad^ in this Chapter are true, 

 that the innate properties of matter really are motive 

 powers of the human organism, and the principles of 

 science are regulators of mental and moral action ; 

 that Man is a feeble epitome of the principles and 

 powers of inorganic matter ; that the laws of Nature 

 operate in utter disregard of his erroneous beliefs ; that 

 nearly all man's sins and sufferings are traceable to 

 his ignorance and limited powers ; that in proportion 

 to his ignorance of science so is he unable to foresee 

 the more remote consequences of his thoughts and acts; 

 and if new knowledge does correct erroneous beliefs 

 and purify human thought and action, it behoves 

 teachers of morality to make themselves adequately 

 acquainted with the principles and newest develop- 

 ments of science. 



