THE 
SCIENTIFIC BASIS 
OE 
' &/tr.CA 
EDUCATIONT, 
DEMONSTRA TED 
BY 
AN ANALYSIS OF THE TEMPERAMENTS AND OF PHRENOLOGICAL 
FACTS, IN CONNECTION WITH MENTAL PHENOMENA.AND 
THE OFFICE OF THE HOLY SPIRIT IN THE 
PROCESSES OF THE MIND: 
IN A SERIES OF LETTERS, 
TO THE DEPARTMENT OF PUBLIC INSTRUCTION IN THE 
CITY OF NEW YORK. 
SECOND EDITION. 
B Y JOHN HECKER. 
f On/. <2<7c/tOc£ 
NEW YORK: 
PUBLISHED BY THE AUTHOR, No. 50 RUTGERS STREET. 
1 8 6 8. Entered According to Act of Congress, in the year 1866, 
By John Hecker, 
In the Clerk’s Office of the District Court of the United States for the 
Southern District of New York. INTRODUCTORY NOTE 
TO THE 
TEACHERS. 
As I lay these pages before yon, the Teachers of the Public 
Schools of the city of New York, at the request of the Superin- 
tendent of Public Instruction, I feel that the suggestions which 
they contain will tend to promote the cause of Education, chiefly 
by promoting the material self-interest of the teacher. 
So far as you are able to make practical application of the prin- 
ciples I discuss, they will tend to increase your ability, diminish 
your labor, conduce to your actual success and professional ad- 
vancement, and enhance your rewards. 
The peculiar power of the successful teacher consists in an as- 
cendency over the pupils’ minds; without such ascendency he can- 
not succeed, however great his learning, or however excellent his 
system; with it, he will succeed, though his attain- 
ments be limited and his system crude. .~~For every teacher 
knows how to acquire the knowledge he is to impart, and can con- 
form to a prescribed system; but how intelligently to open and 
hold the minds of the children so that they will take it in,—this 
is the difficulty. INTRODUCTORY NOTE 
IV 
The object of the correspondence which is here laid before you, 
is to describe, with special reference to Education, the phenomena 
of human life as manifested in the physical organization, the func- 
tions of the senses, the consciousness of children, and the experi- 
ence of the teacher; so that you may perceive the conditions upon 
which this intelligent ascendency depends. 
The phenomena manifested in school children freon about the 
age of seven years until tlkit'of about fifteen, should first be the 
especial study of the teacheA 
During this period, the child’s mental life chiefly consists in a 
general organic sensibility connected with the healthy or unhealthy 
state of the bodily functions of demand and supply, which are 
necessarily paramount/in activity and importance at this growing 
period, and in the activities of the desires under impressions made 
through the organs of special sense,-t-sight, hearing, feeling, (in- 
eluding both the sense of touch and of muscular exertion,) taste 
and smell, and re-acting in the mind, through the organs of per- 
ception. 
These qualities, which may be termed the sensuous susceptibili- 
ties of the mind, engrossing nearly all its activities during this 
period of growth, present the only avenue by which the minds of 
children can be successfully approached and controlled. 
The accuracy, vividness, and strength of the mental perceptions 
which the teacher arouses in their minds, will depend upon the 
vigor of the senses, and the skill with which he deals with them; 
while the truthfulness, clearness, and permanence of the results to 
be evolved in the higher processes of education will essentially 
depend in part upon the quality of these rudimental percep- 
tions. 
The second stage of development next demands the teacher’s at- 
tention. As the proclivities of childhood merge into the desires of 
youth, the higher mental sensibilities and intellectual powers, 
which at first have only an incidental and secondary character, be- 
come more prominent by the continuous operation of the laws of 
bodily growth and mental development. The temperamental dis- 
position and the mental character now begin to assume a settled TO THE TEACHERS. 
V 
form; and the teacher, though he should not disregard 
snousdesires, is no longer to depend chiefly on them, hut must ob- 
tain and wield his influence through temperamental and mental 
conditions. 
But besides these changes in the course of development, every 
teacher observes the endless diversity of disposition and capacity 
in pupils of the same age,—diversities which constantly embarrass 
his discipline and instruction. 
Some children are more sensitive than others to their physical 
condition and to external objects. This .is the first point which the 
teacher should observe in examining a scholar, as indicating the 
acuteness of the organs of special sense and the activity of the 
sensuous desires, the quality of this activity varying according to 
, the temperament. 
Again, some children are mentally disposed, the nervous forces 
tending to activity in the cerebral hemispheres, and are conse- 
quently apt, or quick-minded; while in those who are bodily 
disposed, the nervous forces being more engrossed in the lower 
centres, give a more gross or physical nature ; and therefore these 
are slow to learn. Both these qualities are manifested in the vary- 
ing activity of the senses, rendering some children almost unim- 
pressible, but when impressed, retentive; others volatile and easily 
diverted. These and similar general characteristics, which often 
become more and more developed with growth, depend on peculiar- 
ities of temperament. 
Again, some children have strong desires and propensities man- 
ifested in social companionship, in selfishness, or in segregation and 
evil indulgences : some are high-spirited and proud, others sensi- 
tive and vain, others sensual and vicious. 
Many children are characterized more by intellectual qualities 
than by feelings and desires, some being intelligent observers with- 
out possessing much power of analysis or reason, some readily un- 
derstanding the philosophy of a subject but not easily acquiring 
the facts, and others with less knowledge, being more ingenious in 
giving structural tbj:m to their ideas. And, lastly, a small class of 
mindjtfin childhood are characterized by moral rather than by in- VI 
INTRODUCTORY NOTE 
tellectual or passional qualities. All these and other mental diver- 
sities are connected with the functions of the brain. 
All these differences of disposition and character, both mental and 
temperamental, are indicated by physiological and phrenological 
peculiarities. They can be definitely analyzed a'nd described; and 
the teacher who will give the necessary attention to these external 
manifestations, and the qualities indicated thereby, may learn to 
understand his own peculiar powers, as well as intelligently to ob- 
serve the differences in his scholars, so as to adapt himself to them, 
and treat each as his nature requires. 
Some persons are gifted with such a degree of physiologic and 
mental sensibility in sympathy with children, that they are by na- 
ture successful teachers, they know not why; but those who are 
not thus gifted may acquire much of the same power by attention 
to the conditions on which it depends. 
He who undertakes to teach children should first inquire whether 
he is gifted to do so by his own powers of special sense and his 
general organization. If his senses, especially sight and hearing, 
are not quick and acute, and his mental sensibilities are not in 
sympathy with the peculiar sensuousness of childhood, he should 
either correct those deficiencies or apply himself to the instruction 
of more advanced scholars. 
Efficient teaching of children in primary schools depends less 
on cultivated intellect and special knowledge than on the teacher’s 
successful adaptation of himself to the sensuous nature of child- 
hood. This is a fundamental truth, which should be seriously 
considered by the Superintendents of our Public Schools, in the 
selection of teachers, and in training in the Normal School. 
The primary school teacher should prepare for the work of the 
school-room by studying and rehearsing his external methods, in 
signals, demeanor, bearing, gesticulation, tone, address, and all other 
visible and audible demonstrations, that he may keep the senses of 
the children on the alert, and when he speaks, may touch the whole,] 
like an electric battery. 
The senses act simultaneously, and may thus be said to recipro- 
cate with each other through the desires of the passions, they being TO THE TEACHERS. 
VII 
the common centre of the physiologic forces of the brain. From 
the reciprocal influence of the senses, results the importance of ex- 
ercising both sight and hearing together, as in music, and in teach- 
ing with the black-board; and the same principle should be ex- 
tended to the other senses as is already practised in what is called 
object-teaching. While dealing with any one or more senses, the 
teacher should take care that all the other sensibilities are under 
conditions favorable to the impressions to be made, and therefore 
he must be as much alive in all the physical sensibilities as the 
children are ; must have regard to their food, exercise, and repose, 
and, during the period of instruction, be constantly attentive to 
light, air, temperature, their bodily attitudes, and every physical 
want. 
Having by these means secured the sensuous and perceptive at- 
tention of the children, he must use this power faithfully and 
efficiently to awaken mental life ; he will fail of usefulness unless 
he wisely directs to mental functions the sensuous.., energies with 
which he is thus dealing. 
In order to secure affection, and call to his aid the peculiar dis- 
position of each, he must understand their temperamental charac- 
teristics, that is, the phase of the bodily or vegetative functions by 
which the brain is supported and sustained. In order to develop 
harmoniously the mental powers, to apply the instruction appro- 
priate for minds of different cast, and qualify each pupil for suc- 
cess in life, according to his or her capacity, and in order to un- 
derstand the motives with which he has to deal, he must study the 
mental qualities manifested in physical organization. By this 
knowledge alone can he attain the conscious ability to modify his 
disposition and adapt his instructions as his task requires. 
Throughout the whole course of training he must intelligently 
enter into the feelings of desire which animate children and youth; 
and must suffer with them, and. if possible suffer for them, that he 
may keep their sympathy. 
Love for a good mother lingers in a depraved mind long after 
other moral qualities have been abandoned; this results from what 
the mother has suffered with and for her children. If the teacher VIII 
INTRODUCTORY NOTE 
awakens the sensibilities of scholars’ minds by some self-denying 
suffering for them, he secures the most important condition of con- 
trol, which is sensuous sympathy through the Perceptive faculties 
and Propensities; and by this means he may begin to evoke a 
higher sympathy in those moral and spiritual qualities which in 
children are immature, and on which, by reason of the sensuously 
engrossed state of the natural mind, the teacher cannot rely. 
' If punishment is to be applied, it should be administered sym- 
pathetically. The mother’s heart pleads for the boy, whatever he 
has done, and the teacher’s heart should do the same. He must 
always be conscious that it is not in human nature to punish with 
absolute justice, and must, therefore deal in charity, and make his 
kindness manifest in the act of discipline, ever remembering that 
the child has a soul as well as intelligence to care for. 
The physiologic and phrenologic principles underlying the dis- 
tinctions of character, and the sensuous and mental sympathies, I 
have briefly described, afford to the teacher the means of possessing 
the minds of his scholars in lively unison with his own. In this 
state of rapport, he may exercise their minds with whatever affects 
his own, and may impart instruction with pleasure to himself and 
to them. A conscious realization of this knowledge and feeling 
will be a source of the greatest delight in his vocation. 
In the practical administration of discipline and instruction, we 
should never forget those truths originating in the spiritual nature 
of man, which an inquiry into his organization and his history de- 
monstrates, in which are found the ultimate objects of all educa- 
tion, and in which alone the teacher can find the power necessary 
for his repose. 
As these letters have been written in the form of a reply to ques- 
tions, I will add, that if in anything I have not been sufficiently 
explicit for your practical purposes, or if doubts arise, or any 
branches of the subject upon which I may not have touched re- 
quire elucidation, I shall cheerfully respond to any additional in- 
quiries you may be pleased to put to me. 
I am aware that phrenology will be regarded by many of my 
readers, as it is by many scientific men, as unsupported by physi- TO THE TEACHEB8. 
IX 
ology. The position which phrenology, as a system of mental 
science, occupies in the estimation of the leading scientific men of 
our day cannot be better stated than in the words of Sir Henry 
Maudsley. (Physiology and Pathology of the Mind. Lond., 1867). 
“ It is extremely probable/’ says he, “ that different convolutions 
of the brain do subserve different functions in our mental life ; but 
the precise mapping out of the cerebral surface and the classifica- 
tion of the mental faculties which the phrenologists have rashly 
made, will not bear scientific examination. That the broad and 
prominent forehead indicates great intellectual powers was believed 
in Greece, and is commonly accepted as true now. * * * There is 
some reason to believe also, that the upper part of the brain and 
the posterior lobes have more to do with feeling than with the un- 
derstanding. * * * On the whole, it must be confessed that, so far, 
we have not any certain and definite knowledge of the functions of 
the different parts of the cerebral convolutions.” 
This is about as far as scientific physiologists are yet agreed. 
The popular estimation of phrenology accepts it as a common-sense 
analysis of mental faculties and nomenclature, which in the words 
of Archbishop Whately, is “far more logical, accurate, and convenient 
than those of Locke, Stewart, and other writers of their schools.” 
It is admitted, however, that phrenology has performed the ser- 
vice of pointing out and inaugurating the true method of investi- 
gating the mind; and the researches of Bain, Spencer, Laycock, 
Maudsley, and Carpenter, in England, and of Draper and Dalton, 
in our own country, go to confirm the two fundamental principles 
upon which Dr. Gall’s system was based; namely, that different facul- 
ties or modes of mental phenomena are localized in different parts 
of the cerebral hemispheres, and that power of mind, or faculty, 
is, other things being equal, dependent on or indicated by the size 
or development of the brain, or part of the brain, through which 
it is manifested. 
"Without pursuing this topic further here, I would refer you to 
the Encyclopedia Britannica, which in its last edition has cancelled 
the decisive condemnation it formerly pronounced upon phrenology, 
and says that its claims are now sub juclice. The account which it X 
INTRODUCTORY NOTE 
gives of the principles of phrenology is one of the best statements 
of the general doctrine which I have seen. 
In these letters, I shall explain why Dr. Gall and Dr. Spurzheim 
failed to establish the science of the mind beyond controversy; and 
I shall endeavor to present the subject of cerebral form in such a 
definite, yet natural and practical manner, that a careful reader 
may verify, in his own observations, the general truth of these 
principles, and I shall apply them especially to education, for the 
benefit of the teacher. 
The progress of physiological science, thus applied, renders it 
possible to delineate the organic phases under which all diversities 
of disposition and capacity are manifested. The science of the 
mind, when thus understood, will explain by definite principles 
and laws every particular phase of thought, and thus solve every 
philosophic controversy, and will elucidate, at once, the diversities 
of opinion which arise from diversities of organization, and prove 
the unity of the Truth, which is manifested only through the 
spiritual nature of man, by the grace of Almighty God. 
The future welfare of society is dependent upon the fidelity and 
success of the system of education which you are administering. 
In a vast and cosmopolitan population, the system of Public In- 
struction of New York maintains a character of true universality, 
receiving into its care all comers of whatever class, creed, nation, 
sect, race, or color, and dispenses its beneficent influence through- 
out the community, free as the air we breathe. 
It provides edifices, with halls and class-rooms, for the accom- 
modation of two hundred thousand pupils, yearly; and this vast 
number, gathered from every grade of society, presenting every 
diversity of capacity and disposition, arejmought together in large 
masses of from one hundred to six hundred, under perfect disci- 
pline, and swayed as one, by the voice or signal of a single teacher. 
You are supplied with intellectual resources and material facilities 
for your work, and your labors are ably directed and superintended. 
The institutions of public instruction of this city are looked upon 
by other states and countries, as the worthy metropolitan repre- 
sentatives of the American Educational System. TO THE TEACHERS. 
XI 
As science advances in the discovery of truth, education; which 
is the popular absorption, and assimilation of truth, must also ad- 
•vaiSP ► 
vance. 
To you, then, whose noble and honored function it is to lay hold 
upon the truths which science develops, and to bring them to their 
utilization by infusing them into the common mind of the commu- 
nity,! appeal to investigate these principles, to put them to the crucial 
test of practice in teaching, and join with me in advancing still 
further the cause of Education by bringing to the work a scientific 
knowledge of the human mind. 
56 Rutgers St.—New Yoek, June, 1867. J. H. LETTERS 
FROM 
LEADING SCHOOL SUPERINTENDENTS. 
The following extracts are taken from letters received from prom- 
inent literary gentlemen and educators, with whom the Author has 
been in correspondence during the progress of this ivork. 
Department of Public Instruction, 
Superintendent’s Office, 146 Grand St., 
New York. 
John Hecker, Esq. 
Inspector, 2nd District. 
Dear Sir :—In accordance with yonr request, I have carefully 
perused the full exposition of your views on the subject of classi- 
fication of the pupils of our Public Schools, with reference to the 
respective temperaments, as contained in your answers to the in- 
quiries propounded by Assistant Superintendent Kiddle. Those 
views are in my judgment of the highest practical importance as 
well to teachers as pupils—based upon the soundest principles 
of physical, mental, and moral science, and admitting of practical 
application by every teacher who will take the pains of acquainting 
himself or herself with the principles upon which they are founded 
and from whence they are legitimately and clearly deduced. I 
should be glad to see them placed in the hands of all our teachers, 
in the assured conviction that their general adoption would essen- 
tially advance the best interests of education; while at the same XIV 
LETTERS FROM LEADING 
time the full and minute analysis given by you of the philosophy 
and science of instruction, of the grounds upon which it rests, the 
responsibilities it involves, the duties it demands, and the constant 
reference to the immortal nature of the beings upon which it acts, 
cannot fail of commending itself to the profoundest attention and 
regard of every faithful and conscientious teacher. 
Yery respectfully and truly, 
Your friend, 
S. S. BAND ALL, 
City Superintendent. 
New York. 
John Hecker, Esq. 
My dear Sir :—I have deferred until the present time formally 
expressing to you my opinion with regard to the views set forth in 
your reply to the interrogatories proposed by .me some time ago, 
because I was desirous of having before me a complete statement 
of the theory and plan upon which in your judgment educational 
processes should be based. 
This, I believe, has now been done. The replies which have been 
submitted are full and comprehensive, containing an enumeration 
and elucidation of the principles which should guide the teacher in 
the selection of general methods of operation, and in making those 
discriminations which are required to enable him to adapt these 
methods to the peculiarities of individual character. 
The need of such an adaptation of general methods and pro- 
cesses must always have proved a source of perplexity and anxiety 
to the intelligent and conscientious teacher, convinced that the 
true measure of his success must be the extent of his accuracy in 
making the discriminations required for a wise selection of agencies 
both in discipline and instruction. The difficulty, however, has 
been, that trusting to the imperfect criterion of character which a 
mere observation of conduct affords, the best teachers must have 
yery frequently and sadly erred, and consequently have fallen short SCHOOL SUPERINTENDENTS. 
XV 
of that full and true success which can be attained only by a surer 
and deeper insight into the individual characteristics of those who 
are to be taught. 
The more reliable guide to such an insight afforded by the cor- 
rect observation of temperamental and cerebral peculiarities, for 
which clear and explicit directions are given in your letters, must, 
without doubt, if it be faithfully applied, greatly facilitate and in- 
crease the success of the wisest and most experienced educators 
who have hitherto worked without it. 
It was this consideration that first attracted my attention to 
your views. Engaged in the work of education from a very early 
period of my life, so circumstanced as to be obliged to take notice 
of the various methods employed by teachers, and often pain- 
fully impressed with their inefficiency and want of adaptation, 
sometimes to the general objects of education, much oftener to the 
specialties of individual organization, I at once saw that, in the 
principles of a rational physiological and phrenological system, 
clearly understood and skillfully applied, was to be found the in- 
strument of a more thorough and more assured success. 
Through your means, this instrument will now be placed in the 
hands of every teacher whom this published correspondence shall 
reach; and a solemn obligation will rest upon him to study the 
principles expounded in these letters, the directions there given for 
their proper application, and the philosophy underlying them, 
which is there discussed and explained; and I trust the time is not 
far distant when it shall be deemed of the highest importance, as a 
part of the professional preparation of the teacher, that he should 
acquire not only a thorough knowledge of these truths, but practi- 
cal skill in applying them, so that he may be able readily to discern 
the diverse tendencies and capabilities of the young minds com- 
mitted to his guidance and training. 
I feel also that you have done an especial service to the cause of 
education, as well as to that of religion and sound morality by in- 
culcating it as an indispensable requirement, that those who are to 
train the youth of a Christian community, should cultivate their 
higher nature—those capacities for spiritual enlightenment, by 
which, in accordance with that pure Christian philosophy which 
you have so well interwoven with the theory of our mental and 
physical organization, the human character is exalted to higher 
views, holier aspirations, and a nobler self-devotion to duty. & XVI 
LETTERS FROM LEADING 
In thus expressing my cordial assent to the educational philos- 
ophy embodied in these letters, and my appreciation of the practi- 
cal value of the truths which it comprehends, and the precepts 
which it dictates, permit me also to express my sense of the earnest 
philanthropy and public spirit which your exertions so long con- 
tinued in this work have demonstrated. That those for whom it 
is intended may accept it cheerfully, and employ it faithfully and 
wisely, is the sincere wish' of 
Yours truly and respectfully, 
HEYRY KIDDLE. 
From Rev. Wm. A. Stearns, I).D. 
President Amherst College. 
AMHERSt, Mass. 
“ Yonr analyses and statements of principles as connected with 
the human body and mind and bearing powerfully on the question 
of education, seem to me of exceeding importance and worthy of 
the profoundest consideration. 
We can never educate aright, unless we understand the being 
who is to he educated anti the powers and circumstances which 
must influence him. I thank you especially for recognizing the 
presence of the divine mind with the human and its action upon 
it. Any system of education or philosophy which leaves nut this 
element, in its analyses, or presents it erroneously must, from the 
nature of the case, he fundamentally defective. I hope your 
Pamphlet will be faithfully studied by all who are or assume to be 
the guardians of instruction. If they should not adopt all your 
opinions, they cannot fail to be benefitted by a candid and faithful 
examination of them.” SCHOOL SUPERINTENDENTS. 
XVII 
From the Rt. Rev. J. H. Hopkins, D.D. LLD. 
Bishop of Vebmont, 
Buklingtoh, Yt. 
“ As a whole I regard your work as a very admirable contribu- 
tion to the philosophy of true education, which presents a more 
profound and scientific view of the subject than any other work 
within my knowledge, and must, as it seems to me, produce a highly 
beneficial influence on the minds of the thoughtful.” 
From Professor Laurens P. Hickok, D.D. 
Union College, 
Schenectady, N. Y. 
“ I have read your 4 Scientific Basis of Education* so far as to 
attain a general view of its matter and method. I think there is 
manifest extended observation and that the work is the result of 
diligent study. There is clear arrangement and systematic unity. 
The spiritual is made superior to sense ; the inspired authority of 
the Scriptures is recognized; the workn£ the Holy Spirit is ac- 
knowledged; and the religious life is made the end of all education. 
All this I very highly appreciate. I cannot however affirm that 
you have a Scientific Basis of Education. 
The part relative to constitutional Temperaments, I think has 
been well examined and properly applied, and so far goes to make 
a scientific basis, but that which relates to phrenology, and which 
is the major part of the Book, I doubt if it is at all scientifically XVIII 
LETTERS FROM LEADING 
established. Such a science assumed, you have used it, probably, 
as well as is practicable; but to me the whole matter of phrenolog- 
ical investigation seems too fanciful to be put into any part of the 
educational foundation. 
I admire and approve your independence and persistence in put- 
ting so prominently out the claims of spiritual and religious train- 
ing, but do you not make the spiritual in man to be too much 
identical with the presence of God’s Holy Spirit ? Do you recog- 
nize enough the man’s spiritual agency distinct from the divine 
agency? 
Your Seven Phrenological Spiritual organs seem to do nothing 
and regulate the propensities not at all, only as the Holy Ghost is 
present, and when this is present there is the “ new birth.” “ This 
may not occur till the age of puberty,” (p. 145), and unless the 
Holy Ghost is present, in the case of all the unregenerate, all 
practicable spiritual training is excluded. 
But my main difficulty with your work would find its source in 
your phrenological blendings, and which seem diffused pretty nearly 
throughout. 
From Professor Taylor Lewis, D.D. 
Union" College, 
Schenectady, N. Y. 
“ * * Let it suffice me to say, at present, that I read your book 
with deep interest, and that, with some parts of it, I was pro- 
foundly impressed. To Phrenology, as it has been presented by 
Spurzheim and Combe, I have ever been much opposed. In their 
hands it is sheer materialism, although, they perhaps would not 
admit such a charge. I do not hesitate to say however, that as 
they employ it, it is the most unspiritual of all systems. Your 
reasoning is of the directly opposite kind, and, therefore the dislike SCHOOL SUPERINTENDENTS. 
XIX 
with which I first looked into your hook (arising out of its Phre- 
nological aspects) Avas soon neutralized. Not that you have con- 
verted me into a belief in Phrenology, with its many, and as I 
think, (in some aspects) irrational divisions of the mental faculties, 
but because your vieAVS are, in the main, independent of its details, 
although its peculiar nomenclature may have aided you in your 
manner of stating them. What interests me most is your clear 
recognition of the spiritual in man, as something_ distinguished 
from the merely intellectual, and the high place you Avould assign 
to it in education, as Avell as in religion. Your reasoning here, it 
seems to me, may be separated, in a great degree from the Phreno- 
logical division, and still retain all its truth and cogency. The old 
krichatomic or three-fold division affords a sufficient basis for those 
things in your book Avith which I Avas most impressed. I mean by 
this the distinction so clearly made in the New Testament (and 
which has ever been maintained by the most profound thinkers in 
the church) of body, soul, and spirit—the body as something more 
than matter or even organized matter, the soul as something more 
than life or sentiency, and the spirit as something higher (more 
divine) than intellect, or as that part of our being through which 
man communes Avith the spirit of God.” 
From the Rev. Herman M. Johnson, D.D. 
Pres. Dickinson College, 
Carlisle, Penn. 
“ I am free to say, that in my judgment, your theory is correct, 
and your illustration of the reciprocal action of the Faculties on 
each other, gives what I have long considered, the hey to a true 
interpretation of the apparent contradictions in character. The 
study of this subject in its application to the moral sentiments, 
cannot well fail of cultivating an enlightened Christian character. XX 
LETTEKS FKOM LEADING 
From the Rev. Edivard Ballard, D.D. 
State Superintendent of Schools, 
Brunswick, Maine. 
* * “As to your proposals relative to an improvement in the 
classification of scholars by temperament: I can say that as pre- 
sented by your £ Pamphlet,’ it has much to recommend it; and 
where the judicious teacher can make the due selection and ar- 
rangement, his work will be lightened, the tuition be the more 
easily applied, the pupils the more interested and the less fretted 
under the restraints of the school-room and class exercises, and 
success the more certain to be attained. Temperamental classifi- 
cation is worthy of a fair trial. 
“ In regard to the Phrenological part of the system, I am pleased 
that you are placing the science where it can be made to have a re- 
ligious bearing; and where too, in the hands of the teacher ac- 
quainted with its principles it can be made to regulate the tuition 
to be poured in and the development to be brought out.” * * * 
From the Rev. L. Van Bolcelen. 
Superintendent Public Instruction, 
Catonsville, Md. 
“Your views are practical and if carefully considered must prove 
of vast advantage to all thoughtful educators. * * My own ex- 
perience, as a teacher, convinced me many years ago that there 
ought to he a careful study of mental and temperamental charac- 
teristics of pupils to insure successful intellectual development and 
determine proper moral training.” SCHOOL SUPERINTENDENTS. 
XXI 
From Professor A. Parish. 
Superintendent of Schools, 
New Haven, Conn. 
“ I must frankly say to you that I have never had much faith 
in Phrenology, as it has been promulgated during the past quarter 
of a century; indeed my prejudice has been strongly adverse to it. 
When I perused your paper, and re-read parts of it again and 
again, as I have with increasing interest, my conclusion was that 
you have struck a new vein on the subject—rather have presented 
the subject in an aspect so new and given a character of practical- 
ity to it, that I am quite desirous of knowing what use can be 
■ made of it. 
“ Human nature must be read through the actions and words of 
the individual; and these are prompted and governed in no small 
degree by the character of the physical man. Hence the study of 
Temperaments becomes important. If I know the temperament 
of a child, I know how to approach him to accomplish a given ob- 
ject, to what motives to appeal, what influences to bring to bear 
upon him, etc. In this view of the matter I am interested to know 
more of your views and the whole subject. If it can be brought 
to the comprehension of the ordinary teacher and can be reduced 
to a practical application in the school-room, it is obvious that the 
matter of school discipline must be greatly modified if not revolu- 
tionized, and all the processes of instruction materially facilitated. 
From Albert G. Boy den, Esq. 
Principal State Normal School, 
Bridgewater, Mass. 
* * “ The prominent place which you have given to the Spiritual 
part of our nature in your discussion of the subject places it upon 
the right basis, in my estimation. It seems to me that your views XXII 
LETTERS FROW LEADING 
will he of great service to every intelligent teacher. Nothing 
pleases me more than to find any tiling which will facilitate the 
right education of the young, and especially that Avhich conduces 
to the higher development of our Spiritual Nature.” 
From G. B. Sears, Esq. 
Superintendent Public Schools, 
Newark, N. J. 
I have perused your “ Letters” witli much interest and hope a 
copy may find a place in the Library of every person who has any 
thing to do with the instruction and discipline of children. That 
there is a “ Scientific Basis” upon which a system of instruction 
rests—that God has not committed so great a work as the develop- 
ment of immortal natures to human hands without some discerni- 
ble law of action I have long been convinced. These “ Letters” 
appear to me to he a step in the right direction. They reveal the 
legitimate avenues by ivhich the teacher may obtain access to the 
source of moral and mental action and educate the various facul- 
ties in harmony with each peculiar constitution—doing violence to 
none. 
“ The ‘ Letters’ suggest a wide field and a very interesting one 
which our teachers should carefully explore. Teachers should ap- 
ply these principles in the school-room, where they may he tested 
upon every variety of temperament and condition, hut only after a 
thorough understanding of themselves. These ‘ Letters’ strike at 
the very foundation of self-knowledge and speak to each one em- 
phatically, ‘ Know thyself.’ When teachers shall take the pains to 
acquaint themselves with their own temperaments and peculiar 
constitutions, and apply also the principles here laid down to ac- 
quire a knowledge of children under their charge, the main ob- 
stacles in the way of a symmetrical and beautiful development of 
human character will have been removed.” SCHOOL SUPERINTENDENTS. 
XXIII 
From 0. R. Abbot, Esq. 
Superintendent of Schools, 
Kingston, N. Y. 
“ After reading the ‘ Pamphlet’ I intended to submit some 
thoughts on the subject. On some of the points taken Ave should 
disagree. These, hoAvever, may be unimportant. I am heartily 
glad you have so Avritten and am grateful for the copy sent. I have 
a profound interest in this subject. To my mind it affords the 
means to overcome many, very many of the difficulties Avith Avhich 
teachers and supervisors of educational institutions now vainly con- 
tend. For many years I have recognized the truths stated by you, 
hut I am indebted to you for putting words into my mouth. Too 
many of our teachers are blind leaders. They have no just concep- 
tion of a perfect human character, and Avhen they take charge of 
children whose minds and affections are stunted and deformed, 
they only make the matter Avorse by their unskilful management. 
With your permission I Avill keep the ‘ Pamphlet’ a time longer, 
and shall he thankful for more light on the subject.” 
From the Hon. Daniel Stevenson. 
Superintendent Public Instuction. 
Frankfort, Ky. 
“ My very limited knowledge of the science of Phrenology would 
render it improper for me to express an opinion in regard to some 
of the views presented by you. I may say, however, that I have 
read the ‘ Pamphlet’ Avith very great interest, and, I will add, Avith 
profit. With its general spirit and design I Avas much pleased. 
The discussion cannot fail to be of advantage to the educational 
interests of the country.” XXIV 
LETTERS FROM LEADIYG 
From the Hon. Edivard A. Sheldon. 
SUPERIXTEHDENT NORMAL .AND 
Training School, 
Oswego, N. Y. 
“ I have carefully perused the Pamphlet you sent me and must 
say that I have been very deeply interested in it. I do not consider 
myself competent to criticize it, but it seems to me the views you 
present are eminently practical, and lie at the foundation of correct 
educational processes. My desire is to see them practically applied 
in the training of the human intellect and character. I am confi- 
dent this can only be done by the careful and thorough training 
of teachers. 
The reading of this paper has awakened a strong desire in my 
mind to make myself more familiar with the principles you have 
laid down, and be able practically to apply them and instruct 
others to do the same. 
I am particularly pleased with your views of the Spiritual facul- 
ties and their mode of influence and operation and their importance 
to the perfection of human character. 
It seems to me a thorough understanding of these principles 
would lead to a wonderful and glorious revolution in all our edu- 
cational processes whether in the school or in the pulpit. 
From the Hon. G. W. Ross. 
SUPERINTENDENT PUBLIC INSTUCTION, 
Indianapolis, Ind. 
* * “ Your positions are in many particulars new, at least to me, 
hence the tendency is to accept slowly. Yet notwithstanding this 
fact I am prepared to announce my convictions-, namely, that your SCHOOL SUPERINTENDENTS. 
XXV 
doctrine of Temperaments is at once sound and philosophic ; hence 
should be recognized in all philosophic systems of education. I 
thank you in the name of an humble believer in Christianity, that 
you declare the importance of moral culture; that you clearly 
recognize the operations of the Holy Spirit. In brief and fine, I 
can condense my statement into a single line, by saying that I am 
of the opinion that the doctrine set forth in these pages is to be 
The neio Evangel of Education.” 
From J. D. Philbrick, Esq. 
Superintendent of Schools, 
Boston, Mass. 
“ I have not yet had time enough to read your ‘ Pamphlet’ with 
sufficient care to warrant a decisive opinion on its doctrines as a 
whole, hut I send this preliminary note to tell you I am extremely 
interested in your inquiries, and that I am very favorably im- 
pressed with the spirit and tone of what you have presented. I 
am already an admirer of Spurzheim, and it seems to me that, in 
some respects at least, you have improved on him.” 
From the lion. J. A. Norris. 
Superintendent Public Instruction, 
Columbus, Ohio. 
* * “ Those who are engaged in the work of advancing the in- 
terests of Common Schools cannot hut he forcibly impressed with 
the soundness of the principles upon which your discussions are XXVI 
LETTERS FROM LEADING 
based and the radical changes in the prevailing systems of classi- 
fication in our Public Schools that must inevitably follow, if the 
conclusions set forth by you are successfully established. I am not 
now prepared to discuss your views nor even to make suggestions 
in regard to them, but their importance is such that I hope to be 
permitted to retain the papers you have already so kindly furnished 
me. May I not hope also that your discussions, accompanied by 
suitable illustrations of the temperaments, will be given to the 
public at no distant day ? 
From the Hon. William R. White. 
Superintendent Public Instruction, 
Wheeling, West Va. 
* * “ In adapting myself to the mental peculiarities of my pupils, 
I have, (intuitively, rather than from any scientific acquaintance 
with Phrenological developments), acted in accordance with many 
of the suggestions which I find in your ‘ Letters.’ 
“ That the true teacher should be acquainted with the laws of 
growth governing the body and mind and soul is rendered so ap- 
parent in your remarks, that I cannot but wish that your work 
may find its way into every school.” 
From the Hon. W. H. Farquhar. 
President Board School Commissioners. 
Montgomery Co., Md. 
“ Having been convinced for many years, that there is no other 
scientific basis of education,—and deeply impressed in these latter 
times, with the great need the world has, to own and adopt it, your 
work is of value to me beyond description. SCHOOL SUPERINTENDENTS. 
XXVII 
It is very gratifying to find that school authorities are waking 
up to some comprehension of the vast importance of the Phreno- 
logical doctrines. If you succeed in effecting the introduction of 
the practical ideas and methods to be deduced from them, into our 
common schools, you will in my opinion, accomplish a greater 
work than any educator that has ever lived.” 
From the Rev. Lyman H. Atwater, D.D. 
Professor of Mental and Moral 
Philosophy—Princeton College, • 
New Jersey. 
I have read your ** Scientific Basis of Education” with some at- 
tention and much interest. Phrenology, as a system of Mental 
Science, I reject. Of course, I cannot sanction so much of the 
treatise as asserts or implies the truth of that system of Psychology. 
Nevertheless, it is often true in all departments of inquiry, that 
important observations and experiments are made under the lead 
and stimulus of a false hypothesis, which never would have been 
made without it; and that thus the knowledge is often acquired, 
which conducts us to the true theory. And I certainly think that, 
in this way, you have been led to make many important suggestions 
in regard to the structure and workings of the Human Soul, and 
the proper method of educating it. This is peculiarly the case 
with your remarks upon varieties of temperament and their rela- 
tion to education. 
I also take great pleasure in noting the Spiritual and Christian 
tone of your treatise, and the complete severance which it makes 
of Phrenology from the materialism to which it tends, and the 
scepticism with which it has been so much associated. The pro- 
found dependence which you every where express upon the Holy 
Spirit, for success in moral and religious education has my warm 
concurrence. XXVIII 
LETTERS FROM LEADING 
In short, while I could not adopt or recommend your work as a 
sufficient guide in education, I heartily appreciate it as abounding 
in valuable teachings, and fruitful suggestion. While I would ad- 
vise none to be mastered by, I advise all concerned in education to 
master it. 
From the Rt. Rev. Horatio Potter, D.D. 
Bishop of the Diocese of New York. 
I beg to thank you for a copy of your work entitled “ The 
Scientific Basis of Education.” You have certainly brought 
together remarkable facts and very ingenious considerations in 
support of your views. There will be great diversity of opinion 
in regard to your main positions; but no one can fail to see that 
your conceptions of man as a spiritual being are highly exalted. 
I can only hope that your very philanthropic aims for the improve- 
ment of the methods and spirit of our educational processes may 
lead to results that will be of permanent advantage to mankind. 
From the Rev. Howard Crosby, D.D. 
New York City. 
I have not had time (by reason of a press of parochial work) to 
give to your work the attention it deserves. But I have read enough 
to admire the manner in which you destroy the materialism of 
Phrenology, as hitherto taught, by subjecting it to Revelation and 
Religion. That JSpiptual forces act through material channels is 
undoubtedly true, and if we only avoid supposing that the material 
controls the spiritual, the investigation of these channels is fraught 
with benefit. Your general views in regard to classifying pupils, 
involve a practical truth of immense value. I wish all our teachers 
could sit at your feet. SCHOOL SUPERINTENDENTS. 
XXIX 
From Rev. William C. Cattell, D.D. 
President, Lafayette College, 
Easton, Penn. 
Your book deserves thoughtful consideration both from the im- 
portance of its subject and the able manner in which you have 
handled it. While I am forced to dissent from some of your views, 
I could not but admire the earnest and religious spirit of the whole 
work, and I believe its extensive circulation would be a great bene- 
fit to the cause of education. 
Department of Public Instruction, 
Superintendent’s Office, 146 Grand St. 
New York, 
John Hecker, Esq. 
Dear Sir :—I have read and re-read your 
“ Scientific Basis of Education” and feel bound to express to you 
my sense of obligation. My ivork as a teacher and as a reviewer 
of the work of other teachers, presents itself to me in a new light. 
Not a day passes that I do not see many illustrations of the value 
of your suggestions. I am persuaded that when teachers generally 
can be induced to study carefully the subject and to endeavor to 
put its philosophy into practice, a new era in education will have 
dawned. 
It has long been said that a true system of educational training 
must be based upon sound principles of mental philosophy, and 
that these principles must be definitely understood and intelli- 
gently applied by the teacher to ensure a true success. Yet the 
announcement of a general principle is one thing—its definite em- 
bodiment in a series of practical propositions is quite another. I XXX 
LETTERS FROM LEADING 
am convinced that you have furnished the first substantial basis 
for such a system, and that your proposed plan of classification by 
temperaments is itself founded in unquestionable facts open to the 
observation of all. 
My chief fear as to the success of experiments made to apply the 
system, is that the application may be attempted by those who have 
not given to the principles involved a sufficient and careful study. 
Yet such difficulties are inseparable from the introduction of all 
ideas involving changes in long established methods of thought 
and action, and will in time be overcome. 
Partaking, in some degree at least, in your own earnest convic- 
tion as to the practical importance of the subject. I shall have 
great pleasure in commending it to the attention of my fellow 
teachers. 
Very respectfully yours, 
THOS. F. HARRISON. 
From the Rev. J. H. Seelye. 
Prof, of Mental and Moral Philosophy, 
Amherst College, Mass. 
Your book on “ Education” has interested me very much. I 
believe no one can read it, without being impressed with its ear- 
nestness of purpose. It contains much that is both practical and 
profound. 
You well argue that the educator needs to be familiar with the 
bodily nature of his pupils, and that he must adapt his instruction 
to their temperaments and constitutional organization. But that 
Phrenology will give him any aid in such adaptations, I do not be- 
lieve. I cannot find any scientific basis in phrenology, and it is 
my conviction that its affirmations are much more likely to lead 
the person who receives them, to an incorrect opinion than to a 
sound judgment. I confess it has seemed to me also, that your 
phrenological statements are hardly consistent with the spiritual 
principles which you have so clearly announced. SCHOOL SUPERINTENDENTS. 
XXXI 
It is probably my own misapprehension, which has judged it in- 
consistent for you to make a chart of the rear of the head e. g. of 
Washington, according to the ideal requirements of phrenology, 
and then to employ this chart as an illustration of the actual truth. 
The simple suggestion of this will enable you to judge, at once, 
whether the criticism has any value. 
I beg you to excuse my long delay in writing to you, and accept 
my thanks for the interest your book has given me, and for the 
hope I cherish, that your lofty aims and earnest labors will result 
in the good which we both desire. 
Reply to foregoing letter of Professor Seelye. 
Permit me to thank you for the attention which you have given 
my book on the “ Basis of Education,” as well as for the very kind 
and complimentary terms in which you have been pleased to speak 
of its general character and purpose. That it should be “ prac- 
tical” has been my most sincere desire ; but if any part of its con- 
tents has seemed to you “ profound,” it has probably been because 
the conclusions which have arrested your attention as sound and 
useful, are based upon different principles from those to which such 
views are usually referred. 
After the long and patient investigations which I have given to 
the subject of the Discernment of Character, these truths seem to 
me as obvious as any that can be grasped by human intelligence. 
I regret that you have formed the views which you express with 
regard to phrenological investigation. Permit me to say that I was 
once perhaps far more skeptical than yourself not only with respect 
to this subject but with reference to the most solemn and import- 
ant of all the truths which concern the welfare of mankind. The 
investigations of forty years have, however, entirely cleared my 
mind of this skepticism, and have convinced me that the systems 
of Gall, Spurzheim, and their followers, while haSed upon principles 
partly true, are very imperfect, and in some important respects, 
incorrect. 
* 
This you must have noticed in my book, an attentive and un- 
prejudiced perusal of which will show that, instead of presenting 
in a complex and fragmentary way the cerebral and mental organi- 
zation of man, I have demonstrated its simplicity and unity, shown 
the relative influence of one part upon the others, aud the depen- 
dence of all upon temperamental peculiarities. Nor do I present XXXII 
LETTERS FROM LEADING 
this as a mere theory. It has been practically tried, as a means of 
discerning character—of ascertaining its elementary principles and 
the sources of its numerous and apparently complex diversities, and 
I have the surest evidence and the most positive testimony of its 
accuracy. 
If you will indicate in what respects it appears to you inconsist- 
ent with the “ spiritual principles” which I have set forth, I think 
I shall find no difficulty in demonstrating to your satisfaction its 
entire harmony not only with spiritual truths but with all sound 
moral principles and social science. 
In reply to what you suggest as to the phrenologic bust, permit 
me to say that I did not intend to present any part of it as evi- 
dence of the truth of my phrenologic statements, but only as a 
means of illustration, preferring to employ a character so well 
known as Washington’s, to explain thereby the location, influence, 
etc., of the several organs and groups, rather than one entirely 
fictitious. For evidence I am perfectly willing to take any individual 
whom you may select, and will engage to prove that my phrenologic 
affirmations will lead not to “ incorrect opinions” but to a “ sound 
judgment” in the practical discernment of character, which you 
partly appreciate as a very important agency in education. 
