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pared with what we see in the capacities of understanding, and reason; more especially of deprehension and analysis, which mainly serve for professional and other occupations.

7. Each particular Capacity should receive its appropriate Education.

Not only indeed, as already pointed out, is each distinct faculty and capacity of the mind improvable by education, but each is improved in a different, and in a special and peculiar manner; and occasionally even those capacities belonging to the same faculty, vary widely one from another in this respect. Thus, apprehension is thereby rendered more ready in its application, deprehension more minute, and comprehension more extensive in its surveys. Sense by education becomes more sagacious, analysis more acute, and judgment more vigorous. The capacity of wit is made by this means more vivacious, taste more refined, and origination more effective. Consequently, must not only the education of each separate capacity be different to that of the other, but each must have its appropriate and individual mode of education.

In order, moreover, completely to effect the grand object of disciplining and cultivating the mind, and qualifying it duly to exercise its several functions and powers, all these different modes of education should be availed of, and availed of contemporaneously; inasmuch as they not only each conduce to the general improvement of the intellectual faculties, but to aid and further one another."

Hence therefore, not merely each of the intellectual faculties, but each capacity of these faculties, should be both disciplined and cultivated, and should receive its suitable discipline and cultivation. Thus, ought the understanding to be exercised not alone in acquiring knowledge of leading events, and receiving ideas of transactions of importance such as

6 I have been favoured with the following interesting and valuable note on this passage by Mr. Gladstone, whose eminence alike as a scholar, a statesman, and an orator, peculiarly qualifies him for expressing an opinion upon all matters connected with education; and of the advantages to be derived from which he himself affords so illustrious an example:

"I am certainly at one with you in the belief that education, in its highest walks, ought to be directed to the proportionate development of all the faculties of the man; and I look back with some regret and longing to the Greeks, who held with such a firm grasp this idea of proportionate and comprehensive training; and I think that the men of the middle ages, and of the transition period before the modern manner, seem to have had more of it than we have."

general history affords, and for obtaining which the capacity of comprehension peculiarly fits us; but this faculty should be exerted as well in gaining accurate and exact information respecting different matters, such as deprehension adapts us for acquiring; and should also be trained in the habit of general and ready observation of things around us, by which is cultivated and perfected the capacity of apprehension.

In like manner also the reason should be cultivated, and should be disciplined, not only in abstruse acute argument, which many appear to think all-sufficient for the education of this faculty, but which, in reality, serves to develope only one of its capacities, that of analysis; but also in reasoning of a more wide, and enlarged, and comprehensive character, such as I have shown to be effected by the capacity of judg ment. The capacity of sense should be equally exercised by habits of examining and arguing upon common and general topics and matters of daily import and occur

rence.

So also is it with regard to the faculty of genius, that not only should the taste be disciplined and cultivated, which is, indeed, the only capacity of this faculty towards the improvement of which education ever appears to be in any way directed, and that but very imperfectly; but the capacities of wit and of origination, so far as they are capable of being by this means improved, should be exercised and developed. Probably indeed, the rareness with which these two latter capacities are found to exist in a high degree, and the little practical use which is made of them, are what have mainly contributed to their neglect.

It is from inattention to the rule here laid down,-that each capacity of our intellectual faculties ought to be educated, that the mistake to which I have alluded of the wrong capacities being applied in the pursuit of different objects and studies, is so prevalent. Hence it is that men fall into gross errors, and appear to be essentially deficient in intellectual endowments; but whose fault consists only in this misapplication of their powers. Thus, as regards the exercise of the faculty of reason, persons from having during the period of their education devoted themselves to the cultivation and discipline of one capacity only of this faculty,-that of analysis, consider in after life, when they have occasion to resort to their reasoning powers, that this capacity alone is allsufficient to be exerted; and therefore, when dealing with great and comprehensive subjects of controversy, to which the capacity of judgment ought to be applied, they adopt a narrow and confined mode of reasoning upon it. Or when examining a matter of ordinary general import, which is proper to be examined by the capacity of sense, they deal with it as though it ad

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mitted of strict logical or mathematical proof, resorting solely to the capacity of analysis."

Education of each of the mental capacities, must, it appears, directly result in increasing the power of such capacity in the particular direction to which it naturally tends; as, for instance, education of analysis, in rendering it more acute; education of comprehension, in rendering it more extended; of deprehension, in making it more exact. Indirect as well as direct results, are probably also in each case effected by mental education, such as the general invigoration and enlargement of the whole mind, and consequently of all its faculties and capacities together; in a manner corresponding with what in the general invigoration of the material frame, conduces also to the health and strength of each separate organ.

Something in all these cases, must of course depend on the state of the mental constitution at the period, and its aptness for education, both as regards the nature of the cultivation pursued, and the course that is followed." From time to time, changes occur both in our material and our mental constitution and condition; and indeed these changes are constantly in operation, if not entirely ceaseless.

