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have already observed that they lie at the foundation of all civil
right, that they are the root of all social order. They are, also,
the nurse of all true philanthropy. They give not only life,
but sacredness to the common brotherhood of humanity.
They bring all men nearer to each other. They warm and
deepen the currents of human sympathy. They strengthen the
bonds of human fellowship.
  By dispelling the illusions of a spurious philosophy, by
stripping of from the soul of humanity the false guises in
which it has been clad, the meretricious finery, the masquerade
dresses and the counterfeit visors in which old custom, and
SOCIETY,-SO called,-has tricked it out, they show us our
fellow-men in a new aspect, in the light and in the position
where God has placed them; and in this light how much that
is called low is exalted; how much that is called high is abased!
  Phrenology cannot be true, it is not what it pretends to be,
the veritable science of the human mind, unless it sheds new
light on the subject of education. If it enables us to understand,
better than. we have hitherto done, the constitution of the
mind, it ought also to assist us in the management and train-
itng of the mind. The high merit of having done this, no one,
I believe, acquainted with the history and character of Phren-
ology, will deny. It has done this in many ways. For my
present purpose, however, it will be sufficient to mention one or
two only. Phrenology first fully unfolded and established this
great and elementary principle of education,-that each and
every power of the mind,-intellectual, moral, and instinctive,
-can be strengthened and developed only by its own activity,
and that this activity can be excited only by placing the power
in relation to its appropriate objects or phenomena. It took
this truth, as it did other truths relating to the mind, out of
the domain of vague generalities, of common sense sagacity,
and gave to it the absoluteness, and certainty, and simplicity
of a demonstrable law. And it is the primal law of education;
its very seminal principle. Disregarded has it always been, in
all systems of education; disregarded it still is, for the most