m 



view of their own conduct, and that of the^ 

 baser part of mankind, are convinced that^ 

 there is no virtue in them, and therefore ' 

 infer that others must equally want it. 

 Thus do they presumptuously " call virtue,* 

 hypocrite," and malevolently " pluck away 

 the rose from the fair bosom of innocence 

 to place a blister there." 



But, though the possession of original 

 dispositions, faculties and sentiments, may 

 create a tendency to certain actions, yet 

 Gall and Spurzheim admit that it is edu- 

 cation which produces knowledge and cha- 

 racter : it is the disposition and ability to 

 do what has been repeatedly done, and 

 with progressive improvement, that gives 

 us talents and habits of thinking, feeling, 

 and acting, in a particular manner. It is 

 repetition, or education, by which also 

 motives are rendered so predominant that 

 we feel the indispensable necessity of im- 



