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reflex and adumbration. This of itself is worth taking some pains 
to )e suie of, unless man is to be regarded as simplv an excep- 
tionally cunningly-constructed machine. For my own part, I 
prefer to believe— and at present the known facts of the case 
render this preference entirely legitimate — that the region of 
the “ knowable ” is wider by far than some are inclined to 
admit ; provided only that we obey the necessary laws of our 
mental being, are content to apprehend where we cannot com- 
prehend, and learn to recognize that certain faculties are keys 
to certain locks in this marvellous universe of ours, but are of 
no avail if employed against other locks of a totally different 
construction. 
(c ^ the second place, what are we to understand by the term 
Education ? In its widest sense, I conceive we may take 
education as being the sum of the means necessary for the full 
development of the mental and physical faculties. In the com- 
paratively rare cases in which its object is entirely attained, we 
have the “ mens sanci in corpore sano ” ; and we have the 
human being in the ideal condition of being at harmony at once 
with the material universe in which he lives and with the higher 
woild of the moral and spiritual forces. Taking this view of 
the matter, it is clear that an ideal scheme of education pre- 
supposes the existence, for its basis, of a perfect science of 
physiology, and a complete knowledge of psychology. Ob- 
viously, we cannot determine how best we may train and 
develop the mental and physical faculties, unless we have 
previously determined the true constitution of both mind and 
body, and have made ourselves acquainted with the laws under 
which these act in combination and react on one another. At 
present, it need hardly be said, we are far from being in the 
position to claim any such complete knowledge of the human 
body or the human mind. Physiology, gigantic as its strides 
have lately been, is still far from its maturity ; whilst psychology 
has not so much as fairly established, in the eyes of differing 
schools, its primitive and absolutely fundamental data. In the 
meanwhile, therefore, all schemes of education are necessarily 
more or less of a tentative and provisional nature. 
Speaking thus tentatively, a study of the internal constitution 
of the marvellous composite resulting from the temporary wed- 
ding of a complex spiritual organism with a correspondingly 
complex corporeal mechanism, would seem to show that the 
order of knowledge is as follows : — Firstly, the senses should be 
brought into exercise, and trained to investigate and duly ap- 
praise the various phenomena of the material world. Secondly , 
the truths acquired by the senses should be analyzed, methodi- 
