contemned pursuit have received unexpected illumination from the study of the nervous centres. The painstaking researches of Bell, Marshall Hall, and less conspicuous fellow-laborers, endowed with value and stamped with currency by the lofty generalizations of the living philosopher who has so long been facile princeps (the admitted chief) among all inquirers into the functions of the nervous system, have already produced a psychology that is available for practical purposes, and that promises to increase daily in importance. In the mean while education has spread enormously, but educators persist in traversing the broad old road. The larger the field for their efforts, the more conspicuous becomes the poverty of their results. At one time, learning by rote was the great obstacle; and they attacked, as the last difficulty in their path, what was but the first aspect of a Proteus. At present (with the scheme of national education all but a confessed and palpable failure; with numerous individuals in all ranks displaying powers developed late in life by circumstances, but never suspected before; and with a waste of the national intellect that may possibly be equivalent to the daily loss of a century's progress), the office of preceptor is still confided to persons who have never bestowed a single thought upon the faculties, or the mechanism of the mind, and who cannot distinguish between sensational and intellectual action, if the former be veiled by the smallest complexity.
Toward the carrying out of any improvement in education, the first step must be to demand from teachers, either a knowledge of mental philosophy, or, at least, of a scholastic art founded upon the principles which mental philosophy would inculcate. We believe this demand must inevitably be made in process of time; but we feel also that it would be greatly promoted if the medical profession would recognize, and strive to impress, the distinct bearing of physiology upon the development of the mind, as well as upon that of the body.
The practical difficulties, which it is easy to foresee, all resolve themselves, pretty clearly, into one. An inquiry after intelligent and intelligible teaching has not yet issued from the public. They are content with something else. Whenever this contentment ceases, the means of supply will spring out of the want. And, until then, we would urge upon individual parents that they may accomplish much by encouraging in their little ones a spirit of curiosity, and a habit of comprehension. Whether the fire of intellect shall blaze, or smoulder, will depend in many cases upon the manner in which it is kindled; and this kindling is among the things that can be done, most effectually, under the mild influences of home.—London Journal of Psychological Medicine.