From. Prof. Edward Hitchcock, Jnr. 
Professor of Hygiene and 
Physical Education, 
Amherst College,, Mass. 
I like the religious and the truly scientific part of your book 
very much. And if you had left out the terminology and erroneous 
details of Phrenology, I think the book would have ‘passed mus- 
ter’ with all true teachers. Why can you not simply accept and 
act upon what Maudsley says—in your quotation from him ?— 
Then you would not set before the public the paradox of establish- 
ing education upon a scientific basis, when in reality your basis is 
very much established upon the muddle of Phrenological conjec- 
ture. SCHOOL SUPERINTENDENTS. 
XXXIII 
I think teachers never will reach their highest position until 
they have learned the effect of physical strength and weakness, 
and temperament upon the mind and heart. And as far as your 
work leads in this direction I think it will accomplish much 
good. 
Reptly to foregoing letter of Professor Hitchcock. 
I thank you for the attention which you have given to my work 
on the “ Basis of Education/’ and am gratified that you approve 
“ the truly scientific part of it.” You will, however, pardon me if 
I say that your preconceived notions of phrenology seem to have 
prevented you from arriving at an unbiassed judgment as to what 
is “truly scientific” in it. You certainly would not, otherwise, 
have asked me to accept and act upon the statement of Maudsley, 
as final doctrine, seeing that it is merely a confession of ignorance 
and an invitation to such investigations as I have %een earnestly 
engaged in during the last forty years. Maudsley, with respect to 
this subject, is where I was at the commencement of my researches,- 
and a careful perusal of my book will show that while I have ac- 
cepted what appears to have been established by the inquiries of 
Gall, Spurzheim, and others, I have carried forward these inquiries 
into new fields of thought, and have arrived at results essentially 
different—developing a philosophy very diverse from this, and vin- 
dicating in an emphatic manner, the simplicity and unity of man’s 
temperamental and cerebral organization, as well as its harmony 
with all sound moral and religious truths, and particularly with 
the teachings of the Gospel. 
Do not, my dear sir, allow your large powers of understanding 
to be diverted from the important field of inquiry, so clearly indi- 
cated by Maudsley, by a prejudice based upon a mere name, even as 
some of old thought no good thing could come out of Nazareth. 
The dependence of character upon temperament and cerebral or- 
ganization all must confess, and you will acknowledge that it is of 
great importance both in a scientific and utilitarian point of view to 
analyze this dependence and ascertain in what it consists. I claim 
to have done this in part at least; and I have brought my principles 
to a practical test in every possible way and to the satisfaction of 
all. who have been cognizant of the results reached. XXXIV 
LETTERS FROM LEADING 
I assert that the proper application of these principles to the ob- 
jective discernment of character can never result in failure, and 
if you doubt this, I should be most happy to apply the test to the 
delineation of your own character, or that of any individual known 
to you whom you may select. 
My great object in the publication of these views is to benefit 
my fellow men, by introducing into practice better principles of 
education, but more especially by presenting a basis of truth on 
which men may be able to harmonize their religious views, and 
thus be brought into that condition of Christian- unity so necessary 
for the real progress of the world. I trust you will give the sub- 
ject some further consideration. 
EXTRACT FROM THE 
REPORT OF HON. J. N. M’JILTON, SUPERINTENDENT. 
To the Commissioners of Public Schools of the City of Baltimore, Md. 
Dec. 31st, 1867. 
NEW METHOD OP CLASSIFICATION. 
* * * “ I have received from Mr. John Hecker, formerly one of 
the Inspectors of the Public Schools of New York City, a copy of 
his extended pamphlet, proposing a method of classifying the 
pupils of schools according to their temperaments. By this mode 
of classification it is designed to reach the senses and sensibilities 
of the pupils much earlier than it can be done in the ordinary way. 
The association of the temperaments in their various relations and 
combinations, interposes a new theory in the mental development 
of the schools. It suggests the working of part of the physical in 
human nature with the mental in the more active and noticeable 
operations of the senses. There is no doubt that a deficiency in 
this relation exists. In both teacher and pupil there is the absence, 
in too great a degree, of the observation of sensible and mental SCHOOL SUPERINTENDENTS. 
XXXV 
action that is necessary to the proper cultivation of the intellect. 
It is a part of true knowledge to know what is knowledge. 
It is this part of knowledge that enables the use of what is known. 
When the mind acts without taking knowledge of its action it 
works in abstractions. This working in abstractions, is the pur- 
suit of the rote system. It is mechanical in the use of terms which 
alfect the rote memory without impressing properly the memory of 
the understanding. Whatever tends to the intellectual develop- 
ment in relation to the subject of study, advances beyond the rote 
memory and reaches and works upon the memory of the under- 
standing. This, in the proper sense of the term, is education, or, 
rather, it is the part of education that affects the mental powers. 
The work of education by temperament, if I understand it, is 
to bring the senses into more active exercise in the appeals that 
subject-study makes upon the mental powers. The known, the 
recognized operation of the senses upon the mental powers is not 
sufficiently considered in the pursuit of education. Any system 
that works this recognition of knowledge in the action of the 
senses in connection with the mental faculties must be of service 
in the extension of knowledge and expansion of mental power. It 
is something in the issue worthy of notice, to convey to the pupil 
the knowledge of the peculiarity of his character as developed by 
his temperament. Rendered sensible of his power, or the want of 
it, as revealed by the peculiarity of his temperament, he may be 
encouraged to pursue the course of study and of life that may 
enable him to work his peculiarity to the best advantage. In the 
absence of this recognition he works to a great extent in darkness, 
especially so in the relationships of his own personal development. 
It is not the mere classification of the pupils according to their 
temperaments that is important in this relation. The classification 
includes the working of the class in the same peculiarity. The 
working of the class in the order indicated by the temperament, 
while it has its intimate association with the physical organization, 
and operates in the exhibition of the senses, renders the senses a 
sort of medium between the physical organization, and the intel- 
ligence, thereby drawing forth in the pursuit of education, the full 
powers of humanity in their connection with each other. It this 
be the purpose of Mr. Hecker, in the presentation of his theory, by 
rendering the theory practical and of easy management, he will do 
great service to humanity in the early education of its poweis foi 
the pursuits of the life-agencies it was intended to accomplish. 
One of the first necessities in the proper exhibition of this theory LETTERS FROM LEADING 
XXXVI 
is the practically educated teacher. In the absence of this charac- 
ter the theory will be in great danger of failure. It is not to be 
trusted to the heads or the hands of the rote teacher who is satis- 
fied with the memorizing of the mere words of his lesson by the 
learner. The abstract memory, in the issue will prove a kind of 
go-between which works its evil both ways. It will reduce the sen- 
sibilities while it cripples the mental powers. This is the natural 
operation of the rote memory as apparent in all the theories upon 
which the work of education is performed. It must be disastrous 
in the theory which promises the drawing up of a proper manhood 
in the developments alike of its physical and mental organizations 
through the medium of the senses. 
The work of education is a thing of such subtle characterMIiat 
in many instances what seems to be its success is far from it\ I 
have attended examinations of classes when the appearance to by- 
standers was that of considerable intellectual development. The 
replies of pupils to questions asked them, seemed to be full of intel- 
ligence, when the first question that required the independent ac- 
tion of the mental powers in the exercise of their ability to reason 
upon the subject was left without an answer. It is not every 
school visitor that can detect the fallacy, often apparent, of what 
seems to be marked progress, when it is indeed nothing more than 
the thorough impressment of the memory with the rote knowledge 
of what is contained in the books. There is much of this rote im- 
pressment that passes for education. It is current, not only among 
amateurs of education, but among certain classes of teachers. In- 
telligent persons often imagine that the ability to recite what has 
been committed to memory is evidence of a fair training of the 
mental faculties, but when the test is made of the capabilities of 
the reasoning powers, failure is apparent. 
In his pamphlet Mr. Hecker has well illustrated his subject by 
statement, and argument, and by drawings, representing the men- 
tal faculties in their connection with the brain, and the various 
temperaments. In a properly organized normal school with suf- 
ficient professorships, the subjects treated in the pamphlet might 
be practically developed. A professorship of temperaments would 
afford opportunities of disclosing the scientific bearing of the de- 
partment as an uneducational feature. 
The preparation of the teacher is necessary for the working of 
the department. This preparation, if deemed expedient, should be 
commenced in some of the Normal Schools of the country. Simple 
rules are given by Mr. Hecker for the distinguishment of the dif- SCHOOL SUPERINTENDENTS. 
XXXVII 
ferent temperaments. By the application of these rules the tem- 
peraments may be recognized as they appear in the human coun- 
tenance and in the habits and actions of the person. The general 
physiques of the individual must be consulted in the application 
of the rules. Practice as well as study will be required in the pre- 
paration of the mind for propriety of judgment in effecting the 
proposed classification. In the practice of experience its oppor- 
tunities for successful progress must be greatly increased. 
As a scientific basis, the proposed classification, according to 
temperaments, is a novel experiment in the work of education. 
Its further illustration and the preparation of a practical manual 
for use in the school room may insure future experiments and 
identify the proposition as a department of educational pursuit.” CONTENTS. 
LETTER I. 
REQUEST FOR SUGGESTIONS. 
LETTER II. 
TEMPERAMENTAL CLASSIFICATION OF PUPILS 
Methods of Education to be based on the laws of Growth—Maternal Sympathy 
—Female Teachers preferable for Young Children—Reciprocal Influence of 
Children in large Families—Classification of Pupils by the four Leading Tem- 
peraments—Characteristics of the Temperaments—Relative Influence of 
each—Functions of the Liver and Nervous System—Indications of the Tem- 
peraments—Peculiarities of Character arising from each—Advantages of a 
Classification by Temperaments—Objection Answered—Children of different 
Temperaments to be commingled—Vital Sensibilities.—p. 15. 
LETTER III. 
INTERROGATIONS—PHYSIOLOGY AND PHRENOLOGY APPLIED TO EDUCATION. 
LETTER IV. 
PHYSICAL AND SPIRITUAL LAWS OF MIND. 
Reply to the Foregoing Interrogatories—Plirenologic Bust of Washington— 
Its Physiognomic Characteristics—Advantages of the Bust of Washington over 
other Phrenologic Busts—Description of the Bust continued—Answers to the 
Questions—Spiritual Phenomena recognized by Phrenology—Physiological 
Facts—Dr. Dalton’s Description of the Functions of the Nervous System— XL 
CONTENTS. 
Dr. Dalton on the Functions of the Cerebral Ganglia—Dr. Dalton on the 
Functions of the Nervous System—Dr. Draper on the Functions of the Nerve 
Cells—Proof of the existence of the Soul—Action of the Mind upon the Ner- 
vous Arc—Office of the Spiritual Group—Dr. Draper on the Ganglia at the 
Base of the Brain—Mr. Combe’s Views on the same subject—Objections to 
Phrenology—Physical and Spiritual truths contrasted—Spiritual Commu- 
nication—Conditions of Spiritual Light—How far dependent on Physical 
Organization—Spiritual Truths and Laws overlooked by Phrenologists— 
Character of Dr. Gall’s Mental Processes—Character of Dr. Spurzheim’s 
Classification—Description of the Unfolded Hemispheres—Importance of the 
Central Faculties—Phrenological Facts partly Spiritual as well as Physical 
—Description of the organic Form of the Hemispheres—Organs of Mental 
Restraint—Intercommunication of the Faculties—Distinctions between the 
three Groups of Faculties—Classification of the Faculties—The Classification 
of the Faculties not yet complete—Spiritual Truths important to the Teachers 
First Impressions made by the Teacher—Sympathy of the Teacher in Disci- 
pline—Motives by which Children may be controlled—Cultivation of Execu- 
tive Force—How to control the Will of the Child—Associate Activity of the 
Faculties—Points to be considered in a Phrenological Analysis of Mental 
Processes—Physical Peculiarities of the Organs—Effects of Age—Relations 
of Faculties and Organs—Spiritual Life—Sympathetic Activity—The Mother’s. 
Sensibility—Why Religious Influence is Irksome—Education should be based 
on the Activity of the Spiritual Faculties—Education not based exclusively 
on Physical conditions—The Domain of Physiology—The peculiar Office of 
Education—The Scope of Social Science—The Domain of Religion and the 
Church.—p. 52. 
LETTER Y. 
THE TEMPERAMENTS. 
Description of the colored Illustrations of the Temperaments—In what manner 
the Temperaments should he described—What is Temperament—Individual 
and combined Temperaments Distinguished—Relation of Spiritual Power to 
the Temperaments—Physiological Peculiarities of the Nervous Tempera- 
ment—Organic condition of the Nervous Temperament—External Indica- 
tions of the Nervous Temperament—External Indications of the Sanguine 
Temperament—The Bilious Temperament—External Indications of the Bilious 
Temperament to stimulate—Associated Apparatus—Muscular and Osseous 
Systems—The so-called “Vital” Temperament—Juvenile phases of the Tem- 
peraments—The Prevailing Temperament—Manner of describing the Tem- 
peraments in their combined Form—Characteristics and Designations of the 
Combined Forms of the Temperaments—Indications of the Nervous-Lym- 
phatic—Bilious-Lymphatic, and Bilious-Sanguine Temperaments—Which is 
the most favorable Combination of Temperaments—Cerebral Peculiarities to. 
be distinguished from the Temperaments—The Head of Washington—Diver- 
sity in the relative position of the Cerebral Organs—Diversity in the asso- C 0 N T ENTS. 
XLI 
ciate activity of the Organs—The Measurement of the Mind—The proper 
Phrenological Analysis for a true Judgment of the Character—Influence of 
the Temperaments upon the Mental Disposition illustrated by the Profile 
View—Elements of Character indicated in the Front View—Influence of the 
Temperaments upon the Character thus indicated—Washington’s Character 
and Temperament—Successive changes therein—-Effects of Age upon the 
Order of Temperamental Influence—Deficiencies in Phrenologic Systems in 
respect to Temperaments—Relation of the Temperaments to the Mental 
Functions—-The Spirit Undefinable—How the Teacher may obtain an Ascen- 
dency over his Pupils—The Teacher must adapt himself to the Tempera- 
mental Peculiarities of his Pupils—Diversities of Disposition in Children re- 
sulting from Peculiarities of Temperament—-How to deal with the different 
Temperaments—Pupil and Teacher contrasted—The Selection of Punish- 
ments and Rewards based upon Temperamental Considerations—How to 
make the Activity of the Temperaments'Available to Education—Inclination 
to study in Children dependent on the Brain Organs—Modifications in Treat- 
ment dictated by Differences of Temperament—Adaptations of Tempera- 
ments to Particular Callings—The Characteristics of the Ordained Teacher 
described—Teachers of moderate Abilities may Approximate to the Standard 
of Excellence—Importance of the Teacher’s labors.—They should be well 
remunerated.—p. 93. 
LETTER VI. 
THE MIND. 
Recapitulation of Previous Letters—Education chiefly concerned in the De- 
velopment of the Nervous Temperament—General Principles pertaining to 
Cerebral Structure—The various Topics and Principles relating to Cerebral 
Structure enumerated—The same Enumeration continued—The Phrenologic 
Bust of Washington—Groups and Clusters of Faculties—The Diversities of 
Mental Character illustrated—The Lawyer and the Theologian—The Politi- 
cian—The source of his success in the Propensities—The Relation of Language 
to the Mental Organization—Patience, Joy—The Propensities and the Intel- 
lect—The Desires of the Propensities—The Spiritual Faculties—Manifesta- 
tion of the Truth through the Spiritual Faculties—Phrenologic Nomencla- 
ture—Defects in that of Dr. Gall and Dr. Spurzheim—Why the names given 
to the Spiritual Faculties should be changed—The true Office of the Spiritual 
Faculties—The special Function of Godliness—The Faculty of Brotherly- 
Kindness—Brotherly-Kindness next in order to Godliness—The Faculty of 
Steadfastness—Conscientiousness, or Righteousness—Functions of the Fac- 
ulty of Righteousness—The Faculty of Hopefulness—The Function of Hope- 
fulness in its true order among the othpr Faculties—-Wonder, Marvelousness 
or Spiritual Insight—Office of Spiritual Insight as one of the Spiritual Fac- 
ulties—Operation of Spiritual Insight in its natural State—Its use to the 
Teacher—Office of Imitation or Aptitude—The Meditative and Intuitive 
Clusters of the Spiritual Group—Relation of the Intuitive to the Meditative XLII 
C 0 X T E JST T S . 
Clusters—The Knowledge of God—Humility and Reverence—The Special 
Gifts of the Holy Spirit—The Law of the Spiritual Faculties—Sectarianism 
Animal Magnetism—Spiritualism—“ Mediums”—The Restraining Faculties 
Law of Restraint—Association of the Faculties—External Manifestations of 
particular Combinations of the Faculties—Mutual Influence of Associated 
Faculties—Significance of Organs whether prominent or laterally expanded 
Relative Predominance of Groups—Effects illustrated by the Character of 
Washington—General Method of observing Character phrenologically—Ob- 
servations not to be directed merely to superficial Measurement—Practical 
Method of Demonstrating the Faculties—Indications proper to various 
Cerebral Forms—Mode of estimating the Extent and Location of the Con- 
volutions—Various Developments of the Propensities—General Outline of 
the Head to be first observed—Description of Diagrams—Mental Character- 
istic's of Washington—Boundaries of the Groups not arbitrary and fixed— 
Activities of the Propensities must? be regarded—Description of the Profile 
View—The Central Organs—Description continued—Organs shown in the 
Front View—Front View continued—Character of Washington as indicated 
by Cerebral Form—Faculties exercised in estimating Character—Size indi- 
cates only Capacity—The conditions according to which “ Size is the Measure 
of Power”—The Activity of the Faculties is the Measure of their Influence 
Modifying Influence of different Temperaments—Activity indicated by Pan- 
tomimic Expression—Law of Development—Bodily conditions modify Mental 
Action—Mental Development in the Child—General Law of the Develop- 
ment of Faculties in Children—Development of Special Faculties dependent 
on Climate, Civilization, Inheritance—Influence of Parentage—Development 
controlled by Circumstances—Present Methods of Education Partial and De- 
fective—Mode of Treatment in cases of excessive Development—Methods of 
Treatment for excessive Development of the Restraining Faculties—Direc- 
tions for the Teacher when particular Faculties are in Excess—Directions for 
excessive Adhesiveness—Characteristic traits of Girls—The proper Treat- 
ment for excessive Secretiveness, Approbativeness and Self-Esteem—Special 
Treatment for an inactive condition of the Propensities—Different Treatment 
required by Boys and Girls—The Infliction of pain necessary to regulate the 
Propensities—The Influence of the Holy Spirit—Mutual Attachments among 
Boys—Classification of Faculties as required for Elementary Education—Dif- 
ferent Dispositions of the Sexes as shown by Phrenologic Development— 
The Perceptive Faculties to be particularly Studied by the Teacher—In- 
dividuality—Importance of this Faculty to the Teacher—Relative situation 
of the different Organs of the Perceptive Groups—Methods of training the 
Perceptive Faculties—The Conceptive Group—The Conceptive Faculties to 
be addressed by Logic and Pure Mathematics—Peculiar tendencies of the 
Conceptive Faculties—Religious training—Studies required for Children of 
large Conceptive Faculties—Proper Treatment of the Conceptive Faculties— 
Hints for Instruction when different Clusters predominate—Methods required 
for the Combinative, Conceptive and Perceptive Groups—Proper Order of 
Cultivation—Reasoning, in what it consists—When Intellectual Reasoning 
begins—How it should be trained—Reasoning performed by the Perceptive 
and Conceptive Faculties—On what the Processes of Reasoning depend— 
Laws' of Mental Activity—Effects of overtasking the Intellects of Children CONTENTS. 
XLIII 
—Importance of the Perceptive Faculties—Suggestions as to Punishments— 
What Discriminations are to he made—Proper Methods of Treatment when 
Cautiousness and Secretiveness are predominant—Mode of Treatment for 
wilful Disobedience and Insubordination—Importance of cultivating an 
Esprit de Corps among Pupils in School—Why special Systems of Education 
have been unsuccessful—What kind of Training is proper for Moral and Re- 
ligious Improvement—The Awakening of the inward Spiritual Conscious- 
ness—Change produced by it—The Teacher should know and feel the Truths 
of Spiritual Life—Harmony between Man’s physical Organization and the 
Gospel of Christ—Contrasted Manifestations of the Propensities and the 
Spiritual Faculties—The Dictates of the Saviour with regard to these Mani- 
festations—Functions of the Spiritual Faculties as illustrated in Christ’s 
Teachings—Further Illustrations of the same from the Scriptures—Asceti- 
cism—Proper Office of the Propensities—Self-Abasement—Principles estab- 
lished by the Holy Scriptures—Dr. Spurzheim’s Classification—Affective 
Faculties or Feelings—Intellectual Faculties—Defects of the Classification— 
Error as Jo the Nature of the Spiritual Faculties—Spiritual Faculties not to 
be understood by the Intellect—Change in Nomenclature—Popular Religion 
merely Intellectual—Nomenclature for the Spiritual Faculties—Phrenology 
founded by Gall and Spurzheim—Phrenologic observations—Harmonious 
Action of the different Organs—The Spiritual Faculties—Necessity for a 
more thorough Knowledge of the Mind,—p. 200. 
APPENDIX. 
The Will—Consciousness—Social Organization—The Church—Conversion— 
The Standard of Truth. THE 
SCIENTIFIC BASIS 
OF 
EDU C ATIOJV. 
[From Mr. Kiddle to Mr. Hecker.] 
Department of Public Instruction, 
Superintendent’s Office, 146 Grand St., 
May 24th, 1865. 
John- Hecker, Esq., 
My dear Sir :—I have listened with much interest to the views 
which you have, from time to time, presented as to the need of 
modifying the processes of discipline and instruction employed in 
the Public Schools of the city. Very much of the criticism which 
you have made as the result of your observations, I deem so -just 
and important as to demand an immediate attention, with the view 
to correction and improvement. 
I would, therefore, request you to state, in writing, the particular 
methods of reform or modification which appear to you feasible 
under the circumstances ? 
Such an exposition, I feel, will he an important aid in suggesting 
and carrying out such measures as will prove of benefit to the 
schools. Trusting you will he able to comply with this request at 
an early day, I am Yours truly, 
HENRY KIDDLE. 
1 2 
SCIENTIFIC BASIS 
Methods of Education to be based on the Laws of Growth. 
[From Mr. Meeker to Mr. Kiddle.] 
New Yoke, June, 1865. 
i 
Hekry Kiddle, Esq., 
Dear Sir :—The opportunity whicli your late note of inquiry 
affords me of laying before you, in writing, some views connected 
with the subject of practical education in our Ward Schools, I very 
gladly accept. In the discharge of the duties devolved upon me, as 
Public School Inspector of the Second District, it is my desire to 
co-operate in every way in my power, with my co-laborers in the 
department; and I feel it to be my immediate duty to lay before 
you such suggestions as an experience of thirty-five years, spent in 
closely studying the nature of man, enables me to make. 
In the first place, the most important fact which has been ap- 
parent to me, after having examined the eighteen Public Schools of 
my district, and acquired some general knowledge of the magni- 
tude and importance of the system of public instruction through- 
out the whole city, (at the head of which Mr. Eandall and yourself, 
with Messrs. Calkins, Jones, and Seton, are practically placed) is, 
that the laws of mental development, and the laics of growth which 
affect that development, seem unobserved both in the general or- 
ganization of the system, and by the teachers in practically admin- 
istering it. There is scarcely any recognition of the operation of 
these laws in the nature of the child. 
Education is not alone concerned with the imparting of inform- 
ation. In order that the information may be received, there must 
be a certain growth or development; and to guide and assist the 
divinely ordained process of growth, both of body and mind, is a 
part of the duty of the educator; because this right development 
is required, both for the successful communication of knowledge, 
and for the ultimate welfare of the subject, without which the ac- 
quisition of knowledge may prove a curse instead of a blessing. 
Therefore, the methods of education should be based upon an 
intelligent recognition of the laws of growth, and a sympathy with 
them, and an adaptation to them. 
Growth, it is true, is considered by teachers, to a certain extent;, 
but it is measured, usually, by size, or rather height of body, and OF EDUCATION. 
3 
by the amount of information acquired by the child. These are 
important circumstances to be taken into account, in estimating 
the growth of a child; but they are not to be exclusively relied 
upon as guides. There exist, in the nature of the child, certain 
laws of growth, and these, so far as they relate to the bodily condi- 
tion and development, depend on what are denominated the tem- 
peraments. As the brain is dependent on the body, which is to it, 
what the soil is to the plant, these temperamental laws are of fun- 
damental importance in dealing with the growth of the mind; and 
a thorough understanding of them is essential to give the teacher 
that untiring sympathy with the children which ought to be possessed. 
The earliest phenomenal indication of organic mental life is at 
birth, in the infant’s crying. This is caused by the pain produced 
in the inhaling and exhaling of the atmosphere, expanding the 
cells of the lungs. Here the first attention of the mother is called 
to her offspring, in sympathy. I here use the word “ sympathy” in 
a more definite and literal sense than the ordinary acceptation of 
the term, to denote that sensibility peculiar to a mother, which’ has 
its origin in the sufferings belonging to maternity, though those 
sufferings are suspended by the love she bears her child, from the pre- 
determined organic disposition of the social part of her mental nature. 
The mother of the child is the ordained means by which the 
child is properly to be cared for, up to the age of seven years. 
Throughout this early period, a good mother will always use, as 
the leading means of her care, the same sympathy, together with, 
however, the necessary punishments to awaken a proper degree of 
fear and respect. The teacher ought to take up the work at the 
point where the mother leaves it, and should employ the same 
means of obtaining submission:—first, sympathy, then, fear and re- 
spect. It is because of the necessity for this sympathy, that experi- 
ence and practical knowledge, in our primary schools place children 
of a tender age in charge of female teachers. The female is pecu- 
liarly gifted in her sensuous organization. It is owing to her 
characteristic temperamental quality, that she is so peculiarly sen- 
sitive to physical as well as mental impressions. Her daily inter- 
course with children, and her intuitive sympathy in their wants 
and necessities, constantly strengthen this predisposition of her 
sensuous and sympathetic nature. Hence too, she arrives promptly 
at conclusions, by a process she does not at all comprehend, but 
evidently not by deductions of reasoning, but by a process origina- 
ting in her mental and sensuous sympathy. 
Maternal Sympathy. Female Teachers preferable for Young Children. 4 
SCIENTIFIC BASIS 
It is these characteristics which make female teachers more suc- 
cessful with young children. But in the progress of development, 
when the social and animal propensities of the children gain more 
force, especially in hoys, male teachers are required. They ought, 
however, still to maintain the same sympathetic control as the 
female teachers. 
The number of children in a family has an important relation to 
their training; because if the mother’s attention is concentrated 
upon one or two only, the uninterrupted exercise of the faculties 
which already predominate tends to special and unequal develop- 
ment, resulting in angularity of character. This is why the only 
child is generally a peculiab child, and often a spoiled child. 
Where the family is large, but not too large for the care of the 
parents, the activities of the faculties of each child act and re-act 
upon those of the others, sometimes in sympathy, and sometimes 
in opposition. The mother supervises the children in these imme- 
diate relations with each other, checking extreme manifestations, 
and allaying friction, hut does not interfere except by necessity. 
In a large family, therefore, there is a greater scope for the free and 
equal development of the child; and greater breadth of capacity for 
future action is given, than when the child is isolated or nearly so, 
and under the more exclusive influence of the parent. These con- 
ditions the teacher should strive to preserve in the school, and 
should preside over the mutual relations of the children toward 
each other, with the same sympathetic supervision, and abstinence 
from unnecessary interference, which the mother maintains in the 
most favorable conditions of family education. 
Moreover, as new tasks and burdens are to he imposed upon the 
child, when it leaves the mother to enter school, it is of the utmost 
importance that the teacher possess, and conform to, a knowledge of 
the laws which govern growth and development, especially of the 
physical system, in children. 
Desiring in this letter to confine myself to the elucidation of a 
single subject, I shall refer only in a very limited and special man- 
ner to the laws of growth as they affect temperamental characteris- 
tics; hut I will, in some future communication, trace their in- 
fluence upon the phases of mental development concerned in the 
process of education. 
You have already understood from me, in conversation, that the 
leading measure which I have thought might he advantageously 
.adopted at this time, for the improvement of our Public Schools, 
Reciprocal influence of Children in large Families. OF EDUCATION. 
5 
consists in a classification of the pupils, based partially upon these 
characteristics and conditions. The present system of classification 
brings together twenty, fifty or even a hundred pupils of equal 
proficiency, into the same class room, and under the same exercises 
and treatment, but makes no allowance for differences of character, 
disposition, etc. Now, I am convinced that it is practicable to take 
notice of the distinctions of temperament at least, and in a way 
which will increase the efficiency and success of the teacher’s efforts, 
and, at the same time, will not necessarily involve any change in 
the existing mode of classification. The principles I advocate may 
be applied to classes as they are now formed; though, if my views 
were fully and extensively carried out, and their application found 
as useful and successful, as I believe it would be, they would ulti- 
mately modify, somewhat, the selection of pupils for the various 
classes. 
Classification of Pupils by the four Leading Temperaments. 
IMPORTANCE OF REGARDING TEMPERAMENTAL DIFFERENCES, 
A few remarks upon the general principles on which the distinc- 
tions of Temperaments are based, will, perhaps, be not deemed ir- 
relevant. Theoretic writers have suggested several systems, some 
of which, (for .example, that of Powell, of which a good account is 
given in Appleton’s “ New American Cyclopedia”—article, Tem- 
peraments)—are carried into very minute subdivisions. It would 
be more correct to discard arbitrary divisions, and analyze the con- 
stitution of each individual as it is “ tempered” by the peculiar ad- 
mixture of the influence of the principal physiologic functions of 
the system; but for the purpose of a practical application to Edu- 
cation, the subject must be treated in a more generic method ; and 
only what are commonly known as the four leading temperaments 
need be regarded. They are :— 
The Nervous temperament, 
“ Sanguine “ 
“ Lymphatic “ 
“ Bilious “ 
These are extensively understood, having been recognized by 
physiologists since the time of Hippocrates, and are well marked 
and easily distinguished, without requiring any special education 
on the part of the observer. The Principals of our schools could 
-easily qualify themselves to divide a class into four portions, ac- 6 
SCIENTIFIC BASIS 
cording to the predominance of the four temperaments, respec- 
tively, and such a division would he thorough enough for practical 
purposes. In order to illustrate this, I will here enumerate the 
principal characteristics of each. 
The peculiarities of the Nervous temperament spring from the 
fact that in such a physical organization, the brain and nervous 
system predominate, and their indications take precedence, in the 
make-up of the individual, both as to proportional size and activity. 
The functions of mental life are stronger than others in the sys- 
tem. The Sanguine temperament, in like manner, indicates the 
predominance of the lungs and arterial system as compared with 
the other physiological functions. The Lymphatic temperament is 
accompanied by a similar predominance of the functions of the 
stomach and digestive apparatus, and of the glandular and lacteal 
system; and the Bilious, by a similar predominance of the functions 
of the liver,—the great secreting organ of the body. 
To appreciate how much the susceptibility of a child to mental 
impressions is modified by the temperamental character, it must he 
borne in mind, that the brain is the seat and centre of mental man- 
ifestations ; the lungs, the seat of the warmth and forces which the 
atmosphere gives; the stomach and lymphatics, the organs of liquid 
supplies for the system; and the liver, the organ which secretes from 
those supplies the material for sustaining life. 
Three things are always to be taken into view, when estimating 
any of these bodily organs, its size, its quality, and its activity. 
Size and quality, or degree of development, afford a measure of 
power; activity, of influence. Each organ is to be estimated, not 
absolutely, by what it is in itself, but relatively, and with reference 
to the influence it may exert on, or receive from, the other three 
functions, especially the brain, the organ of mental life. Thus, in 
a constitution in which the brain is the predominant organ, if the 
lungs are active, they give, by the higher arterialization of the 
blood, more warmth and more sensitiveness to the influence of the 
brain; and, where size in the lungs is superadded to activity, in- 
creased power and continousness of influence are acquired by the 
brain. But when the lungs are of such activity and size that they 
form the predominant organ in the body, their activity, by spasmod- 
ic warmth, tends to supersede that of the brain, and the Tatter in 
proportion loses the power of continuous effort. Again, in respect 
to the stomach, digestive tract, and lymphatics, size, especially 
when combined with activity, produces fulness in all the glands 
Characteristics of the Temperaments. Relative Influence of each. OF EDUCATION. 
7 
and tissues, and by maintaining a continuous supply of liquids and 
keeping the capillary vessels surcharged, restrains the action of the 
brain, in respect to vigor and intenseness of mental effort, but gives 
ease and freeness. The mental action is no longer impulsive, but 
becomes placid. When, however, size and activity reach so ex- 
treme a point, that the stomach becomes the most influential organ 
of the body, sluggishness, indifference, and lassitude in the action 
of the brain and lungs, are the result. 
Again, when the liver possesses a due degree of size and activity, 
it gives tone to the brain, by maintaining a proper supply of the 
nutritive blood, ready to be aerated by the lungs, for the demands 
of the whole system. But if the liver is so active as to become the 
preponderating organ, it overcharges the system, and the result is 
torpidity through want of vitalization. In proportion also, as the 
functions of the liver are active, the individual is disposed to with- 
draw from apparent activity, and to act in secluded relations. This 
disposition to retirement is connected with sleep, and those quies- 
cent conditions which are essential for the peculiar action of the 
liver, in secreting the necessary liquids ready for arterialization, and 
is strikingly analogous to what is known in animals as “ hiberna- 
ting.” The functions of the liver have a relation to low tempera- 
ture, as those of the lungs do to heat. The liver supplements the 
action of the lungs, by eliminating from the circulation elements 
which, if left to be consumed by the lungs, would produce exces- 
sive heat. By this function, it preserves the conditions for equal- 
ized temperature. 
In respect to all these, I speak only of the healthful state. Dis- 
ease often modifies both size and activity. 
It is the function of the Nervous system, of which the brain is 
the leading organ, to preside over the expenditure of the forces 
which these three lower temperaments afford. It can do no more, 
as far as physical laws go, than to command and direct those forces, 
such as they are, in accordance with its organic nature; and the 
amount and qualitative character of the force depends upon the 
combination of these three temperaments, in their relation with 
the Nervous system. 
The activities of the brain in children are either sensory and 
motor, or intellectual. These must be exercised in accordance with 
their physiologic constitution. The whole system suffers if the 
brain and nervous system are over-exerted in either of these parallel 
activities. And since, in children, the sensory motor force is, when 
Functions of the Liver and Nervous System. 8 
SCIENTIFIC BASIS 
Indications of the Temperaments. Peculiarities of Character arising from each. 
under the unrestrained influence of their sensuous growing nature, 
too actively affected for receiving instruction, the special attention 
of the teachers should be devoted to an equalization of this excess 
by a proper expenditure in the intellectual powers, which depend 
upon the sensory and motor for their vital force. 
Each of these four temperaments imparts its own peculiar char- 
acter and expression to the face and head, and, in a less degree, to 
the whole system, not only in color, but in all the manifestations of 
life and activity. Thus, the liver, when active, imparts to the sys- 
tem tinges of black, and this expression is characteristic of the 
Bilious temperament. The lungs, when they predominate, give a 
brilliant red, imparting the fiery expression which characterizes the 
Sanguine temperament. When the stomach and lymphatics are 
the leading organs, a torpid, lead-like tinge of white is perceived, 
accompanied by an expression of lassitude in all the muscles and 
tissues. And the brain, when it leads in the organization, imparts 
vividness, quickness, and sharpness of movement in all the mental 
manifestations, and gives a clear whiteness and refinement to the 
whole expression, and a sharp outline to the features of the head. 
In the case of children, growth being the leading necessity of life 
up to the age of puberty, the lymphatic conditions, as a general 
rule, predominate. Subject to this law, however, there are alterna- 
tions of the other temperaments, from which arise very great and 
important differences or modifications of character. 
Children of a Nervous temperament are quick in the action of 
the brain, and when the brain is well developed, are noticeable for 
intelligence and apprehension; they are, relatively speaking, eager 
to learn, and learn easily and fast, being readily impressed through 
the mental faculties. They are, however, less able to retain what 
they learn, and are more easily diverted from the effort of learning, 
than those of the Bilious temperament; have less warmth of tem- 
per in all mental dispositions than the Sanguine; and are less sus- 
ceptible to the ordinary methods of mental training than those of 
the Lymphatic temperament. 
The Sanguine children are volatile, and more swayed by the 
pleasures of the senses, and less by things which attract the mind, 
than the Nervous ones; are less persistent than the Bilious; re- 
quire more tact and care in their education than the Lymphatic; but 
their superiority in warmth and active energy, arising from higher 
arterialization, renders all exercises and modes of education which 
involve the use of the physical organs, easy and attractive to them. OF EDUCATION. 
9 
Advantages of a Classification by Temperaments. Objection Answered. 
The children of a Lymphatic temperament are easily swayed and 
led by the will of the teacher, receiving impressions, as distin- 
guished from ideas, easily. They will do as they are urged to do, 
willingly, but are slow of comprehension, as compared with the 
Nervous, and inert in respect to physical activity, as compared with 
the Sanguine, and changeable or variable in purpose and effort, and 
deficient in retaining impressions, as compared with the Bilious. 
The Bilious temperament, on the other hand, gives permanence 
to all impressions, enabling a child to retain mental impressions 
when once acquired, though their original acquisition is generally 
more slow and difficult than in the case of the Nervous tempera- 
ment. Such children, too, require to be dealt with in a more pri- 
vate way than others, the disposition to retirement being a striking 
trait of the temperament. This temperament relieves the child, in 
some measure, of the temptations which out-door sports and 
amusements offer so powerfully to the Sanguine. 
When we consider that children in a school are collected, not, as 
operatives in a factory, for what they can do, (for if that were 'the 
object, the proficiency of the individual might well be the sole 
ground of classification), but altogether for what can be done to 
them—what they can receive,—it is evident that differences of tem- 
perament, which involve such important variations in the proper 
mode of training, cannot be ignored in classification, without seri- 
ously affecting the results of education. 
It may be objected to this, that the children of each temperament 
need the influence of other temperaments to modify or stimulate 
that which is excessive or deficient. in themselves; and that the 
commingling of the children tends to equalize them, like mixing 
soils, quickening those that are slow, and steadying those that are 
too volatile. This is very true, and this influence must be secured. 
I have previously pointed out the most substantial reasons why an 
aggregation of children affords more favorable conditions of devel- 
opment than isolation; but the error is in overlooking the distinc- 
tion between the general arrangements upon which the intercourse 
of children depends, and which is of importance to the develop- 
ment of the temperaments, and those special arrangements which 
are required for the mere purposes of imparting information, and 
training particular faculties. 
The careful observer of children will see that the intermingling 
which secures this equalizing influence is compatible with a classi- 
fication by temperaments for the purposes of instruction. It is in 10 
SCIENTIFIC BASIS 
Children of different Temperaments to be commingled. Vital Sensibilities. 
the play ground and in the general relations of the school, that the 
influence of the Sanguine child will arouse and force into activity 
the Sanguine system of the Bilious, the Nervous, and the Lym- 
phatic children, and that the mental superiority of the Nervous 
child will awaken the mental force and the ambition of the San- 
guine, the Bilious, and the , Lymphatic. But when the children 
come to the teacher to receive information, his labor is wastefully 
applied, if those who are quick and those who are slow,—those who 
remember upon the first statement, and those who must hear again 
and again,—are all commingled. The existence, in a class of slow- 
minded pupils, of a section of quick-minded ones, instead of hav- 
ing the effect to accelerate the acquisition of knowledge by the 
former, will be found generally to tend to confusion and super- 
ficiality by urging them forward, while it produces listlessness and 
inefficiency in the minds of those who are held back; and this 
necessarily deranges the whole, and causes great additional care and 
labor on the part of the teacher, and thus makes teaching more 
exhausting. 
It is not, however, to be supposed that the mental disposition of 
the child resides in the temperament. This depends directly upon 
the organization of the brain; but the temperamental conditions 
exert a marked influence upon the activity of the brain; and, both 
directly by growth, and indirectly by the senses, modify the mental 
disposition. 
An intelligent recognition of the laws of growth, and a sym- 
pathy with them, and an adaptation of the processes of Education 
to them, such as I desire to see exist, will give the teacher a con- 
scious restraining and guiding influence, not only over the develop- 
ment of the mind, but also over that of the temperamental char- 
acter. 
To understand how to deal with either temperamental or mental 
peculiarities, the teacher must regard the vital sensibilities of the 
child, for it is upon and through these that we work. 
These sensibilities are of two classes: 1. Bodily, or physical, and 
2. Mental. 
The bodily sensibilities include those vegetative forces and pro- 
cesses which are of a nature common to both animals and plants, 
giving support to life and supplying its waste, and which I 
have briefly described as the Sanguine, Lymphatic, and Bilious 
temperaments. OF EDUCATION. 
11 
Through the nervous system, the peculiar characteristic of animal 
life, the physical sensibilities of irritability and contraction are re- 
ported in the brain, causing thereby mental sensibility, either of 
pleasure or comfort, or of pain or discomfort. 
Since childhood is a period of bodily growth, these physical sen- 
sibilities are very active and variable in children. 
The first condition, therefore, for controlling the child’s mind is 
attending to these bodily sensibilities, to avoid all excitements, 
either painful or pleasurable, which would tend to supersede men- 
tal sensibility, during the period appropriated to instruction. 
The time of instruction, the bodily positions, the exertions and 
the constraints of the scholars, the light, air, temperature, and all 
the conditions of physical want, should therefore be adapted to 
their age, so as to secure bodily comfort. 
The mental sensibilities are either, 1. Those of the propensities, 
social and animal,—that is, the desires and restraints of desires, or 
2. Those of the intellectual powers, or, 3. Those of the moral and 
spiritual feelings. For reasons I shall hereafter explain, the teacher 
deals less with the moral and spiritual sensibilities, than with the 
sensibilities of the body and organs of special sense, and those of 
the propensities and the intellect. 
The sensibilities of the propensities are excited, primarily and 
immediately, by the bodily or physical sensibilities; but are also 
awakened and stimulated indirectly by the sensibilities of the in- 
tellect, which, through the organs of special sense and the percep- 
tive faculties, present those external objects by means of which the 
desires may be satiated. The desires of the propensities are thus 
made intelligent. 
The sensibilities of the intellect, in like manner, are awakened 
primarily by the organs of the special senses,—sight, hearing, 
touch, taste, smell,—and act in accordance with the demands of 
the propensities, which constantly stimulate them. This reciprocal 
action produces a continuousness in the natural exercise of the 
mind. 
The organs of sense should have the teacher’s especial attention. 
