mother, commits the virtual control of the nursery to an ignorant woman, whose traditions, if sometimes based upon fact, are often the expressions of prejudice or error; and whose self-sufficiency is never disturbed by a doubt of her own capabilities. But it is the plain duty of all parents, whose position affords them the opportunity, to acquaint themselves, in some degree, with the conditions that control or modify both mental and bodily development; so that they may be able to assign a reason for every practice that they permit; and may know, on all matters connected. with the preservation of health, what rules to follow, and what things to avoid.

PART III.

INTRODUCTION.

THE reader, who has given his attention to the subjects treated of in the first division of this volume, and has followed the description of the offices, the moving powers, and the disorders, of the nervous system, will have little difficulty in understanding that a proper cultivation of the intellect, and a rational control over the passions, while important in all the relations that man bears to his fellow, are at least equally so, in their effects upon the health of the individual. He will readily admit the advantage of governing those ideas which, when unbridled, hurry the mind beyond the boundaries of reason, or in directions opposed to the dictates of experience; and of restraining those passions which, in their greatest violence, degrade the physical organism to be their puppet and their slave. But, if himself accustomed to yield to the exuberance of fancy, rather than to strive after the concentration of thought; or to act in conformity

with impulse, rather than to pause for the guidance of reflection; it is likely that he may disbelieve the very existence of a sway which he cannot exercise; and the possibility of enforcing a discipline to which he is unable to submit. Such disbelief may be heard from the lips, or recognized in the conduct, of all those persons who speak of temperament as an excuse for moral transgressions; and who regard temper as a master to be obeyed, rather than as a rebel to be overcome. They may, perhaps, think correctly, or nearly so, with reference to themselves, or to others who have grown up like them; but they will be under grievous error, if they measure by their own standard the ideational and moral educability of the human race; or estimate the degree of self-control that is attainable through industry, by the negative results of their own heedless self-indulgence. It is probable that a capacity for the highest achievements of volitional power, whether in determining the succession of the thoughts, or in subduing the fierceness of the passions, should be regarded as the especial prerogative of a few extraordinary minds. But, nevertheless, a self-command, greater than is commonly exercised in the world, might undoubtedly be acquired by the majority of mankind; and the author is convinced that its acquisition might almost be insured, by proper domestic training in early life. It is, therefore, his object to demonstrate the principles on which this training should be founded; and to show how the thoughts and the feelings may be subjected to the will of the person in whose brain they have arisen.

:

For this purpose, the principal questions connected with Moral Education will be discussed in three chapters of which, the first will be devoted to the Ideas and Volitions; the second, to the Passions and Feelings; and the last, to the consideration of various Studies and accomplishments, and of the methods in which they may severally be rendered useful, in promoting the attainment of the end that is held in view. Of these chapters, each one might easily be enlarged, so as to exceed in bulk the whole of the present treatise; and yet without any transgression of its natural and proper limits. But an endeavour has been made to condense their subject-matter as much as possible; and to present the most important principles of education in the form of an outline, to be filled up by the intelligence and observation of the reader. Without the exercise of these faculties, no precepts can be successfully carried into practice; and hence, no harm can arise from the omission of details which these faculties are clearly able to supply. Moreover, the diversity between different childrer is so great, and the varieties of temper, of talent, and of disposition, combine in such fluctuating proportions for the formation of character, that the general rules of education can alone be safely dealt with; and their application must always rest with those who can watch their daily consequences, and can perceive the nature and tendency of the influence which they exert. It is evident that, in relation to health, the government of ideas is most important to the male sex, whose nervous diseases are chiefly intellectual; and the

government of the passions to the female, whose nervous diseases are chiefly emotional. But no exact line of demarcation can be drawn between opposites that fade into each other; and it is sufficient to mention their occasional distinctness, leaving their discrimination to be accomplished by the reader.