BARON CUVIER. 135 



ceed according to his hopes ; so difficult is it to wean the un- 

 enhghtened from the jDrejudice of party, and from long-estab- 

 lished ideas. He, however, perseveringly continued his en- 

 deavours, undaunted even by the failure of many schemes, 

 provided he could be successful but in one instance. He be- 

 lieved that instruction would lead to civilization, and civili- 

 zation to morality ; and, therefore, that primary instruction 

 should give to the people every means of fully exercising 

 their industry without disgusting them with their condition : 

 that secondary instruction should expand the mind without 

 rendering it false or presumptuous ; and that special instruc- 

 tion* should give to France, magistrates, generals, physi- 

 cians, clergy, and professors, all distinguished for their en- 

 lightened views ; in fact, that succession of elevated cha- 

 racters which make the real and imperishable glory of the 

 country in which they act their part. But here it may be 

 interesting again to introduce M. Cuvier's own words, as ex- 

 pressing his sentiments, and which have been supplied to 

 me b}^ M. Laurillard : — -' Give schools before political 

 rights ; make citizens comprehend the duties that the state 

 of society imposes on them ; teach them what are political 

 rights before you offer them for their enjoyment. Then all 

 meliorations will be made without causing a shock ; then 

 each new idea, thrown upon good ground, will have time to 

 germinate, to grow, and to ripen, without convulsing the 

 social body. Imitate nature, who, in the developement of 

 beings, acts by gradation, and gives time to every member 

 of her most powerfid elements. The infant remains nine 

 months in the body of its mother ; man's physical perfection 

 only takes place at twenty or thirty, and his moral comple- 

 tion from thirty to forty. Institutions must have ages to 

 produce all their fruits ; witness Christianity, the effects of 

 which are not yet accomplished, notwithstanding a thou- 

 sand years of existence." 



* These three terms of primary, secondary, and special, to which I be- 

 lieve we have notliing analogous in England, designate, first, the instruc- 

 tion given to the poorer classes both in town and country, and which in 

 France, is confined to reading, writing, and the first four rules of arithme- 

 tic; secondly, a more extended education, fit for general purposes; and 

 thirdly, a still more elevated course of study, which fits the pupils for any 

 particular career to which they may direct their views. 