In no part of our organization is the Wisdom, Power, and Good- 
ness of God so obvious to the minds, even of children, as in the 
design of these avenues of intelligence. By the eye, the mind re- 
ceives only those perceptions which depend upon the effect of light, 
either as to its intensity, or color, or both; by the ear, the mind 
receives only perceptions of sound, which are either of its inten- 
Classification of the Mental Sensibilities. How they are Awakened. 12 
SCIENTIFIC BASIS 
sity, its pitch or acuteness, or its quality of tone; and by the skin, 
perceptions of temperature. By the muscular sense (which is often 
described as a part of the sense of touch), the perception of resis- 
tance, is received: hy the gustatory and olfactory nerves respec- 
tively, perceptions of taste and smell. 
These organs of special sense may act upon the mind simultan- 
eously; and, indeed, much of the knowledge, or mental concep- 
tions, which are commonly regarded as acquired through one sense, 
could not have been acquired except by the simultaneous operation" 
of two or more. 
For instance, hy the eye, in connection with the muscular sense, 
the mind gains perceptions of solid form, size, motion, distance. 
Perceptions of the same qualities may also be gained by the ear, in 
connection with the muscular sense. To give full and accurate 
perceptions of these qualities, all these senses should be trained 
together. By the eye and ear together, aided by the muscular 
sense, the mind gains those acute perceptions of rhythm necessary 
for the musical art. The knowledge of flowers is gained chiefly 
through the simultaneous action of the eye and the olfactory nerve; 
that of different kinds of food, through the simultaneous action of 
the eye and gustatory nerve, aided by the olfactory nerve. 
Childhood is the period of special activity in these functions; and 
the teacher should study them and their combinations, if he would 
successfully develop the sensibilities and instruct the mind. 
Organs of Special Sense. How to accomplish Classification by Temperaments. 
HOAV TO ACCOMPLISH CLASSIFICATION" BY TEMPERAMENTS. 
I have said that, for' the present, the classification by tempera- 
ments may be entirely subordinate to the existing arrangements of 
the schools. The following are the steps by which the experiment 
should he tried: 
I. The new classification should he introduced through the ac- 
tion of the principals and subordinate teachers employed in the 
present system. I have never contemplated that it should he de- 
pendent on the knowledge or skill possessed hy a particular indi- 
vidual outside the organization of the schools, hut that it should 
he administered within the schools, hy the same persons who are 
intrusted with the usual management and instruction. At the 
outset, the experiment Avould necessarily involve and require special 
explanation and aid from some person who, like myself, has made 
the subject one of special study. Such explanation and aid could, OF EDUCATION-. 
13 
Suggestions for Classification by Temperaments. 
however, he readily given to the principals and teachers, by printed 
descriptions, and the method should not be pressed faster nor fur- 
ther than they find the result to be satisfactory. 
II. In initiating this method, my first effort would be to obtain 
the concurrence of the principal of some one of the primary schools, 
in the attempt. I should ascertain that she had a general know- 
ledge of the leading temperaments, and the physical signs by which 
they may be known: there are, of course, many which, for want of 
space, are not alluded to in this letter. I should then ask her to 
arrange the pupils of each class into four divisions according to 
her own judgment of their temperaments, and that they should be 
so seated in the class-room, that the different temperaments would 
occupy separate places. This being done, I should visit the class 
from day to day, and confer with the principal and teachers upon 
the different modes by which these divisions might with advantage 
be managed. Upon this head, explanations cannot be given in de- 
tail upon paper; but, in the presence of any ordinary children, I 
should be able to make them at once. These Nervous children will 
understand their lessons quickly, but they will forget them; they 
must have reviews—the same thing over and over again. These 
Bilious ones will not understand easily; you must therefore be 
patient, and take plenty of time in explaining every thing fully, at 
first; but what they have once learned they will remember. These 
Sanguine, ruddy-faced boys by the window, are not the ones to sit 
where they can look out of doors; every thing they see in the 
street, while under instruction, will distract their attention. Put 
them there by the door, and let the full-faced, watery, Lymphatic 
boys, now sitting by the door, go over by the window. 
III. When the experiment has been tried in a single class, the 
principal and teacher can determine for themselves whether to go 
further or not. If the results of the system prove it to be advan- 
tageous, the next step in the work will be to extend it to another 
class, and this being accomplished, to a third, and so on. 
IV. The arrangement of pupils according to temperaments, in 
the manner thus described, if carried out through the whole school, 
would render it possible to improve the organization still further, 
by assigning the different teachers to the classes in such a manner 
that the temperament of the teacher and the class would harmonize. 
The extent to which this would be practicable must depend upon 
the number of teachers and pupils in the particular school. 14 
SCIENTIFIC BASIS 
Suggestions for Classification by Temperaments, continued. 
Y. Whenever the proposed system shall have been found success- 
ful in any one of the schools, similar measures can be employed in 
introducing it into others, if desired. 
This classification is, also, important in its influence on the 
teacher, because it will facilitate his study of various dispositions, 
and consequently, the adaptation of himself to the character of his 
pupils. 
In schools or classes too small to be subdivided, and even in 
dealing with the individual scholar, the teacher who gives attention 
to the laws of growth, and studies the characteristic differences of 
disposition manifested in different phases of organization,, will find 
the facts to which I have called attention, equally available and 
useful, by enabling him to understand his pupil or pupils, and 
modify his method and bearing as the case may require. 
In conclusion, I desire to express my thanks for the time and 
attention you and your associates have bestowed upon the consider- 
ation of my views ; and 
I remain, 
Very respectfully yours, 
JOHN HECKEE. 
[From Mr. Hecker to Mr. Kiddle.] 
With the above letter the following note was sent to Mr. Kiddle. 
New York, June 3, 1865. 
Henry Kiddle, Esq., 
Dear Sir :—Herewith, you will receive a communication from 
me, stating my views in regard to improving the classification of 
pupils in the Public Schools. If any points in it should require 
further explanation, I hope you will do me the favor of giving me 
an opportunity to afford it. A note from you, suggesting any fur- 
ther questions, would receive early attention from me, or it may he 
easier for you to note the questions occurring to your mind, in the 
blank margins, returning the same to me for answers. I sup- 
pose it is understood that, for the present, my letter will only OP EDUCATION. 
15 
Interrogations. Physiology and Phrenology applied to Education 
be laid before your immediate associates and such other persons as 
you may think it important to consult with upon the views pre- 
sented. Whether it be desirable to make the suggestions I have 
offered, public, will be a matter for future consideration. 
Respectfully yours, 
JOHN HECKER. 
[From Mr. Kiddle to Mr. Hecker.] 
John Hecker, Esq., 
New York, July 27, 18q6. 
My dear Sir :—I mislaid the brief note of points of inquiry, 
which I made while in conversation with you a short time ago. I 
have, however, in compliance with your request, made an effort to get 
my mind on the same track, and send the following interrogatories 
as the result. They are of course very crude, from the cause which 
I mentioned in my last interview with you,—the want of time for 
an adequate consideration of the subject. 
1. May not all the facts of phrenology and the distinctions 
founded thereon be physiological, seeing that they have their origin 
in peculiarities of physical organization ? 
2. If so, would not education if based upon it, take cognizance, 
as the foundation of its discriminations and adaptations, of exclu- 
sively physical peculiarities ? 
3.. Would it not then, as a developing or training process, be 
based, in its practical operations, upon, 1. Peculiarities of temper- 
ament ; 2. Peculiarities of cerebral structure ? 
Such being the case, the following questions would arise: 
(A) As to Temperaments : 
1. Would the division of temperaments into the four primary 
classes be sufficiently minute as a basis, without taking into con- 
sideration the various combinations as they usually occur ? 
2. If combinations are to be considered, is the prevailing tem- 
perament in all cases, to be the guide ? 
3. How are these distinctions of temperament to be made avail- 
able, 1. In discipline; 2. In instruction ? 16 
SCIENTIFIC BASIS 
(a) As to Discipline • 
1 What temperaments are best treated by coercive means ? 
2. What by persuasive ? 
3. What other considerations are applicable ? 
(b) As to Instruction : 
1. What temperaments are most inclined to study ? 
2. What modifications in treatment should this lead to ? 
3. What temperaments need stimulating to study ? 
4. What considerations as to the different kinds of study have 
reference to the several temperaments ? 
5. What other Considerations with regard to temperaments ? 
(B) As to Cerebral Structure: 
1. What general principles (if any), founded upon external 
manifestations of cerebral structure, may be adopted as a guide in 
training the faculties of the mind ? 
2. Where any organ, for instance, exists in excess, what would 
be the proper treatment ? 
3. What, in case of deficiency ? 
4. In what order should the faculties be trained ? 
5. What is the proper classification of the faculties with respect 
to education ? 
6. How may the perceptive faculties be trained ? 
7. What faculties, phrenologically speaking, may be regarded as 
conceptive ? 
8. How should they be addressed and trained ? 
9. What faculties are constructive ? 
10. What treatment is proper for them ? 
11. At what stage should the reasoning faculties be addressed 
and exercised? 
12. What moral faculties claim an early attention ? 
13. How to be trained? 
14. What other considerations have reference to this point, in 
such a general summary as the above ? 
You will perceive that these questions are very general, and per- 
haps you will consider some of them vague. If you will, however, 
reply to them, I may, perhaps, be able to ask others more minute 
and definite. Your request at this time has compelled me to pre- 
sent this synopsis somewhat prematurely, and, therefore, it is not 
as well considered as I designed to have it. 
Very truly yours, 
HENRY KIDDLE. 
Interrogatories continued OF EDUCATION. 
17 
Reply to the Foregoing Interrogatories. 
[From Mr. Hecker to Mr. Kiddle.] 
To the foregoing series of interrogatories, Mr. Hecker sent the fol- 
lowing reply in part. 
New York, August, 1865. 
Henry Kiddle, Esq., 
Dear Sir :—Your note of July 27th, in which you present a 
series of questions with respect to the application of Phrenology 
and Physiology to Education, was duly received. My answer has 
been delayed by absence from the city. I commence, in this com- 
munication, to respond to the inquiries in your note. 
Permit me, at the outset, to thank you for the time and attention 
bestowed upon my suggestions, and to express my sense of the 
completeness and breadth of view, by which the system of interro- 
gations propounded by you is marked. Those interrogatories cover 
a very broad and comprehensive field of educational science, and 
indicate a logical and lucid method of treating the subject. They 
form an exceedingly good outline for a somewhat extended develop- 
ment of true views upon education; and I shall be grateful to God 
if I am enabled to present the truth, in answer to your questions, 
in a manner as clear and lucid as the outline thus furnished me 
deserves. 
At this point I would humbly ask to have some explanation and 
assurance from you as to the extent to which, through our past 
conversation and correspondence, my views upon education have 
appeared to you to be worthy of confidence, and calculated, if pro- 
perly developed, to attain actual success. I feel that there is a need, 
in preparing my answers to your questions, that I should be guided 
by some knowledge of the impressions which my communications 
have thus far made upon your mind. The truths which I urge 
are, in many respects, difficult of conception, but of the greatest 
practical value ; and the facts upon which they rest are easy of per- 
ception. These truths embrace a knowledge of the laws of our 
mental life, based upon observation, and a classification of the fac- 
ulties into three groups, the Spiritual, the Intellectual, and the 
Social and Animal. This knowledge, which through many years 
of study, labor, and experience, and by the assistance of Almighty 
God, I have been enabled to acquire, I would gladly communicate 
to those whose mission it may be to give it a practical and useful 
application for the benefit of mankind. 18 
SCIENTIFIC BASIS 
Phrenologic Bust of Washington. Its Physiognomic Characteristics. 
Throughout my discussion of the subjects touched upon by your 
questions, I shall have frequent occasion to refer to the new Phreno- 
logic Bust, which I have had prepared for the purpose of exhibiting 
more correctly than has hitherto been done, the significance of the 
general form of the head as an indication of mental disposition, 
and the locality and grouping of the convolutions, corresponding 
to the faculties into which we analyze the activities of the mind. 
As a subject for this bust—desiring to have an actual, not an 
imaginary, head—I have taken the head of George Washington. 
The bust itself, which is of life-size, is modelled from the mask 
taken from the living head; and the contour of the upper and back 
part of the head is modelled according to the mental character 
which he manifested in actual life. The colossal bust in marble, 
which you have seen in my library, is made in that design. This 
bust represents George Washington at about the age of forty-five, 
the most active and nervous period of his life. It exhibits the 
marked predominance of the Lymphatic temperament, producing 
that torpidity of the vascular system, by which George Washington 
was characterized, in the earlier and again in the later years of his 
life, and which, taken in connection with the large glandular fea- 
tures of the head and neck, imparted to his character its peculiar 
scope, while these appearances would have led the mere Physiolo- 
gist and Physiognomist to pronounce the elements of a great 
acter wanting. In it, also, are corrected the errors or deficiencies, 
which are noticeable in every portrait or bust of the Father of his 
Country,—such as giving too youthful or too aged an expression 
to his countenance, and the failure to represent aright the top and 
back of the head, in which are embodied the most commanding 
elements of character. In this bust, a sufficiently youthful expres- 
sion for the age represented is given in the front view, while the 
profile or side view exhibits the maturity and steadfastness of char- 
acter by which George Washington was distinguished; and the 
preponderance of the Spiritual Faculties, which in him was quite 
extraordinary, is also exhibited. 
It would seem to the Physiognomist, who deals merely with the 
form and features of the body and face, that indications of tone, 
power, and strength were wanting in the front view. Hence 
Lavater, when he first saw the cast of Washington, which pre- 
sented this facial aspect, declared it could not be a correct delinea- 
tion, as it presented no evidences of the moral and intellectual 
characteristics of this great man. This accounts also for the in- OF EDUCATION. 
19 
distinctness and similarity of expression which mark the portraits 
of different artists of the day. These artists and Lavater were all 
unacquainted with the effects produced by temperamental and ex- 
ternal influences, and deficient in the scientific knowledge of the 
mind, which requires a combination of the principles of phrenology 
and physiology. But the phrenologist, directed by the present ad- 
vanced state of the science, who duly estimates the phrenologic 
features of the head, and the temperamental physiognomic charac- 
ter of the face, as presented in this front view, will appreciate the 
facts which constituted the elements of his greatness. Upon the 
plaster cast of this head are delineated, by raised letters, on one 
side of the head, the phrenologic name and general location of each 
faculty individualized; and upon the other side, the three lobes of 
the hemisphere, forming the three groups in which these faculties 
are associated. 
This bust differs from that usually sold by lecturers, in these 
respects: 
1st. It is a true representation of an actual head, exhibiting the 
phrenologic form, grouping, and development of a real character; 
while others are mere representations of a generalized ideal of the 
individual faculties, not presenting their actual groups, by which, 
alone, the development can be properly analyzed and understood. 
2nd. The names employed to designate the faculties of the 
Spiritual group are made to correspond with the best view of their 
nature. The nomenclature heretofore generally in use was framed 
for the natural and moral qualities, and is not consistent with the 
order of the spiritual nature of man. Of the necessity of recog- 
nizing this, I shall have occasion to speak fully, when I come to 
describe them, in answer to your questions. I employ a nomen- 
clature which expresses this recognition. 
Advantages < f the Bust of Washington over other Phrenologic Busts. 
Thus instead of the names in- 
troduced by Dr. Spurzheim :— 
Veneration. 
Benevolence. 
Firmness. 
Conscientiousness. 
Hope. 
Marvelousness. 
Imitation. 
I employ the follow- 
ing : 
Godliness. 
Brotherly-Kindness. 
Steadfastness. 
Righteousness, 
Hopefulness. 
Spiritual Insight. 
Aptitude. 
3rd. Instead of numbering the organs continuously throughout, 
as in the ordinary mode, I have numbered the organs of each 20 
SCIENTIFIC BASIS 
group, in separate series, designating the members of each series in 
the order in which they should stand when fully developed in the 
adult. 
One bust of this sort is now completed in plaster; and I am to 
be furnished with copies as fast as they can be prepared. As soon 
as they are ready, I shall place one of them before you for exami- 
nation. 
In the diagrams, I present this bust in various points of view, to 
illustrate the method in which the head should be looked at, so as 
to form an intelligent estimate of its phrenologic form. 
The circular lines about the head are not the representation of a 
measuring apparatus, but merely a diagram of geometric form, to 
assist the eye in analyzing the curves presented by the outline of 
the head, and to show at a glance whether the characteristic develop- 
ment is upward, forward, backward or downward, from the central 
base line passing through the opening of the ears. 
Description of the Bust continued. Answers to the Questions. 
ANSWERS TO THE QUESTION'S. 
The first three questions put by you are connected in subject, and 
I shall now proceed to give answers to them: 
I. “ May not all the Facts of Phrenology, and the Distinctions 
Founded thereon, be Considered Physiological, Seeing that they 
have their Origin in Peculiarities of Organization ?" 
I answer:—That, in addition to facts and distinctions which 
have their origin in peculiarities of physical organization, and 
which are, therefore, within the domain of physiology, as now 
taught, phrenology and physiognomy, when rightly understood, re- 
cognize other facts and distinctions, which are beyond the domain 
of physiology, but which must be taken into account, if we would 
understand the mental nature of man. 
The principles of the spiritual nature of man, originating in 
God the Father, manfested by the Son, and imparted by the Holy 
Ghost to man, are not physiological but spiritual. When the Spirit 
of God is recognized by the soul, these spiritual truths are spirit- 
ually discerned. “ That which is born of the flesh is flesh; and OF EDUCATION. 
21 
that which is horn of the Spirit is Spirit.” “ Marvel not,” said our 
Lord Jesus Christ, “ that I said unto thee, Ye must be horn again.” 
These are spiritual truths, and do not have their origin in pecu- 
liarities of physical organization, but are resident therein. Man is 
the temple of the Holy Ghost. 
A recurrence to the established facts of physiology and anatomy, 
bearing on this subject, will indicate how far mental phenoma de- 
pend upon physical conditions, and will prepare the way for what 
I have to say of these spiritual truths, upon which depend the 
right development and activity of the faculties, their proper 
classification, the influence of the temperaments, and the phreno- 
logic observation of character. 
Spiritual Phenomena recognized by Phrenology. Physiological Facts. 
PHYSIOLOGICAL FACTS. 
Dr. Dalton, (Treatise oh Human Physiology), has with great 
clearness and precision observed, collected, and generalized the re- 
sults of observation and experiment. He sets forth the facts which 
have been ascertained, by a physiological method rigidly confined 
to physical phenomena, hut excluding that class of physical phe- 
nomena, which consist in external manifestations in unimpaired 
living subjects. It will be seen, when we come to describe these 
external manifestations, that they add much to our knowledge; 
and when we take into view the spiritual truths of which I shall 
speak, it will also be seen that many functions, which he describes 
as involuntary, have been and may be brought under the control of 
man, through the higher Spiritual consciousness, by the power 
which is given to him by the Spirit of God, the Holy Ghost. 
The following passages from Dr. Dalton’s work will indicate 
what is known, through that interior physiological method, of the 
relation of the Nervous system to the Mind. 
“ In entering upon the study of the Nervous system,” he says, “ we commence 
the examination of an entirely different order of phenomena from those which have 
thus far engaged our attention. Hitherto we have studied the physical and chem- 
ical actions taking place in the body, and constituting together the process of nu- 
trition” ; and * * * “we have found each organ and each tissue possessing certain 
properties and performing certain functions, of a physical or chemical nature, 
which belong exclusively to it, and are characteristic of its action. 
“ The functions of the Nervous system, however, are neither physical nor chem- 
ical in their nature. They do not correspond, in their mode of operation, with 22 
SCIENTIFIC BASIS 
any known phenomena belonging to these two orders. The nervous system, on the 
contrary, acts only upon other organs, in some unexplained manner, so as to ex- 
cite or modify the functions peculiar to them.”—(p 355). 
“The special endowment by which a nerve acts and manifests its vitality is a 
peculiar one, inherent in the anatomical structure a"d constitution of the nervous 
tissue. It is manifested, in the foregoing experiments, by its effect upon the con- 
tractile muscles. But we shall hereafter see that this is, in reality, only one of its 
results, and that it shows itself, during life, by a variety of other influences, Thus 
it produces in one case, sensation; in another, muscular contraction; in another, 
increased or modified glandular activity ; in another, alterations in the phenomena 
of the circulation. The force, however, which is exerted by a nerve in a state of 
activity, and which brings about these changes, is not directly appreciable in any 
way by the senses, and can be judged of only by its Secondary effects. We under- 
stand enough of its mode of operation, to know that it is not identical with the 
forces of chemical affinity, of mechanical action, or of electricity. 
“And yet, by acting upon the organs to which the nerves are distributed, it will 
finally produce phenomena of all these different kinds By the intervention of the 
muscles, it results in mechanical action ; and by its influence upon the glands and 
blood vessels, it causes chemical alterations in the animal fluids of the most im- 
portant character.”—(p. 395-6). 
After describing the spinal cord, and its double function of as- 
sisting the brain in the production of conscious sensation and vol- 
untary motion, he thus describes the reflex action of the spinal 
cord, as it takes place in a healthy condition during life, and when 
there is no intervention of the will of the subject. 
“This [reflex] action readily escapes notice,unless our attention be particularly 
directed to it, because the sensations which we are constantly receiving, and the 
many voluntary movements which are continually executed, serve naturally to 
mask those nervous phenomena which take place without our immediate knowledge, 
and over which we exert no voluntary control. Such phenomena, however, do 
constantly take place, and are of extreme physiological importance. If the sur- 
face of the skin, for example, be at any time unexpectedly brought in contact with 
a heated body, the injured part is often withdrawn by a rapid and convulsive move- 
ment. long before we feel the pain, cr even fairly understand the cause of the in- 
voluntary act. If the body by any accident suddenly and unexpectedly loses its 
balauce, the limbs are thrown into a position calculated to protect the exposed 
parts, and to break the fall, by a similar involuntary and instantaneous movement. 
The brain does not act in these cases, for there is no intentional character in the 
movement, nor even any complete consciousness of its object. Everything indi- 
cates that it is the immediate result of a simple reflex action of the spinal cord.” 
—(p. 413-4). 
If the power of the soul, when its full consciousness is awakened, 
had been taken into account, which cannot well be done without 
examining external manifestations, it would have been seen that 
the soul may and does have the power of control over these natur- 
Dr Dalton's Description of the Functions of the Nervous System. OF EDUCATION. 
23 
ally automatic motions. That which is naturally involuntary may 
thus become subject to volition. The power of the will in disease, 
the endurance of martyrs, some of the phenomena of trances and 
of what is called animal magnetism, are instances of this power. 
The results stated by Dr. Dalton, in reference to the relative 
functions of the hemispheres and the ganglion of the annular pro- 
tuberance, (still without reference to the modifications introduced 
by the awakening of the higher consciousness,) are as follows : 
“ The hemispheres, or the cerebral ganglia, constitute in the human subject 
about nine-tenths of the whole mass of the brain. Throughout their whole ex- 
tent they are entirely destitute, as we have already mentioned, of both sensibility 
and excitability—(p.419.) The hemispheres, futhermore, are not the seat of sen- 
sation or of volition, nor are they immediately essential to the continuance of life. 
—(p.421.) The powers which have been lost, therefore, by destruction of the 
cerebral hemispheres, are altogether of a mental or intellectual character; that is, 
the power of comparing with each other different ideas, and of perceiving the 
proper relation between them.”—(p. 422). “ The collection of gray matter im- 
bedded in the deeper portions of the tuber annulare occupies a situation near the 
central part of the brain, and lies directly in the course of the ascending fibres of 
the anterior and posterior columns of the cord. * * * 
The tuber annulare must be regarded as the ganglion by which impressions, con- 
veyed inward through the nerves, are first converted into conscious sensations; 
and in which the voluntary impulses originate, which stimulate the muscles to 
contraction. 
“ We must carefully distinguish, however, in this respect, a simple sensation 
from the ideas to which it gives origin in the mind, and the mere act of volition 
from the train of thought which leads to it. Both these purely mental operations 
take place, as we have seen, in the cerebrum; for mere sensation and volition may 
exist independently of any intellectual [i. e. mental] action, as they may exist after 
the cerebrum has been destroyed. A sensation may be felt, for example, without 
our having the power of thoroughly appreciating it, or of referring it to its proper 
source. This condition is often experienced in a state of deep sleep, when, the 
body being exposed to cold, or accidentally placed in a constrained position, we 
feel a sense of suffering without being able to understand its cause. We may 
even, under such circumstances, execute voluntary movements to escape the cause 
of annoyance; but these movements, not being directed by any active intelligence, 
fail of accomplishing their object. We therefore remain in a state of discomfort 
until, on awakening, the activity of the reason and judgment is restored, when the 
offending cause is at once removed. 
“ We distinguish, then, between the simple power of sensation, and the power 
of fully appreciating a sensitive impression and of drawing a conclusion from it. We 
distinguish also between the intellectual, [i. e. mental] process which leads us to 
decide upon a voluntary movement, and the act of volition itself. The former must 
precede, the latter must follow. The former takes place, so far as experiment can 
I)r. Dalton on the Functions cf the Cerebral Ganglia. 24 
SCIENTIFIC BASIS 
show, in tho cerebral hemispheres; the latterin the ganglion of the tuber annulare.” 
—(p. 438-9J 
The functions of the nervous system, investigated in this purely 
physical aspect, without including the effects produced when the 
higher consciousness is evoked, are thus summed up: 
“ We have now, in studying the functions of various parts of the cerebro-spinal 
system, become familar with three different kinds of reflex action. 
“ The first is that of the spinal cord. Here, there is no proper sensation, and 
no direct consciousness of the act which is performed. It is simply a nervous impres- 
sion, coming from the integument, and transformed by the gray matter of the spinal 
cord into a motor impulse destined for the muscles. * * * Actions of this nature are 
termed, par excellence, reflex actions. 
“ The second kind of reflex action takes place in the tuber annulare. Here the 
nervous impression, which is conveyed inward from the integument, instead of 
stopping at the spinal cord, passes onward to the tuber annulare, where it first 
gives rise to a conscious sensation; and this sensation is immediately followed by 
a voluntary act. Thus, if a crumb of bread fall into the larynx, the sensation pro- 
duced by it excites the movement of coughing. The sensations of hunger and thirst 
excite a desire for food and drink. The sexual impulse acts in precisely the same 
manner ; the perception of particular objects giving rise immediately to special de- 
sires of a sexual character. 
“ It will be observed, in these instances, that in the first place, the nervous sensa- 
tion must be actually perceived, in order to produce its effect; and in the second place, 
that the action which follows, is wholly voluntary in character. But the most im- 
portant peculiarity, in this respect, is that the voluntary impulse follows directly 
upon the receipt of the sensation. There is no intermediate reasoning or intellec- 
tual process.”—(p. 443.) 
“All actions of this nature are termed instinctive. They are voluntary in char- 
acter, but are performed blindly ; that is, without any idea of the ultimate object to 
be accomplished by them, and simply in consequence of the receipt of a particular 
sensation. Accordingly experience, j udgment, and adaptation have nothing to do with 
these actions.” * * * * 
“ The third kind of reflex action requires the co-operation of the hemispheres. 
Here, the nervous impression is not only conveyed to the tuber annulare and con- 
verted into a sensation, but, still following upward the course of the fibres to the 
cerebrum, it there gives rise to a special train of ideas. We understand then the 
external source of the sensation, the manner in which it is calculated to affect us, 
and how by our actions we may turn it to our advantage or otherwise. The ac- 
tion which follows, therefore, in these cases, is not simply voluntary, but reasonable. 
It does not depend directly upon the external sensation, but upon an intellectual 
[i e. mental] process which intervenes between the sensation and the volition. 
These actions are distinguished, accordingly, by a character of definite contrivance, 
and a conscious adaptation of means to ends; characteristics which do not belong 
to any other operations of the nervous system.”—(p. 444.) 
Dr. Dalton on the Functions of the Nervous System. OP EDUCATION. 
25 
Dr. Draper,(Human Physiology, Statical and Dynamical), 
describes in greater detail the structure and relations of the nerve 
fibres, or white matter, and of the vesicles, or gray matter; and in- 
fers that the functions of the nerve cells, or vesicles, are— 
“ 1. To permit the escape of an entering influence out of the solitary channel in 
which it has been isolated into any number of diverging tracts ; 2d. To combine 
influences which are entering it from various directions into a common or new 
result; 3d. By permitting of lateral diffusion, to take off and keep in store for a 
certain duration a part of the passing influence. 
“ The registering ganglia thus introduce the element of time into the action of 
the nervous mechanism. The impression which without them would have forth- 
with ended in action, is delayed for a season, nay, perhaps even as long, though it 
may be in a declining way, as the structure itself endures; and with the introduc- 
tion of this condition of duration come all those important effects which ensue from 
the various action of many received impressions, old and new, upon one another.”— 
(p. 269.) ;. 
You are perhaps familiar with his profound and beautiful argu- 
ment respecting the existence of the soul, as the agent necessary to 
act upon the “ influential” apparatus which the hemispheres con- 
stitute, in order to produce the phenomena of human life, which, 
the automatic mechanism of the simple registering ganglia could 
not produce. 
“ The introduction of a registering ganglion necessarily gives rise to an extension 
of the physical relations of an animal by connecting its present existence with ante- 
cedent facts, for the ganglion at any moment contains the relics of all the impres- 
sions that have been made on it up to that time, and these exert their influence on 
any action it is about to set up. In virtue of them, the nervous mechanism has now the 
power of modifying whatever impressions may be made on its centripetal nerves, and 
within certain limits, of converting them into different results. Yet still the automatic 
condition is none the less distinct, and still the immediate source of every action is 
to be found in external impressions. 
‘‘ An increasing complexity of nervous structure is next evidenced by a division 
of the registering ganglion into two portions, which, with some incorrectness, may 
be designated sensory and motor lobes, a division which is preparatory to, and, in- 
deed, obviously connected with, the introduction ot a totally new method of action 
and source of power. ”—(p. 282.) 
“ The simple cellated nervous arc consists essentially of these portions, a centripe- 
tal fibre, a vesicle, and a centrifugal fibre; the centripetal fibre may have at its 
outward or receiving extremity vesicular or cellular material. Thus constituted, 
this mechanism is ready to receive external impressions, which, if such language 
may be appropriately used, are converted or reflected in part by the ganglion into 
motions, and the residue retained. But the arc, viewed by itself, is a mere instru- 
ment, ready, it is true, for action, but possessing no .interior power of its own. It is 
as automatic as any mechanical contrivance in which, before a given motion can bo 
made, a certain spring must be touched. 
Dr. Draper on the Functions of the Nerve Cells. Proof of the Existence of the Soul. 26 
SCIENTIFIC BASIS 
“ The essential condition of the activity of such a nervous arc is therefore the 
presence and influence of an external agent—a something which can commence 
the primitive impression, for without it the mechanism can display no kind of result. 
Moreover, there must be an adaptation between the nature of that agent and the 
structure thus brought in relation with it, as is strikingly illustrated by each of the 
organs of sense.”—(p. 283-4.) 
“ The problem we are dealing with * * * * may be stated, Given the structure 
of the cerebrum, to detei'mine the nature of the agent that sets it in action. And 
herein the fact which chiefly guides us is the absolute analogy in construction be- 
tween the elementary arrangement of the cerebrum and any other nervous arc. 
In it we plainly recognize the centripetal and centrifugal fibres, and their conver- 
gence to the sensory ganglia, the corpus striatum and optic thalamus ; we notice 
the vesicular material of their external periphery as presented in the convolutions 
of the human brain; and if in other nervous arcs the structure is merely automatic, 
and can display no phenomena of itself, but requires the influence of an external 
agent—if the optical apparatus be inert and without value save under the influences 
of light—if the auditory apparatus yields no result save under the impressions of 
sound—since there is between these structures and the elementary structure of the 
cerebrum a perfect analogy, we are entitled to come to the same conclusion in this 
instance as in those, and, asserting the absolute inertness of the cerebral structure 
in itself, to impute the phenomena it displays to an agent as perfectly external to 
the body and as independent of it as are light and sound, and that agent is the 
soul.”—(p. 285.) 
In defining this nervous arc, as has been so clearly done in ac- 
cordance with physiology and anatomy, at this point it would be 
profitable to observe how the mind in its three-fold nature acts 
upon it. 
When the will-power is in the propensities, and has command 
over the nervous arc, by its centripetal, or sensory, and divergent, 
or motor tracts, the will, which is put into execution through these 
tracts, acts in accordance with its own conclusions; whilst the in- 
tellectual consciousness knows analytically the sensuous state of its 
own being, through the nerves of sense. 
The spiritual illuminating will of God, working not mediately 
but directly, supersedes the individual will, under intelligent 
analytic conditions, and subordinates it to itself by the special and 
additional higher consciousness which it gives to the mind. The 
organic manifestation of this is the Spiritual group of faculties 
marked on the bust. The Divine Will commands rather than dis- 
turbs, by its meek, humble, quiescent, and equalizing influences, 
when the subject is under the direct influence of the Godly Spirit, 
with the seven co-ordinated faculties exercised thereby, viz:—God- 
liness, Brotherly-Kindness, Steadfastness, Righteousness, Hopeful- 
ness, Spiritual Insight, and Aptitude. 
Action of the Mind upon the Nervous Arc. Office of the Spiritual Group. OF EDUCATION. 
27 
Phrenology carries the investigation of the problem, which Dr. 
Draper has stated, forward towards its solution, by comparing the 
varying form and appearance of the cerebral instrument with the func- 
tions performed by it in mental life, thus enabling us to analyze objec- 
tively the various activities of the soul. But our understanding of 
the facts thus gathered cannot be complete, without recognizing 
the influence of the Holy Spirit upon the soul, illuminating it, and 
quickening the higher faculties of man’s nature. 
I will merely quote, in conclusion of these physiological state- 
ments, what Dr. Draper says, by way of description of the ganglia 
at the base of the brain, and their relation to the hemispheres. 
“ The ganglia at the base of the brain are regarded by Dr. Carpenter as consti- 
tuting the true sensorium, a doctrine which he has established by many weighty 
arguments, and which is doubtless one of the most important thus far introduced 
by any physiologist. 
“ The idea here intended to b.e conveyed is, that the thalami striata, sensory 
ganglia, and nervous arrangements below, constitute an isolated apparatus ; distinct 
from which, and superadded, are the cerebral hemispheres. 
“ From observations on the animal series, the conclusion seems to be unavoidable 
that the chain of ganglia now under consideration must constitute a sensorium, the 
centripetal fibres communicating their impression and motion ensuing, the impres- 
sion being attended with consciousness.” * * * * 
“ But after the cerebral hemispheres are added, an impression received upon the 
thalamus, whether it has come in through the sensory ganglia, or any other sensory 
part of the cranio-spinal axis, is transmitted to the convolutions along the radiating 
fibres. From the convolutions, the influence which is to produce motion descends 
along the converging fibres to the striatum, thence along the inferior layers of the 
crus, through the mesocephalon to the anterior pyramids, and by their decussation 
to the opposite side of the cord. 
“ Such is the view which Dr. Carpenter presents of the functions of the sensory 
ganglia and spinal axis ; or, employing the terms we have previously defined, the 
cord alone is a longitudinal series of automatic arcs; on the addition of the thal- 
amus and striatum, it becomes a compound registering arc, the cerebral hemis- 
pheres finally annexed to it constituting an influential arc. 
“ In a simple arc, an impression is at once converted into motion, and leaves be- 
hind it no traces; its expenditure is instantaneous and complete. In a registering arc, 
a part of the impresssion is stored up or remains—nay, even the whole of it may be 
so received and retained. It is not to be overlooked that, as soon as the effect oc- 
curs, the evidences of sensation arise ; and since sensation necessarily implies the 
existence of ideas, ideas themselves are doubtless dependent on this partial reten- 
tion or registry ef impressions.”—(p. 319-21.) 
From what is said above, we infer that Dr. Draper is not to he 
understood, here or in what follows, as asserting that consciousness 
or ideas have their seat in the thalamus; hut that the purely auto- 
Dr Draper on the Ganglia at the Base ol' the Brain. 28 
SCIENTIFIC BASIS 
matic impressions, or sensations of the sensory tract, have an im- 
mediate relation to consciousness and ideas, which are manifested 
by the cerebrum, when, to use his figure, the soul touches the spring 
of this mechanism. 
“ There can be no doubt that the cerebral hemispheres constitute the instrument 
through which the mind exerts its influences on the body. ” 
“ From this point of view we may therefore consider the intellectual [i. e. mental] 
principle as possessing powers, properties, and faculties of its own; as being acted 
on by impressions existing in the thalamus, and delivered through the intervening 
fibrous structures to the vesicular material of the convolutions of the cerebral hem- 
isphere. In this region they act upon the intellectual [mental] principle and are 
acted upon by it, the returning influence, if any, coming down through the converg- 
ing tubular structures to the corpus striatum, and by its commissural connections 
sent off to particular ganglia.” * * * (p.321.) 
In Mr. G-eorge Combe’s Introduction to his translation of the 
remarks of Dr. Gall and others upon the Fumctioms of the 
Cerebellum, (Edin. 1838) you will find a very clear summary of 
these facts, as foreshadowed by the conceptions and investigations of 
Gall and Spurzheim; and will notice that he points out the relation 
between the sensory tract and the posterior and middle lobes of the 
cerebrum, as well as that between the anterior lobes and the motor 
tract. I have preferred to cite our later physiologists, not because 
they were the first to discern these conditions, nor because they 
have carried the investigation, in this aspect, much beyond the 
general position marked out by Dr. Gall: but because they are 
familiar and accepted authorities upon the subject; and, as far as 
they go, in the delineation of the discovered facts of anatomy, 
the generalizations of physiology, and the resulting deductions of 
argument, they accord remarkably with the general principles upon 
which Dr. Gall’s system was based. 
Dr. Draper and Dr. Dalton both concur in the general opinion 
that we have no reason for denying that different parts of the brain 
may be occupied by different mental faculties. But the indisposi- 
tion of Dr. Dalton to advance theories or principles, except as they 
are clearly the inevitable deduction from the facts he has examined, 
has led him to express the opinion that it may not be practicable 
for an observer to gather the facts requisite to establish phrenology. 
The other two objections stated by him,—namely, that the layer 
of gray matter is continuous, that is, without anatomical division 
of its interior structure, and that only a small portion of this sur- 
face can be examined by external manipulation, indicate that he 
Mr. Combe’s Views on the same Subject. Objections to Phrenology. OF EDUCATION. 
29 
was passing judgment rather upon the popular phrenologists of the 
present day, than upon the scientific principles advanced by Dr. 
Gall. Phrenology, properly understood, gives due significance to 
these facts. 
It appears then, that Anatomy and Physiology, as orainarily un- 
derstood, take cognizance of exclusively physical peculiarities, and 
do not detect the principle of life further than to describe the out- 
growth of it in its orderly physical form; yet they do show us that 
there is a presiding force different from and superior to the chemi- 
cal and mechanical forces known to physical science. One branch 
of the investigations of phrenologists is a contribution to our 
knowledge of the mind, drawn from those external manifestations, 
which physiology, as ordinarily understood, ignores. 
Physical and Spiritual truths contrasted. Spiritual Communication. 
SPIRITUAL TRUTHS. 
When all the physical facts thus gathered are examined in the 
light of the history and conduct of man, and the phenomena of 
consciousness, we see that they all point to the great paramount 
fact, that the human soul in its oneness presides over this complex 
organization, for which it is responsible. The soul, although its 
external manifestations depend on physical conditions, exhibits 
phenomena that physical laws and physical forces cannot explain. 
A study of the temperament and cerebral organization, is only an 
investigation of such of the manifestations of the Spiritual exis- 
tence as are external. 
The knowledge of Spiritual truth is not, like that of physical 
truths, acquired by any of the ordinary methods of perception, 
whether analytic or synthetic; it comes only by passive recipiency. 
Nor is to be communicated by language; certainly not by any form 
of the ordinary sensuous mode of expression, which is so-called. 
Language can define what it is hot, and can describe its phenome- 
nal manifestations; but that which is spiritual is only to be 
spiritually received, and spiritually discerned. The Spirit clothes 
His behests in a language written in the soul alone, and imparts a 
power which is exercised through the Spiritual faculties, in varying 
phases of activity, according to the organization. He communi- 
cates with, illumines, and commands the faculties of the intellect, 
the senses, the natural desires, and the temperamental conditions 
of all those who are the subjects of His influence. 30 
SCIENTIFIC BASIS 
Conditions of Spiritual Light. How far dependent on Physical Organization. 
In the experience of the individual, when these Spiritual laws 
are merely intellectually conceived and discriminated, or when their 
operation is made servient to the social and selfish life, the mind is 
centralized in the physical and sensuous nature, having no higher 
consciousness than a passional or intellectual force, modified by the 
suave influence of the sentiments; hut when the mind submits to 
the Divine Power, and follows His direction in accordance with the 
principles of Christianity, man becomes a living soul, the instru- 
ment of God, who then “ worketh in him to will and to do of His 
good pleasure.” 
The abandonment of pride and selfishness, self-negation, both of 
the propensities and the intellect, and self-examination, not by the 
intellect, but by the Spirit of God searching the heart, are the con- 
ditions of Spiritual wisdom. The intellectual man must cease to 
limit himself to intellection or logical proof, and the man of social 
or selfish passions cease to engross himself in his dependence on 
the objects of his desire, so that the soul may use those powers as 
the instruments of the Holy Spirit. Such is the scientific proof of 
the spirit of the Christian life.' 
The Spirit, when thus possessed, manifests Himself phenome- 
nally through the physical organization ; and His presence depends 
so far on cerebral conditions as to require that meek and humble 
state of preparation which arises from self-abasement and contri- 
tion ; which meekness is one of the general conditions of the Spirit- 
ual group of faculties,—a cerebral organization which all men who 
are morally accountable, possess. Meekness arises either from a 
predominant Spiritual organization, or from cultivation of these 
faculties, or it may be induced by the instrumentality of external 
circumstances negativing the will of the propensities and intellect. 
The Spirit makes use of the mind only when He is sought in this 
state of meekness. 
The diversity of special gifts is, as before intimated, in accordance 
with organization. The action of physical life being sensuous in its 
nature, is dependent upon temperamental and physical conditions 
for activity and qualitative character, but the phenomenal manifes- 
tations of Spiritual life, being Spiritual in their nature and essence, 
originate and receive their strength directly from God. 
It does not follow, however, from the fact that the special gifts de- 
pend in part upon organic conditions, that large spiritual faculties in 
the natural mind are favorable to religious impressibility. For, while OF EDUCATION. 
31 
unawakened, they may and commonly do tend to spiritual pride, 
which among educated men, is, a greater obstacle to conversion than 
sensuous influences. 
It is not strange that these truths relating to the mind have 
not been recognized by those who know no other method of investi- 
gation than the observation of perceptive facts and the resulting 
processes of inductive reasoning. Perceptive facts verify these truths, 
when once placed, in the proper order of anatomical science, before 
the mind. 