These various changes in our condition, more especially as regards our health, and spirits, and feelings, at different periods, are, however, highly favourable to our intellectual and moral development; corresponding with the effect produced upon our planet by the alternate and periodical changes of the seasons. Each dormant feeling and energy is, by this means, in rotation developed. Each weakness, and doubt, and failing, comes thus to be examined. Occasional despondency brings into discussion points of doubt, which at periods of elevation are despised. The trials of poverty test many failings, which in the day of wealth are overlooked.

Nevertheless, the changes which occur in our mental constitution, are no more occasioned by any change in the material

7 The Rev. Dr. Newman, whose notes on the subject of the exercise of the different faculties and capacities of the mind, and the proper course to be pursued in the education and development of each, have already appeared; merely remarks in reference to this passage, and its bearing upon the sentiments expressed in those before mentioned, that he entirely concurs in the views here maintained, which seem to him to be especially apposite and sound."

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8 Lord Bacon observes that "there is a kind of culture of the mind that seemeth yet more accurate and elaborate than the rest, and is built upon this ground, that the minds of all men are sometimes in a state more perfect, and at other times in a state more depraved. The purpose therefore of this practice is, to fix and cherish the good powers of the mind, and to obliterate and take forth the evil.”—Advancement of Learning, b. ii.

* Vide ante, b. iii. c. iii. s. 1, p. 271, s. 7, p. 295.

frame, than the changes of the material frame, are occasioned by changes in the mental constitution. Changes in the constitution of the mind are of a nature entirely differing from any of those which would be produced by material causes; and indeed, the material frame, so far as it could possess any influence in such a case, appears calculated rather to retard than to promote these mutations.

8. Opposite Tendency of certain Intellectual Pursuits.

As in passing through a country, different objects which never themselves change, appear to be constantly varying, according as we view them from different points, or under different aspects as regards the light and atmosphere by which they are surrounded; so the same studies, and the same authors, strike the mind, and affect us, very differently at different periods, according to the condition in which we chance to be when contemplating them, and the influence upon our minds of other studies and pursuits, together with the ever-varying frame of mind, intellectual or moral, in which we were temporarily existent. Some men read to enable them to think. But too many read to save themselves from thinking. Reading that sets the mind in action, is wholesome and nutritious. But reading that lulls the mind to torpor, is paralyzing as well as fruitless. Much reading without a corresponding amount of accompanying reflection, is like much eating without digestion; and in both cases the efforts are productive of disorder to the system, while they bring but little nutriment to the

frame.

It forms moreover, an extraordinary feature in the character of the mind, that some of the noblest studies which are most calculated to expand the soul, and to invigorate the intellectual faculties by exercise in them, are also those which have had an extensive effect in debasing and narrowing them. This may at first view appear to be a paradox; but experience will prove its truth. The reason of this results from the different manner in which different persons engage in these respective studies. Certain pursuits, which are the most comprehensive, and vast, and noble, that the mind is capable of contemplating, are either viewed in an enlarged manner, and as forming one entire and magnificent system, and thus serve greatly to expand and elevate the mind; or, on the other hand, they are regarded in the narrow survey of one insulated and separate principle, which is erroneously considered as perfect and independent in itself. Thus, with respect to either ethics or jurisprudence, if considered as the grand science, or scheme, by which the conduct of intelli

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477 gent beings is sought to be regulated; the whole system, when thus extensively and duly contemplated and comprehended, is of a most improving and elevating nature. But if, on the other hand, one trifling principle, or rule of conduct, which may form but a subordinate part of this great subject, be extracted from it, and considered as perfect and independent in itself; then will this study, being pursued upon such narrow principles, be even degrading and paltry, and may tend to limit and narrow, rather than to extend, the capacities of the mind for action. The sublimest of sciences so followed, shrinks forthwith into a trivial and worthless occupation.

So also in the case of astronomy, this study has been from the earliest period in the history of the world, at once the most ennobling and the most degenerating, as regards its effect, both mental and moral, upon mankind. It has conduced at the same time, and in the highest degree, to purify and exalt the mind by the study of celestial objects and pursuits; and to debase it by the superstition which it has engendered. It has raised the soul to heaven by the noble nature of the topics which it has presented for our contemplation; while it has sunk the soul down to hell by the degeneration and fanaticism to which it has given birth. It has proved the parent alike of the sublimest piety, and the most debasing idolatry.

The capacity of comprehension, which is one of the constituents of the faculty of understanding, is that by which a person is enabled to survey adequately, and in the most enlarged manner, a grand system of the nature above alluded to. By judgment he is able to reason amply upon it, and by origination to make new combinations of the ideas which it suggests. Deprehension and analysis should be used for obtaining knowledge of, or examining, parts only, of systems. From a disregard of this principle, arise the errors to which I have alluded. The wrong capacities are employed about subjects, which is the cause either of narrowness or of inaccuracy in the method of treating them, according as the case may be.

What practice can be more erroneous or more unreasonable, than that of attempting to apply to the common rules of life and of society, the abstract principles which are fitted only for mathematical or philosophical investigation? Yet thus do those men act who insist on positive demonstration, where only probable should be demanded; who are wont to exert the capacity of analysis, for purposes for which that of sense alone is adapted.