Year: 1862

! hope it will not be deemed imperinent in
me to say to you that this is a land aud age OF
common schools and common sense. This is
country Of general knowledge among the popu-
latiou II is impossible that any system OF
Science or Art can stand, in this country flood
ed as it is with intellectual light, sustained by
any but real claims to the respect and conf
dence of the public


The Science, or Art that 90. j. C."is try
ing to prove, under 1.-The Science OF Teach
ing" in your paper of March 6, 1862, is stat
ed thus: The instincts the inclinations the
sentiments the intellectual faculties, the dis
tinctive characters of humanity owe their exis-
tance and their notifications solely to the
brain" The principal difference of opinion
that nos exist, with reference 10 this subject,
turns upon the question whether we have proof
that the organs Of intellect aud of physical phe-
nomena in general are many 10 number, accord.


ing to his doctrine, or ought rather, in the de-
feet of such evidence, still to regard the brain
as performing its Office with one energy and
undivided action the continuity of structure
rendering this opinion more probable, unless
ANYTHING can be proved to the contrary 1t


is vain to tell the phrenologst that bis doctrine


is at variance with the moral sentiments OF


nauAiu0 ANS sppr1t % lo~ ~ soHALAVnbS o6S
to lines and measurements.


He has the whole Of the brain at bis dispo.
sal Whenever q new fact presents insef in
the intellectual or moral constitution Of men,
be finds space enough where to locate the new
caiment, and furnish it With @ domice and
suitable neighborhood- Nor can any one rea-
souably object to this mode Of sharing out bis
domain or plead with effect that such, or such,
or such piece of medullary matter is too small
to be competent to wish or volition. In
the cerebelum be locates the sexual system
The cerebelIum is found to lessen rapidly in ito
proportional Developments as We descend in
the scale of animate beings, without any cor
rcSopudng dimQnition, and perhaps even with


increase in the propensity. How remarkably
powerful is this instinct n birds, and yet how
small is the cerebellum 10 these compared With
its sire in the human species Again, injuries
of the posterior part of the hta1 are observed
to be followed by Stupor aud loss of memory,


indicating the fuDction Of the cerebellum to be
connected with the exercise of the mental fac
uties rather than of animal propensity. Still
the advocates of this doctrine will probably
rest on his alleged experience of uniform coin
cidences ia Ale hNaaan species between qualities
of mind and the amplitude of cerebral parts,
and within this sphere the phenomena would
establish his inference if they we're decidedly
in bis favor II proportional amplitude in
given region of the brain were always coinci-
dent with given quality of mind, the constant
connection would prove relation between the
two phenomena The phrenologist need not
GO beyond the human species in order to es-
tabSh bis doctrines on the basis ofexperience;
hut then this nnuSt ha uuifOFm and
unquestonable. 1t is not enough to have q
few chosea condolences brought forward by
Jealous partizans who go about in search OF
such facts in favor of this doctrine, and pass
by, or really cannot perceive the evidence that
| ought to be placed in the opposite scale The
application of the main principle of the system
ought TO hold throughout This, however, is
not pretended by the phrenologists, who
aware of numerous and striking exceptions.
elude their evidence by asserting that when
certain portion of the cranium and brain is
| greatly developed, while the faculty there
| lodged has never been remarkably distinguished.
| it nevertheless existed by nature, though the
! innate talent, through the want of cultivation.
| has failed to be displayed the predominant
organic power bestowed by nature was never
| discovered by the owner though according to
the fundamental principle of the doctrine, the
natural preponderance OF talent and propens-
| ity is alone sufficient 10 determine the habi-
tudes of the individual and communicates Of
itself a strange impulse to particular pursuits.
What hes all this TO do with the science of
teaching? What has No. 3 to do with the
science of teaching


A SCHOOL DIREcroR OF TERRY.