It has been the misfortune of many persons who have espoused 
phrenology, and have ardently advocated its claims as a science, that 
they have not been led to recognize and develop the truths of the 
spiritual life of man. They have seen in him only the animal 
and intellectual faculties, and have, therefore, supposed that all 
the phenomena of his nature and all the modes of his activity 
could be explained as physical phenomena. They have not admit- 
ted that there is such a spiritual condition as the Light of life; be- 
cause they have not looked at man in his historical life, in which 
we cannot account for civilization and progress, except upon other 
conditions than those exhibited by the heathen world. Hence 
phrenologists have ignored the spiritual nature of what they have 
called his moral faculties. They have recognized only the vitalized 
brain, and its manifestations when led by the propensities or directed 
by the intellect, and, in consequence, have overlooked the spiritual 
influences which operate upon man’s nature and actions, when he 
is properly awakened to them, thus considering only the physiolo- 
gical laws of his being. 
The early discoverers of the fact that the brain is the organ of 
mental manifestations, and that the convolutions of the hemispheres 
correspond to certain elements of mental power, in their desire to 
develop these most important truths, overlooked or neglected these 
spiritual laws, which are no less important; and their followers 
have, to a great extent, limited their labors to the task of testing, 
expounding, and advancing the physical part of our knowledge alone, 
instead of combining with it an exposition of the spiritual life. 
This combination must be made; a recognition of the distinct 
spiritual nature of man, and of his relations with his Maker, 
Almighty God, with the Grace of the Holy Spirit, and the example 
of our Lord Jesus Christ, must be associated with a true view of 
his physical organization, before phrenology can take its proper 
place as a science, or perform its intended work as a practical and 
Spiritual Truths and Laws overlooked by Phrenologists. 32 
SCIENTIFIC BASIS 
useful art. Both G-all and Spurzheim failed to accomplish this 
combination. 
Dr. Gall’s views are correct, to the extent to which he proceeded; 
and, indeed, he foreshadowed, in some degree, the deductions which I 
have traced in reference to the spiritual nature; hut his progress in 
the development of the science was limited by his moderate percep- 
tive-powers. For his character has been misconceived; since, while 
it has been stated that he was remarkable for power of the percep- 
tive faculties, he was no.t distinguished in that respect. When he 
became convinced that the memory of words resides in the brain, 
he conceived that this must have an organic manifestation conse- 
quent upon localized function; and he accordingly compared the 
mental manifestations of different persons, seeking for the organic 
conditions of this and all other peculiar mental phenomena. 
This course was proper, as far as the intellectual faculties and 
their manifestations are concerned; but the knowledge of God is 
not thus attainable. All attempts to establish a knowledge of the 
Deity by intellectual processes, that is to say, by the faculties of the 
Perceptive, Conceptive, or Combinative cluster, have failed to give 
a clear or intelligent faith, from the very conditions of our organ- 
ization. He is only to he known by the faculties of the Spiritual 
group, that is to say, the Intuitive and Meditative clusters, of which 
Godliness, or Veneration, is the centre. These faculties are not to 
be characterized as logical or demonstrative, hut as reflective or re- 
ceptive ; and in this is seen their special adaptation for giving us 
the knowledge of God by the presence and influence of the Holy 
Ghost. These faculties, too, led by meekness and godliness, enable 
the mind to introspect its own consciousness, and with the aid of 
the intellect, to analyze the phenomena thus subjectively known. 
The strength of Dr. Gall’s mind, and the characteristics which 
enabled him to conceive and establish the elementary principles of 
phrenology, lay in the philosophic conceptive faculties; which, 
with his large restraining faculties, gave him an intellectual fore- 
cast, or forethought, which has been erroneously characterized as 
deductive reasoning. If he had sought the truth through the spirit- 
ual faculties, as well as by the conceptive power of the intellect, he 
must, of necessity, have recognized the Spiritual nature of man; 
while on the other hand, larger perceptive powers than he possessed, 
in combination with his philosophic powers, would have led him to 
include among the facts which he advanced in support of his con- 
ceptions, the phenomena of the history of man, and the paramount 
Character of Dr. Gall’s Mental Processes OF EDUCATION. 
33 
Character of Dr. Spurzheim's Classification. 
influence which religion, whether true or false, has always exerted 
on the events of that history. As it was, however, in the contro- 
versy in which he immediately became involved, he confined him- 
self to the facts of physical organization, and neglected the higher 
application of phrenological principles to the facts of spiritual life. 
Dr. Spurzheim designed to give phrenology the place of a science, 
and he gathered and presented the facts in a way that greatly ad- 
vanced this branch of scientific investigation; but his classification 
is not in accordance with the attributes of man as a spiritual being, 
being based upon the natural and sensuous phases of character com- 
mon to man and other animals, and following an arbitrary numerical 
order of the faculties; and therefore the subject had to encounter 
all the prejudices of established religious and scientific theories. 
He made, however, much progress in the anatomical investigations 
necessary to complete our knowledge of the subject; and had he 
lived to continue these inquiries, we cannot doubt that he Avould 
have been led to a new classification of the faculties. The arrange- 
ment which he made was dictated by his own peculiar cast of mind, 
and was based exclusively upon an intellectual discrimination 
made by the Perceptive, Conceptive, and Combinative group of 
faculties. The ground work of this classification included merely 
the ideas which he had formed of the qualitative character of the 
respective faculties, according to his mode of distinguishing them, 
and as he saw them manifested in the men around him in worldly 
life, to the exclusion altogether of those modifications which reli- 
gious truth, and a due consideration of the special functions of the 
spiritual faculties, taken in their true order, necessarily dictate. 
Since, also, the mind, in the fallen state of man, tends to unequal 
and irregular development, and to imperfect conclusions, it resulted 
from the same characteristics of his method of observation, that he 
analyzed the faculties more than is warranted by their natural group- 
ing and combined action, as evinced by the facts of human character 
and conduct, and thus did not sufficiently regard their activity as 
necessarily more or less composite, or associated; because in the fallen 
state of man, this associative principle is less obvious from the dis- 
cordant activity of the faculties, which are unitedly and harmoniously 
associated, only when the Holy Spirit guides and rules the whole 
soul, quickening the Spiritual faculties. Hence, he was led to give 
prominence in his system, to what is termed organology, which, 
however much it may have promoted our knowledge of the men- 
tal processes, has induced many scientific and logical minds to re- SCIENTIFIC BASIS 
34 
Description of the Unfolded Hemispheres. Importance of the Central Faculties. 
ject phrenology; since the parts of the brain pointed out as dis- 
tinct organs, are evidently but separate portions of a single organ,, 
and are marked only by an orderly and limited difference of con- 
formation. 
From the observations which formed the basis of Dr. Spurzheim’s 
classification, he was led to deny that man can know God, and to 
characterize the spiritual faculties as blind sentiments, even in- 
cluding in his enumeration of those sentiments several which are 
in fact a part of the intellectual group. 
When we unfold one of the hemispheres, and examine the organic 
position of the different convolutions, the functions of which ex- 
ternal observation has shown, we find that they are arranged in a 
fixed order of internal contiguity, in a single series, the largest 
convolutions, being seven in number, forming the middle portion 
of the unfolded band, the medium-sized convolutions forming one 
end of the band, and the smallest convolutions forming the other 
end. The central and largest convolutions are those which ex- 
ternal observation has ascertained to be the instruments of spiritual 
or moral qualities; and, in their full exercise, they are found to 
correspond with the spiritual gifts described in the Holy Scriptures. 
This lobe of the brain is found to have but little sensuous Commu- 
nication, except through the adjoining lobes or ends, which form 
the other two groups we have described. The medium-sized con- 
volutions upon one end, (forming the seat of the propensities, both 
animal and intellectual), which, when enfolded in the encephalon, 
occupy the back part and lower sides of the head, and the smallest 
convolutions upon the other end, (forming the seat of the intellect), 
which, when so enfolded, occupy the front part of the head, all 
these have sensuous connections through and by the nervous system. 
These facts indicate the true classification of faculties, as ordained 
by the Creator, in the organization of the brain. The manifesta- 
tion and influence of these three groups of faculties, the Social and 
Animal, the Intellectual, and the Spiritual, as seen in the history 
of man, in barbarism, civilization, and Christianity—the charac- 
teristic power and function of the Spiritual group as delineated in 
the Scriptures, and realized in the consciousness of the Christian—. 
and the contrast between the conduct of men in worldly society, 
and the requirements of Scripture and the example of Christ,— 
verify the classification which I have proposed, and give profound 
significance to it. When we inquire what, in mental analysis, is 
depravity, and what are the new birth and the influence of the OF EDUCATION. 
35 
Holy Spirit, these being the central facts of personal religion, we 
see that the true life of man requires the predominant activity of 
these central faculties made sentient by the power of God, opera- 
ting through the Holy Ghost, upon the soul, so that His will, thus 
manifested in them, should subordinate the intellect and the pro- 
pensities to His grace. 
But as I have said, the labors of both Gall and Spurzheim were 
limited to the task of developing phrenology as a science based on 
merely physical phenomena. The fact of the correspondence of 
the organs of the brain with the faculties of the mind engrossed 
their attention ; while the development, in detail, of the important 
laws of spiritual life, which should always be considered in connec- 
tion with the physical facts, (many of which were first suggested 
by Dr. Gall,) was left for future writers. 
I say, then, that the facts of which phrenology should take note 
are partly physiological, and partly spiritual; that is, some have 
their origin in peculiarities of physical organization, and others in 
certain conditions of spiritual life already referred to ; and that both 
these realms of truth, the physical and the spiritual, must be fully 
explored by all who would wisely and sucessfully apply phrenology 
to the art of education. In our presentation of the subject in its 
spiritual as well as physical aspect, it claims its true place as a 
science. 
II. “ If so, would not Education, if based upon it, take cognizance, as 
the foundation of its Discriminations and Adaptations, of exclu- 
sively Physical Peculiarities ?” 
This question has been already answered by the preceding re-, 
marks. A true system of education does not confine itself to the 
consideration of physical peculiarities. It, indeed, studies them 
with care, and is guided by them in the larger number of its pro- 
cesses and modes of operation. But it recognizes the greater truth, 
that man is not merely a living body, but that he is a spirit acting 
through an organized body; and it seeks to inform itself of his. 
spiritual, as well as physical nature, and to deal with both natures 
by processes appropriate to each. 
There is, it is true, a large field of labor in education, in which 
physical laws are the principal guides. But there is also a field of 
labor—as well as processes—in which spiritual truths must he re- 
cognized and followed, as the most important.. 
Phrenological Facts partly Spiritual as well as Physical. 36 
SCIENTIFIC BASIS 
Description of the Organic Form of the Hemispheres. 
CHARACTERISTIC DISTINCTIONS AMONG THE FACULTIES. 
Among the general principles which relate to the qualitative char- 
acter of different parts of the hemispheres of the brain, there are 
several which should he stated before I proceed to speak of the 
distinctions in the faculties based upon physical and spiritual laws, 
and temperamental differences. 
These I shall persent more fully in answer to the inquiries in 
the second part of your letter. I only state them briefly here. 
1. Each hemisphere is composed of three lobes, or groups of con- 
volutions, distinguished from each other, both by anatomical evidence 
of their sensuous connections, and by their contrasted functions. 
They are the posterior, the anterior, and the upper group, manifes- 
ting, respectively, the passional faculties of the mind, which are 
termed Propensities, the intelligent faculties, which are termed the 
Intellect, and the sentient or moral faculties, which I term the 
Spiritual group. 
2. The nerves of sensation from the posterior column of the 
spinal cord and the thalamus, more immediately communicate with 
the posterior group, or Propensities; and here the natural and sen- 
suous forces of the mind have their seat. The Intellect, or ante- 
rior group, is called into action both by the Propensities and by the 
nerves of special sense; the passional desires of the mind, both sel- 
fish and social, thus becoming intelligent. The Intellect, by pre- 
senting and individualizing external objects of desire or necessity, 
re-acts upon and stimulates the Propensities. 
3. The upper lobes, lying together along the median line, in the 
crown of the head, have anatomically less immediate and full com- 
munication with the sensory and motor tracts than either of the 
other lobes; and these are the seat of the higher functions of reli- 
gious impressibility and susceptibility. 
4. The part of the hemispheres having more immediate relation 
to nutrition and voluntary motion, are the convolutions contained 
in a central transverse core from ear to ear. This part comprises 
three exterior convolutions upon each side; namely, Alimentive- 
ness, in front of the ears, Destructiveness, between or above the 
ears, and Oombativeness, behind the ears,—and also the interior 
convolutions of the Desire to Live. This part of the brain, espe- 
cially the convolutions of Destructiveness and the Desire to Live, No. 1.—Right side.—General localization of the three Groups. 
The largest letters representing the Spiritual Faculties, the next in 
size the Animal, and the smallest the Intellectual Faculties. The 
organs of the Propensities are in the back and side of the head, 
extending forward to and in front of the ear. The Intellectual 
faculties are in the region of the forehead and temples. The 
Spiritual faculties are in the coronal region, above both the other 
groups. 
The curved lines around the head in this and the following views, 
are merely a diagram to aid the eye in recognizing the character- 
istic upward and backward direction of Washington’s cerebral de- 
velopment.—See pp. 18, 140, 141. [To face p. 36.] No. 2.—Right three-quarters bach.—General localization of the 
Propensities, and the Restraining Faculties of the Spiritual group. 
In the lower part of* the head the region of the Propensities in 
either hemisphere is shown. In the upper part of the head, the 
region of the Spiritual faculties is shown, presenting the Medi- 
tative cluster prominent in this view. The lettering which indi- 
cates the general regions of the groups is prominent in this view, 
while the names of the special faculties, which are given in detail 
upon the other side of the bust, are more fully seen in view No. 5, 
p. 40.—See pp. 18, 133, 140, 141. [To face p. 37.] OF EDUCATION. 
37 
Organs of Mental Restraint. Intercommunication of the Faculties. 
are the convolutions most closely connected with the medulla ob- 
longata, and are the organs of the executive faculties, through 
which physical force, as manifested by outward activity, is given 
to the qualities of other parts. 
5. The parts of the hemispheres having more immediate relation 
to passional mental restraint, or the control of action and the re- 
tention of power, voluntary or involuntary, are the convolutions 
occupying a region above and behind the ears. This range com- 
prises the faculties of Cautiousness and Secretiveness, as well as two 
others, which being of a Spiritual nature are properly influenced 
only through Godliness. The two first named are among the 
Propensities, and the others, lying vertically above them, in the 
top and back of the head, are the posterior convolutions of the 
Spiritual group. These four pairs of faculties, I term the Re- 
straining Faculties. 
For the purposes of the present inquiries, it is not perhaps neces- 
sary that I should give a full anatomical description of the numer- 
ous distinct convolutions which Drs. Gall and Spurzheim designa- 
ted as the instruments, or organs, of some of the mental functions 
I am about to describe; but I may say, that, by careful anatomical 
dissections conducted under my own eye, I have become convinced 
of the existence of the individualized organs, as such, in the com- 
posite or unified form which constitutes the brain. 
I cannot better indicate to the reader the general manner in 
which these organs of the brain are connected which each other, 
than in the words of Dr. Spurzheim (Anat. of Brain, p. 188.) “ It 
is extremely interesting to trace the connection of the different 
cerebral masses composing special instruments. These connec- 
tions explain the mutual influence of the faculties. The organs of 
analogous powers are regularly in each other’s vicinity; the convo- 
lutions that compose them even run into each other. The organ of 
Philoprogenitiveness communicates with that of Inhabitiveness, 
and with that of courage (Combativeness); the organ of courage 
communicates with that of attachment (Adhesiveness); and with 
that of Destructiveness. The organ of Secretiveness communicates 
immediately with that of Destructiveness, and with that of circum- 
spection (Caution); the organ of Benevolence communicates with 
the organ of Veneration (Reverence); the organ of Firmness is in 
communication with those of all the faculties around it—Veneration, 
Justice, and Self-Eteem; the organ of justice runs into that of the 
love of acquiring (Acquisitiveness); this is connected with that of 38 
SCIENTIFIC BASIS 
construction (Constructiveness); the organs of the Perceptive 
Faculties are all linked together, as are those of the reflective 
powers in like manner; the organ of artificial language is placed 
across the organs of the Intellectual Faculties generally. Thus the 
especial Design which God has taken to establish communications 
between the cerebral parts cannot be overlooked; and as I have al- 
ready said, it is this arrangement that enables us to understand 
the mutual influence of their respective functions.” 
Let me draw the line of distinction between the different modes 
in which the human faculties act, and indicate the distinctions of 
treatment which these modes require. 
The law by which the faculties act in groups is of fundamental 
importance to intellectual education; and a full and constant at- 
tention to it enables us to correct a tendency toward error, observable 
in the teachings, not only of many phrenologists, but of other in- 
tellectual philosophers. 
The first step toward understanding the activities of the faculties 
is to know that by nature, in the fallen state of man, their force 
resides in the social and animal Propensities, which are situated in 
the base of the back part of the head, within and above the occipital 
bone and the lower part of the parietal bones; while the intelligence 
resides in the Intellectual Faculties, beneath the frontal bone, in 
the front part of the head; and the moral qualities and spiritual 
disposition, which constitute the higher nature, reside in the up- 
per part of the head, within the parietal bones. 
The Propensities have a predetermined passional activity of de- 
sire stimulated directly by the general organic sensibility, and in- 
directly through the organs of special sense, which communicate 
with the Intellectual faculties. This phase of mental activity is the 
universal law in children; and therefore the desires of the Propen- 
sities must be regulated and directed by education. The Intellect 
depends for its incipient action and stimulus on the outward in- 
fluence of the senses, which act through the Perceptive faculties, 
and on the inward, conscious desires of the Propensities; and, 
therefore must be cultivated and instructed. The Spiritual Facul- 
ties being naturally dormant, having inherited the sleep from 
Adam, must be awakened; for as in Adam all men died, in Christ 
they all shall be made alive. This constitutes the phenomenal 
aspect of the individuality of the soul, changing the predominant 
action from the Propensities to the Spiritual faculties, which change 
contitutes man a living soul. 
Distinction between the Three Groups of Faculties. No. 3.—Right three-quarters front.—Localization of the Intel- 
lectual Faculties, and the Intuitive cluster of the Spiritual Group. 
In the region of the forehead and temples the locality of the Per- 
ceptive, Conceptive, and Combinative clusters, respectively, which 
together form the Intellectual group, is shown. In the upper part 
of the head, the region of the Spiritual faculties is shown, present- 
ing the Intuitive cluster prominently in this view. 
The lettering which indicates the general regions of the groups 
and clusters is more prominent in this view, while the names of the 
Special faculties, which are given in detail upon the other side of 
the bust, are more fully seen in view No. 4.—See pp. 18, 140, 141. 
[To face p. 39.] OF EDUCATION. 
39 
The faculties have been analyzed too minutely; the mind has 
been delineated as if it were a subject on the dissecting table, to he 
separated into parts, and studied only in its distinct functions; 
whereas, the faculties ought to be viewed, chiefly, as constituting a 
living whole, while the phenomena of their activity should be studied 
as composite organic acts. Herein, the methods of Dr. Gall were 
superior to those of Dr. Spurzheim. In all my views upon this 
subject, I am guided by the predominant fact of the association of 
the organs into groups; and I would caution all against the error 
of studying individual activity, without attention to the individual- 
ity of the soul and the combination of the faculties by which is ob- 
tained all normal action, and to the fact that the faculty prepon- 
derating in quantity in any group gives its character to the group, 
and that the special character of the associated mental operations 
is indicated by the form of the group in its composite shape. • 
The following are the three groups, and the faculties composing 
them as far as the functions of the convolutions have as yet been 
ascertained. Except in the first group, the names applied to the 
faculties are those given by Dr. Spurzheim. 
Classification of the Faculties. 
Group I.—The Spiritual Faculties,—Meditative and Intuitive : 
1. Godliness. 
2. Brotherly-Kindness. 
4. Righteousness. 
6. Spiritual Insight. 
3. Steadfastness. 
5. Hopefulness. 
7. Aptitude. 
Group II.—The Intellectual Faculties,—Combinative, Conceptive, 
and Perceptive : 
1. Individuality. 
3. Form, (or Configuration). 
5. Weight. 
7. Locality. 
9. Order. 
11. Causality. 
13. Tune. 
15. Constructiveness. 
17. Ideality. 
2. Language. 
4. Size. 
6. Eventuality. 
8. Color. 
10. Comparison. 
12. Time. 
14. Calculation. 
16. Mirthfulness. 
18. Acquisitiveness. 40 
SCIENTIFIC BASIS 
The Classification of the Faculties not yet Complete. Proper Order of Education. 
Group III.—The Propensities,—Social and Animal: 
1. Alimentiveness. 
3. Destructiveness. 
5. Inhabitiveness. 
7. Combativeness. 
9. Secretiveness. 
11. Cautiousness. 
2. Amativeness. 
4. Philoprogenitiveness. 
6. Adhesiveness. 
8. Self-Esteem. 
10. Approbativeness. 
* Desire to live. 
In giving this enumeration of faculties I must not be understood 
to represent it as complete. I am not among those, if any such 
there are, who believe that phrenology and physiology have reached 
limits beyond which they cannot pass. The investigations requisite 
to obtain a knowledge of all the faculties, are not yet completed. 
There are convolutions whose functions are yet to be ascertained; 
and this, if satisfactorily done, will throw much additional light 
upon the analysis of the mind, by presenting the organic conditions 
of certain elements of mental character, for which the combination 
of the exterior convolutions do not fully account. The results, too, 
of Dr. SpurzheinTs anatomical investigations in respect to the in- 
terblending of the faculties, indicates that more extended observa- 
tions of anatomical structure are necessary, to determine to what 
extent this connection of the organs is diversified in different brains. 
If such diversities exist, they must be investigated before we can 
have a full and clear analytic individualization and definition of 
the faculties that are already known. 
In my classification, I place the groups in the order of their im- 
portance and due predominance in the matured character, in a 
Christian and civilized community. In practical education, how- 
ever, they are to be dealt with, in point of time, in the inverse order. 
The propensities must first be brought under control and regu- 
lated ; and the training of the intellect, and securing the conditions 
for awakening the spiritual disposition, are duties to be successively 
commenced, by means of the ascendency which the propensities 
afford. The proper order of education, dictated by this principle 
is, 1. To enter the child’s mind through the propensities, (in the 
activity of which originate the desires,) and thus secure the control 
of the mind; 2. By the natural predetermined force of these pro- 
pensities, to develop and regulate the intellect; and 3. By moral 
instructions to prepare the way for the awakening of the spiritual 
faculties, so that, in the end, they may predominate, guiding, regu- SPIRITUAL. 
No. 4.—Left three-quarters front.—Localization of the Faculties 
of the three groups as exhibited on the left Hemisphere. In the 
brow are the Perceptive faculties, viz: Individuality, Language, 
Form, Size, Weight, Eventuality, Locality, Color, and Order. In 
the upper part of the forehead the Conceptive faculties, viz : Com- 
parison and Causality. In the temples and sides of the forehead, 
the Constructive faculties, viz: Time, Tune, Calculation, Con- 
structiveness, Mirthfulness, Ideality, Acquisitiveness. 
The Intuitive Faculties in the Spiritual group are also seen in 
this view, viz: Brotherly-Kindness, Spiritual Insight, Aptitude, 
and Hopefulness. The position of the central faculty of Godliness, 
in the apex of the head, is also indicated.—See pp. 36, 133, 134, 
137, 140, 141. [To face p. 40.] SPIRITUAL 
No. 5.—Left three-quarters bach.—-Localization of the Propen- 
sities, and the Restraining Faculties of the Spiritual group. The 
special locality of each faculty in the Group of the Propensities is 
seen here, in the cerebral form manifested in George Washington. 
They are Alimentiveness, Destructiveness, Inhabitiveness, Com- 
bativeness, Seeretivencss, Cautiousness, Amativeness, Philoprogen- 
itiveness, Adhesiveness, Self-Esteem, Approbativeuess. The organ 
of the Desire to Live is an interior convolution, and its position 
cannot well be indicated on the exterior of the bust. 
The Meditative faculties, in the Spiritual group are also seen in 
this view, viz: Steadfastness, Righteousness, and Hopefulness. 
The position of the Restraining faculties in each group is also 
seen, Cautiousness and Secretiveness in the Propensities; Right- 
eousness and Steadfastness, in the Spiritual group.—See pp. 30,137, 
153, 156. " [To face p. 41.] OF EDUCATION. 
41 
Spiritual Truths Important to the Teachers. The Restraining Faculties. 
lating, and cultivating the intellect, and holding the desires of the 
propensities in check, thus making the whole mind the fit temple 
of the Holy Ghost. It might appear to some, that, on this account, 
education is not required to deal with spiritual truths. This is 
not the case; for to the teacher all these truths are of the very high- 
est importance, since the preparation of the minds of children for 
these truths is the highest object of education. 
Since the activities of the intellectual faculties depend for their 
force on the social and animal propensities, it becomes the object 
of education to manage these forces, and to direct them to useful 
purposes. There must be the attention of a teacher, to awaken 
the faculties of the child to activity. 
In order to secure the attention of the child, the teacher should 
have regard to temperamental affinities, and the physical and per- 
ceptive sensibilities; and in order to regulate the activity of the fac- 
ulties, thus awakened,—to fix the attention of the child, and invite 
or compel continuance of effort, it is necessary that he should ap- 
peal to those faculties in the child’s mind which possess a power of 
restraint over the other faculties, and by which the child’s capacity 
for continuity of mental application is sustained. 
The restraining faculties are four in number,—Cautiousness and 
Secretiveness, which are among the Propensities, and Conscien- 
tiousness (or Righteousness,) and Firmness (or Steadfastness,) which 
are in the Spiritual Group. The latter have but little influence 
upon the mental disposition in childhood; and, therefore it is upon 
Cautiousness and Secretiveness that we must chiefly rely, in educa- 
tion, for securing attention, and imposing restraint upon the will 
of the subject; since these belong to the group in which the natural 
forces reside. These restraining faculties, however, when not di- 
rected, act against the teacher by selfishness, rather than in his favor. 
He must first secure their aid, either by obtaining the good will 
of the pupil by adapting himself to the desires of his propensities, 
or by obtaining control of his self-interest through fear. 
Hence, while securing restraint through the faculties of Cau- 
tiousness and Secretivness, we must, in order t'o maintain attention 
and continuity, and control the will of the subject, appeal to Self- 
Esteem,—the concentrative force, and to Adhesiveness and Appro- 
bativeness, and also employ that outward pantomimic activity 
which appeals to the sensuous life of the child. 
First impressions, temperamentally considered, made upon the 
pupil by the teacher, are of paramount importance as affecting 42 
SCIENTIFIC BASIS 
their subsequent intercourse. Every observant teacher will have- 
noticed that different modes of approach must be adopted with 
different children; whilst an introduction to one, at a bounteous 
breakfast or over a hearty dinner-table, will secure a preference, 
a quiet conversation in a retired nook or corner, will tend to secure 
the permanent affection of another; and whilst the warm regard 
of one class may be gained by freely mingling in the sports and 
hilarity of the play-ground, a reserved and taciturn air will obtain 
the confidence and respect of a different class. The restraining' 
faculties of the propensities are pre-eminently selfish, or self-asser- 
ting ; and to gain ascendency over a child in whom these faculties 
are predominant, the teacher will have to subordinate them by 
force or by love. Force, if used, must be sympathetically applied ; 
and if love be used, the teacher must at the same time maintain 
that authority centralized in himself, which will command respect. 
The term “love” in this connection, is used in an enlarged sense, 
and implies a susceptibility on the part of the teacher to sympathize 
with the suffering which the child endures from the infliction of pun- 
ishment ; and this sympathy must be so clearly manifested that the 
child cannot fail to perceive and acknowledge it. The influence of 
such an exhibition of feeling is always attended with the happiest 
results. For, even though tender and immature, the sensuous 
mind of the child, delicately influenced, as it is, by vivacious out- 
ward expressions of feeling, either of pleasure or pain, will appre- 
ciate this manifestation of suffering on its behalf; and when it sees 
that the infliction of punishment is painful and distressing to the 
teacher, on its account, and is not incited by a selfish desire to 
gratify angry passions, a sense of grateful obligation will be awak- 
ened, rather than emotions of revengeful dislike, and a determin- 
ation Avill be formed not to wound again the feelings of the teacher 
by repeating the offence, and rendering another resort to punish- 
ment necessary. 
And as this regulated sympathetic sensibility can exist only as a 
moral, persuasive influence, and then only to a limited and partial 
extent, in an unconverted teacher, how important it is, that the 
power of the Holy Spirit should be shed abroad in the hearts of 
those to whom the education of the young is entrusted. 
It is necessary to observe, however, that the love which arises in 
the child’s mind is that of the selfish and social faculties, which 
are grouped together in the propensities. Appeals to moral senti- 
ments fail to have any direct influence on the child, until the 
First Impressions made by the Teacher. Sympathy of the Teacher in Discipline. OF EDUCATION. 
43 
teacher has secured its confidence, respect, and docility, and this is to 
he done through the propensities and with the aid of the intellectual 
faculties. Through the faculties of self-interest and social happi- 
ness, which are in the group of the propensities, the teacher may 
.acquire, as far as is possible to a stranger, the temperamental as 
well as the mental influence possessed by a parent, the origin of 
whose power is in the natural instinctive sensuous activity of the 
temperaments and the sensuous faculties. To this end, a whole- 
some fear is necessary, both for immediate control and for the ulti- 
mate development of a Godly fear, which will depend upon the 
awakening of the spiritual disposition. 
In the choice of the motives by which the teacher will endeavor 
to attain this control, he should, in general, give preference to the 
upper range of the propensities; namely, Cautiousnesss, Approba- 
tiveness, and Self-Esteem, which lie contiguous to the spiritual 
faculties of Righteousness and Steadfastness. Cautiousness can 
generally be best awakened in the pupil by appealing to the next 
contiguous faculty in the same range,—Approbativenesjs; or, if 
this is not the next largest, to Self-Esteem. If the teacher allows 
the lower range to be most actively exercised, he increases the diffi- 
culty of training the intellect; for Secretiveness tends to make the 
child selfishly watchful and sly, and Combativeness causes a re- 
bellious spirit. The natural tendency to active development, in boys, 
is in this direction. In girls, the predetermined tendency to de- 
velopment, is in Philoprogenitiveness and Adhesiveness as well as 
in the upper range,—Approbativeness, Cautiousness, and Self- 
Esteem. It should not, however, be forgotten, that the fear awak- 
ened in a child’s mind, although necessary, is a selfish fear, and 
not to be trusted to control the child when it is not conscious of 
the teacher’s cognizance. Fear, or Cautiousness, is but one faculty; 
and it must be understood that the largest quantity of brain matter, 
that is, the largest number of faculties or motives, that a teacher 
has in his favor, the easier it will be for him to command. 
Some children, however, from an inherited organic peculiarity, 
insufficient means of growth, or a sentimental and unpractical home 
training, will be found deficient in this lower range of propensities. 
In such cases, the teacher should call them into exercise. The boy 
may then be encouraged to destructive sports, such as fishing and 
gunning, to kill his own food, so as to develop Destructiveness, 
Alimentiveness, and Combativeness, and thus impart grcatnr execu- 
tive force of character. The more humane way, however, to attain 
Motives by which Children may be Controlled. Cultivation of Executive Force. 44 
SCIENTIFIC BASIS 
the same result, is to put the boy into the society of boys in whom 
those faculties are large, so that he may be compelled by them to 
defend himself and exercise executive power, in order to take his own 
part. This training tends to give greater practical vitality, energy, 
and versatility; but, except where it is necessary for correcting ab- 
solute deficiency, the gain may be at the expense of intellectual tal- 
ents and attainments. 
By a knowledge of these sensuous faculties, which will be more 
fully discussed in answer to the later questions, the teacher may 
intelligently gain possession of the will of the child, whether it be 
centralized in the social faculties, leading the child to be tractable, 
or in the personal faculties, leading the child to be self-asserting. 
He will use for that purpose such faculties as the child’s organiza- 
tion and special need of development indicate to be most proper; 
and by means of this ascendency, will be enabled to train the facul- 
ties in the intellectual group, developing their powers, according to a 
proper order, and preparing the way for the maturity of the whole 
being. 
How to control the Will of the Child. Associate Activity of the Faculties. 
CHARACTERISTIC ACTION OF THE FACULTIES. 
The activity of a human faculty may be theoretically considered 
either as individual, or associated. It might be in fact individual, 
if it could spring from, and express, merely the vigor of the facul- 
ty itself, uninfluenced by any other faculty, either of the same, or 
of a different group. But, as we have seen, each faculty is as- 
sociated with the surrounding faculties contiguous to it, and has 
a distinct or individual character, only in proportion as surround- 
ing faculties are less developed. It is modified by the action, 
whether restraining or non-restraining, of another faculty of the 
same being and in the same group, and quite changed or com- 
pounded in character, by a faculty in either of the other two groups. 
Although the activity of the mind may be so centralized in one 
faculty, that the qualitative character of that faculty predominates 
in the mental acts, it cannot be engrossed in one faculty to the ex- 
clusion of all others. The external act resulting from any activity 
of the mind is dependent upon the executive influence of the fac- 
ulty of Destructiveness. The internal, or mental, act is the pecu- 
liar condition, or composite activity, of the whole mind, which is 
apparent in the organic form of the brain, and in the pantomimic 
phases of the general expression. OP EDUCATION. 
45 
Points to be Considered in a Phrenological Analysis of the Mental Processes. 
An instance of the exclusive activity of any faculty, in actual 
life, would be monomania; but, in analyzing the mental processes, 
we are to have regard to the activity of each faculty, considered 
by itself, bearing in mind its size, the group to which it belongs, 
and the group in which the largest faculties may exist. The observer 
must, however, keep in view, first, that the force, activity, and re- 
straint, are naturally centralized in the propensities, under modifi- 
cation by temperamental disposition; secondly, that all mental 
action is composite, modifications of activity being produced by 
associated faculties, in their combination; thirdly, that further 
modifications are produced by the sympathetic action of other 
minds ; while lastly, the most important modifications are produced 
by the Grace of God in the soul, manifested through the Spiritual 
group, giving, by the meditative part of that group, illumination 
and prevenient knowledge,—prophecy. 
Now, the organs of these mental processes, as they are actually 
presented to us, we perceive to be associated in three groups, those 
of a congenial nature being together; and the faculties belonging 
to each group, we perceive to be usually in simultaneous action, 
one or the other predominating, while its associates co-operate 
with, and stimulate or restrain its action. The mental act thus 
exhibited is the result of the compound action of the faculties so 
associated, (whether they belong to the same or either of the dif- 
ferent groups), not the independent act of one. 
In our analysis, the character and activity of any faculty, in- 
dividually considered, must be regarded as chiefly depending upon 
the physical contour, shape, and structure of the brain organs. 
The peculiar form of the organ must receive careful attention, as 
to height, breadth, and shape, as well as the direction of develop- 
ment from the given centre of the head in a line passing through 
the ears. If either side of the organs predominates, the action of 
the organ will be modified by the influence of the organ next to it 
on that side. This constitutes a source of endless variety in each 
organ, and gives rise to great diversity of manifestation. 
Not only, however, the structure and size of the organ, but also 
the temperamental tone of the individual, the period of life, the 
health, the supply of natural vital force, the degree of imparted 
grace,—all these qualities taken together, form the conditions by 
which the individual activity of each faculty is controlled. As the 
explosion of powder depends for its effect, not alone on the quantity, 
or fineness of quality, nor on the size of the grain, or the degree of 46 
SCIENTIFIC BASIS 
•compression, or the shape of the instrument, but upon all these 
things in combination, so also the energy of a faculty depends upon 
the physical character of the organs through 'which it acts, and the 
temperamental conditions of the general organization, with also 
a constant observance of the law to which I have made reference, 
that temperamental conditions being equal, the size of the brain is 
only a measure of its power, its activity is the measure of its in- 
fluence. 
Our knowledge of the associative action of the faculties depends 
largely on an observation of the relative size of the contiguous 
faculties in their special groups. The facility with which they in- 
terchange and continue effects upon each other, depends on the 
general structure of the brain, the special structure of the faculties 
themselves, their relative vigor according to the comparative size 
and activity of the organs, and the influence of the temperaments. 
Hence, in our examination of the individual activity of the 
faculties, we must observe, first, which is the largest group, (that 
giving general character to the mind,) secondly, which is the pre- 
dominant faculty in the group, (this giving mental character in the 
group in which it appears,) and thirdly, we must consider the phys- 
ical peculiarities in the organic structure of the brain, and the 
phases of mental action which arise from the peculiar combination 
of temperaments in the person in question ; whether more acute, 
by reason of predominance of the nervous, or more warm from the 
sanguine, or more placid from the lymphatic, or more firm and 
metallic from the bilious; and the result must lastly be modified 
by considerations as to the age and previous culture of the individual. 
Age, in consequence of the alternation of the temperaments in 
the different periods of life, has a marked influence. In infancy, 
the activity of the propensities predominates with the lymphatic 
temperament, in developing the body in growth; and this temper- 
ament, when intervening between the nervous and bilious, or be- 
tween the sanguine, if that be predominant, and either of the 
others, can be increased or diminished, when properly understood, 
so that inheritable predispositions may be suitably regulated by the 
parents or teacher, before the period of puberty. From puberty to 
manhood, or middle age, the intellectual life becomes settled or 
mature; from middle life to old age, the spiritual faculties tend to 
take precedence, by the declining activity of the propensities; and 
each of these epochs has an important general influence in directing 
the faculties. 
Physical Peculiarities of the Organs. Effects of Age. Relations of Faculties and Organs. Spiritual Life. 
OF EDUCATION. 
47 
In this realm of inquiry into the individual and associated facul- 
ties, we have not referred to the Spiritual life implanted by the 
Holy Ghost, but have been mainly guided by the physical peculiar- 
ities of the predominating organs of the brain,—whether consi- 
dered individually or as co-operating in one and the same composite 
act,—and by the physical peculiarities of the temperaments. 
Although we thus deal with the organs as indications of the 
qualitative character of the faculties, and of their order or predom- 
inance, we are not to regard the faculties as the products or results 
of the organs. The organs are the conditions but not the efficient 
causes of the mental functions. Dr. Gall defines an organ to be 
“ the material condition which renders possible the exercise or the 
manifestation of a faculty.’7 And he adds, “ According to this de- 
finition, it may be conceived that no exercise of a faculty is possi- 
ble without an organ, but that the organ may exist without the 
faculty to which it belongs, being put into exercise.” 
We recognize in the soul, an existence independent of, and 
superior to, the brain organ. The physical condition which the 
organ constitutes, limits the manifestation of the corresponding 
faculty only in respect to its qualitative character. There is also a 
predisposition to activity in special faculties, arising from inherited 
size and the structural order of the organs; and from the fact that 
the nerves of sense have immediate communication with the organs 
of the sensuous faculties,—the propensities and intellect, through 
which the mind is made subject to sensuous influences. This sub- 
jection, which does not result from defective organization, but from 
engrossment of the mind in external and sensuous objects, is the 
fallen condition of man. Hence the necessity of Divine influence, 
to awaken the soul to spiritual life, in the exercise of facul- 
ties manifested through the organs of the spiritual group, which 
have not the same direct sensuous communications. God acts 
directly upon the soul, giving light, by the faculty of Godli- 
ness, and others of the spiritual group. Man’s actions proceed from 
his propensities in combination with the intellect and the moral 
sentiments. 
The impressible and sympathetic activity of the faculties must, 
therefore, next be considered; and in this realm, physical laws no 
longer guiding us, we must have recourse to spiritual ones. For, 
as far as the activity of the faculties is sympathetic, it must depend 
on the relations established between the soul and other beings, and 
must be stimulated, checked, or othenvise affected, according to the 48 
SCIENTIFIC BASIS 
power and direction of the influences exerted by others upon it; 
and these, in their higher and proper order, follow spiritual laws. 
When the Holy Ghost thus acts upon a mind sympathetically dis- 
posed, the influence is direct and all-absorbing, and may be said to 
change the nature of the faculties and the whole being. Neither 
class of laAvs, however, can be adequately understood without 
reference to the other. Their operation is inseparably interdepen- 
dent in human life. The peculiar phases of the existing combina- 
tion of temperaments, as well as the peculiar order of cerebral 
organization, modify the external manifestation of the sympathetic 
and moral qualities. 
IJp to the age of seven, more or less, varying in accordance with 
the law of inheritance, the work of education naturally depends 
upon the mother for its sympathetic continuance. At the period 
when the mother’s responsibility diminishes, theTEACHER takes it 
up, and should commence and continue it under the same conditions 
of delicatephysical sensib ility and temperamental sympathy, which re- 
sult from the characteristic lacteal lymphatic temperament of woman. 
In our fallen nature, the social and animal propensities, with 
only a qualifying influence from higher sentiments, ordinarily pos- 
sess control, both of the teacher and the scholars; and the con- 
flicts arising from the predominance of these self-asserting facul- 
ties, make the vocation of teaching most difficult and wearisome. 
And where the spiritual faculties are predominant in the teacher, 
ignorance of the temperaments and of the science of the mind will 
lead him to neglect the power he possesses in this respect, or ren- 
der him unable to apply it with the sympathy in sensuous conditions, 
which is necessary for securing control of the propensities of the child. 
Hence the influence of the religious father or teacher is so com- 
monly irksome to the child; while the sympathies of the mother, 
which are divinely ordered in sensuous attention and in the pre- 
dominance of the faculty of Philoprogenitiveness and the other 
social propensities, are congenial to him. 
When Christianity is properly understood by parents and teachers, 
and the influence and guidance of the Holy Spirit is humbly sought, 
in intelligent conformity to the laws of the mind, the spiritual, 
social, and sensuous sympathies may be made unitedly and har- 
moniously active. This is the great and immediate necessity of 
society in respect to Education. 
A limited and partial success in teaching, may be attained by 
natural gifts; but however great the natural gifts of the teacher, 
Sympathetic Activity. The Mother’s Sensibility. Why Religious influence is Irksome. OF EDUCATION. 
49 
and however earnest his efforts, his success, especially in the higher 
departments of moral and of spiritual training, will be limited and 
partial only, unless, as a means of acquiring power, he is under rela- 
tions of sympathetic influence with the Holy Spirit; and unless, as a 
means of exerting it, he is under similar relations with those whom 
he teaches. The true teacher is born of the Spirit, for his vocation. 
These relations of sympathetic influence are established through 
spritual impressibility and susceptibility. In fact, as a means of 
education, these qualities are of paramount importance in the 
teacher. A child with moderate Firmness (or Steadfastness,) and 
Conscientiousness (or Righteousness,) if influenced by a teacher in 
whom these spiritual restraining faculties are predominant, will do 
better than a child in whom these faculties are large, under the in- 
fluence of a teacher in whom they are passive. 
In Ho. 1 of the Unit, you will find a delineation of the character 
of a gentleman, which furnishes a good illustration of the defects of 
any system of education which is not founded on the activity of the 
spiritual faculties. If they do not lead in the work of the teacher, 
under the guidance of the Holy Spirit,—if he does not find in the 
impressive and sympathetic influence of the Holy Spirit of God, the 
source of his power, and the stimulus of his activity, he is of neces- 
sity left to depend upon the propensities as the impelling force in 
his character. What is referred to, in the character there delinea- 
ted, as boyishness, is simply the predominant development of the 
propensities, social and animal, in union with the lymphatic and 
sanguine temperaments, in the order of combination characteristic 
of the organization manifested in boys,—Alimentiveness, Destruc- 
tiveness, Secretiveness, and Combativeness;—and with the sensu- 
ous quality given by a large development of the nerves in immedi- 
ate connection withthe brain. These faculties are earlier developed 
than the intellectual and spiritual groups, and are, in themselves 
all-important to a manly character; but whenever they maintain a 
predominant influence, after the age of puberty, over-ruling the 
moral qualities when the latter ought to acquire sway, the character 
retains this phase of boyishness, although favorable circumstances, 
social influences, temperamental character, etc., may restrain the 
individual from the evil courses to which they naturally tend. 
