ON WHAT EDUCATION SHOULD BE BASED. ott 
toothache, and so on, originating within us. We shall have no 
difficulty in recognizing the importance of cultivating the outer 
sensations, because we know that all success in the arts and sciences 
depends on the sight, the hearing, the touch, and so on. Professor 
Tyndall has very recently called attention to the importance of 
touch. The exercise of all these sensations begins from infancy, 
but their cultivation may be good or bad, efficient or non-efficient. 
We may be sure that a random, haphazard mode of proceeding falls 
far short of what is required. The cultivation of the inner sensations 
should not be neglected, because many of them are indications of 
health or disease. The cultivation of the emotions is a very im- 
portant subject, the neglect of which appears to me to be very con- 
spicuous in existing systems of education. They may be divided 
for the present purpose into sympathy, love, courage, admiration, 
hatred, fear, anger; though this cannot be taken as a complete 
analysis. 
The lecturer then dealt with each of those divisions separately, 
showing the importance of bestowing on each a systematic cultiva- 
tion—the good emotions to be encouraged into vigorous growth, the 
bad ones to be pruned or eradicated. He laid particular stress on 
sympathy, saying, What evil is there that well-directed sympathy 
may not cure? what good is there in us of which it is not an essential 
ingredient ? 
The second primary division of the mind is the intellect, on 
which so much pains is expended in all systems of education, to 
the exclusion almost of the others. If we reflect on the nature of 
the intellect, we find that it consists of subdivisions that differ 
distinctly from one another—these are memory, imagination, and 
reasoning. In the cultivation of the memory, which a moment’s 
reflection enables us to pronounce of such vast importance to our 
welfare that it is difficult to conjecture what would remain to us 
withont it, it is surely necessary to proceed from infancy onwards, 
with a due regard to the principles of which memory consists. A 
child is expected to remember what it is taught, but it is rarely taught 
how to remember. The questions that demand consideration are, 
of what particular faculty of the mind does memory consist, and 
what is the best method of cultivating so valuable a power. I 
contend that there ought to be a system of cultivating the memory, 
recognised as such apart from all other objects, in any sound scheme 
of education. 