This sensuousness gives immediate force, energy, and momentum 
to the character, but exposes its possessor to great temptations; and 
this sensuous condition, when continued beyond the period of child- 
hood, and without the spiritual disposition, is the seat of all that is 
Education should be based on the activity of the Spiritual Faculties. 50 
Kducation not based exclusively on Physical Conditions. The Domain of Physiology. 
SCIENTIFIC BASIS 
vicious, depraved, and criminal in human life. And thus, the re- 
sult of a system which ignores spiritual influence, as a source of 
strength to teachers, is, that some who are most efficient and success- 
ful must he the most strongly predisposed to temptations. 
III. “ Would not Education, then, as a Training and Developing Pro- 
cess, he Based in its Practical Operations, upon—1st. Peculiarities 
of Temperament; 2nd. Peculiarities of Cerebral Structure?” 
I answer: that inevitably, and not by the intelligence of the teach- 
er, it is already so based in many of its processes and operations, and 
the first requisite to more successful teaching is an intelligent at- 
tention to the peculiarities of temperament and of cerebral struc- 
ture, and a scientific adaptation of the processes of instruction to 
those physical peculiarities. 
But education cannot be wholly based upon these physical condi- 
tions. We must recognize the fact that although physical organiza- 
tion is the condition, it is not the efficient cause of mental activity. 
Hence the processes of education must be based also upon an in- 
telligent consideration of the stimulus and influence received by 
sympathy with other beings, through the Social, Intellectual, or 
Spiritual group of faculties. Of these external influences acting 
upon the child, the teacher should take care to be himself the chief; 
and this can only be fully and sucessfully done by a knowledge of 
the spiritual laws to which I have referred. 
A survey of human nature, in the aspect both of its physical or- 
ganization and its spiritual life, shows the chief progressive stages 
of human education, viewed in its largest and fullest sense, to be 
chiefly these: 
First. Such a culture of the physical organization as will carry 
the individual activity of the faculties, under favorable temperamental 
conditions, to the highest perfection consistent with their true pro- 
portional, or harmonized, action. This object is promoted, to speak 
in general terms, by affording the enjoyment of nutritious and 
healthful food, and suitable and varied exercise, both of body and 
mind,— by all those influences, in fact, which tend toward the vig- 
orous action of the digestive system, the thorough aeration and vig- 
orous circulation of the arterial blood, and sufficient bodily repose 
for the liver and the equalizing functions which it maintains; thus 
supplying the proper harmonized conditions necessary for the most 
healthy growth and action of the brain. This is the domain of 
Physiology. OF EDUCATION. 
The Peculiar Office of Education. The Scope of Social Science. 
51 
Second. The proportional, or harmonized, development of the facul- 
ties, or rather of their brain organs, considered with due regard to 
their combinations in groups, clusters, and special associations. 
This object is promoted by all those methods which regulate the 
exercise of the mind according to the order of the faculties, as nu- 
merically marked on the bust, and to their relations in groups, al- 
ways noticing that the mind must be approached by and through 
the predominating faculty of the group, so as to get the attention 
of the person taught. In this way, we may enlarge and strengthen 
those organs which by nature are too small, and diminish in size 
or activity those which are naturally too large, thus establishing 
an equalized fulness of mental operation, and developing the facul- 
ties (in their appropriate groups and clusters,) in the proper order 
as delineated on the bust. This process approaches the mind first 
through the sensuous nature, and according to the various functions 
of special sense; namely, sight, smell, taste, hearing, and touch. 
To give the most vigorous force to this process, children are trained 
together, thus bringing into play the social or family feelings:— 
Adhesiveness, Philoprogenitiveness, and Inhabitiveness; and sub- 
to them, the power of Emulation, that is, Approbative- 
ness. This is the peculiar business of “ Teaching,” or “ Education,” 
in the restricted sense in which the latter term is popularly used. 
Third. The establishment and maintenance of such relations and 
social conditions among men, as that the individual shall live, as 
much as possible, under conditions of sympathy with those of his fel- 
low men whose faculties are acting in the order of their proper de- 
velopment, and who are in a condition of susceptibility to the in- 
fluence of the Holy Spirit; and that he should not be influenced by 
sympathy with those whose sensuous and sinful habits would lead 
him astray. This object is promoted by all those methods which 
draw men together in the common and sympathetic prosecution of 
a worthy purpose; by the organization of meetings, and of institu- 
tions for co-operative action; by customs and usages which excite 
emulation and ambition; and by the sequestration of the criminal 
and vicious from the general society of men. This is within the 
scope of Social Science. 
Fourth. The establishment of such relations between the soul 
of the individual and the Holy Ghost, that the direct influence of 
the divine Spirit, operating through Spiritual love, upon the human 
soul, may be recognized by man, and may be consciously and un- 
hesitatingly accepted by him as the guide of his actions. In the at- 52 
SCIENTIFIC BASIS 
tainment of this state, two things are needed,—a susceptibility to 
the Divine influence, and a willingness to be influenced by it, and 
by those who are themselves under the same influence. All moral 
agents possess a degree of spiritual impressibility: to be wholly with- 
out it, is to be not in the category of beings morally accountable. 
But it differs in degree, according to the activity of the propensi- 
ties, and according to the culture the intellect has received. More- 
over one individual may be highly susceptible to the Divine in- 
fluence ; yet by his natural and inherited perverse will, may wholly 
resist it. Another may be cordially willing to yield to it when re- 
cognized, yet able to feel it but feebly, by reason of a long indulgence 
of the propensities and intellect. A third may feel it fully, and 
yield to it cordially. The willingness to be thus influenced comes 
through the inward consciousness of good and evil. 
To change the natural unwillingness of man to yield sympathet- 
ically to the influence of the Holy Ghost, into a cordial and earnest 
submission to it, is a work in which other men become merely in- 
struments. It lies between the individual himself and the Holy 
Spirit of God. The conditions under which this change must take 
place are as the wind which “ bloweth where it listeth.” He gives 
spiritual consciousness alike to all who will receive life. But this 
change must be promoted by human agency; and to do this—to 
bring to the knowledge of men the laws and methods by which God 
acts upon the soul, to acquaint them with the motives and reasons 
which should induce them to submit to His influence, and to en- 
courage them in the effort to yield their faculties to His dominant 
control, is the office of Religion, and is the task especially committed 
to the Churh of Christ. The science of the mind is the handmaid 
of true Religion. The present intellectual state of the world makes 
this objective knowledge of the mind of fundamental importance to 
Religion at this time. 
Education, as a training and developing process, should be based, 
in its practical operations, not alone upon the peculiarities of tem- 
perament and cerebral structure, but also upon the application of 
the foregoing principles, which are of fundamental importance to the 
ultimate welfare of both teacher and pupil. 
These general principles are the foundation of the answers which 
are to be given to the remaining questions in your letter. I will, in 
a short time, attempt the answer of the remaining question in detail. 
Very respectfully, 
JOHN HECKER. 
The Domain of Religion and the Church. OF EDUCATION. 
53 
Description of the Colored Illustrations of the Temperaments. 
[From Mr. Hecker to Mr. Kiddle.] 
Henry Kiddle, Esq., 
Dear Sir :—In a former letter, I have answered the first three 
questions proposed in your letter of July 27th, and have shown 
that, inasmuch as there is a spiritual as well as a physical nature 
in man, the processes of education must correspond with this dual 
nature; there must be a recognition of the physical part, and a 
treatment of it by physiological methods, and there must likewise 
be a recognition of the spiritual part, and a subjection of that to 
spiritual influences. Even at this intelligent period of the world, 
it is the error of all educators to confound these two nature?. 
I now proceed to answer the questions embraced in the second 
division of your letter, marked (A.) 
All the questions in this division relate to the temperamental 
conditions of the body, and to the modifications which a just at- 
tention to the temperaments introduces into the means and pro- 
cesses of education. It is difficult to describe in language only, 
that which should be demonstrated practically; but I will make 
such explanations respecting them as I am able to do in writing. 
In my last letter I described a plaster bust which I have had 
made, to show the phrenologic development to a better advantage 
than has heretofore been done. In a similar method I have pre- 
pared illustrations to show the temperamental peculiarities. They 
consist of four portraits of George Washington, each printed in oil 
colors, after designs in water colors, from photographs, according to 
the characteristics of one of the four temperaments, so far as those 
characteristics are manifested in the expression of the head. These 
will serve to illustrate and distinguish the peculiarities of each tem- 
perament, so that in studying them, the mind may be enabled to dis- 
criminate them more perfectly than merely verbal description 
suffices to do. Similar exemplifications of the whole structure of 
the human body would be still more useful, but are not at present 
practicable. I hope that some day it may be in our power to have 
them. The manikins which the French have produced, for teach- 54 
SCIENTIFIC BASIS 
ing anatomical structure, would go far to serve this purpose. The 
account of the physiological functions given by Dr. Draper, in the 
work referred to above, and also in his smaller text hook, gives the 
interior conditions of temperaments, without, however, any sys- 
tematic statement of their external phases. 
If I were merely describing the temperaments, I should take 
four different figures for these illustrations, for there are relations 
between each temperament and the special form of the head; but 
as it is essential to a knowledge of the mind to discriminate be- 
tween the modifications of disposition dependent upon the tem- 
perament, and those dependent on cerebral structure, it has seemed 
better, first to delineate the various temperamental characteristics, 
and to take up cerebral differences afterward. The reader must, 
however, remember throughout, that the contrasts of color pre- 
sented by the illustrations would in actual life be inseparably con- 
nected with some contrasts of cerebral form. 
Asking you, therefore, to refer to these illustrations, from time 
to time, in the course of the description, for assistance in the eluci- 
dation of the subject, I now proceed to answer the questions pro- 
pounded under division (A), in your letter. 
“ I. Would the division of Temperaments into the Four Primary 
Classes he Sufficiently Minute, as a Basis, without Talcing into 
Consideration the Various Combinations as they occur ?” 
In the proper sense of the term, the “ itemper ament" is the pre- 
cise mixture or combination of physical qualities belonging to each 
individual. This presents so vast a variety, that if we should go 
into detail without limit, we should lose ourselves. 
For a scientific account of the temperaments, it is necessary, as 
Mr. Bain suggests, “ to describe as well as can be ascertained, the 
peculiar condition of every one of these (temperamental) organs, 
seriatim, drawing the proper inference, without inquiring which 
of the four temperaments the case falls under.” 
But to do this would be beyond my present, limits, as well as im- 
practicable in popular application; and I must, therefore, use the 
four commonly understood names, representing characteristic ex- 
tremes of physical constitution, for the purpose of clearness. There 
is too much discrepancy without proper classification, in the de- 
scriptions given by physiologists, to enable the general reader to 
enter into a more precise delineation. 
It is desirable, and will tend to a still further improvement of 
In what manner the Temperaments should be Described. What is “ Temperament?" OF EDUCATION. 
55 
Individual and Combined Temperaments Distinguished. 
educational science, to take the intermediate phases into considera- 
tion ; but in initiating the effort, too much must not be undertaken 
at once, and what is undertaken must be clearly and objectively 
defined. It is best first, to individualize and clearly define what are 
known as the four primary temperaments, and defer the combina- 
tions until a later stage of the effort. 
It is certainly within my hope and expectation that the time will 
come, when the ordinary combinations of the temperaments will 
be well understood, and their physiological indications familiarly 
known to observers; and when methods of instruction and dis- 
cipline will be adapted to many different varieties and shades of 
combination. The principles I advocate cover the whole ground; 
and I stand ready to show the application of them to minute clas- 
sifications and subdivisions of temperamental character, to as great 
an extent as it is found that the teachers become sufficiently accus- 
tomed to the requisite observations, and possess the adaptability to 
apply them. But I have at present only urged a classification of 
pupils by the four original temperaments, from an impression that 
this is all that can practically be accomplished at the outset. 
In speaking of these original temperaments, therefore, it must 
not be forgotten that, in truth, all persons exhibit a combination 
of temperaments. An instance of a pure and uncombined temper- 
ament, if not indeed an impossibility, would be out of the common 
course of nature. To conceive the entire exclusion of either of 
the primary temperaments, speaking in the strictest sense, would 
involve the supposition that the vital organ which imparts it, the 
brain, the lungs, the stomach, or the liver, as the case may be, were 
wanting in the system. Life, in the human organization, is made 
up of the four temperaments, and requires some admixture of the 
qualities of all of them. When we speak of a person as exhibiting 
a given temperament, we mean that his constitution departs from 
the harmony of the equal order, by an excess of one temperament 
predominating so strongly over the others, as to rule and lead 
throughout the whole constitution. The predominating tempera- 
ment marks its influence in all the others, imparting to them 
something of its own quality, either sharpness, or warmth, or 
placidity, or cool, staid force, as the case may be. When we speak 
of a combination of two or more temperaments, we mean that all 
the four so compare in force and development, as that those two or 
more designated in the combination, exercise an individual as well 
as a blended influence. 56 
SCIENTIFIC BASIS 
The physiologic processes of the Nervous temperament distin- 
guish animal from vegetable life. Each of the three other temper- 
aments, the Sanguine, Lymphatic, and Bilious, is characterized by 
chemical and mechanical processes similar to those of vegetative life. 
Their functions are unconscious; but, by their union with the 
nervous system, they are all brought into a general relation of sen- 
sibility in the mental consciousness residing in the brain. 
In this union, the function of each temperament acts on the 
others, and is re-acted on by them; and the mind, through the 
nervous system, is divinely ordained to manage and direct the 
whole. 
Diseased conditions of the body change the temperamental rela- 
tions ; and changes in temperamental character may be effected by 
the administration of appropriate medicines: indeed, the whole 
system of therapeutics, when properly understood, clearly demon- 
strates this proposition. 
In the fallen state of man, he is given up to the dominion of the 
three loAver temperaments and the sensuous phases of life; and these 
engross the nervous forces in the unconscious functions of the 
temperaments, and centralize the mind in the intellectual faculties 
and propensities, which lie at the base of the brain, and are in sen- 
suous communication with the body and the external world. 
Hence, the necessity of the intervention of a higher power, the 
Spirit of God, to regenerate the nature, and give spiritual light 
that shall intelligently and consciously direct the life through the 
spiritual faculties, in accordance with the law established in God’s 
original creation of man. 
It is always to be borne in mind, therefore, that the influence of 
the Holy Spirit, which is given to man through the spiritual part 
of his dual nature, modifies the activity of the temperaments, and 
harmonizes their influence in the combination. The brain and 
temperaments present the physical conditions of human life; but 
it is only when the Holy Spirit awakens the spiritual faculties, that 
man possesses the power of his true and full life; and by this in- 
fluence alone, directing the mind, is given the power to over- 
come the inertia of matter, and the body becomes illuminated 
and refined to an extent transcending any physical manifes- 
tation. 
In order to show that it is practicable for ordinary observers to 
distinguish the four temperaments, I will now mention the leading 
physiological peculiarities by which they are marked. 
Relation of Spiritual power to the Temperaments. NERVOUS. OF EDUCATION. 
57 
In each temperament some one function, or system of organs, 
characteristic of that temperament, leads in the organization, in- 
fluencing all the others, and producing modifications of color, 
shape, size, and texture. This general principle was alluded to in 
a previous communication. 
One who examines the subject for the first time will find in his 
observation cases that apparently form exceptions to any general 
description. Thorough acquaintance with the causes of tempera- 
mental character, in combination with cerebral causes, will explain 
every exceptional case. 
In my descriptions, whether of size, form, color, or activity, I 
must be understood as referring to the white races and the health- 
ful state. 
Physiological Peculiarities of the Nervous Temperament. 
THE NERVOUS TEMPERAMENT. 
By the Nervous temperament, we do not mean that weakness or 
excessive irritability, which is commonly called nervousness. > The 
nervous system—the direct instrument of the brain, is that which 
distinguishes the mental processes of the brain from the sensuous 
processes of the temperaments, and also marks the distinctive 
characteristics of the sensuous operations of the other three tem- 
peraments, the Sanguine, Lymphatic, Bilious—as compared with 
those of the brain. 
In the Nervous temperament, the brain, which is the organ and 
centre of mental life, together with the system of sympathetic, 
sensory, and motor nerves associated with it, maintaining com- 
munication with the organic and temperamental functions of the 
body takes precedence over those other functions of the system, in 
respect both to proportionate size and to activity. 
Physiologists who have pursued their investigations of the sys- 
tem of nerves acting in conjunction with the brain, without regard 
to the truths elucidated by Drs. Gall and Spurzheim, have not suf- 
ficiently defined the sympathetic and sensuous communication ex- 
isting between the body, with the three other temperaments, and the 
brain, through its sustaining and controlling influences. They have 
not with sufficient care distinguished the influence of the mind 
upon the body, nor sufficiently regarded the fact, that the functions 
of the nervous system are centralized in the brain, or are dependent 
on, or controllable by it, as the seat of sympathetic influence, re-- 
straining power, and motive, impelling force. 58 
SCIENTIFIC BASIS 
The distributed influence of the nervous system throughout the 
surface of the body, and the localized action of the organs of special 
sense, have each been abstractly considered as forming a system by 
itself, without due regard to the controlling forces resident in the 
brain. 
In the Nervous temperament, the head is relatively large, and the 
thoracic and abdominal regions small. The whole nervous system, 
including the brain, being predominantly active, the mental mani- 
festations are proportionately active. The sharp, keen, nervous sen- 
sibility which is characteristic of this temperament,—the brain be- 
ing the organ and centre of all mental life,—is not owing to the 
nerves being deranged, or delicate, or weak. On the contrary, their 
action is disproportionately powerful; for the nervous system, pre- 
dominating in the organization as compared with the other three 
temperaments, its action is not sufficiently qualified by the influence 
of the Sanguine, Lymphatic, or Bilious temperament. Each of 
the temperamental systems has, within itself, its own appropriate 
qualifying, modifying, and accelerating influences; but the Nervous 
temperament is superior to the others, in that its restraining forces 
are organic, consisting of the faculties of Secretiveness and Cautious- 
ness, Steadfastness, or Firmness, and Righteousness, which possesses 
within itself the will-power of all the other temperaments, when pro- 
perly understood and applied; while the modifying forces of the 
other temperaments are functional. Nervousness, as usually notice- 
able by others, is not a preponderance of the Nervous tempera- 
ment ; but, when it is not caused by ill health, that is, by a de- 
rangement of either of the temperamental systems, arises from 
an excessive activity of the senses and the weakness of the restraining 
faculties in the brain. These faculties may and ought to have full 
development and influence where the Nervous temperament exceeds 
the other temperaments. This is the case with all men of the great- 
est intellectual influence in society, and this is the condition of their 
power. 
In persons of the Nervous temperament, the organs of the brain 
being larger in proportion, and functionally more active, than the 
lungs, stomach, or liver, and the bones and muscles being relatively 
small and delicate, the effect of the mind upon them is greater than 
in persons in whom the other temperaments have the ascendency. 
If there is a great predominance of the Nervous temperament, it 
is apparent that the life of the person is chiefly in the brain. If 
also the restraining faculties are large, there will be great self-serving 
Organic condition of the Nervous Temperament. OF EDUCATION. 
59 
power, and those qualities which enable a man to lead and control 
others. It is this temperamental disposition, thus centralized in the 
brain, which possesses that commanding, inspiring, and controlling 
personal presence that compels and moulds the will of other men,—a 
quality commonly spoken of as indefinable and undescribahle, but 
which consists in this peculiar combination of mental faculties with 
the Nervous temperament. 
In persons in whom the Nervous temperament predominates, the 
hair is fine and silky, and brilliant in expression. In childhood, it 
often tends to a transparent whiteness; and, though it grows darker 
about the age of puberty, it usually remains light in color, as com- 
pared with that of persons of the other temperaments. It is not 
abundant; on the contrary, it is often thin and sparse, and has a 
tendency to fall olf early. The skin is thin and transparent. The 
eyes are bright, vivid, and expressive; quick in their movements, 
and brilliant and deep in color, usually tending towards gray. 
There is a general fineness of quality characterizing the whole 
physical structure. The figure is delicate, and there is a tendency 
toward slenderness, and a transparent expression of the whole bodily 
conformation. The features about the head, particularly the chin 
and nose, are sharp, well-marked, yet delicate, and the brain devel- 
opment is clearly defined. The muscles are small but well formed, 
and indicate an active condition, and their movements are marked 
by rapidity and promptness. This slenderness and leanness often 
amount to positive emaciation, and give an appearance of delicate 
health, while the real condition of the body may show this appearance 
to be erroneous, where mental pursuits are the vocation. This is 
shown by the longevity and power of persons of this habit of body, 
when the Spiritual faculties are in proper command of the nervous 
systems, and are truly regulated by their spiritual and sympathetic 
nature. 
In estimating the force of the Nervous temperament, we must re- 
gard the cerebral organization, the ganglia at the base of the brain, 
and the size and form of the neck, which contains the connection be- 
tween the brain and the nerves of the body. The mental and physical 
system reciprocate through the ganglia at the base of the brain. 
In a person of the Nervous temperament, if these ganglia, and 
the faculties at the base of the brain are large, they give a sensuous 
character to the action of the mind, and indirectly impart vitality 
and endurance to the whole of the nervous system. This has been 
called by some, the vital temperament. Under these conditions, 
External indications of the Nervous Temperament. 60 
SCIENTIFIC BASIS 
External indications of the Sanguine Temperament. 
the brain, the organ of mental life, imparts to the nervous system a 
peculiar vividness in all the senses, quickness and sharpness of mus- 
cular exertion, and a fineness in the details of outline and feature. 
Yet, without the spiritual power given to the mind by the influ- 
ence of the Holy Ghost, the more the brain predominates in the 
organization as compared with the lungs, the stomach, and the liver, 
which are the seat of hodily-or physiologic life, the sooner its power 
is expended by action, causing exhaustion, and requiring cessation 
of activity for recuperation. 
THE SANGUINE TEMPERAMENT. 
In the Sanguine temperament, the lungs and arterial S)Tstem, 
which are the organs of atmospheric life, expanding the blood with 
oxygen, are predominant. In this system is the seat of the me- 
chanical force which impels the circulation of the blood; and, if 
the organs of circulation have a proper physiological structure and 
size, they will produce a vigorous circulation : the pulse will he 
strong, and all the external indications of the arterial system 
strongly marked. In persons in whom the Sanguine temperament 
predominates, the thoracic region is relatively large, the lungs being 
large and the respiratory muscles well developed. 
The blood, in its aerated condition, being expanded, active, and 
diffusive, interpenetrates, nourishes, warms, and stimulates the 
nervous, lymphatic, and biliary systems, making the muscles round 
and well filled; and the organs of motion being thus stimulated 
by the vitalized blood, muscular exercise is enjoyable, and industry 
natural. The brain, which is not alternating or intermittent in 
its own power, partakes of the influence of this general pulsative, 
or, as it were, spasmodic state; and the activities of the stomach 
and liver are qualified by an infusion of the genial, pulsative 
warmth of this Sanguine temperament. The organization is char- 
acterized by a refined vigor, and a facility in its functions. There 
is a quick and volatile activity and expression in all the senses, as 
well as in the movements of the body. 
In persons of this temperament, the hair is red, the eyes are blue, 
the complexion is ruddy, and the skin throughout is fair, and suf- 
fused with a reddish tinge which shows the aerated blood to be 
actively and abundantly diffused. It is this activity, or fulness, of 
the circulation which gives a brilliant red to the complexion, some- SANGUINE LYMPHATIC OF EDUCATION. 
61 
times even a fiery expression. The cheek flushes quickly and 
readily with exercise, or Avith the varying emotional changes of the 
mind. The face inclines to roundness. The countenance is ani- 
mated. The chest is full, high, and expanded. The limbs are 
plump, but tapering and delicate, Avith hands and feet relatively 
small. 
The size and vigor of the lungs are, however, the leading indica- 
tions of this temperament; for it is possible that an individual 
may have, by inheritance, the chest and muscles of the chest large, 
and a ruddiness in the skin and hair, and thus present many super- 
ficial indications of the Sanguine temperament, and yet the lungs 
be, in fact, without special energy, so that the individual has not 
the peculiar warmth and animal vigor Avhich characterize the San- 
guine temperament. The force of the circulation, Avhich, as has 
been stated, is the principle of the Sanguine temperament, so far 
as it is dependent on the lungs, is governed by their mechanical 
and physiological structure, and their susceptibility to change of 
blood by atmospheric influence, rather than by the dimensions of 
the chest. 
Persons of the Sanguine temperament are easily influenced by 
immediate causes, and are volatile in character. 
Indications of the Sanguine Temperament. The Bilious Temperament. 
THE LYMPHATIC TEMPERAMENT. 
In the Lymphatic temperament, the stomach, which is the lead- 
ing organ of the digestive system, and the lymphatics, which 
gather and convey the liquid lymph from all parts of the system, 
are predominant. 
In this temperament, the stomach and intestinal canal are gen- 
erally large. Through this channel are introduced the chief sup- 
plies of material for the body; and it constitutes the leading phys- 
ical function upon which the liver depends for its supplies for the 
nutrition of the whole system. 
The fluid of the lymphatics consists partly of the unused plasma, 
or watery serum, of the blood, and partly of the products of waste 
in the tissues. Into this stream of lymph, brought from various 
parts of the body, the lacteals, which are connected Avith the lym- 
phatic system, bring the chyle, or fat digested from the food; and 
the mingled fluid is poured into the veins near the entrance to the 
heart. 62 
SCIENTIFIC BASIS 
If this temperament is predominant in the organization of the 
person as compared with the other three, there is an undue prepon- 
derance of the glandular system; arid the flow of the circulating 
fluids, though abundant, is generally sluggish. The abdominal 
region, including the stomach and intestines, is large; and the 
brain and thorax, relatively small. In the excess of this tempera- 
ment, lymph liquid and chyle exist more abundantly than the 
functions and reciprocal relations of the liver, the lungs, and the 
brain require; hence results sluggishness of nature. The cellular 
tissues are filled to repletion with the superabundance of liquids. 
The muscles are burdened with a useless load, which renders their 
action slow and difficult. The brain is retarded in its action by 
the same influences, and becomes sluggish, because the blood flows 
slow to it. The whole system is, as it were, partially clogged. The 
watery fluids, settling in and under the skin, give fulness to the 
tissues, producing a languid expression, and filling the muscles and 
lymphatic vessels so as to render them less sensitive to the mental 
impressions. The movements of the muscles are necessarily mod- 
erate because of their bulk, but their size is not an index of their 
strength. 
Where there is an excess of this temperament, the hair is light 
or pale in color. In childhood it is of a dull white color, but life- 
less in its expression. The eyes are tranquil and expressionless. 
The skin has a dull leady tinge of white, and there is an expression 
of lassitude in all the tissues. The countenance is listless when at 
rest. The features are rounded, but elongated, pendent, and heavy, 
and the lips thick. The secretions of the salivary glands and the 
olfactory organs, are profuse, and the pulse is slow and feeble. The 
figure is rather shapeless, and the flesh soft. The body is full and 
rather thick in proportion to the height, yet there is a general ap- 
pearance of weakness and apathy. 
This is the ordinary phase of the Lymphatic temperament in 
men. There is modification of it in the constitution of women, in 
whom the lacteals are full and active, compared with other parts of 
the Lymphatic system; and this feminine phase of the tempera- 
ment gives the same placidity and temperamental impressibility, 
without the heavy, dull, expressionless character above described. 
In a minor degree, the same modification is observed in children 
and sometimes in men. 
Persons of excessive Lymphatic temperament are temperamen- 
tally disinclined to mental or muscular exertion. Nature’s way to 
External Indications of the Lymphatic Temperament. BILIOUS OF EDUCATION. 
63 
wake up the system from this inactivity, is by stimulating the ac- 
tion of the lungs or brain. An increased circulation, or such sen- 
sations as quicken mental action, the pain of hunger by fasting, for 
instance, tend to regulate and correct this inertia. 
External Indications of the Bilious Temperament to stimulate. 
THE BILIOUS TEMPERAMENT. 
The Bilious temperament has its centre or source in the liver, 
which is the secretory organ of the prepared liquids for the nutri- 
tive supply of all the tissues, thus immediately affecting both the 
general organization, and the functional operations of each of the 
other temperaments. This organ has been called by physiologists 
the chemical laboratory of the human economy. Although it is 
said to evolve more heat than any other organ, its function in this 
respect is not to increase but to equalize and restrain the animal 
heat of the system, by its peculiar densifying and secreting process; 
and this equalizing influence serves as a counterpoise to the heat 
resulting from the circulation of the expanded oxygenated blood of 
the arterial system. While the Sanguine temperament tends to a 
high temperature, the Bilious tends to produce a colder nature. 
In persons of this temperament, the hair is black or dark, strong, 
and abundant. The complexion is sallow; and the skin, dry and 
of an olive color. This temperament gives, also, blackness to the 
pupils of the eyes, and the general expression harmonizes with 
their hue. 
To take cognizance of this temperament, we must, therefore, ob- 
serve chiefly the extent to which its indications are apparent in the 
skin, the hair, and the eyes, and in causing a staid, cool movement in 
the expansive and contractile operation of the lungs and stomach. It 
is this temperament that furnishes the solidifying and densifying ten- 
dency; and it is the Nervous temperament, acting on this temper- 
ament, which gives fineness and delicacy of expression and hue to 
the skin. The liver, it should be observed, acts by secretion, with 
functions having relation to latent or low temperature, and there- 
fore, more disturbed by a high temperature than those of any other 
organ; and it is more remote from the brain, and more secluded 
than the organs of circulation from all atmospheric influences and 
from contact with any thing external. Its action is continuous and 
steady like that of the brain, and not spasmodic, or expansive and 
contractive, like that of the lungs and stomach. The liver nour- 64 
SCIENTIFIC BASIS 
ishes the forces of the body, and its quiescent operations are con- 
tinued without cessation, and are increased and promoted by pas- 
sivity of the body. The brain, which expends the forces of the 
body, requires rest; and in sleep its operations are more or less sus- 
pended. 
Associated Apparatus. Muscular and Osseous Systems. 
SUBORDINATE RELATIONS OF THE TEMPERAMENTS. 
In all these general remarks upon the temperaments, I have at- 
tributed their peculiarities to the influence of the individual organs, 
from which they respectively arise. To complete our knowledge 
of the subject, we ought to understand that each of the leading 
organs referred to is connected with an associated apparatus, upon 
the development and condition of which, much of its efficiency de- 
pends. The cerebrum in this way stands connected with the cere- 
bellum and ganglia at the base of the brain in the medulla oblongata, 
and the system of nerves and ganglia which extend throughout the 
body. The lungs are, in like manner, connected with, and depen- 
dent on, the arterial and venous channels and the action of the 
heart; the lymphatics and the stomach, on the other parts of the 
digestive system; the liver, upon the organs subordinately con- 
nected with its functions. • * 
The condition of the associated apparatus exerts an important 
influence upon the leading organ, and may modify the exhibition 
of its temperamental character. In general, however, the size and 
activity of the auxiliary apparatus correspond with those of the 
leading organ, and the phases of the leading organs may be taken 
as our guide in ordinary observations for the purposes of educa- 
tional science. 
The muscular and osseous systems, (which are often spoken of 
as the athletic temperament,) and the reproductive system, are of 
minor importance in reference to mental disposition. 
Amativeness is not a mental faculty; but the mind often excites 
it, by the action of the senses of sight, hearing, and touch, as is often 
the case with man, or by the activity of the faculty of Philoprogeni- 
tiveness, as is commonly the case with woman; and the mind is 
often exercised with it, to secure its gratification. In itself consid- 
ered, it is a physical sensibility, not a mental affection. The cere- 
bellum, the organ of this impulse, is also the organ of unconscious 
muscular motion. OF EDUCATION. 
65 
It has been supposed that the organ of this faculty would afford 
the best means of testing the Phrenological doctrine, because of the 
facility with which the observer is able to perceive both the faculty 
and the cerebellum, which is its organ; but much controversy has 
arisen on this point from not understanding its character as above 
described. Properly understood it is in itself, as just stated, a phys- 
ical sensibility, all engrossing in its activity, and, when aroused 
preoccupying the nervous forces, and proportionally superseding the 
mental functions. Man was subjected to these conditions by the 
fall, and Christianity should restore the supremacy of Spiritual 
conditions. 
Phrenologists speak of a “ Vital temperament,” a “ Mental tem- 
perament,” &c.; and they might, with equal propriety, designate as 
a temperament, every condition which affords a distinctive contrast 
between extreme physical or bodily manifestation and the brain. 
What is called the Vital temperament, is the phase of organization 
distinguished by a fulness in the base of the brain and in the neck, 
where the nerves of sensation and motion from the spinal cord, the 
great sympathetic and the pneumogastric nerves, and the nerves 
from the organs of special sense, pass in, through the various orifices 
in the walls of the cranium, to their termination in the base of the 
encephalon; that is to say, in the lower part of the intellectual 
group and of the propensities, and in the cerebellum. 
When the lymphatic and lacteal system of the body, in connec- 
tion with the senses which communicate with the mind, is active, it 
gives a fulness in the upper part of the neck at the base of the brain, 
as contradistinguished from the cerebellum, which is not developed 
until the age of puberty. To this organic appearance no anatomical de- 
finition has been given by phrenologists. The brain itself might 
not he large in its structure at the base, and still show a great 
amount of circulatory supply and support of physical life in this sen- 
suous part, without being at all mentally disposed. In fact, it is 
demonstrable, that the life of the infant centralizes in this sensuous 
combination of the different nerves that combine and communicate 
with the encephalon; namely, those of sight, hearing, taste, touch, 
and smell. 
The organization thus described cannot properly be denominated 
a temperament, but simply the phase of sensuousness given to the 
mental or physical nature by predominance of vital forces residing 
at the base of the brain, in the nerves of sense, and by the combined 
temperamental influence of the stomach, lungs and liver, with their re- 
The so-called “ Vital Temperament.” 66 
SCIENTIFIC BASIS 
gpective auxiliary apparatus, when it is centralized in this connection. 
In a transient form this phase is characteristic of children in 
health, appearing, however, rather in functional activity resident 
in the base of the brain, than in well developed fulness. 
Juvenile Phases of the Temperaments. The Prevailing Temperament. 
JUVENILE PHASES OF THE TEMPEBAMEKTS. 
In children, on account of their growing constitution, the chan- 
nels of sense, sight, hearing, touch, taste, and smell, by which the body 
and mind are both affected, are very active, especially affecting the 
body, through the nerves of sensation; and these senses, and the 
desire and necessity for food, stimulate all the conditions of bodily 
development. 
Hence, as a general rule, attention to this sensuous disposition of 
the child is the direct and immediate means through which impres- 
sions are to be made by the teacher. Teachers are prone to disre- 
gard this, because in adult life these sensuous external influences 
affect the mind more largely than the body, and as we grow older 
we become more obtuse. 
A knowledge of the four temperaments which I have above de- 
scribed, and of the individual character of each, with their reciprocal 
relations, and the tendency of disease to centralize itself in one or 
the other of them, as well as the commanding influence, ordained 
to be exerted over them through the brain, is of greater importance to 
the curative arts than physicians have generally regarded it. 
2. “ If Combinations are to be regarded, is the Prevailing Tempera- 
ment to be the Guide ?” 
I answer that it is so to be. As I have above remarked, every 
person possesses, in some degree, all of these four primary tempera- 
ments,— the Nervous, the Sanguine, the Lymphatic, and the Bilious, 
—combined; and it is only when one is so predominant that the 
others are relatively uninfluential in characterizing the person, that 
we may say he is of one of these primary temperaments. In general 
they are so combined as that two or more are well marked; and, in 
(Some cases, all the four appear blended in their due relative order. 
In the classification of pupils, proposed by me in my former letter, 
in which I advise that the pupils of a class be arranged in four divi- 
sions according to these four temperaments, I mean that those in 
whom a given temperament predominates, are to be placed together. OF EDUCATION. 
67 
Manner of Describing the Temperaments in their Combined Form. 
Whenever it is thought practicable to carry this classification a 
step further, the children of the Nervous temperament should he 
subdivided according to that temperament Avhich predominates 
next after the Nervous; those of the Sanguine should be subdivided 
according to the temperament which predominates next after the 
Sanguine; and so on. 
In describing these combined temperaments, I shall treat the 
Nervous as the most important element, and shall make it the 
starting point in delineating the combinations. Not only is this 
temperament characteristically the predominant element in the 
American people, commonly leading all the others in the combina- 
tions presented, but it is the commanding element in the physical 
nature; and in the brain, the principal organ of the Nervous sys- 
tem, reside those Spiritual Faculties which enable man to receive 
the influence of the Holy Spirit, which constitutes the characteristic, 
that distinguishes between him and the brutes. 
The indications as to which of the several primary temperaments 
is relatively the strongest, are to be sought in the characteristic 
shape and habit of the body; in its movements, in the general fea- 
tures of the brain as shown in the shape of the head, and in the 
appearance of the skin, the eyes, and the hair. Of the three latter, 
the skin affords the most trustworthy indications of temperament, 
both in its texture and hue; though the indications thus afforded 
are more difficult to describe, in writing, than those given by the 
hair and eyes. Special causes, not connected with temperamental 
qualities, frequently modify the color of the hair and eyes; while 
that of the skin is rarely disturbed thus, except it be by dis- 
ease or general derangement, and then it is not likely to mislead a 
careful observer. As explained in the preceding paragraphs, the 
Sanguine temperament tends to give a red color to the skin, and 
blue to the eyes; the Bilious gives black; the Nervous is indicated 
by white in the skin, and grey in the eyes; and the Lymphatic, by 
a watery and colorless hue. The Nervous tends to a slender form, 
and to sharpness in all the features of the head; the Sanguine gives 
fulness and roundness, especially in the chest; the Lymphatic tends 
to give bulk throughout the system, and a shapeless and expres- 
sionless appearance. The Bilious gives concretion and imporosity 
to the liquids throughout the system, tending to impart density to 
the whole, and affords those qualities which give the basis for me- 
tallic force and endurance. The Sanguine gives heat and impulsive 
force; the Bilious tends to Ioav temperature and quiescent force. 68 
SCIENTIFIC BASIS 
In proportion as the Nervous element predominates, in connection 
with either of the others, it tends to make the hair fine, soft, per- 
sistent in its forms, and sparse. 
The combined temperaments are designated by compounding the 
names of the primary temperaments, in the order indicated by the 
comparative strength in which the primary temperaments appear 
to be united, so as to point out their respective relations. 
When the combination is characterized by a great predominance 
of the Nervous and the Bilious, compared with the Sanguine and 
Lymphatic, it is designated as the Nervous-bilious. In this case, if 
the Nervous predominates over the Bilious, there is a bright, bril- 
liant skin, with, however, a slightly sallow tinge, except aronnd the 
forehead, where the activity of the brain causes a whiteness; the 
eyes are grey, and the hair black and very fine and sparse, and 
through all this, there shines a mental vividness. If the Nervous 
and Bilions are about equal, the clear brilliant skin is without sal- 
lowness, the eyes are black or grey, and the hair black and fine. 
If the Bilious predominates over the Nervous, in which case the 
temperament is designated as Bilious-nervous, its characteristic 
color shows itself more in the tissues, evidenced by the sallowness 
and passive expression of the skin, and by the pupils of the eyes 
which are more dilated and have a colder expression, than when 
the Nervous predominates. 
When the Nervous and Sanguine elements are very much stronger 
than the Lymphatic and Bilious, the temperament is called the 
Nervous-sanguine; and it presents the colors of red and white, in- 
stead of the black and white of the Nervous-bilious. The Sanguine 
distributes the color of red through the white of the Nervous. This 
combination also presents a well-formed muscular system; the 
the Nervous giving length of fibre and compactness to the muscles, 
and the Sanguine, by a vigorous pulsation and circulation, giving 
them fulness and roundness, as well as a pleasing contrast of red and 
white to the skin, and blue to the eyes. It is to these elements, 
that grace and beauty of form are to be attributed. If the Nervous 
is of greater strength than the Sanguine, the skin is clear, and the 
redness of the lips and cheeks is well defined, contrasting with the 
surrounding white, and thus giving beauty of complexion. The 
hair is fine and of a pale red color ; and the eyes are blue. If the 
Sanguine is about equal in strength to the Nervous, there is a 
more diffusive expression of redness in the whole skin, the hair 
also is red and there is a lively and warm expression in the counte- 
Characteristics and Designations of the Combined Forms of the Temperaments. OF EDUCATION. 
Indications of the Nervous-lymphatic, Bilious-lymphatic, and Bilious-sanguine Temperament. 
69 
nance. The eyes are clear blue. If the Sanguine is stronger than 
the Nervous, making the Sanguine-nervous temperament, the same 
characteristics are intensified, and a high degree of heat is apparent 
throughout the whole expression of the body, which is like fire in 
its movements, volatile and quick. 
In the Nervous-lymphatic temperament, the skin is rather of a 
dingy color, watery and lifeless in its expression ; the eyes are of a 
grey or leady hue, and are animated only when the mind is exer- 
cised ; the color of the hair tends to the same dull hue; and the coun- 
tenance, especially the forehead, has a marked whiteness. If the 
Lymphatic is about equal with the Nervous, more tone is apparent 
in the color of the skin, hair, and eyes, than when the Nervous pre- 
ponderates over the Lymphatic. If the Lymphatic exceeds the 
Nervous, there will be a fulness in the region of the stomach and 
in the glandular portions of the countenance, and the muscles of 
the chin and mouth will sag downward. There will also be a watery 
appearance in the eye-lids, and the eyes will be expressive only at 
times, when animated. In children, the Lymphatic system is com- 
monly the most active ; and hence result free discharges from the 
eyes and nose, and from the salivary glands of the mouth. The same 
thing in adults indicates the predominance of the Lymphatic ele- 
ment. In the Nervous-lymphatic, the color is less negative, in pro- 
portion as the lymphatic predominates; but there is no very 
positive expression of color. In proportion as the Sanguine is ad- 
ded to the Nervous and Lymphatic, the color becomes more positive, 
showing a more decided tinge of red in the hair and complexion, 
and of blue in the eyes. If then the Bilious be added, it gives deeper 
tone to these colors; and if it he increased so as to exceed the San- 
guine, it gives a softness and deep brown color to the hair. 
In the Bilious-lymphatic, there is a white, lifeless, watery ex- 
pression in the skin, with black eyes of a dilated and blank expres- 
sion, and the hair is black, and naturally tends to coarseness. In 
the Bilious-sanguine temperament, the skin is of a deep brunette 
color. The hair is a dark brown. 
When the Nervous has about an equal share, in connection with 
the Bilious and Sanguine, it gives an expression of brilliancy to the 
brown color of the complexion, the hair, and the eyes, making it 
lighter than it is in the Bilious-sanguine. 
If with these three elements, the Lymphatic is present in due pro- 
portion, then size and fulness of body are given, making the muscles, 
glands, and the whole contour of the form well filled and rounded. SCIENTIFIC BASIS 
70 
Which i3 the most favorable Combination of Temperaments. 
If, now, among the four temperaments thus combined, the Nervous 
somewhat predominates, we have all that constitutes strength of 
muscle, density of bone, and continuance of powers, as well as beauty 
of the whole body, both in size, symmetrical structure, brilliancy 
and color of skin, and grace of movement and expression. 
It is easy to see how great is the variety of these combinations, 
but the foregoing remarks will suffice to show the external indica- 
tions of relative strength in the combined temperaments. The 
true order of their relative strength, for the best conditions of life 
in the temperate zones and in civilized society, is, first, the Nervous, 
for mental conditions, it being the expenditor of force; second, the 
Bilious, for endurance and tonic support in the system, this being 
recuperative and unspasmodic in its operation; third, the Sanguine, 
for warmth and geniality of action; and fourth, the Lymphatic, for 
equalization, and for the necessary supply of liquid for harmonizing 
what may he called the vegetative conditions. 
In general, it may be said that this order affords the highest con- 
ditions for health, longevity, and the progress of civilization. 
For special vocations, however, some modifications of this order 
are more appropriate. The Nervous-bilious temperament is for 
educational purposes and influences the most favorable; because 
these temperaments are not pulsating or alternating, but are quies- 
cent in their functional operations. But if the functions of the 
nervous and bilious systems exert too controlling an influence, and 
are too much stimulated by the processes of the school, growth is 
checked and decrepitude results, for want of the healthful influence 
of the vivacious alternating action of the lungs and stomach. 
Hence, active out-of-door sports should be particularly encouraged 
in children of this class. 
DISTINCTION' BETWEEN MENTAL AND TEMPERAMENTAL QUALITIES. 
One great difficulty in carrying this method further than the 
fourfold classification, heretofore suggested, is found in the fact 
that while many physiologists are agreed in recognizing the four 
leading temperaments, substantially as above described, they differ 
widely in regard to the exact relation which is marked by each, 
with and upon the mental conditions of the brain, going so far as 
to characterize them as the poetical temperament, the musical tem- 
perament, the sensitive temperament, &c., and thus confusing the 
whole subject of physiological investigation. OF EDUCATION. 
71 
‘Cerebral Peculiarities to be distinguished from the Temperaments. The Head of Washington. 
A clear knowledge of character cannot he attained without a 
'Careful discrimination between those elements of mental capacity 
which depend upon the organization and development of the brain, 
including the organs of the special senses, with the characteristic 
grouping of the faculties, and those elements of force or quality of 
action which depend upon the bodily temperaments in connection 
with the sensuous activity. 
To illustrate this distinction by an actual character, I give, in 
the diagrams, the head of George Washington, whose character is 
better known and justly more admired and venerated than that of 
any other person named in our annals; and it will be seen how 
ulearly the great attributes of his mind are defined in the combina- 
tion of temperaments, and the marked form of the head. Every 
intelligent observer, looking upon it, is impressed with the medita- 
tive placidity, the dignity, and the might of the character portrayed 
in it; but not many can give a definite statement, beyond a refer- 
ence to the law of suggestion, why such lines and shadows should 
•convey the image of such a character. Physiology and the science 
of the mind enable us to analyze the material form, to trace each 
physical peculiarity of color, texture, and shape, to its co-related 
physiological and phrenological causes, thus unravelling the con- 
nection, and estimating the relative force, of the great functions of 
the system, and of the groups, clusters, and special faculties of the 
mind, justifying, but far transcending, in the exact and detailed 
result, the first vague and undefined impression. 
In deducing a practical method of analyzing and demonstrating 
character, from the principle that mental nervous function is lo- 
calized in the cerebrum, and that local development in size results 
from activity, phrenologists have assigned fixed localities for the re- 
spective convolutions, and have given definitive descriptions of the 
functions they ascribe to these organs, without sufficiently regard- 
ing the differences observable, in both these respects, in each and 
every head. It is only in a relative sense that a faculty can be said 
to occupy the same place in different heads. The convolutions 
corresponding to the respective faculties appear to have, in all 
heads, the same general position among themselves, when relatively 
considered; but such is the endless variety of form caused by dif- 
ferent development, that the location of many convolutions, when 
compared with the general outlines of the head, is very variable. 
Correspondence in exact location, is rather the exception than the 
rule. Thus, for example, we cannot assign to Destructiveness, a 72 
SCIENTIFIC BASIS 
uniform position. In some heads, this faculty appears in its ap- 
propriate central position, in the space immediately between and 
above the ears; and the centre of its location in such a ease, would 
be indicated by the vertical line h a, [see fig. facing p. 75,] rising from 
the centre of the opening of the ear. In others, it is developed 
backward, so as to appear behind that line ; in others again, it is 
developed more forward of that line; and in others still, a down- 
ward development gives it a position between the ears and extend- 
ing both in front and back of them, bulging them out. These 
diversities of location, and the variations of’ associated action, and 
of physiognomic expression, connected therewith, are significant of 
corresponding diversities of mental character. If one head is found 
to be higher, broader, rounder or fuller, or phrenologically more 
angular, than another, it is because some parts of the brain have a 
marked development in a certain direction, necessarily giving some 
of the convolutions a location removed from that which they other- 
wise would have had; thus altering distances generally, though not 
necessarily disarranging relative positions. Hence no two heads 
resemble each other in the precise location of the faculties, when 
compared Avith an absolute standard, any more closely than they 
do in the general exterior form. 
The diversity in this respect may be compared to the diversity 
which appears in the location of the features of the face. The re- 
lative contiguity of the features is ahvays the same; but if two* 
faces are measured by lines such as those sIioavu in the diagram,, 
the mouth, which in one will be seen below a given line, will ap- 
pear in another to be above the corresponding line. In one, the 
mouth might appear to be wholly within one square, and in another, 
it Avould extend into three squares, and perhaps rise into a fourth. 
In one, the eyes being small and close together, Avould be seen in- 
contiguous squares; in another, being large and far apart, they 
avouM chiefly appear in the squares further removed on each side. 
Thus, although in the general relative position of the organs, all 
heads are alike, yet when the location of the organs is accurately 
defined, each head has its oAvn peculiar phrenologic form, in which 
it is unlike any other. 
No chart or bust, therefore, can give anything more than an ideal 
or average shape of the head, and an ideal or average position to 
the faculties, unless it be the representation of an individual head 
like that presented in the diagram. This gives the location of fac- 
ulties in the case of this particular person; and enables us, by con- 
Diversity in the relative Position of the Cerebral Organs. OF EDUCATION. 
73 
trast and comparison, to describe certain characteristic variations 
of position indicated by other forms of the head. 
Again, not only do the convolutions, or organs, vary with respect 
to their locations, but also’ in their forms, relative positions, and 
the degree in which they are merged one in the other. For in- 
stance, the organs of Destructiveness and Secretiveness are usually 
quite distinct; but the convolutions are often so associated in posi- 
tion and activity that, in exterior form, they show but one develop- 
ment. This combination manifests a wary executive force or stra- 
tegic power. If the development of Destructiveness is, on the 
other hand, not toward Secretiveness, but downward on the side of 
Alimentiveness, there will be a manifestation of executive power in 
the sensuous passions. If, again, the Intellectual group predomi- 
nates, and Destructiveness is developed forward and upward upon 
the side of Acquisitiveness, there will be executive power of an in- 
tellectual character. 
We cannot-estimate the mind by applying any arbitrary scale of 
mensuration to its organs. We are surveying the most complex 
and wonderful of the works of the Creator; the only creature in 
whom spiritual life and physical forces are combined; the organ- 
ized being in whom alone the Almighty Creator has embodied His 
own image, and whom alone He has gifted with capacities to re- 
ceive His own direct guidance. It is to little purpose, that we 
frame artificial formulas of comparative bulk and manifestation, 
and balance the results to find the sum of the mind. The Nervous 
forces refuse to be measured by aprocess Avhich takes no cognizance 
of the most essential elements of the problem. We must ever re- 
member the infinite diversity of form and appearance which growth 
manifests; and, in seeking for the significance of these external 
manifestations, we are to proceed by a knowledge of the laws by 
which these functions are determined. This must include both a 
recognition of the plastic power of organic nature, which eludes 
artificial and absolute measurement, and also those Spiritual laws I 
have referred to, which, when brought into operation in the soul, 
modify, regulate, and illuminate the organization. The discern- 
ment of this Spiritual life is the first condition for knowing the 
character of another who is the subject of its influence ; but “ The 
natural man receiveth not the things of the Spirit of God, for they 
are foolishness unto him: neither can he know them because they 
are spiritually discerned.” 
In giving a definition of the mind, by its outward organic form, 
Diversity in the associate activity of the Organs. The Measurement of the Mind. 74 
SCIENTIFIC BASIS 
presented to the perceptive faculties, as I do in these pages, I point 
to the visible objective manifestations of the natural faculties. The 
life of the Spirit is only known by the Spirit. 
The faculties of Godliness, with their six pair of associated mem- 
bers in the Spiritual group of faculties, constitute, so to speak,, the 
crowning centre of the mind; and by the Divinely ordained law of 
the nature of man, it is only by the sentient power manifested through 
this superior part of the organization that the soul has its true life * 
and to know this spirit in another the observer should possess it. 
It is only by bringing to the analysis all that is known of the 
laws of growth, and looking to the general form of the head for 
the cast of mind, and thence proceeding to ascertain the special 
characteristics, that we may analyze the objective facts so as to form 
a true judgment of the character. 
Before the phrenologic observer directs attention to the form of 
the head, he should, therefore, observe the temperament of the per- 
son ; for the peculiar combination of the temperamental elements 
presents the back-ground upon which the mental character is to be 
portrayed by phrenologic analysis. Having thus observed whether 
the brain, or nervous temperament, predominates over, or is subor- 
dinated to the other three temperaments, we must observe in what 
order and degree the body and mind are sensuously connected and 
blended. In doing this, the superficial observer is prone to be mis- 
led by the mere regard to the physiognomic expression, particularly 
by that of the eye. But the development of the base of the brain 
and the neck, and the physiological acuteness and quickness of the 
senses are the true indications of this characteristic. Having thus 
learned the tendency of the mental life, whether outward and de- 
monstrative, or interior and self-involved, we are prepared to ob- 
serve next, the general form of the head. By ascertaining the order 
of development in which the three groups of faculties stand, in that 
form, we shall ascertain what is the general mental disposition, that 
is to say, whether the mental life, manifested under the influence 
of the temperament, and in the immediate sensuous action, is char- 
acterized by a predominance of the Animal and Social, the Intel- 
lectual, or the Spiritual group. By the knowledge of these general 
characteristics, the observer is prepared to distinguish the clusters, 
or families of faculties, from each other, and to recognize the loca- 
tion and development of particular faculties; and thence, to ascer- 
tain the peculiar qualitative character imparted to the whole dis- 
position by the deficiency or predominance of any one. 
The proper Phrenological Analysis for a true Judgment of the Character. SPIRITUAL 
ISTo. G.—Left side.—Full profile view representing, as far as prac- 
ticable, the special Faculties of the three groups. Upon this side 
•of the bust, the locality of each special faculty is designated as it 
was manifested in the head of George Washington. The different 
size of the lettering employed for the faculties of the different 
groups indicates the characteristic difference in the size of the con- 
volutions. The regions of the groups are indicated, in the cut, by 
their names in the margin.—See pp. 18, 36, 72, 130, 133, 134, 137, 
140, 141, 176. [To face p. 75.] OF EDUCATION. 
75 
Influence of the Temperaments upon the Mental Disposition, illustrated by the Profile View. 
The influence of the temperaments upon mental disposition, thus 
observed, may be illustrated as follows. 
In the profile view of George Washington, the part of the brain 
which appears predominant is the group of the Spiritual faculties, 
comprising both the Meditative and the Intuitive cluster. It is 
evident from the shape and bulk, so far as they are shown in this 
view, that the Meditative part largely predominates over the Intui- 
tive part; and that the Intuitive part is drawn and subordinated 
to the Meditative part. So also is Self-Esteem, which thus con- 
sorts with Steadfastness. This form indicates that premeditative 
feeling, rather than intellectual force, was the source of his actions. 
This fact, in connection with the qualitative influence of the 
temperaments, would give the observer one chief element in the 
analysis of his mental character. Thus, if the Bilious tempera- 
ment predominated over all the others, the tonic strength of its in- 
fluence, with this development of brain, would give austerity and 
stiffness, tempered with sufficient aspiration and reverence to im- 
press an observer with the idea of commanding qualities. If this 
had been the temperament of Washington, jealousies and suspicions 
would have resulted in the minds of those about him in reference 
to his plans, from his deportment, and in consequence of his youth- 
fulness ; and from the crude state of the political elements, such 
jealousies would have probably precluded success. 
If the Nervous exceeded the Bilious, both predominating over 
the other temperaments, there would have been a more active men- 
tal force; and, since the development of the Meditative cluster is 
the condition under which judgment of a higher character is man- 
ifested when its powers are called into exercise, the Nervous-bilious 
temperament would have made him superior, mentally, on account 
of the activity of the brain, and superior as a judge, ou account of 
the reflective power of the truth. If this had been his tempera- 
ment, it would have given him a greater pre-eminence, by reason of 
the greater mental force; but it would have tended to increase the 
distance between him and the men who gave him their support, 
who would have been alienated by his being not sufficiently acces- 
sible ; while the jealousies of rivals and the opposition of those who 
objected to placing him in command because of his youth and in- 
experience, would haye been increased in consequence of his greater 
mental activity. 
If the Lymphatic temperament had preceded the others, they fol- 
lowing in the order above indicated, it would have given a more 76 
SCIENTIFIC BASIS 
passive character, with the reticent influence of the Bilious; and 
he would not have been so frequently or easily influenced by sur- 
rounding circumstances. Bodily exertions would have been dis- 
tasteful, and the mind characterized by inertness; since with a 
marked degree of the Lymphatic temperament, as compared with 
the others, the body seems to take precedence of the mind, and the 
individual becomes lazy. If now, while the three temperaments 
we have named preserved this relative order, Bilious-Nervous-Lym- 
phatic, the Sanguine had been given predominance over them all, 
the result would have been greater vivacity and fitfulness; and 
although he would still have been unwilling to act without neces- 
sity, yet when under necessity, he would have shown a great deal of 
passional force. With this disposition he would still have been an ac- 
tive leader, hut in the immediate sphere of social and practical life. 
Turning now to the front view, [No. 8,] which is the next in 
importance, we shall see in the form of the head, as thus presented, 
another element of the analysis of the mental character. In this 
view, the height of the head is not so apparent as in the profile 
view, because of its great breadth. This breadth, in the position 
indicated in the diagram, and in connection with the influence of 
the temperament, shows the amount and quality of vital force resid- 
ing in the executive and restraining faculties. The breadth, in this 
head, is greatest at a point above and behind the ears. If this ex- 
treme breadth were at the base of the brain, it would indicate a 
downward development and a gross, sensuous nature. If it were 
in the back of the head, it would show great social force in the 
propensities located there. If it were in the forehead, it would 
show great combinative capacity of intelligence in some form. 
Being, in this head, in the faculties of Destructiveness and Cau- 
tiousness, and upwardly developed towards the other restraining 
faculties, Righteousness and Steadfastness, it shows a great amount 
of vital mental force latent in the executive and restraining facul- 
ties of the Propensities. The commanding mental qualities im- 
parted by Steadfastness combined with both Godliness, and Self- 
Esteem, (as indicated by the height, in the profile view,) in connec- 
tion with Destructiveness, or Executiveness, and Cautiousness, (as 
indicated by the Ireadth, in the front view,) as far as the mental 
conditions which depend on organization are concerned, fitted 
Washington for high faith, executive ability, and vast latent power, 
in the great cause in which he was engaged, and constituted him 
the great moral leader of his people. 
Elements of Character indicated in the Front View. SPIRJTIMt. 
- No. 7.—Full front view.—Representing on the left side the 
names of the Faculties, and on the right side the location of the 
groups. 
In this view is shown the locality of the Perceptive, Conceptive 
and Combinative clusters, respectively, which together form the 
Intellectual group. In the upper part of the head the region of 
the Intuitive Spiritual Faculties in both hemispheres is prominent 
in this view.—See pp. 133, 134, 137, 14p, 141, 143, 1G2, 1G3. 
[To face p. 76.] OF EDUCATION. 
77 
This additional view of the form of the head enables us to en- 
large our statement of the temperamental influence as follows :— 
If the Bilious were predominant, in such an organization, it would 
give self command: the man would feel superior to the conditions 
by which he was surrounded, and, although not possessing philoso- 
phic conception, would manifest great practical forecast. In the 
case of the Bilious temperament, there would he, with a bland 
austerity, indifference even to immediate surrounding circum- 
stances ; so that the mind would seek retirement, and it would re- 
quire some great necessity to call forth the full powers. In ordi- 
nary circumstances, the activity of the mind would he self-con- 
tained and undemonstrative. 
In the case of the Nervous-bilious temperament, this breadth in 
the region of the restraining faculties would indicate, with judicial 
and social power, a watchful and anticipatory attention and self- 
adjustment to the immediate conditions of success, in all their 
details, bringing the mind into more intimate relations with pass- 
ing events; and with the strength of the perceptive faculties 
which Washington possessed, as seen in the sharp outline of Indi- 
viduality and Eventuality, success must have attended effort, be- 
cause of the constancy of watchful attention to apparent facts, the 
superiority of judgment, and the practical activity, and strong force 
of the character. This however, was not the character manifested 
by Washington under ordinary circumstances, because the predomi- 
nance of the Lymphatic temperament made him indifferent to im- 
mediate influences until controlled by the sense of moral obligation. 
If the Sanguine should predominate in such an organization, the 
individual would be more affected by immediate circumstances, and 
would show by his life, warmth of affection and social interest for 
those who surrounded him: his happiness would depend upon his 
family, and his mental life would be made up of the immediate, sur- 
rounding influences, and of action and re-action between the mind 
and external affairs. He would be eminent in athletic sports, on ac- 
count of the large preponderating force indicated by the breadth be- 
tween and above the ears, in connection with the elements of charac- 
ter shown by the other view, and the combination of the tempera- 
ments. If the Lymphatic should precede all others, which was the 
case with G-eorge Washington, especially in the latter years of his 
life, (while in his earlier life the Sanguine had more influence, and 
in the middle, in circumstances of great necessity, the Nervous,) 
the tendency to inactivity indicated by this breadth of head would 
Influence of the Temperaments upon the Character thus indicated. 78 
SCIENTIFIC BASIS 
Washington’s Character and Temperament. Successive changes therein. 
be increased; and this disposition would be overcome only by 
the strongest appeal, such as his country’s call was to George 
Washington. 
In Washington’s case, it is probable that if the events transpiring 
had not been of so momentous a character, he might have died in 
obscurity. Out of his temperamental weakness, and the peculiar 
order of his mental faculties, the irresistible necessities of his coun- 
try brought strength. The fitness of Washington for the task im- 
posed upon him may be concisely stated thus: 
He possessed great executive force, (shown by the breadth of 
head,) and remarkably clear and single perceptions, (shown by the 
outline of the forehead in the profile view), while these powers were 
rendered inaccessible to ordinary selfish influences by his passive 
temperamental conditions. Only through the great sense of moral 
obligation, given by his meditative faculties, (the predominance of 
which is shown by the height of the head in the back part,) could 
this latent power be called forth; and hence the necessities of his 
country alone could command him. 
The change in the character of Washington was marked by his 
temperamental development, as he advanced in life. In early man- 
hood his hair was sandy, inclining to yellow; this appearence indi- 
cating the warmth of his interest in affairs at that period of his life. 
The infusion of this vivacious sanguine temperament gave him 
his disposition to delight in athletic sports. This warmth of dis- 
position in his earlier years, made him genial and pleasant in his 
social relation with others. His disposition being rather tempera- 
mental than mental, it naturally had its freest and most sensuous 
manifestation in his private life: but in the duties of office and mili- 
tary command, his mental disposition led; and his high qualities of 
righteousness and steadfastness gave him a colder and graver tone. 
The same warmth of temperamental disposition was manifested 
also,by the high spirit which he exhibited when unjustly treated in 
the military appointments made by the Colonial Governors, a spirit 
which constrasted very strongly with the disposition of his maturer 
years, when placed under similar circumstances. As Washington 
passed into the mature period of middle age, the influence of the 
sanguine temperament declined, and that of the nervous increased; 
and as he entered upon the period of the Revolutionary war, the 
lymphatic temperament declined, and the nervous increased still 
more until it preceded all the others. The order which character- 
ized the combination of the temperaments which he possessed at suRimi. 
rr\ 
Aro. 8.—Full back vieiv*•—-Showing-on the left side the names of 
the Faculties, and on the right side the location of the groups. 
In the lower part of the head the region of the Propensities in 
either Hemisphere is shown. In the upper part is the region of 
the Meditative Spiritual Faculties. The lettering which indicates 
the general region of the groups is prominent on the right Hemis- 
phere, while the names of the special Faculties are indicated on the 
left Hemisphere, Acquisitiveness, Destructiveness and Alimentive- 
ness projecting in a direct line from the surface of the head, and 
their location designated.—See pp. 137, 153, 15G, 157. 
[To face p. 78.] OF EDUCATION. 
79 
this, the most active period of his life, was the Nervous-Lymphatic- 
Sanguine-Bilious, the nervous and lymphatic elements being much 
more influential than the others, and the bilious having no appre- 
ciable effect on his mental disposition. His hair had a tendency to 
become white and quite sparse before he attained old age, indicating 
the necessitated activity of the brain. In the latter part of his presi- 
dential service, and in his subsequent retirement, the nervous again 
declined, and the lymphatic increased, returning to its early predom- 
inance ; hut the low degree of the sanguine and bilious elements 
continued to his death. The natural predominance of the lym- 
phatic temperament in him, the declension of the sanguine, and the 
marked deficiency of the bilious, were the physiologic causes of his 
characteristic disposition;—thoughtful, imperturbable, unimpul- 
sive, and unambitious. 
Each of these temperaments has its particular epoch in human 
life, growth usually commencing with predominance in the lym- 
phatic, and next developing the sanguine; while the nervous attains 
its greatest power only in maturity; and the bilious, which is al- 
ways the underlying base, giving contrast to the other three, both 
substantially and phenomenally, often becomes more prominent as 
the others decline, towards the close of life. Variations in this 
order exist in different individuals and nations. In Washington, 
as in many others, the lymphatic continued to increase with age. 
The shifting combination marks its influence in the changes of 
mental character. 
Effects of Age upon the Order of Temperamental Influence. 
IMPORTANCE OF TEMPERAMENTAL OBSERVATION. 
From these illustrations of the influence of the temperaments, it 
will he seen how important it is that the observer should first ob- 
tain a knowledge of the temperamental peculiarity of the subject 
of observation, as the basis of every phrenologic estimate of char- 
acter. 
A knowledge of the temperaments will tend to lead the mind of 
the teacher to a sense of the necessity of Spiritual guidance. His 
is the high function of guiding the formation of character; and 
yet, when he is dependent on his own natural mental force, and 
subject wholly to the qualifying influence of his own temperament, 
he finds himself constantly experiencing a painful want of adjust- 
ment between his own powers and the subjects of his efforts. It is 80 
SCIENTIFIC BASIS 
only by that humble and earnest spirit which the predominant ac- 
tivity of the Spiritual faculties imparts, 'when the soul is under the 
influence of the Holy Spirit, that he can acquire the power to con- 
trol the manifestations of his own special temperament, and rise to 
the vantage ground which he must attain for the successful accom- 
plishment of his task. When the activities of his mind, and the 
influence of his temperament are thus harmonized with the will 
of God, and not otherwise, can he exercise the full power which 
the law of his being affords him. 
When the observer has -duly estimated the temperamental condi- 
tions by which the mind is affected, he is prepared to measure the 
relative development of the groups. A due regard to the essential 
three-fold division of the mind is of fundamental importance, both 
in phrenologic observations, and in defining and classifying the 
mental processes. It is because the qualitative characteristics of 
the spiritual part, as compared with the others, have not been re- 
cognized by phrenologists, that they have not succeeded in estab- 
lishing the phrenologic doctrine beyond controversy. They have 
investigated the facts of physical organization, and the correspond- 
ing manifestations of the faculties, and found a confirmation of their 
conclusions, in comparative physiology. Dr. Gall presented the 
great truth of the mental significance of peculiar conformations of 
the head, and elucidated the character of many of the phrenologic 
features, or regional developments, nick-named bumps. Hence 
the science as presented by Dr. Gall, is more appropriately termed 
Cranioscopy. Dr. Spurzheim extended the observations com- 
menced by Dr. Gall; but, instead of recognizing the distinguishing 
characteristics of the three groups, presented a greater number of fac- 
ulties, by more minutely analyzing the processes of the mind. The 
more systematic analysis of the faculties which he accomplished, 
and the better definition which he gave of the special functions 
performed by them, were, however, of great importance in estab- 
lishing phrenology upon a scientific basis. 
Phrenologists, in seeking to define the exact location of faculties 
by superficial measurement, and endeavoring to reduce the results 
of observation to mathematical formulas, stating the quantitative 
predominance of the faculties according to a numerical scale, have 
presented an arbitrary and artificial scheme, inconsistent with the 
plastic and interblending forms manifested by all organic growth. 
They have heretofore not rightly apprehended the general divi- 
sion of the mental functions of the brain, and therefore could not 
Deficiencies in Phrenologic Systems in respect to Temperaments. OF EDUCATION. 
81 
give a proper analysis of the mind and its processes. They have de- 
fined the intellectual faculties, the social and animal propensities, and 
the moral sentiments, hut have not known how to distinguish the 
Spiritual, the Meditative and Intuitive faculties. They have re- 
cognized only that passive existence which the spiritual faculties 
have in connection with the social propensities; hut have not re- 
cognized the activities of the spiritual faculties, which the direct 
impartation of the Holy Spirit of God induces. 
Physiologists have generally failed to understand the relations of 
the temperaments to each other. They have studied what have 
been termed the vegetative functions, to the disregard of the men- 
tal , either wholly omitting mental conditions, or giving them no 
proper form and order. Many have attributed to the physical 
functions, more influence upon mental conditions, than they pos- 
sess. And some have regarded the temperaments as the conditions 
of the mental disposition; whereas the primary conditions are in 
the brain, (the Spiritual faculties being designed to be predominant 
among these conditions,) and the temperaments, in their combina- 
tion, act reciprocally under the brain, being the recipients of the 
mental forces. 
These four colored portraits present the phenomenal aspects of 
the temperaments, delineated as far as the contrasts of color pre- 
sent them in the appearance of the head, so that the perceptive 
faculties, by Individuality, may clearly discriminate them. As far as 
physiologic knowledge admits, we have described their objective man- 
ifestations, indicating the influence of each in the phases of human 
life, and have pointed out the functional seat and centre of each. 
Thus far we have been treating of that which is visible and 
tangible, and therefore capable of description. 
We must always distinguish between those objective facts, of 
which the senses take cognizance, and that indescribable something 
called the soul, which can be observed only by its manifestations 
through the body; but of which the fair deductions of proper rea- 
soning, from the premises here stated, give us cognizance. The 
spirit itself we cannot define. Besides the physical organization 
which man possesses, he is, by his orginal creation, or by being 
born again, a living soul, existing in this respect in the image of 
God, who is a Spirit. And when we speak of the body or brain 
as the residence of the soul, we speak only of the essential loca- 
tion, in space, of its centralized, visible, and physical manifesta- 
tions. 
Relation of the Temperaments to the Mental Functions. The Spirit undefined. 82 
SCIENTIFIC BASIS 
How the Teacher may obtain an Ascendency orer his Pupils. 
3. “How are these Distinctions of Temperament to be made Avail- 
able? 1. Indiscipline; 2. In instruction?” 
Persons resembling each other in respect to a predominance of 
the sensuous influence of the Sanguine, Bilious, or Lymphatic 
temperament tend, strongly and unconsciously, to interblend, sym- 
pathize with, and influence each other. Differences of mental con- 
stitution modify this tendency and prevent it from resulting in a 
mental or social affinity; but the similarity in phrenologic form of 
development promotes the power of sympathetic influence. This 
is true of classes as of individuals. Where there is a diversity of 
temperaments, therefore, between teacher and scholar, there is more 
need of self-adaptation, in order to secure the necessary interblend- 
ing, sympathetic influence. Mediately, through the agency of the 
Holy Spirit, this can be effected; it will be most practicable when' 
the Spiritual faculties of the teacher have an orderly development, 
Godliness being predominant, and thus making him first humble. 
The first condition, therefore, required to make these distinctions 
available, is that the teacher should consider his own temperament, 
in connection with those of the children under his charge. The 
teacher is always more likely to gain an ascendency over children 
who are of the same temperament as himself, than over others, es- 
pecially when there is a general resemblance, also, in the form of 
the head. Those in guiding whom he will find the most difficulty, 
Avill generally be of a temperament the antithesis of his own, es- 
pecially if the relative order of development of the several groups 
in the organization of the brain be different. If the teacher duly 
observe this fact, he will be better able to adapt himself, both in 
discipline and instruction, to the children who are unlike him in 
temperament; properly interblending temperamental and mental 
conditions in the work of education, and gaining an influence over 
his pupils, by controlling his own temperamental peculiarities so 
as to conform, as far as may be necessary, to theirs. 
Where the teacher has in his class pupils of a temperament dif- 
ferent from his own, he will best reach them through the sensuous 
sympathetic action of those who are like himself. By exciting an 
interest in those who are temperamentally like himself, he will be 
able to impress the whole class. In order to do this, he may be- 
gin by addressing himself generally to the class, and observing 
which of the pupils he impresses most, so as to select them for the OF EDUCATION. 
83 
instruments of his subsequent operations; or lie may base this 
selection upon the observed peculiarities of temperament, and be- 
gin by specially addressing those whom he finds in sympathy with 
himself. 
The teacher must, therefore, realize in his own consciousness 
what is his leading or predominant temperamental disposition, so 
as to control its exercise. 
The second condition requisite to make these distinctions avail- 
able is, that the teacher should realize that very much of the life of 
a child resides, by nature, in the nerves of sense which comm uni- 
cate with all the temperaments, and in the propensities and physi- 
cal or bodily functions; what degree of activity is in the intellec- 
tual faculties, and how little there is in the spiritual, and why this 
should be so; and, by a careful observation of the temperamental 
disposition of the child, he will learn what faculties he must ap- 
peal to, in order to get possession of the affections. A child of a 
sanguine temperament and active social propensities is full of play; 
and if the teacher would gain ascendency over him he must enter 
into his sports. This is the way to gain the possession and guid- 
ance of those forces which he desires to bring forward into the in- 
tellectual faculties. 
In order to do this, he must establish a temperamental affinity 
between himself and his pupil. He must come to the child’s con- 
dition, and not expect the child to come to his. If he is 
or mentally exercised unfavorably toward a child, that child will 
first imbibe that about which the teacher is thus exercised, instead 
of what he wishes to teach him; and he will feel in himself a resis- 
tance. Perturbation in the master begets the same in his pupils ; 
and without knowing it, he is doing the very thing he would not, 
and leaving undone the thing he desires to do. Although the 
teacher cannot actually modify his temperamental disposition so as 
to meet that of the child, yet, if he is aware of the diversity of 
temperament, he can, more especially with a meek and humble 
state of mind, by self-restraint and control, adapt his expression 
and bearing to the child, so that it will be able to receive the im- 
pressions he wishes to impart. It is by the teacher’s own mental 
effort, adapting himself to the volatile and lively sensuous disposi- 
tion of the temperament of the child, and to his playful ways, that 
this affinity is established. 
The first step in teaching is to gain attention. 
The sanguine child vyillbe on the alert, to hear what is going on; 
The Teacher must adapt himself to the Temperamental Peculiarities of his Pupils. 84 
SCIENTIFIC BASIS 
and the same temperamental disposition that makes him quick to 
listen when the teacher speaks, makes him quick to be diverted, 
unless his mental organization is such that his thoughts are cen- 
tralized in the contiguous faculties running through the centre of 
the head, causing his attention to be continuous, or unless his re- 
straining faculties are large, in which case, if the teacher can retain 
his attention, it will he effective. The sanguine and nervous tem- 
peraments, being volatile in their nature, are more susceptible of 
influence than either the lymphatic or bilious. 
The lymphatic child is more slow in receiving mental impres- 
sions, which are often not distinct nor long retained. If the ap- 
peal made is to the faculties of alimentiveness, his attention is se- 
cured at once. 
In the bilious child, if the liver is called into too great activity, 
the activity of the lymphatic and sanguine systems is proportion- 
ately checked. The characteristic of this child is inactivity, with a 
tendency to segregation and quiescence. The impulsive nature of 
the other temperaments has given way to the passive nature of the 
bilious. The instruction which the teacher imparts is not eagerly 
received, hut what is received is more permanent. 
The nervous-bilious child does not give attention as quickly as 
the sanguine ; but when his attention is gained, it is more likely to 
be continuous, for the habitual exercise of the mental faculties is 
pleasurable to him; and the nature of this combination of temper- 
aments is quiescent and not marked by pulsative and physiologic 
diversion. If however, this combination is excessively predomi- 
nant, the liver will be called into too great activity by the require- 
ment of the brain, and the activity of the stomach and lungs—the 
lymphatic and sanguine systems—will be proportionately dimin- 
ished, and the growth of the child will be checked. Where this 
predominance appears, great care should be taken to promote ac- 
tive out-of-door sports, and secure all the external conditions of 
active vegetative life. 
It will be difficult to get the attention, unless the teacher has the 
affections of the children. The citadel of children’s love is the 
sensuous connections, or communication of the senses, with the 
brain. The attention having been gained, the next thing to be re- 
garded is so to administer the methods of discipline as to keep 
those affections, and, at the same time, to excite a sufficient degree 
of intelligent cautiousness to give circumspection and keep the 
mind on the alert. 
Diversities of Disposition in Children resulting from Peculiarities of Temperament. OF EDUCATION. 
85 
The teacher is not to abandon the use of fear, but on the contrary, 
to rely on it as one of the most important conditions. He is not 
merely to resort to it on rare occasions; but, in a proper degree, and 
in subordination to love, to use it continuously. When the teacher 
has the attention and the love of the child, and, subordinate to that, 
a sufficient activity of the restraining faculties, Cautiousness, Secre- 
tiveness, Conscientiousness, (or Righteousness), and Firmness (or 
Steadfastness,) the intellectual mind is open to him, ready to receive 
and appropriate whatever instruction he may impart. 
From the foregoing description it will be seen, that the mind of 
the sanguine child is most readily awakened by a vivacious gesticula- 
tion. With those who are nervous, acute mental clearness,—precision 
and vividness of thought and language, must be employed. The 
bilious are more influenced by a grave, sedate, and presistent ap- 
plication ; whilst the lymphatic commonly need to be urged by a 
sharp, spicy method. 
At this point, it will be observed how important it is, always to 
bear in mind the difference between the child, in whom the active 
development is chiefly in bodily or physiological growth, and the 
teacher, whose bodily growth is accomplished, and whose mental 
powers are in full strength and vigor. How striking is this distinc- 
tion ! On the one hand, the teacher, with educated and matured 
intellect, his force centralized in the brain and capacitated, according 
to his own peculiar temperamental conditions, to acquire and per- 
manently retain any species of knowledge; on the other hand, the 
pupil, not fully developed even in bodily strength, and with a tem- 
peramental disposition, which if not in harmony with that of the 
teacher, shrinks from impressions, and a mind, which, like water, 
yielding to impressions, quickly loses them. 
How necessary, then, that the teacher’s spirit should be so regu- 
lated that his intercourse with his pupils may secure their sympa- 
thetic feeling, interblending the influence of his mind Avith theirs, 
and not arousing the resisting forces ! 
Assuming these relations between the teacher and the children to 
be established, I proceed to answer the above question in its appli- 
cation to discipline and instruction. 
(a) As to Discipline. 
1. What Temperaments are best treated by Coercive Means l 
2. What by Persuasive ? 
When these two means of discipline are considered upon physiolo- 
How to deal with the different Temperaments. Pupil and Teacher contrasted. 86 
SCIENTIFIC BASIS 
The Selection of Punishments and Rewards based upon Temperamental Considerations. 
gic principles, the proper use of each, and the method of its appli- 
cation, become apparent. 
There is no particular distinction between the temperaments, as 
such, in respect to whether coercive or persuasive means should be 
used. The selection between these is governed by other considera- 
tions. But if either is to be used, the distinctions between the tem- 
peraments are of great importance, in connection with a knowledge 
of the mental disposition, in determining the nature and degree of 
that which should be used. Thus, to require a child to stand still 
for a certain time, would be a much greater punishment, if he were 
a sanguine child, than if he were a lymphatic or bilious child. To 
impose a punishment requiring a considerable degree of physical 
activity, would be very oppressive to the lymphatic or bilious tem- 
perament, but might prove a mere frolic to a child of the sanguine tem- 
perament. The same distinctions apply to persuasive measures. The 
promise of a cookey may be a strong inducement with the lym- 
phatic temperament, while to produce the same persuasion on the 
nervous temperament, the promise of a story or picture would be 
more appropriate, and to the sanguine temperament, that of a game 
of ball. Every teacher observes these differences in children; but 
few, if any, understand the principles that underlie them, or make 
them the basis of intelligent discrimination in practice. What I 
would particularly point out, is that they are chiefly dependent on, 
and explained by, temperamental conditions, and that a classing of 
children by temperaments, and a due regard to the affinities of the 
mind directly affected by the temperamental conditions, would very 
much facilitate the work of instruction and diminish the necessities 
of discipline. 
If the teacher finds a lymphatic boy dull and stupid, he should 
ask if the mother gives him all the food he desires; and if she does, 
he should ask her to diminish his allowance. An abundance of 
food causes the stomach to engross the activity of the system, and 
the child cannot learn his lesson until he has digested his too hearty 
meal; or, if he does, derangements of the the stomach will result. 
Instead of whipping the boy for his dulness, the mother should be 
required to diminish his supplies of food before school hours; and 
then he will learn. If the appetite is restrained and controlled suffi- 
ciently to direct the exercise of the physical disposition from the 
stomach to the brain, the communication being through alimentive- 
ness, the forces will be directed more to the brain, transforming a 
physical disposition into a mental one. Thus if the lymphatic child OF EDUCATION. 
87 
is made hungry, alimentiyeness, in the brain, is called into activity; 
and if the next contiguous faculty, destructiveness, is large, he will 
begin to exert himself to supply his want. If the next faculty, 
secretiveness, is large, he will slyly look about him to find how he 
can help himself; and if the next faculty, combativeness, is large, he 
will be ready to fight for food. In this way, depriving the stomach 
of its food, awakens the vital forces which are resident in the pro- 
pensities. JSTow, if the deprivation is not so severe as to amount to 
hunger, the forces of the mind, thus awakened, can be called forth, 
by the teacher, into the intellectual faculties and exercised there. 
But supplying the stomach with all it will receive, in children of this 
temperament, will preclude mental activity. As this temperament 
is more or less predominant in almost all children, due attention to 
the food is of fundamental importance, in endeavoring to develop, 
control, and guide mental activity. 
The temperaments are all susceptible of influence by mental and 
physiological means, and the activity may be stimulated in each, 
and may be distributed from one temperament to another, and to 
the brain, as educational processes demand; but children of different 
combinations of temperament are to be reached through different 
kinds, or methods, of persuasion, to be chosen with reference to the 
peculiar mental as well as temperamental disposition of the subject. 
The stomach and the lungs, both being alternative in action, har- 
monize with each other; and either may be readily influenced and 
stimulated through the other. So the brain and the liver, being 
quiescent, harmonize, and may be influenced by each other. The 
brain is more directly dependent upon the liver than upon either of 
the other two organs; and, therefore, by a great activity of the brain 
the liver becomes torpid. 
The direct means of influencing the vegetative temperaments, 
are found in the bodily conditions, respectively, exercise, food, and 
sleep. Persuasive means, unless the nervous temperament predomi- 
nate, are only the indirect means of influencing the temperaments. 
The difference between children, in their susceptibility to persuasive 
means, is partly mental, depending on the conformation of the brain ; 
but in a larger degree depends upon temperamental character. This 
difference, with adults, is mental rather than temperamental; whilst, 
with children, it is temperamental rather than mental, on account of 
the predominance of the lymphatic, sensuous, and growing disposi- 
tion. Under appropriate circumstances, either coercion or persuasion 
becomes useful as an indirect means of securing the attention and 
How to make the activity of the Temperaments Available in Education. 88 
SCIENTIFIC BASIS 
control of children of either temperament. My explanations as to- 
the considerations which should determine us in choosing one kind 
over the other, and as to the best methods of employing them, are 
reserved until I come to answer the questions in the third division 
of your letter. 
(b) “ As to Instruction. 
1. What Temperaments are most Inclined to Study ? 
I answer: the Nervous temperament, resulting as it does from the 
predominant size and activity of the brain, and giving activity and a 
leading influence to all the mental operations, is the temperament, 
which, in connection with a development of the intellectual faculties, 
and with the necessary bodily conditions, characteristically displays 
intelligence; and this is the temperament which is most favorable to 
study. There is no necessary difference between the other tempera- 
ments, as such, in this respect. It cannot be said that either one, as 
a temperament, implies any superior inclination to study, with the ex- 
ception of the remark already made upon the superiority of the ner- 
vous-bilious temperament; nor is it accurate to say that the nervous 
temperament inclines its possessor to study. It is not that this tem- 
perament prefers study as such; but that it is the temperament best 
adapted for any occupations involving or requiring activity of mind. 
It is upon the phrenologic development of the brain organs, rela- 
tively considered, more than upon the temperament, that the incli- 
nation to study chiefly depends; the nervous temperament giving- 
only a general predisposition to mental activity. In childhood, 
the animal region of the brain necessarily predominates, by its phys- 
iological predetermination, over the intellectual and spiritual re- 
gions ; and while this remains the case, the activity of the mind 
seeks exercise, not in study, but for bodily development, in other 
pursuits and exercises, characteristic of childhood. In adult life, if 
the intellectual region of the brain has acquired predominance, this 
activity will predispose the person to take an interest in studies; and 
if the conditions afforded by the bilious temperament are favorable, 
the necessary adherence and love of study, perseverance, and contin- 
uousness of effort are displayed. 
2. What Modifications in Treatment should this Lead to f 
The teacher should first get his mind in immediate contact with 
the sensitiveness of the children. The lymphatic children should 
be seated immediately at hand, near the teacher, so that he may 
Inclination to study in children dependent on the Brain Organs. OF EDUCATION. 
89 
more easily arouse them. The sanguine children may be seated 
far away, for their attention can be quickly called. The nervous 
may be seated next beyond the lymphatic, and the bilious between 
the nervous and sanguine. This puts the cooler bilious tempera- 
ment next to the volatile sanguine. 
There would be more success in teaching if these four divisions 
were separated, and each put under a teacher of corresponding tem- 
perament ; but it should he borne in mind in carrying out such a 
classification, that the apparent temperamental distinctions are 
greatly modified by parental and home influences, differences of men- 
tal disposition, constitutional peculiarities, and conditions of neces- 
sity, health, food, and fatigue. 
The teacher should, according to the foregoing principles, regulate 
the length of time spent in study and recitation, the methods of 
communicating information, the means of imbuing the subjects 
of instruction with interest for the juvenile mind, the proper de- 
gree of repetition and review, the intervals of relaxation, and the 
extent and variety of recreative sports, as well as the means of dis- 
cipline and correction, so as to adapt them intelligently to the par- 
ticular characteristics of the child or the class of children he has to 
deal with. 
The methods of training should be so modified, also, as to pro- 
mote an orderly development of the temperamental system, and 
avoid or supersede the tendency to extreme predominance of any 
one over the other. The sanguine child should not have all the 
exercise he wants; the bilious child must not be allowed all the re- 
tirement and bodily passivity he may seek; the lymphatic child 
should not have all the food and sleep he would take; and the nervous 
child should have less studying and thinking than he naturally 
craves. 
The methods of education should not only be adapted to existing 
differences of temperament; but should be corrective of special 
and unbalanced development. 
3. What Temperaments need Stimulating to Study ? 
From the answer to a previous question it will be seen that, with 
the exception of the nervous temperament, there cannot be said to 
be any difference in this respect; but there is a difference in choos- 
ing what means shall be used to stimulate them. 
The lymphatic child is to be stimulated to study by moderation 
in food. The home arrangements exert more influence in this re- 
Modifications in Treatment dictated by Differences of Temperament. 90 
SCIENTIFIC BASIS 
spect than is usually regarded. Bilious children are to be stimu- 
lated to study by encouraging their plays. The teacher should go 
into the play ground with them, and by vigorous sports awaken 
the pulsative and vegetative functions, which will re-act on the 
brain. Sanguine children should be stimulated in the same way, 
and their studies should be more interspersed with relaxation, in 
accordance with the demand of their more volatile nature. Thus 
each peculiar temperament is to be regulated and directed accord- 
ing to its own requirements. 
The influence of the seasons upon the respective temperaments, 
and through them upon the mental life, is a subject of much im- 
portance although generally but little regarded. 
4. What Considerations as to the Different Kinds of Study have 
Reference to the Several Temperaments'.? 
The considerations which bear directly on the adaptation to a 
particular kind of study arise chiefly out of the peculiar mental 
organization of the pupil. These will be discussed in answer to 
other questions. But the temperaments have an important bear- 
ing upon the adaptation of the person to his pursuit, or vocation 
in life; and therefore have an indirect bearing on the choice of 
studies. Without a knoivledge of the mind and the temperamental 
conditions, in their relation to the practical work of life, young 
men are often led or put into special vocations by caprice or fancy, 
or what we may call accidental circumstances; and do not find 
themselves in the vocation for which their constitution best fits 
them. But if we observe successful men in various callings, with 
reference to their temperaments, we find remarkable evidences of 
the relation between the sjiecial vocation and the temperamental 
condition. Thus, in successful agriculturists, all of the tempera- 
ments will be found blended, and the instances of special tempera- 
ment ju’esent a less individualized phase. In these pursuits, in the 
temperate latitudes, there is, in general, no tendency to a special de- 
velopment of one temperament, but in the torrid and frigid zones, 
there is an alternative tendency. There is, however, this qualifica- 
tion, that the nervous element is less prominent than the others, 
and the sanguine somewhat more prominent. 
Bakers are characteristically predominant in the lymphatic-san- 
guine temperament; for with them a sensitive organization relative 
to atmosphere, gases, and heat, is requisite. The good cook is pro- 
verbially stout and quick-tempered. The butcher is characterise- 
Adaptations ot Temperaments to Particular Callings. OF EDUCATION. 
91 
cally sanguine, with a predominance of the organ of destructive- 
ness. The iron-master and mine-worker will he found usually 
characterized by the bilious temperament, with a more metallic and 
cold, phlegmatic constitution. The scholar and merchant are 
characteristically of the nervous temperament. 
It is not of course meant that the possession of either of these 
temperaments is enough to fit for success in the corresponding vo- 
cation ; but that some degree of it is usually one of the conditions 
which should be combined with the right mental qualifications, to 
ensure the best fitness for the work. In each vocation there are special 
talents, depending upon the special order of mental organization. 
The importance of the temperaments in respect to the selection 
of studies consists, therefore, chiefly in their bearing upon the 
choice of a profession, or vocation in life, in reference to which 
some of the studies to be pursued in the latter part of the course 
should he chosen. 
The Characteristics of the Ordained Teacher described. 
TIIE QUALIFICATION'S OF THE TEACHER. 
A knowledge of the temperaments and of phrenology affords the 
means of a definite description of the characteristics of the ordained 
teacher. He possesses, first, an active sensuous nature, and the 
elements of temperamental character, in an orderly development; 
and so far as his temperament departs from such a development, 
his knowledge of the laws of physiology, and his constant attention 
to the subject, enable him to modify the characteristics of his 
special phase of temperament, so as to adapt himself to his work in 
this respect. This sensuous nature and harmonious tempera- 
mental character, with its equalized functional activity, is in inti- 
mate and sensitive correspondence with the mental life, by reason 
of a marked development of the sensuous connections of the brain 
and nervous system, thus bringing his characteristic mental quali- 
ties into vivacious and keen sympathy with the juvenile life. The 
mental qualities which are his characteristic gifts are, first, and 
above all, a predominant Spiritual organization, Godliness predom- 
inating, and disposing him to an humble mind,—a leading, re- 
straining force in the region of the propensities ; namely, Cautious- 
ness and Secretiveness,—and a leading development also in the per- 
ceptive faculties, among which Individuality predominates, but also 
with a marked development of Comparison and Casuality to clearly 
define principles, and Combinative power necessary to take all the 92 
SCIENTIFIC BASIS 
Teachers of moderate abilities may approximate to the standard of Excellence. 
conditions into view at the same time, giving versatility and a 
ready knowledge of the diversity of influences exercised and com- 
bined in the art of teaching,—and with Aptitude and Spiritual In- 
sight, leading him by their adaptable spirit to feel, and know the 
mental state in which he and his pupils are during their labors. 
With active senses and this mental and temperamental organiza- 
tion, the varied sensuous impulsiveness and excitability character- 
istic of children in the schoolroom, will be more or less acutely and 
vividly realized by the teacher, as they accord with his own mental 
characteristics in respect to the social and animal feelings, or pro- 
pensities ; for all our energies, as a general rule, are resident in the 
social group. Hence, in addition to the orderly and regular manifes- 
tations of the requirements above mentioned, there will always be a 
variety of influences which the ordained teacher may skilfully employ, 
when similar characteristicsof the social and intellectual faculties ex- 
ist, to some extent, in his own organization and that of his pupils. 
With such gifts, the teacher can modify and successfully exercise 
each various element in the temperament and mental character of 
his pupils, can unite them in one harmonizing spirit, and, by his own 
special acquirements, and his general and varied powers, can carry 
them fully to the utmost degree of culture of which they are capable. 
In the capacities we have above delineated, are exhibited the 
order for the acquisition and communication of knowledge, the 
spiritual power to give a higher scope to the influence and process 
of education, the sensuous susceptibility to maintain a lively sym- 
pathy with the children under his charge, the social feelings to give 
that sympathy a mental form and realization, and a tempera- 
mental adaptation to the task of awakening and controlling atten- 
tion in pupils of every disposition. It is true that a teacher com- 
bining all these gifts is rarely found; but an earnest desire for the 
possession of these qualities, with industry, assiduity, and self- 
denial, will enable any teacher of moderate abilities to approximate 
to this standard of excellence. 
But these gifts, if not already bestowed by the Creator, cannot 
be attained by effort, without a knowledge of physiology and phre- 
nology in their application to education, and a constant effort for 
self-adaptation. 
The actor, although gifted with transcendent poetic and imita- 
tive power, needs laborious study and frequent rehearsals, that he 
may vividly realize in his own mind the leading features of the 
drama to be presented and the spirit of the part he is to fill, and OF EDUCATION. 
93 
thus he able to delineate to the audience the feelings and emotions 
of the character assigned him, with such truthfulness and clear- 
ness, that, to them, the actor is merged in the prince or peasant, 
and they fancy that the real hero is before them. How much more 
must the teacher, endeavoring to impress upon immature minds 
the different branches of knowledge embraced in practical educa- 
tion, without the attractions of dramatic accessories or illusions, 
study the minds with which he has to deal, and the peculiar char- 
acter of his own powers, that he may infuse himself, as it were, day 
by day, into their spirits, and instil, without resistance, the instruc- 
tion he seeks to communicate, and develop into harmony and power 
the characters which he is aiding to form! 
What satisfaction must fill the mind of the teacher who knows 
and feels in his own experience that he is an efficient instrument in 
forming the minds of the youth intrusted to his care; and how is 
this feeling enhanced when he can realize that he is the instrument 
of the Holy Spirit! 
It is obvious from what I have said above, that the profession of 
the teacher cannot be too highly estimated. It demands, for its 
highest success and usefulness, a special knowledge and training 
beyond the scope of the common learning and methodical discipline 
which it labors to impart. The teacher should know the Human 
Mind, and the bodily conditions upon which Mind depends. 
When the mind is thus understood, the necessity for the special 
qualifications of the teacher will be felt, and his gifts and attain- 
ments will be appreciated and justly rewarded. 
The work of the teacher, then, instead of being a temporary 
employment which any one may assume for present necessities, and 
as a stepping-stone to ulterior and different vocations, will rise to 
its true place in the front rank of the professions. It will command 
the best talent, and receive the highest remunerations. 
The teacher takes hold of society in its formative elements. 
When society knows its own interest in the developing and training 
process of education thus definitely understood, and establishes the 
proper conditions for its success, this vocation will have its own 
just precedence. 
Until our own time, the world has been without the knowledge 
necessary for this being. 
Very respectfully, 
Your obedient servant, 
JOHN HECKER. 
Importance of the Teacher’s labors. They should be well remunerated. 94 
SCIENTIFIC BASIS 
Recapitulation of Previous Letters. 
[From Mr.Hecher to Mr.Kiddle.\ 
Henry Kiddle, Esq., 
Dear Sir : In the preceding letters I have described the general 
organization of man, with reference to the operations of the mind, 
designating the principal organs concerned in the maintenance of 
life, and indicating what qualities of disposition manifested by the 
individual are traceable to the peculiar phases under which the func- 
tions of these physical organs may he blended in the constitution. 
In order to make this clear, so that it may he applied to the vari- 
able and shifting phases of temperament manifested during the 
immature period of childhood, I have delineated the temperamental 
characteristics which are presented in the more settled and fixed 
forms of adult life. 
We have seen that, for the purposes of description, four primary 
temperaments may be enumerated; the brain and the nervous sys- 
tem constituting the organism of the temperament which presides 
over and is supported by the other three. 
The three bodily, or physical, temperaments—the aerating func- 
tion of the lungs, the nutritive functions of the digestive system, 
and the secretory functions of the liver—are to the expending func- 
tion of the nervous system, what the soil is to the plant which it nour- 
ishes. 
These three vegetative temperaments combine to supply the or- 
ganization, which the mind, through the instrumentality of the 
nervous temperament, presides over and directs. But although they 
combine thus, life being the resultant of their associated functions, 
they struggle for mastery over each other. Great diversities of dis- 
position result from the varying degree in which these elements of 
life supply and support each other, within the limits of normal and 
healthful proportions ; and these limits have adaptation to the ex- 
ternal circumstances of climate, food, vocation, &c.; while undue 
disparity among these temperamental functions unbalances the 
constitution. 
The attention of the Educator is requisite to promote the equable 
and harmonious development of the temperaments, and he should 
use the characteristic tone imparted to the mental processes by each OF EDUCATION. 
95 
temperament, as an element in adapting liis methods of instruction 
and discipline to the various phases of character presented by his 
pupils. The teacher, moreover, is to adapt his own temperamental 
character to his work not only through external self-restraint, but, 
radically, by the power which, when quickened and guided by the 
Holy Spirit, he will always have, to modify the organic functions of 
his own physical system as well as of those under his instruction. 
Each of the four great elements of temperamental character has 
its manifestations throughout the system, and may be discerned in 
the hand, or in any part of the body; but they are more readily char- 
acterized, in popular description, by the form, the complexion, the 
color of the hair and eyes, and the habitudes of position and motion; 
and I have described them by these indications. 
The immediate duty of the educator is concerned in the develop- 
ment of the nervous temperament, and the training of the processes 
of its chief organ, the brain. The nervous temperament, in its re- 
lation to the other three, may be compared to the E string on the 
violin. In it appear the highest tension and the most delicate sus- 
ceptibility of the whole instrument; but it depends on the support 
and harmonious combination of all the other strings. 
The remaining inquiries in your letter relate to the brain, the 
organ of this temperament, the processes of which distinguish man 
from the brute creation, and form the chief instrumentality of God’s 
own intercourse with man. 
In describing the cerebral indications of character it will be ne- 
cessary, as it was in the case of the temperaments, to delineate the 
more settled and fixed form in which these elements appear in the 
adult. But it must be constantly borne in mind that childhood 
manifests the shifting, variable phases of the formative period of 
growth. The nervous activity manifests itself in the senses and 
the general sensibility. Every sensuous impression is a novelty; 
and mental consciousness, being undeveloped, purely mental ac- 
tivity waits on the sensuous excitants, and is evanescent and mo- 
mentary. It is only by slow degrees and long training that the 
consciousness is developed, and the springs of action, the channels 
of thought, the prudential restraint, and, lastly, the full physical 
powers, with moral suceptibility and impressibility are brought to 
their due proportion. 
While these elements are in the process of formation, and the mind 
is peculiarly susceptible to sensuous influences, the teacher’s work 
is to be done. 
Education chiefly Concerned in the Development of the Nervous Temperament. 96 
SCIENTIFIC BASIS 
Iron will not amalgamate with tin, nor gold with silver, in their 
natural state; but the skilful artisan, by the insertion of an alloy 
more fusible than the respective metals to be united, may effect a 
firm adhesion. Thus the well-informed teacher, by an intelligent 
application of physiological and phrenological laws, may incorporate 
his own mental and temperamental disposition into the minds of 
his pupils. 
In order that the teacher may not be misled by a short-sighted 
exclusive attention to mere immediate necessities, without regard to 
the ulterior objects of education, the answers to your questions ne- 
cessarily involve the whole ground of human development. They 
require me to touch upon many points which seem foreign to educa- 
tion as now administered; but which must be taken into consideration 
in adjusting the basis of education upon a scientific knowledge of 
the mind. The Avhole field of human character must be included, 
in order to elucidate the premises upon which the training processes 
are to be founded, and to explain the principles by which they are 
to be regulated, and adapted to the peculiarities of individual char- 
acter. 
I now proceed to consider the questions embraced in that divi- 
sion of your letter of July 27th, which is marked (B.) 
1. What General Principles, (if any) Founded upon External 
Manifestations of Cerebral Structure may be Adopted as a Guide 
in Training the Faculties of the Mind?” 
The general principles founded upon external manifestations of 
Cerebral Structure, which are most important in their bearing 
upon education, I will state connectedly as follows, although some 
of them I have indicated in the previous letters. 
1. Grouping of the Faculties.—Each hemisphere is composed of 
three lobes or groups of convolutions, distinguished from each 
other, both by anatomical evidence of their sensuous connections, 
and by their contrasted functions. They are the posterior, the an- 
terior, and the upper groups, manifesting, respectively, the pas- 
sional faculties of the mind, which are termed the Intellect, 
and the sentient or moral faculties, which I term the Spiritual 
group. 
The characteristic phase of the consciousness varies according as 
the habitual activities of the mind are centralized in one or another 
of these groups of faculties. 
Geueral Principles pertaining to Cerebral Structure. OF EDUCATION. 
97 
2. The Propensities and the Intellect.—The nerves of sensation 
from the posterior column of the spinal cord and the thalamus, 
more immediately communicate with the posterior group, or pro- 
pensities ; and here the natural and sensuous forces of the mind 
have their seat. The Intellect or anterior group is called into ac- 
tion, both by the Propensities and by the nerves of special sense; 
and the passional desires of the mind, both selfish and social, thus 
become intelligent. The Intellect, by presenting and individual- 
izing external objects of desire or necessity, re-acts upon and stim- 
ulates the Propensities. 
The organs of the Intellect and the Propensities meet and over- 
lie each other in the base of the brain, the Spiritual Faculties lying 
above them, and, by the degree of their development, indicating 
the sensuous force and activity of the mind. 
3. The Spiritual Faculties.—The upper lobes, lying together 
along the median line in the crown of the head, have anatomically 
less immediate and full communication with the sensory and motor 
tracts than either of the other lobes; and these are the seat of the 
higher functions of religious impressibility and susceptibility. 
4. The Executive Faculties and the Will.—The part of the hem- 
ispheres having more immediate relation to nutrition and volun- 
tary motion are the convolutions contained in a central transverse 
core from ear to ear. This part comprises three exterior convolu- 
tions upon each side; namely, Alimentiveness, in front of the ears, 
Destructiveness, between or above the ears, and Combativeness, be- 
hind the ears,—and also the interior convolutions of the Desire to 
Live. This part of the brain, especially the convolutions of De- 
structiveness (which is first in activity) and the Desire to Live, are 
the convolutions most closely connected with the medulla ob- 
longata, and are the executive faculties, through which physical 
force as manifested in outward activity is given to the qualities of 
other parts. 
5. The Restraining Faculties and the Consciousness.—The part 
of the hemispheres having more immediate relation to passional 
mental restraint, or the control of action and the retention of 
power, voluntary or involuntary, are the convolutions occupying a 
region above and behind the ears. The lower or sensuous part of 
this range comprises the faculties of Cautiousness and Secretive- 
ness, together with two other restraining faculties, which being of 
a Spiritual nature are properly influenced only through Godliness. 
The two first named are among the Propensities, and the others 
The Various Topics and Principles relating to Cerebral Structure enumerated. 98 
SCIENTIFIC BASIS 
lying vertically above them, in the top and back of the head, are 
the posterior convolutions of the Spiritual group. These four pairs 
of faculties, I term the Kestraining Faculties. 
Mental action becomes conscious through these faculties. 
6. Association of the Faculties,—The faculties are not to be re- 
garded as acting individually, each by itself in turn, but in com- 
bination or association with each other; and the mental state or 
act varies according to the faculties which are associated and those 
which are predominant in the association. The executive faculty,, 
by its greater or less participation in the combination, makes the 
act an overt one, or a mere mental disposition. 
7. The Location of the Specific Organs.—The convolutions in 
each group, which constitute the organs, or instruments, of the 
special faculties, do not have the same invariable position in differ- 
ent heads; but, while they maintain the same general relations of 
contiguity, have in each head a characteristic development, both in 
size and in position, whether more forward or backward, upward 
or downward ; and the peculiar form of each head is the result of 
this combined development. 
8. Sensuousness.—Convolutions or organs in the lower ranges, in 
any part of the brain, manifest functions of a more sensuous char- 
acter than those above them. And an organ developed downward 
has more sensuousness than the same organ developed upward. 
9. Size and Activity.—Size of the organs is a measure of power; 
activity, of influence. 
10. Precedence of Contiguous Faculties.—The convolutions of 
each hemisphere have a general correspondence in form with each, 
other, and those pairs of convolutions which lie along the median 
line, running through the longitudinal centre of the head, tend to 
possess, by reason of this contiguity, a precedence in activity over 
the side faculties which are more remote from each other. 
11. The laiv of life.—The law of natural life is necessity, action, 
restraint. It is the primary object of education to evoke intelligence 
to direct the forces which necessity arouses, bringing into sway the 
law of educated life—necessity, restraint, intelligence, action. 
12. Means of influencing the faculties.—In education the mind 
is approached through the organs of the special senses, and the gen- 
eral physical sensibilities; and these naturally tend to awaken the 
largest of the sensuous faculties. The way to call into activity 
a small faculty is to reach it through the largest contiguous 
faculty. 
The name Enumeration continued. OF EDUCATION. 
The Phrenologic Bust of Washington. Groups and Clusters of Faculties. 
99 
Some of the foregoing principles will be fully noticed in answer 
to the specific inquiries you have put. Before proceeding to answer 
those specific inquiries, I wish to elucidate more fully several of the 
foregoing principles, which are of fundamental importance to a 
right understanding of what I have to say of the specific faculties. 
1. THE GROUPING OF THE FACULTIES. 
In a former communation, and by the phrenologic bust of Wash- 
ington, it has been explained,.that the faculties are associated in three 
groups. You will observe that, upon one side of the head, in the 
phrenologic bust of Washington, of which views are presented, I 
have given the general groups and clusters, or subdivisions of groups 
in which the faculties exist, while upon the other side, is stated the 
special nomenclature of the individual faculties comprised in each 
group and cluster. The three pairs of groups and their respective 
faculties are marked in lettering of different sizes; that employed for 
the Spiritual faculties being the largest, that for the Propensities, 
smaller, and that for the Intellectual faculties, the smallest of all; 
corresponding with the gradations, in size and number, of the brain 
organs. The organs of the Spiritual faculties are the largest in size, 
but fewest in number, being only seven on each side of the top of 
the head. Those of the Propensities are smaller, and eleven in num- 
ber on each side. Those of the Intellectual faculties are the small- 
est, but are eighteen in number on each side. Each of these groups 
has a qualitative force peculiar to the faculties of that group, the 
true nature of which is indicated by the name and order marked 
upon the bust. 
Those organs of the Spiritual group which are in the upper front 
part of the head, namely, Brotherly-Kindness, Spiritual Insight and 
Aptitude, constitute a cluster which may be characterized as the 
Intuitive cluster; while those in the upper back part, namely, Stead- 
fastness, Righteousness, and Hopefulness, constitute what may be 
characterized as the Meditative cluster. These faculties are brought 
into a realization of the Truth, and into oneness, by the central 
faculty of Godliness, if all these exist in their proper order. The 
faculties of the Intellectual group classify themselves, in the same 
way, into the Perceptive cluster, the Conceptive cluster, and the 
Combinative cluster; and the regions occupied by these clusters, 
respectively, are marked upon the bust. National characteristics 100 
SCIENTIFIC BASIS 
largely depend upon the relative predominance of these clusters. 
Moreover, in any civilized society, men unconsciously classify them- 
selves according to this order, those who have a similar predominance 
in the clusters consorting Avith each other. When a number of men 
voluntarily associate together in any one pursuit, there is an organic 
reason for it, in the similarity of the order of their faculties, or in a 
complementary relation, by which each supplies what others lack. 
By referring to my former letter, in which the names of the facul- 
ties are given in their associated order, you will see more clearly the 
combinations in which they appear upon the bust. 
The diversities of mental character, arising from the three-fold 
division or grouping of the faculties, and from the relative predom- 
inance of the groups, may be illustrated and contrasted, by taking, 
as types of the three classes, the Lawyer, the Theologian, and the 
Politician. These do not characteristically differ greatly in the 
circumstances of their development, except in the brief period of 
professional education, and will, therefore, serve to make more clear 
the contrast between the groups. Of these classes the Laivyers Avill 
afford the most numerous illustrations of the intellectual or logical 
mind. Physiologically, they tend to activity in the intellectual 
group, rather than in the social propensities or the spiritual facul- 
ties. In their mental processes, they subject everything to the 
analysis of the intellectual faculties, particularly of the perceptive 
cluster. It is their forte to perceive and discriminate clearly, and 
to command the resources of language, both in speaking and in 
writing; hut all this they may possess, without that executive force 
and administrative ability, which arise from the predominance of 
the animal and social propensities, led by Destructiveness, (or Exe- 
cutiveness,) one of the faculties of that group. Moreover, they may 
possess either or both of those characteristics, Avithout that quality 
Avhich is termed the judicial mind, which results from the predom- 
inance of the spiritual group, led by Righteousness and Steadfastness, 
or as these faculties, in their natural development, are called, Con- 
scientiousness and Firmness. 
The Theologian Avill serve as the type of the class in Avhom the 
■spiritual faculties are predominant. He seeks, not merely to discern 
truth by means of its outward, objective forms and proofs, through 
the perceptive faculties, but strives rather to receive and realize it in 
his inAvard consciousness; and this is to he done by the direct influence 
of the Holy Spirit upon the soul in its consciousness in the spirit- 
ual faculties. He claims that by this Spirit he has been called to 
The Diversities of Mental Character illustrated. The Lawyer and the Theologian. OF EDUCATION. 
101 
minister to men in holy things. There are many theologians who 
reason only intellectually like the lawyer; hut, though spiritual 
truths may be analyzed and expounded in this way, the disquisition 
which the intellect gives cannot directly, though it may indirectly, 
induce a spiritual realization of the truth in the consciousness of 
the hearer. The habit of using certain sounds and formulas of 
words for the expression of the activity of certain faculties, gives 
only the objective means of awakening and exercising those facul- 
ties in another person. In order to bring the truth directly to the 
realization of the spiritual conciousness of the hearer, it is neces- 
sary that what is expressed should be first realized in the spiritual 
consciousness of the speaker. If it is so possessed by him through 
the instrumentality of the Holy Spirit, the communication of the 
truth by him will be with power. This spirit in him gives the in- 
ward, or subjective, condition for religious teaching. The one with- 
out the other is the form of Godliness without the power thereof. 
The Politician becomes successful in his peculiar calling, by 
means of a predominance in him of the social and animal propen- 
sities. It is in these that the forces reside; and if these organs are 
proportionately the largest in bulk, there exists a great activity, as 
well as force, in the corresponding faculties. If, instead of being 
drawn forward into the intellect, or upward into the spiritual 
group, the forces are exercised in the propensities, and are suf- 
ficiently restrained by Cautiousness and Secretiveness, the man will 
possess that energy, pugnacity, social influence, and tenacity which 
enable him to lead other men in public affairs. Men in successful 
political life will be found, by the observer, to possess breadth of 
head in the region of the faculties of Secretiveness, Cautiousness, 
Destructiveness, and Combativeness. 
A degree of the same development in the Theologian, accom- 
panying the predominance of the spiritual faculties, constitute the 
good organizer, and tends to make a leading ecclesiastic. 
These generic distinctions between men, arising out of different 
predominance in the groups, are of prime importance, and are to 
be kept in view at every step in the discussion of mental science, 
nr of the history of opinion. 
The Politician. The source of his success in the Propensities. 
Language.—The mental differences resulting from this differ- 
ence of organization affect the use of language, which is the repre- 
sentative form of thought. 102 
The Relation of Language to the Mental Organization. 
SCIENTIFIC BASIS 
Language is an expression of the public mind. No man can give 
a precise and exclusive definition of words, because it is the result 
of public usage, which is multiform and diverse. Language can- 
not be accurately and precisely understood except with reference to 
the diversities of character dependent on the group in which the 
activity is centralized. 
Men understand language, and use it, with different significa- 
tions, according to their organization in this respect; and the very 
word with which we designate a mental phenomenon may repre- 
sent an essentially different fact, according as the one group or the 
other predominates in the person speaking or hearing it. 
A description of the character and functions of the spiritual 
faculties especially cannot be rightly understood, without attention 
to this relation between language and mental organization. 
The word Love, as the expression of a mental phenomenon or 
state, in a mind in which the spiritual group predominates and has 
been awakened, designates a different state or affection from that 
designated by the same term, when used by a man in whom the 
spiritual faculties are dormant and the propensities predominate. 
The former is a principle not inherited, but the reflection of the 
Divine Nature, wholly unselfish, having for its objects, primarily, 
the Creator, and next, the welfare of one’s fellow-creatures. This 
is the love which the Gospel teaches, which was manifested in 
Christ, and of which the Apostle speaks, when he says—“ Let us 
love one another: for love is of God: and every one that loveth is 
born of God and knoweth God. He that loveth not, knoweth not 
God: for God is love.” The other affection or state designated by 
the same term, love, is the activity of Adhesiveness, or some other 
of those social affections, or even mere animal desires, which are 
among the propensities,—the love of husband or wife, love of off- 
spring and children, love of the race, of home, of self, of friends. 
All these, beside other propensities, are implanted by the Creator, 
and have for their object the continuance of the race, upon earth, 
and the social harmony necessary for that object. 
Faith is the conscious possession and realization of God by His 
Holy Spirit, when the consciousness of the soul is centralized in 
the spiritual faculties. In this spiritual sense, it is a generic term 
for the manifestation of this group. It is not to be confounded 
with intellectual belief or logical conviction, which is the assent of 
the conceptive and combinative faculties to the deductions from 
outward and perceptive facts. OF EDUCATION. 
103 
Patience, in the truest sense of the term, is the Spirit of Godli- 
ness, Brotherly-Kindness, Steadfastness, Righteousness, and Hope- 
fulness, manifested in long suffering. In the worldly sense, it is 
restraint through the faculties of the propensities—Cautiousness 
and Secretiveness—for interest’s sake to bear and forbear in order 
to get the advantage. 
Joy, in its Spiritual or Christian meaning, is the realizing sense 
of the indwelling of God’s Spirit—joy in the Holy Ghost. In the 
worldly sense, it is the immediate gratification of the desires of the 
propensities. 
Many other words used to designate mental states, are equally 
ambiguous. 
Patience, Joy. The Propensities and the Intellect. 
2. THE PROPENSITIES AND THE INTELLECT. 
These two groups, constituting together the whole lower part of 
the hemispheres, are the faculties through which man in the natural 
state manifests his life. ;• 
All the mental operations of these groups are, in their nature, 
physical; and upon their quality and proper exercise the whole 
physical forces of the system, and the natural mental disposition 
depend, for control and direction. 
All the propensities hut two tend to action, each following its 
own law; and in the combined activity their united force follows 
the characteristic law of the group ; namely, Desires. 
The desires are all dependent upon sensuous conditions. Those 
of the most sensuous character, which have their organs at the base 
of the brain are of a more gross nature, their mental character 
being blended with the physical or bodily functions. These are 
called, distinctively, Appetites. 
The desires, that is, the activities of the propensities, when in- 
tensified beyond the ordinary degree, are termed the passions. 
The Necessities of life reside in the propensities. 
The Intellectual group of faculties are not emotional like the 
propensities but cognitive. In them resides not the force but the 
direction of life. 
Intelligence without desire is inactive. 
Our poor houses are full of people with predominant intellectual 
faculties, who by reason of deficient force or restraint in the pro- 
pensities (in the absence of spiritual guidance) are improvident. 
On the other hand our prisons are full of persons with predomi- 104 
SCIENTIFIC BASIS 
nant propensities, but deficient in restraint and spiritual guidance. 
The Desires of the Propensities invoke the activity of the intel- 
lect giving intelligent selfishness. Cunning is the lower form of 
such intelligence, where the sensuous faculties at the base of the 
brain are most active. Prudence is its higher form, where the re- 
straining faculties and the conceptive and combinative reason unite 
in guiding the action, under some influence of the higher moral 
sentiments. 
The Spiritual faculties are not brought into their true life by 
these sensuous groups. Man is lost without special Divine guidance. 
The Desires of the Propensities. The Spiritual Faculties. 
3. THE SPIRITUAL FACULTIES. 
By nature, the Spiritual group is not predominant in activity. 
Unless energized by the power of the Holy Spirit, its faculties-are 
passive; for, although they have a certain natural exercise, it is 
subordinate to the propensities or the sensuous intellect, and does 
not amount to an activity which rules them. 
The true function of these faculties is in the strictest sense re- 
flective ; and the necessary condition for this function of impres- 
sibility and susceptibility, is the superseding of the sensuous ac- 
tivity of the predominant faculties in the propensities and the in- 
tellect, by the meek and humble activity of this whole group. The 
peculiar qualitative character, only, of the manifestation depends 
on the size and order of development of the organs, and the tem- 
peramental conditions. 
Metaphysicians, not recognizing the reality of a Divine influence 
upon the hearts of men, have defined reflection, as the process by 
which the mind turns itself back upon its own consciousness; and 
have asserted, that every thing exists previous to reflection, in the 
consciousness—this function of the mind being to consciousness 
what the microscope and the telescope are to the natural sight— 
not making the objects, but illuminating them, and discovering to 
us their character and their laws. 
But the mind does not only turn back upon itself in reflection -r 
it may turn itself toward God, so to speak, and receive His in- 
fluence by reflection. The Scriptures and the religious history of 
man, and our own experience, alike teach us, and the science of 
mind establishes, that the Truth, which is single, entire, and abso- 
lute, is reflected in the mind of man, by the instrumentality of the OF EDUCATION. 
105 
Holy Ghost, in the Divine order; namely, Godliness, Brotherly- 
Kindness, Steadfastness, Righteousness, Hopefulness, Spiritual-In- 
sight, and Aptitude. 
It is this reflection of the Truth, in its oneness, which is the true 
function of these seven-fold spiritual gifts. 
They receive the Truth passively, as it were, and become con- 
sciously aware of its power; and, according to their order, they 
shed it within the consciousness, and upon all the faculties, and 
upon mankind around. 
This reflection varies in accordance with the organic order of 
these faculties in the individual, and the resulting gifts proceed in 
accordance with the order of development. The reception of the 
influence of the Holy Spirit does not necessarily or immediately 
modify the order of development of the Spiritual Faculties among 
themselves, or as compared with the others; but it does give them, 
as a group, immediate commanding influence over the other two 
groups, the Intellectual Faculties and the Social Propensities. 
When all the Spiritual Faculties are developed in their true 
order, as above stated, and, by the power of the Holy Spirit, lead 
the faculties of the other groups, the propensities are subordinated 
to the power of the spiritual nature, and their centralized will and 
worldly spirit are superseded ; while their various faculties, particu- 
larly Destructiveness, Cautiousness, and Secretiveness, are brought 
into requisition to execute the Spirit’s behests, the intellect being 
also called to answer its demands, both in synthesis and analy- 
sis. Thus God works in us, “both to will and to do of His good 
pleasure.” 
It is not, however, left to individual man to manifest the 
Truth. God, through Christ, manifested it in its perfect order in 
human organization. Christ’s conversation with his disciples be- 
fore He suffered, and His prayer for them, and for those who 
through them should also believe, teach us that He came to mani- 
fest the eternal life; that is, He came in order that men might 
know God. They also teach us that the spiritual life and keep- 
ing of His followers depend upon their being united in love, as 
he organized them; and that their sanctification depends on the 
Truth, which He asked the Father to send them; that, thus or- 
ganized and guided, they were sent into the world, though they 
were not of the world, to the same end that the Father sent the 
Son into the world; and that it should be through their word that 
others should believe on Him; and that all disciples must be united 
Manifestation of the Truth through the Spiritual Faculties. 106 
SCIENTIFIC BASIS 
in love, in the method of His appointment, in order that the world 
may believe on Him. Thus, by the Church which Christ founded, 
associating with Himself twelve persons, the unity of the Truth is 
to be manifested in its harmony and completeness, as it never could 
be through individuals with their diverse organizations and re- 
maining sinful dispositions, or through more numerous bodies. 
Phrenologic Nomenclature. Defects in that of Dr. Gall and Dr. Spurzheim. 
Nomenclature.—The method by which the location of the 
organs has been usually defined by phrenologists, is to indicate the 
region occupied by each one, when it is predominant, and not 
specially modified by other faculties or by the unequal development 
of its own parts; and the method by which the faculties have been 
named by phrenologists, is to take the extreme manifestations of 
each, when not specially qualified by others, to characterize its quality. 
In entering upon the subject of individual faculties, it is neces- 
sary to recognize that Dr. Gall, in his own mental organization, 
was disposed to conceive a principle upon the suggestion of a fact 
or phenomenon, and then to seek for other facts to support the 
principle to its fullest extent. Dr. Spurzheim, by his organization, 
was disposed to perception, and hence, by more special observations, 
was led to narrower deductions. lie saw the necessity for a system 
based in a constructive order, upon the perceptive facts observed in 
general and in detail. In the main, his more specific investigation 
substantiated and gave point to the principles conceived by Dr. 
Gall. But his nomenclature and classification were made without 
sufficiently discerning that the basis of phrenology is in the local- 
ized functions of the faculties, in groups. 
Dr. Spurzheim carried the science to a much more arbitrary pre- 
sentation than it had before received, no man since his time having 
contributed so much to its progress; but his philosophic classifica- 
tion is indequate. Dr. Gall’s philosophy in respect to the form of 
the head, was sound; but the facts were too arbitrarily individual- 
ized and presented by him, to give the subject its proper place in 
the minds of sensitively intelligent men, as a science. But in the 
infancy of the science such a nomenclature was essential for the 
establishment of phrenological truth as he conceived it. To illus- 
trate this, Dr. Gall first characterized a particular faculty as the 
organ of murder, because he found it largely developed in every 
muderer’s head; but Dr. Spurzheim was obliged to modify this, Why the names given to the Spiritual Faculties should be Changed. 
OF EDUCATION. 
107 
and called it the organ of Destructiveness, because of its promi- 
nence in many persons of a quiet and peaceable disposition ; while by 
phrenologists of the present day it is regarded as simply an execu- 
tive faculty, and will, I doubt not, ere long be recognized as the 
organ of “Executiveness;”—and thus, as the science advances, the 
whole nomenclature given to the passions will be modified on an 
intelligent basis, presenting the mind in a more humane aspect. 
In defining the qualitative character of the faculties, and deline- 
ating the position of the organs, it is of the utmost importance to 
regard the variations which are caused by the influence of the 
group which may be predominant,—by the force of large propensi- 
ties, by the modifying influence of cultivated intellect, by the in- 
fluence of the natural spiritual faculties,—and also by the consort- 
ing of the special faculty in question with faculties contiguous to 
it, whether in the same group with itself or not. With the excep- 
tion of the awakened spiritual faculties, which illuminate and im- 
bue the whole being, each of these conditions affects the position 
and general shape of the organ and the qualitative character of the 
faculty, and often, indeed, the whole shape of the head, arid must 
be taken into consideration, in every correct analysis of the facul- 
ties in any given mind. 
I have adopted the names given by Dr. Spurzheim to all the fac- 
ulties, excepting those in the spiritual group. In delineating the 
faculties of this group it must be observed that we are contem- 
plating man, not merely as an animal, perverted and lost, but 
man redeemed, and restored to Spiritual life in the image of his 
Creator. The reader of Dr. Gall’s and Dr. Spurzheim’s delineations 
of the faculties will see that, even in regard to these Spiritual 
Faculties, which the latter terms Sentiments, they look among the 
animals for the proofs of their existence; and when they describe 
them as manifested in man, it is chiefly in their natural and low 
state. Thus regarded, the nomenclature which Dr. Spurzheim 
adopted is not inapt; but the true activity of these faculties as 
they should be awakened under Christianity, requires names of 
deeper significance than mere Moral Sentiments, 
Godliness.—This faculty was first designated by Dr. Gall, the 
founder of phrenology, as the organ of Theosophy, or the organ 
of God and Religion; and in giving it this character he was right. 
But Dr, Spurzheim, who treated phrenology by an intellectual 108 
SCIENTIFIC BASIS 
analysis, denied that man can know God; and stated that this 
faculty is only a sentiment, and is blind. He accordingly termed 
it Reverence. 
If we ignore the true life of the Spiritual Faculties, and regard 
man only in his fallen estate, and unregenerated, this would be a 
just description of the faculty. Dr. Spurzheim did not sufficiently 
regard the facts of the religious nature and history of man. God 
makes Himself known to men by His Holy Spirit, who has direct, 
immediate intercourse with them through this faculty, illumining 
the Spritural nature, making it Holy, and thus influencing the 
whole mind, giving it a godly character. I have adopted, to desig- 
nate this faculty, the term Godliness, which is that used in the 
Holy Scriptures. 
The natural tone or manifestation of the faculty of Reverence 
or Godliness, is humility, and it is to this receptive frame of mind, 
which the Scripture characterizes as the humble and contrite heart, 
that God promises His presence and grace. But the mind is, by 
nature, indisposed to receive the Spirit of God; because the propen- 
sities predominate, and, by calling the perceptive faculties, which 
are sensuous, into their service, rule the intellect and overpower the 
spiritual faculties. This is the carnal mind, which is enmity against 
God. When the propensities are strong, therefore, they intercept 
the exercise of Godliness; and, for this reason, the passions must 
be subjugated and held in control, in order that the mind may be 
in this meek, receptive state. 
The faculty of Godliness is, as it were, the eye of the Soul. Its 
special function is to receive the Holy Spirit, as the eye receives 
natural light. When the mind examines its own consciousness in 
comparison with the indwelling consciousness of the Spirit of God 
manifesting His influence in the heart, a self-evident conviction of 
our own shortcomings and sinful state arises. It is apparent that 
while God is good to all, the just and the unjust, and manifests His 
Divine love to all mankind, we, however well disposed, are imbued 
with selfish motives, and do not fulfil this law of love. This self- 
examination and consciousness of sin, in contrast with 'the Spirit 
of Godliness, give the opportunity for growth in humility and 
grace, and open the mind more and more to the renewing power of 
the Holy Spirit. 
This fitness to receive the grace of God, and to become trans- 
formed by it, is increased and obtains its true conditions, when 
the faculty of Brotherly-Kindness is next predominant, in accord- 
The true Office of the Spiritual Faculties. The Special Function of Godliness. OF EDUCATION. 
109 
ance with the order which Christ established, He declaring, that 
when two of His disciples agreed touching what they asked, they 
should receive, and that where two or three were together, He would 
be in the midst of them. 
The Faculty of Brotherly-Kindness. 
Brotherly-Kin'DFESS.—Dr. Gall and Dr. Spurzheim desig- 
nated this faculty Benevolence. The former was somewhat at a 
loss to distinguish it from conscience and the moral sense. Dr. 
Spurzheim’s observation of this faculty seems to have been more 
specific ; and he describes it as different from the moral sense, and 
as a fundamental power, producing mildness and goodness and a 
long catalogue of modified qualities variously styled benignity, 
clemency, mercifulness, compassion, kindness, humility, and cordi- 
ality. 
I place it in the next order to Godliness, because this is the order 
of the Spirit of the Holy Ghost, which makes love to man the 
second great command. Godliness is the regulating force of 
Brotherly-Kindness. 
This is the foremost of the sympathies. When awakened by the 
Holy Spirit, it feels the obligation and the duty to bear the suffer- 
ings of one’s fellow beings; and brings into requisition all the fac- 
ulties of the mind to carry out this necessity. It is in this faculty 
that the virtue of Christian helpfulness finds its practical exercise, 
in the same sympathy which led our Saviour to suffer on the Cross 
for mankind. It was through this faculty in the Apostles, that 
Christ’s promise to give the power of curing diseases to those who 
had faith, was fulfilled in them. The ordinary benevolence of men 
has relation chiefly to the outward and bodily wants of those in 
distress. The full and Christian activity of this faculty, when 
awakened by the Holy Ghost, has regard to man at large, without 
respect of persons, although its more specific exercise regards those 
fellow-creatures, who are dependent on the individual, or imme- 
diately around him. Its object is not merely the bodily and tem- 
poral welfare of men, for its own sake alone, but it cares more es- 
pecially for their spiritual life, and for their bodily welfare as the 
condition of inward life. 
The exercise of this faculty is one of the chief conditions of 
maintaining the presence of the Spirit of God in our hearts. It 
is, by its position, the faculty most powerful to support that of 110 
SCIENTIFIC BASIS 
Brotherly-Kindness next in order to Godliness. 
Godliness, and, by co-operation, to increase the activity and in- 
flnence of the latter, which should always lead it. The young ruler 
who came to Christ, had fulAlled all righteousness, hut lacked yet 
the witness of eternal life in his heart; and our Saviour, who knew 
what was in man, directed him to abandon himself and all that he 
had to the exercise of this faculty, by selling all and giving to the 
poor, through which he might have attained the power of Godli- 
ness. The teachings of 'Scripture, the principles of mental science, 
and the experience of the Christian alike attest that self-denying 
sympathy and care for the wants of the needy and suffering, es- 
pecially those who are not naturally congenial to us by character or 
association, and whom the propensities would forbid us to serve, is 
the Arst external or objective method of growth in grace, being the 
exercise of the faculties next in order after that of Godliness. 
The organs of these two faculties, Godliness and Brotherly-Kind- 
ness, are contiguous to each other, in the central portion of the 
head; and the right exercise of each depends on the exercise of the 
other. “ If a man say he love God, but love not his brother, he is 
a liar, and the truth is not in him.” 
Ethical teachers are accustomed to put Conscientiousness, or 
Righteousness, before Brotherly-Kindness, in importance. But our 
Lord Jesus Christ teaches us that supreme Love to God, and a 
Love of our neighbor equal to that of ourselves, are the Arst two 
principles, upon which all others depend, and are equal in strength, 
in God’s sight, to all the desires of the propensities. The leading 
principle is Love, and Righteousness is to be inspired by it and to 
inAuence its action; Righteousness is the breast-plate; its func- 
tion is to guard and restrain. 
Steadfastness.—This is the faculty which Phrenologists, not 
sufficiently recognizing its higher relations with Spiritual qualities, 
have designated as Firmness. It has no direct relation to external 
objects; but its function is to add its own positive quality to the 
manifestations of the other faculties. Thus, in combination with 
Self-Esteem, the contiguous faculty of the propensities, it increases 
the person’s strength and individuality; in combination with the 
social affections, it assists in giving constancy to those affections ; 
with the executive and administrative faculties, it tends to stability • 
and with the intellectual faculties, it gives steadiness and perma- OP EDUCATION. 
111 
nence. It is often said that, if this faculty is deficient, the person is 
yielding, and pliant, and subject to follow the will of other persons; 
but this is more often otherwise; for though it be deficient, the Fac- 
ulties of Self-Esteem, Inhabitiveness, Philoprogentiveness, Ap- 
probativeness, and others of the social propensities, still may, and 
commonly do, give persistency. If it is predominant, and un- 
regulated, it necessarily shows a strong individuality, overruling or 
rather holding back other faculties, and results in obstinacy and 
stubbornness. 
Dr. Spurzheim defines this faculty, as he does others of the spirit- 
ual group, as a peculiar natural sentiment; and in delineating its 
influence upon the character, he does not go beyond the scope which 
it has in the natural and sinful state of man. This view necessarily 
resulted from his method, in which as I have explained, he took man 
as found in his natural fallen state, and consequently delineated 
every thing in the condition of the predominance of the propensi- 
ties and the intellect. 
When, however, this faculty is awakened to spiritual life,.it finds 
its true function in its relation to the central faculty of Godliness, 
next to which it lies. That staidness which is inspired and regula- 
ted by the love of God, is the true quality of this faculty, and gives 
to the whole mind a nobler character than any mere sentiment of 
firmness. This quality the Scriptures designate Steadfastness, and 
I have adopted that term. Even though Steadfastness predominate 
over the propensities, as it ought always to do, yet as long as it stands 
in its proper order toward the other spiritual faculties of Godliness 
and Brotherly-Kindness, which should precede it in order, it is in- 
capable of that abuse which we have indicated as obstinacy. If it 
be ruled by love to God and man, and combined with Righteousness, 
which is next contiguous to it, it gives the highest inflexibility of 
heroism and martyrdom, without stubbornness or intractability. In 
the knowledge of God, the mind finds the ground and rock of Stead- 
fastness, always looking at the eternal and immutable, and, in feel- 
ing, resting upon them. Thus, Asa cried in his prayer for help 
against the invasion, “We rest on Thee, and in Thy name we go 
against this multitude.” The Psalmist gives constant expression to 
this fixedness of heart, and points to Godliness as the ground of it, 
when he says, “ I have set the Lord always before me ; because he 
is at my right hand, I shall not be moved,”—and again, the right- 
eous “ shall not be afraid of evil tidings; his heart is fixed, trusting 
in the Lord.” The Apostle, also delineates this virtue of Steadfast- 
The Faculty of Steadfastness. 112 
SCIENTIFIC BASIS 
ness as related to the right activity of the spiritual faculties, calling 
for the whole armor of God, that we “ may be able to withstand in 
the evil day, and having done all, to stand.” 
This is the first of the Restraining Faculties of the Spiritual 
group. Through it, in connection with the other restraining faculty, 
Righteousness, comes control, as well as the retention and continuity 
of power. 
Conscientiousness, or Righteousness. 
Righteousness.—This is the faculty which, by Dr. Spurzheim, 
is called Conscientiousness. It is the moral sense, the sense of right 
and wrong and of moral obligation. In the natural state of man 
this faculty, like the other spiritual faculties, is subordinate to those 
of the other groups; and metaphysicians, analyzing their oavii con- 
sciousness, or studying the consciousness of men at large, have, of 
course, been unable to agree upon the nature of this feeling. Some- 
have asserted that the moral sense arises from self-love, that is to say, 
that the ultimate test of right and wrong is, what is, in the highest 
sense, for our own interest; others, that the love of praise is the source 
of this feeling; others still, that it is a deduction by reflection, from 
benevolence and sympathy; others, again, having perhaps higher 
mental organizations in view, have traced it to a sense of the fitness 
of things or the hope of eternal welfare. 
Now, in point of fact, in a man in whom the spiritual faculties 
are not predominantly active, if the faculty of Approbativeness 
among the propensities leads the mind, conscience, or the moral sense, 
will be subordinate in activity to that ; and it is a just description 
of this faculty in such a mind, to say that it depends upon the love 
of praise. Again, in a mind in which Cautiousness and Secretive- 
ness predominate, especially if PI ope is also large, the judgments of 
conscience will be, as some philosophers have declared them to be, 
based on utility and the fear of evil. In the same way, all other 
theories of conscience will be explained, if the combinations of other 
faculties with it be considered, and whether the one or the other 
predominate in the combination. These facts elucidate the diver- 
sities of the action of conscience in different minds, as well as the 
contradictory theories which philosophers have formed in regard to it. 
There is a special sense of right and wrong resting in the con- 
science, in the limited conditions of moral or spiritual life to which 
man is by nature disposed, and hence many ethical philosophers, OF EDUCATION. 
113 
ignoring the spiritual judgment, have by a sort of eclecticism made 
conscience dependent upon fortuitous circumstances. This is as 
far as philosophy seems able to go. 
When the spiritual faculties are awakened, the moral sense is no 
longer a sentiment, led by and depending on analytic or selfish fac- 
ulties ; but its true individual character and rank become apparent. 
It is illumined by the Holy Spirit, and controls, stimulates, and re- 
proves all the activities of the mind. This is Holiness, without 
which no man shall see God. In its fulness, it was manifested by 
our Saviour Jesus Christ alone. If we seek for Truth in its single- 
ness and entirety, and, in the humble spirit, strive to receive it, 
hungering and thirsting after it in the way of Godliness, we shall 
all receive the same Truth alike, as it was manifested in Christ Jesus, 
as He declares Himself, “ I am the Way, the Truth, and the Life 
and when we understand the diversities of mental organization, we 
shall all unite in the absolute Truth, although diversities of mani- 
festations will continue. When conscience is thus enlightened, 
being, as the Scripture terms it, Righteousness, it bears witness in 
the heart that one is the child of God. 
If Steadfastness is insufficient, and the practical life, therefore 
not held in conformity to Righteousness, the latter faculty acts 
rather by reproof and self-condemnation, than as a guide and a 
source of confidence. 
The Apostle indicates the relation of this faculty of Spiritual 
knowledge and judgment to those of Godliness and Brotherly-Kind- 
ness, by which, it is led, according to the true order when he says, 
“ I pray that your Love may abound yet more in knowledge and 
in all judgment.” 
These two last described faculties, Steadfastness and Righteous- 
ness, are the Restraining Faculties of the Spiritual group. In this 
respect, their influence has some analogy to that of Cautiousness 
and Secretiveness among the propensities. Through Steadfastness 
and Righteousness, comes that weight of judgment, that abiding in 
the Truth, that soberness and vigilance, which are proper and right 
in all things. These qualities are peculiar to Christian virtue, be- 
cause they derive their inspiration, not from the propensities, but 
from the knowledge and love of God, as manifested by Christ Jesus 
and shed abroad in the heart. A man in whom these qualities are 
strongly marked, and who also possesses natural force and intelli- 
gence, must lead others, because others of less strength in, these 
faculties will lean upon and follow him. 
Functions of the Faculty of Righteousness. 114 
SCIENTIFIC BASIS 
Steadfastness, when in combination with Righteousness, and 
with Cautiousness and Secretiveness, and led by the predominance 
of Godliness and Brotherly-Kindness, gives that prevenient grace 
which is so little understood in the Christian life. It was from this 
combination, under circumstances of overwhelming necessity in the 
surrounding condition of men, that the gift of prophecy, by the 
grace of God, resulted. 
The Faculty of Hopefulness. 
Hopefulness.—Dr. Gall considered Hope as belonging to, or a 
part of the function of every faculty. Dr. Spurzheim criticised him 
in this respect, saying that he confounded this peculiar feeling with 
desire or want; and Dr. Spurzheim describes buoyancy and elation 
of spirit, and the confident expectations of success in whatever the 
other faculties desire, as the functions of Hope; adding, however, 
that this sentiment is not confined to the business of this life; but 
inspires hopes of a future state and belief in the immortality of the 
soul. The Scripture delineates hope among the noblest faculties 
of the soul, and shows its essential importance; and Dr. Spurzheim 
was doubtless right in distinguishing it from the anticipatory affec- 
tions of the other faculties. 
But Dr. Gall was also right to this extent, that a great part of 
what men term hope is merely a vivacity in such affections or ac- 
tivities of other faculties, arising in part from a peculiar lively sen- 
suous vitality in a special order of the propensities, and in part from 
the temperamental conditions, and is not the activity of this organ of 
Hopefulness. * 
In its natural manifestations, Hope is generally subordinate to 
the faculties below it, and not to those above it; and takes its char- 
acter, not from the Truth, as is the case when Hope is centered in 
God, but from the desires of the propensities. Thus, in connection 
with large Acquisitiveness, it gives the hope of success in business; 
with large Cautiousness, the hope of safety in danger; with large 
Approbativeness, the hope of fame. 
In all these manifestations, Hope is notoriously illusory; comfort- 
ing and encouraging for the immediate present, while its anticipa- 
tions are constantly disappointed. If the faculty is large, advantages 
are magnified, and obstacles forgotten; the person procrastinates, 
and unless Cautiousness and the moral sense are strong, he will 
be lavish in promises, which will go unperformed. 
When this faculty is awakened, and stands in its true order, having OF EDUCATION. 
115 
its activity predominantly in combination with Godliness, the Truth 
inspires and guides it, and it becomes characteristically a sober and 
just anticipation of the future. Instead of being led by the out- 
ward lively sensuous nature and the desires of the propensities, it 
then leads and inspires them, they being kept, however, within the 
just limits marked by the influence of the Holy Ghost manifested 
through the Faculties of Godliness, Brotherly-Kindness, Steadfast- 
ness and Righteousness. Then is given that fulness of Hope, which 
marks the spiritual state of the Christian. In its proper order among 
the other faculties, and having its right exercise, it characterizes 
the whole phase of the mind, and illumines and draws forth the efforts 
of all the other faculties in their due order; in this characteristic, 
answering very nearly to Dr. Gall’s view of it. Hence, to give a true 
description of this faculty, in its spiritual activity, as it is delineated 
in Scripture, we may designate it as Hopefulness. This term cor- 
responds to Dr. Gall’s characterization of this quality of the mind, 
and includes Dr. Spurzheim’s view. 
The quality of vivacity and sensuous activity which characterizes 
youth, and is often spoken of as Hopefulness, we understand to be, 
not so much a mental state or faculty, as a sensuous pre-occupancy 
of the mind in external life, which precludes or supersedes despond- 
ency, and alike precludes or supersedes, in some degree, the activity 
of the other higher faculties. The faculty of Hopefulness, when 
awakened, is no longer a specious sentiment, tending to delude the 
mind, but is “ the anchor of the soul, both sure and steadfast.” The 
Apostle delineates the exercise of this faculty, in its dependence upon 
Godliness, when he says that “ Hope maketh not ashamed, because 
the love of God is shed abroad in our hearts by the Holy Ghost, 
which is given unto us.” But, oil the other hand, when the pro- 
pensities rule the mind, this faculty depends on them, with their 
sensuous relations to the external world, for its activity, and lends 
as it were, its character to them, increasing their delusions; and as 
the communication of its organs with those of the Propensities is 
through the organs of Approbativeness, contiguous to which Hope 
lies, it is in such a mind most frequently excited under conditions 
which predispose it to shame. 
The function of Hopefulness in its true order among the other Faculties. 
Spiritual Insight.—This faculty Dr. Gall observed to be prom- 
inent in all persons be met with, who were prone to believe in ap- 
paritions and supernatural marvels. Dr. Spurzheim, who was 116 
SCIENTIFIC BASIS 
first inclined to term it Supernaturality, afterward designated it 
Marvellousness; because, as he said, it may be excited both by 
natural and supernatural events, and in every case fills the mind 
with amazement and surprize. By Dr. Combe, it was termed 
Wonder. 
In thus designating it, they have characterized it by means of a 
sensuous and an extreme and special manifestation, and have not 
recognized its proper and most useful practical exercise, which when 
combined with other Spiritual Faculties, is the recognizing, and be- 
ing impressed sympathetically by, the spirits of other persons. Phre- 
nologists have been led to conjecture or assert, that there is a faculty 
of the mind which gives an instinctive knowledge of character, by 
its power to recognize and sympathize with that natural expression 
of the feelings of other persons which is marked in their countenance 
and, indeed, in the whole person. To the unusual development of 
this faculty, in such men as Bacon, Shakespeare, and Scott, has been 
attributed their deep insight into human nature. There is without 
doubt, a constitution of mind which possesses this power; and its 
qualitative character is as various as the organizations are various. 
Careful observations will show that these functions of Wonder, 
Marvellousness, and Discernment, are different manifestations of one 
and the same faculty. This is the faculty which gives the successful 
public speaker his sympathetic and intuitive possession and under- 
standing of the minds of his hearers ; and it is also the faculty which 
adds enthusiasm to the motives of men socially united. 
By this faculty, the soul, when illumined by the Holy Spirit, re- 
ceives the influence of other minds, and enters into and possesses 
them by the direct reflex action of the Spirit of Cod. 
Some writers on Psychology have observed and described the 
singular fact which sometimes occurs in the experience of thought- 
ful persons, that one seems to be made vaguely conscious of the 
bodily presence or even of the thoughts of another, without any ap- 
parent external suggestion of the approach or of the mental state, 
as the case may be. 
This is particularly observed in the case of intimate friends and 
companions. The mind of one has a premonition or presentiment 
of the most unexpected meetings, or the words of one seem to be 
the expression of the very thought passing through the mind of the 
other, under circumstances which will not account for this sympathy 
or identity of thought by the existence of any common external 
cause or by the association of ideas. Other writers have denied the 
Wonder, Marvellousness, or Spiritual Insight. OF EDUCATION. 
117 
Office of Spiritual Insight as one of the Spiritual Faculties. 
possibility of any such faculty, explaining the alleged instances as 
accidental coincidences, or as resulting from the operation of certain 
electric laws. 
The phenomena referred to depend, usually, on the exercise of 
the faculty of Spiritual Insight; but its exercise is unconscious, un- 
less by a special knowledge of the faculties brought under attention, 
or unless the spiritual faculties are under Divine influence. 
It is through this faculty, when awakened by the Spirit of God, 
that we have an inward conscious knowledge of our own hearts as 
well as of others. The discerning of Spirits, which is one of the gifts of 
God mentioned by the Apostle Paul, is through this faculty. When 
it is large, and ruled by large perceptive faculties, if excited by the 
influence of the spirit of another, or any subject in which the mind 
centralizes itself, it gives the vision of apparitions ; and the percep- 
tive powers being over-shadowed by imagination, the man feels, sees, 
or hears what has no outward objective existence, but is merely the 
result of the activity of the faculty of Spiritual Insight, in combi- 
nation with predominant perceptive faculties. Other manifestations 
come from the predominance of the conceptive or combinative clus- 
ters respectively. In these special manifestations, Marvel or Won- 
der is the result of the combined activity; but the proper function 
of this spiritual faculty is the discernment of that which thus in- 
fluences the individual. When the spiritual faculties are awakened, 
and, in their proper order, lead the mind, this faculty has its most 
useful and practical exercise in this discernment; andits properscrip- 
tural designation is, therefore, Spiritual Insight. It should be by 
this faculty, acting in its proper order, and illuminated and guided 
by the Holy Spirit, that those who offer themselves to the ministry 
of Christ, professing to be called by the Spirit of God, should be 
tried, to see whether they be of God. It also gives the realizing sense 
of everlasting life, and that spiritual unity in which the hearts of 
Christians blend in true worship. 
The character of this faculty, and the teaching of the Scripture, 
lead us to believe, that when the kingdom of God comes, and His 
will is done on earth as in heaven, the Church will be one, all its 
members being one with another in Christ, as Christ was one with 
the Apostles and with the Father, according to His prayer on behalf 
not only of the Apostles alone, but also of all who should believe 
in Him through their word. 
When the fulness of the Spirit is manifested in men through the 
order taught by the Scriptures, this unity will result; and it is 118 
SCIENTIFIC BASIS 
only from this manifestation of the Divine Spirit, that the gifts and 
graces which are promised to the Church, will come. 
In its natural state, unenlightened and blind, this faculty, being 
subordinate to the outward sensuous propensities, serves them, and 
is led by them into the errors to which they are prone. In this 
state, it tends to superstition and credulity; and, with Aptitude, or 
Imitation, it disposes to panic when men are influenced by a com- 
mon danger. In men in Avhom vicious activities of the propensi- 
ties rule the mind, this faculty, if large, gives readiness in discern- 
ing who are susceptible to their evil influence, and thus facilitates 
the power to seduce others into sin. 
From this brief description of this faculty, it will be seen that 
its right exercise is very important to the teacher. He is called on 
to guide the mind of the child, and sympathetic relations between 
him and his pupil are essential to his success. He cannot have the 
same natural and instinctive spmpathy which the parent has; but 
Spiritual Insight, if it be developed in the teacher in its proper 
order, and properly awakened, enables and disposes him to enter 
into the mind of the child, discerning his mental processes; and 
if Steadfastness and Righteousness are large, so that his judgment 
is good, he then intuitively understands and appreciates the mis- 
apprehensions and the motives of his pupils. His explanations and 
admonitions will not be wasted where the pupil does not need 
them; but feeling the root of the difficulty with which he has to 
deal, all his instructions will be directed to the very point at which 
they are most required. 
Operation of Spiritual Insight in its natural State. Its use to the Teacher. 
Aptitude.—This is the faculty usually called Imitation. Dr. 
Gall was first led to recognize this organ, by observing its promi- 
nence in a friend having remarkable powers of mimicry; and sub- 
sequent observation of other persons possessing similar powers led 
him and Dr. Spurzheim to characterize it as the faculty of Imita- 
tion, and to refer its importance largely to its dramatic function. 
The ability of the dramatist or actor consists of his mental im- 
pressions in this faculty, and his skill in giving them outward form 
in language or demeanor. 
This faculty, in its individual activity, or where it is predomi- 
nant in connection with Constructiveness or Mirthfulness, and is 
led by the propensities, tends to these dramatic manifestations; but OF EDUCATION. 
119 
its proper manifestations are of a more general character, and of 
•greater importance. It is this faculty, especially when combined 
in activity with Approbativeness, that makes men conform to each 
other in society, and reduces individual idiosyncracies so as to pro- 
duce a degree of harmony, in following the general social standard. 
Fashion and the uniformity of manners and customs among any 
given community, depend upon this faculty. 
In children, this faculty is very much exercised in connection 
with the sensuous faculties, which lead it. It gives children the 
disposition to do as they see others do, and thus is a powerful in- 
strumentality in education. 
If the propensities are predominant over the spiritual group, the 
individual will he impressible and comformable, easily catching the 
spirit of his companions whatever their influence may be, and 
readily assuming the same characteristics that mark their motives 
and conduct. This faculty increases the susceptibility to be en- 
ticed by others into sinful indulgence. 
But if the Holy Spirit has been received by the soul, and love to 
God and man rules the mind, through the predominance of the 
spiritual group in the true order, the faculty of Aptitude tends to 
bring the individual into harmony with the Divine Spirit. Then 
the other spiritual faculties Godliness, Brotherly-Kindness, Stead- 
fastness, Righteousness, Hopefulness, and Spiritual Insight, lead- 
ing it, the person, instead of taking for his imitation the opinions 
and the conduct of others about him, makes his standard the Divine 
law of love. This contrast the Apostle points out, when he ex- 
horts not to be “conformed to this world,” but to be “transformed 
by the renewing of your mind.” Aptitude gives the characteris- 
tic spirit of a disciple or follower; Spiritual Insight disposes us to 
enter into the example of Christ, and makes it a living power in 
the heart; and Aptitude disposes us, by sympathetic influence, to 
manifest the spirit in our lives. 
These two faculties, together with Brotherly-Kindness, consti- 
tute the cluster of Intuitive Faculties, which give the impressible 
and teachable character to the soul; and when Christ said, “ Ex- 
cept ye be converted and become as little children,” etc., he in- 
cluded this whole group of spiritual qualities, from the humility of 
Godliness to the docile and receptive character of Spiritual Insight 
and Aptitude. 
The importance of this faculty to the teacher, as well as to the 
pupil, will be at once apparent. If the teacher has large Aptitude, 
Office of Imitation, or Aptitude. 120 
SCIENTIFIC BASIS 
he will readily adapt himself to the mental and temperamental con- 
ditions which, by Spiritual Insight, he may clearly discern. If 
these faculties in the teacher are under subjection to the propen- 
sities, as by nature they will be, he will not be able through them 
to satisfy his desires in teaching, and their exercise will be contin- 
ually obscured and perverted, leading him to believe in sensuous 
results; but if the Holy Spirit dwells in his mind so that these 
faculties, in harmony with Love, Meekness, and Righteousness, lead 
the intellectual faculties, he will have peculiar success and pleasure 
in the work of teaching. 
It is often the case that Spiritual Insight is large, giving knowl- 
edge of human nature, but Aptitude small, so that there is little 
self-adaptation to the work of the teacher; and on the other hand 
it is often the case that Aptitude is large, giving readiness of sym- 
pathetic action with others or Imitation of others, but Spiritual 
Insight is small, so that there but is little sympathetic discernment 
of the mind of the pupil. 
The Meditative and Intuitive Clusters of the Spiritual Group. 
The Meditative and the Intuitive Clusters.—There is 
an obvious contrast between the general qualitative character of 
those faculties of this group which are situated behind those of 
Godliness and those in front of it. The functions of those behind 
Godliness are characterized by a meditative or contemplative char- 
acter. By them the mind dwells upon the truth; and they exert a 
retentive, conserving, and self-controlling force upon the rest of the 
faculties throughout the brain. 
Their relations to the manifestation of the Truth may be char- 
acterized as susceptibility; and I have designated them as the 
Meditative cluster of the Spiritual group. 
The functions of the faculties in front of Godliness have a char- 
acter of impulse, incitement, and persuasibility. By them the mind 
acts upon other minds, and is acted on by them; and through 
them it is involved in the higher sympathetic relations. This 
quality of these faculties may be characterized as impressibility ; 
and I have designated them as the Intuitive clusters of the Spiritual 
group. 
The faculty of Godliness is where both these qualities are united 
in the aspect of the mind towards Almighty God, made impressible 
and vivified by his Spirit, and susceptible to and retentive of the 
Truth manifested by Him. Relation of the Intuitive to the Meditative Clusters, the Knowledge of God. 
OF EDUCATION. 
121 
The intuitive portion of the spiritual group is first in order. It 
should lead the meditative part, while the meditative cluster, being 
the restraining part of the spiritual nature, should support the 
Intuitive part, and hold it steadfast and just, in accord with the 
Truth. This is the condition for the true predominance of God- 
liness. 
Washington was an instance in which the predominance of the 
meditative part over the intuitive was very great. He was not im- 
pressible ; but he was very susceptible to the Truth. 
Chief Justice Marshall was another instance; but the distinc- 
tion between his disposition and Washington’s was marked by the 
fact that he had less breadth in the cautious and secretive faculties 
and more fulness in the Intuitive faculties, though these were sub- 
ordinate to the meditative. He was more impressible than Wash- 
ington. 
Franklin was an instance of nearly equal development of both 
parts, but the central faculty of Godliness, or Veneration was less 
prominent in him, and followed rather than led the other Spiritual 
faculties. 
Walter Scott was an instance of predominance in the intuitive 
part over the meditative part; and there was an extreme develop- 
ment of the side clusters of intellectual faculties upward, toward 
the intuitive part. He was more impressible; but in him Venera- 
tion was well developed and consorted with the intuitive part. 
Lord Bacon was an instance of extreme predominance of the 
intuitive over the meditative, which was deficient; and in him Ven- 
eration was still more subordinate to the intuitive part. 
Composite Actiom oe the Spiritual Faculties.—God is 
known only by His presence in the Soul; that is to say, by the 
energizing power given to the soul and manifested through the 
spiritual faculties, when the human will is subjected to the Divine 
Will. 
This plenary influence of the Holy Ghost, the Spirit of God, is 
not a fact of intellectual deduction or induction, although its ex- 
istence is verified by the intellect, objectively. It is a fact of con- 
sciousness in the spiritual faculties, of which Godliness is the centre 
and chief. The mind does not receive Him by the exercise of an 
intellectual process; philosophy, which cannot by searching find 122 
SCIENTIFIC BASIS 
The Knowledge of God. Humility and Reverence. 
out God, must be held in subordination, and the passions, which 
are self-asserting, must be restrained by humility; and when the 
mind is in this receptive state, God manifests Himself. The Spirit 
of God, the author of the soul, quickens the consciousness into 
life in these naturally dormant faculties of Godliness, Brotherly- 
Kindness, Steadfastness, Righteousness, Hopefulness, Spiritual In- 
sight, and Aptitude; and sheds abroad, by their activity, the light 
of the Truth in special gifts as well as throughout the whole mind. 
He thus convinces the soul of sin; because, by the awakening of 
these faculties, the soul sees itself in the light of Truth, and be- 
comes conscious of the sensuous and selfish character of the facul- 
ties which were before predominant. The spirit thus brings to 
light the sin of the soul, making it apparent in the consciousness. 
Self-abasement results from conscious self-examination with ref- 
erence to the external and internal experience of the sensuous men- 
tal life of the passions, social and animal; hence the utter inability 
of the mind, unaided, to sustain itself, in the belief of a future 
state, by reason of the vicissitudes of its fallen nature, from the 
beginning of life to its close. 
Self-abasement, uninfluenced by the Holy Ghost, by reason of 
its meek and passive conditions, can only produce a state of utter 
hopelessness, even when aided by all the knowledge attainable by 
the intellectual faculties, and all that physical nature furnishes in 
sensuous, material, conscious evidence, together with the senti- 
mental dependence which the moral attributes impart. Hence to 
possess an unfailing'support in our present state of existence, and 
one which will bear us safely into that future which enlightened 
self-interest demands and our consciousness should realize, God’s 
Holy Spirit must be possessed; and this spirit alone can be the life 
of the soul. The spirit when thus possessed manifests Himself 
phenomenally through the physical organization. 
The true method of superiority among men is to be thus hum- 
bled. In heathen as in Christian life, veneration for that which 
is above man is the source of power. In Christianity, Almighty 
God is revealed to man in His personal presence, and this is the 
only condition of peace on earth. 
When the Spirit of God is thus received, and the will of the in- 
dividual becomes subjected to Him, He abides in the soul; and 
there bears witness with our Spirit that we are his children, by 
means of the spiritual gifts, as follows: first by Godliness, in which 
consists the incipient condition of receptivity; then by Brotherly- OF EDUCATION. 
123 
Kindness, giving, in love to onr neighbors, the first test to know 
that we are moved by the Spirit of God; then by Steadfastness, 
through which God is known as an immutable God, and which 
holds the faculties of Godliness and Brotherly-Kindness to their 
important influence; then by Righteousness, which is the next 
contiguous faculty, through which God is revealed as a righteous 
God, and which holds the whole soul in a righteous spirit; then by 
Hopefulness, which, when thus centered in the righteousness of 
God, becomes the anchor of the soul; then by Spiritual Insight, 
which, when thus led, possesses the power of discernment as to the 
inward condition of self, by God’s good will, and the power also, 
by His Spirit, to enter into and discern other spirits; and lastly, by 
Aptitude, which in its proper order as above stated, gives that 
childlike, suave relation in which we are fitted for all things. 
It is only by the special qualities residing in each of these organic 
conditions that the seven spiritual gifts of the Holy Ghost are im- 
parted to men. The reception of the Holy Spirit is an entirety, 
involving the activity of the whole group of these faculties, and over- 
shadowing the rest of the mind, but the resulting manifestations of 
conduct are in accordance with the organic conditions of develop- 
ment which characterize the individual. 
The force of the propensities and intellect is centralized in special 
faculties, and quickened by the organs of special sense. These all 
tend to angular and special action, in the natural mind. The 
spiritual faculties may be individually brought into combination 
and made to exert an incidental influence, by moral suasion ; but, 
when illumined by the Holy Spirit, they are brought into united 
submission as a group, and necessity calls forth the individual pre- 
dominance in their composite action, by virtue of the Holy Spirit. 
The law of the spiritual life is, the general first, regulating and 
equalizing all the special activities in the individual. The law of 
the natural mind is, the special first, and with diversity, supersed- 
ing the general, and the virtue which comes from above. 
The external manifestations of the gifts of the Spirit, in conduct, 
physiognomy, mien, bearing, language and expression, enable the 
observer to examine religion objectively. Morality, or the senti- 
mental influence of the superior faculties, gives a certain geniality 
and graciousness of manner; Spiritual Life when these faculties 
have been awakened by the Holy Ghost gives the fruit of the Spirit, 
“ Love, joy, peace, long-suffering, gentleness, goodness, faith, meek- 
ness, temperance.” 
The Special gifts of the Holy Spirit. The Law of the Spiritual Faculties. 124 
SCIENTIFIC BASIS 
Religion is absolute. It cuts loose from all entanglements, and 
restores the soul to its own individual direct conscious responsi- 
bility to God. 
Sectarianism, Animal Magnetism, Spiritualism. 
Perversions of the Spiritual Faculties.—The wars and 
conflicts which continually prevail among nominally Christian 
people, result from the predominant sway of the propensities, which 
lead and subordinate the spiritual faculties. 
Sectarianism is the natural result of the ignorance of men and 
their unwillingness to receive the Truth, which is one and entire 
and can only he received by that humble and contrite state that is 
the sole and incipient condition upon which God has promised the 
gift of the Divine influence. Hence men without that contrition 
and consciousness of their inability to know the truth, contend 
about religion under the influence of the social propensities, by the 
aid, chiefly, of the intellectual faculties; and persist in their own 
personal pride of self-esteem, that being the highest of the propen- 
sities. Every division which has marked Christianity is due more 
or less to these causes. If the spiritual faculties predominated in 
activity in the church, unity in love would appear, and the evan- 
gelization of the world would he rapid. Men would accept the 
spiritual law of Christ, even more willingly than they now do the 
laws of physical science. 
What is called Animal Magnetism consists in the suspension of 
the physiological activity of the propensities, leaving the intellect 
under the influence of the faculties of the spiritual group in their 
natural state of blind sentiments. In this state, the mind has no 
activity except a reflective exercise, and becomes in some degree 
subject to the volitions of another, whose propensities are in ac- 
tivity, 
The phenomena of “ Spiritualism,” which cannot be denied, and 
yet cannot be explained by any of the principles taught as mental 
philosophy, and which therefore remain a mystery to the mass of 
intelligent Christian people, may be understood when examined in 
the light of the facts of mental organization which I have en- 
deavored to set forth. The spiritual faculties were designed by the 
Creator as the medium of His Divine influence upon the whole 
mind. It is through them, and the Church of Christ, which is to 
keep them alive, that we may receive the Spirit of God; and they OF EDUCATION. 
125 
have a power over the whole being, and a sympathetic power over 
the minds of others, which is peculiar to themselves. It is by the 
abnormal and erratic influence of these faculties, exerted generally 
by several persons combined, that the “ manifestations” are pro- 
duced. This exercise of the spiritual faculties is usually uncon- 
scious on the part of the mediums or persons engaged; for they 
are passive, as it were, unless awakened by the Holy Spirit from 
their natural state, and, thus rectified by Godliness, Steadfastness* 
and Righteousness, so that these may predominate in activity over 
the propensities and the intellect. 
Those who are known as “mediums,” as a class, have the spiritual 
faculties organically predominant in size, especially in the intuitive 
part, and possess a natural force in those faculties, not induced by 
the influence of the Holy Spirit, but merely by this natural pre- 
dominance in quantity, and without due restraining influence, 
either from Steadfastness and Righteousness, the other faculties of 
this group, or from the restraining faculties of the propensities, 
Cautiousness and Secretiveness. 
For this reason, the practice of spiritual manifestations is de- 
moralizing and exhausting, tending to a loss, both in the spiritual 
faculties and in the propensities, of physical command and control, 
even in the natural order of social life. From the same want of 
restraint come the abandon and license, to which this perversion 
of the noblest faculties tends, in practical life. 
“ Mediums.' The Restraining Faculties. 
5. THE RESTRAINING FACULTIES. 
Restraint.—Life is action. It is manifested phenomenally, in 
movement. Thus man is enabled to take cognizance of it, through 
the senses, by the perceptions. He naturally takes interior cogni- 
zance of his own life, by the sensuous mental disposition of the 
propensities, social and animal, as other animals do. This cogni- 
tion is made philosophic through the conceptive and combinative 
forces of the intellect. Language and logic afford the mode of rep- 
resenting and communicating the processes of these organic instru- 
mentalities, in a definite form. 
Physical science teaches us that life must be understood in its 
broadest sense; and it is not necessarily organic, although it is 
.always localized, and, in the animate world, is manifested in or- 126 
SCIENTIFIC BASIS 
game forms. The forces which were once regarded as the vital 
principle are now seen to be the physical forces which appear in so 
many correlated forms. 
Restraint, is either organic or inorganic. In the inorganic form, 
that is, in the separation or the decay of matter without centralized 
design of localized life, it is the inertia by which force becomes 
subject to organic conditions and is made persistent. 
The physiologic activity of the organization of man becomes 
conscious by the interposed influence of the faculties of restraint, 
—Cautiousness and Secretiveness, Steadfastness and Righteousness. 
Practical success in life depends upon the management of what 
has been acquired, and this involves an organization of conscious 
managing mental capacity; so that this power of direction, giving 
control and prudence in worldly affairs, is the peculiar function of 
these faculties. They are of fundamental importance for success 
in Education, as well as in social and business life, and in Religion. 
Law of Restraint. Association of the Faculties. 
ASSOCIATION" OF THE FACULTIES. 
In a previous letter I spoke of the associated activity of the fac- 
ulties, and of the error of phrenologists in regarding each faculty 
as having an activity by itself. The whole mind is to be regarded 
as one ; and although by analysis we are enabled to individualize 
faculties, and theoretically to consider them separately, we must 
bear in mind that they are inseparably associated, both in activity 
and in development. The faculties are the individualized functions 
of convolutions structurally associated. The convolutions of the 
brain, separated by anfractuosities, indicate to us the distinguish- 
able localities appropriated to nervous activity having certain char- 
acteristic mental qualities, and these mental qualities we term fac- 
ulties ; but the convolutions to which we are led to assign these 
faculties lie together, each one being, in some direction, connected 
with others contiguous to it, and all being but modifications, in 
form, of one continuous inward structure. Both the exterior con- 
tact of adjacent convolutions, and the interior continuity of their 
substance, give a certain association to their activity; so that, even 
when we individualize them, and speak of them as distinct facul- 
ties, they must be regarded as acting with, and re-acting on, each 
other, in their clusters and groups. OF EDUCATION. 
127 
The faculties of each group tend to ensphere themselves together 
in that group; and, where there is an unequal development, this 
tendency shows itself in the form of the head, by the extent of the 
region occupied by the group which has a decided predominance; 
either the propensities, through their natural inherited force, in- 
creased by the development given by indulgence, or the intellect by 
inherited structure, or by education, or both, or the spiritual group. 
When the propensities are predominant, the development of brain 
caused by indulgence of the passions is found in the downward 
direction, making the base of the brain large and full. When the 
spiritual faculties predominate, the tendency of development, on the 
contrary, is upward, giving height to the head and fulness to the crown. 
When the intellectual faculties predominate, the development is in 
the region of the forehead, giving hulk in the front part of the head. 
When either of the three general classes of faculties thus in- 
dividualizes itself as the predominant group, it often possesses a 
peripheral expansion of a cluster of the group standing out in a 
curve, departing from a symmetrical relation with the other two 
groups, so as to make the outline of the head look as if it were 
composed of adjacent arcs of circles eccentrically placed. 
So also, if there is a great combined activity and consequent de- 
velopment, in a particular cluster or congeries of special faculties 
in any group, as compared with other faculties contiguous to them, 
this cluster or combination of organs is indicated by a similar 
peripheral expansion standing out in the same manner, and indi- 
vidualizing its character in the form of the group. And the par- 
ticular faculty which leads the others in such acombination, andpre- 
dominates over the others, forms the point or summit of the promi- 
nence, and gives the characteristic feature of the whole group to which 
it belongs. In the same way two or more faculties belonging to 
separate groups often combine, producing mental manifestations of 
a correspondingly mixed character, either intellectual-spiritual, or 
intellectual-social, or social-spiritual. The present standards of 
moral, spiritual, and intellectual truth among men are of this mixed 
character; and their diversity corresponds to the combination from 
which they arise. 
It must, however, always he remembered that by reason of the 
consorting of the organs of the brain, the one which is thus projec- 
ted into prominence often appears in a place somewhat different 
from the ordinary location, as marked on the bust, seeming as if re- 
moved, either upward, downward, forward, or backward. 
External Manifestations of particular Combinations of the Faculties. 128 
SCIENTIFIC BASIS 
Mutual influence of Associated Faculties. 
Since the three groups, in their combined form, conspire together,, 
one of them taking the lead,, and shaping the head so that its own 
general character is predominant, the leading organ in this group 
will, therefore, stand predominant oyer all the rest of the brain, and 
give its own peculiar character as the chief feature in the confor- 
mation of the whole head. It may he said that the predominant 
group rules or characteristics the mind, the predominant cluster in 
that group leads the group, and the predominant faculty in that clus- 
ter leads the cluster, and through it, characterizes the group and the 
action of the whole mind. 
Such a leading faculty, whatever it may he, is of course more or 
less modified in its character, by the qualities of the faculties with 
which it is chiefly surrounded and associated, and especially by the 
character of the group to which it belongs. If it is in the propen- 
sities, it gives to the general mental character a more vivacious ac- 
tion, and to the whole person more varied and pronounced phys- 
iognomic and pantomimic indications; if in the spiritual faculties, 
a more calm and meek action and expression ; if in the intellectual 
faculties, a more conceptive, combinative, or perceptive action or 
expression. 
In the same manner, one of the faculties of each of the subordi- 
nate groups or clusters leads or predominates in its own group or 
cluster, and lends its peculiar phases to the character given by the 
leading group and faculty, thus contributing to the general make-up 
of the mental phenomena. 
This is the general rule of ordinary and orderly development; 
but it is often the case that special faculties in the group of the pro- 
pensities, even when that group is not predominant in size, have so 
marked a development, as not only to lead their own subordinate 
group, but to exceed in influence the leading organs of the other 
groups, and give to the person a peculiar disposition and pan- 
tomimic expression. 
The order in which the faculties stand among themselves within 
each group, and compared with the other groups, presents the con- 
ditions upon which the characteristic differences between the minds 
of different individuals depend, so far as these differences in the in- 
dividual character arise from the organic shape of the brain. 
All these conditions appear in the general form of the head; the 
most predominant group, cluster, and faculty, in their peculiar com- 
posite form, giving the most salient features to the outline of the 
head; and their relative prominence, and the peculiar conformation Significance of organs whether prominent or laterally expanded. 
OF EDUCATION. 
129 
of the subordinate parts of the brain, indicating how far they char- 
acterize each other; so that the whole form is significant of the gen- 
eral mental organization. 
By the posture of the organ in such conjunction, tending upward, 
downward, forward, or rearward, the special quality or tone of the 
action is manifested, whether more sensuous or more spirituelle, 
more intelligent, or more passional; and this generic modification 
depends for its particular quality upon the function of the organ 
contiguous in this conjunction. And in the same way the conjunc- 
tion and posture of a cluster or group, with reference to the con- 
tiguous clusters or the other groups, gives to the observer the lead- 
ing phase of the cluster or group. 
The expansion of a predominant organ modifies the shape of its 
neighbors. Where faculties are habitually associated in their ac- 
tivity, the organs combine more closely in their position. A pre- 
dominant organ not only presses upon the weaker organs, but draws 
to itself and sometimes overlays the contiguous organs which are 
most active in connection with itself, presenting to the practical ob- 
server of the external shape, the appearance of a merging of the 
two convolutions. 
From this it results, that the mere special prominence of that part 
of the surface of the head which is assigned upon. the bust to any 
particular organ, does not necessarily indicate the predominance of 
the corresponding faculty, individually and by itself. But the 
necessary and proper bulk or form which the special faculty assumes 
must be taken into account, and the effect of the predominance of 
the faculty, in modifying the position, shape, and activity of the 
adjacent organs must be considered, in estimating the significance 
of the external shape of the head. For instance, if in any head, the 
region marked on the bust for the location of the organ of Godli- 
ness appears to be somewhat sunken in the centre, in contrast 
with the contiguous organs around Godliness, the cause may be, 
that this organ is deficient, or it may be there is a large expansion 
in the region of Brotherly-Kindness which lies in front of it; or if 
Brotherly-Kindness, lying in front, and Steadfastness, which is be- 
hind it, are both large, it may be that they may have drawn the or- 
gan of Veneration or Godliness upon their respective sides, so that 
it may be low in the middle, but broad, and upon each side well de- 
veloped towards the more predominant neighboring organ. Thus, 
in the profile view of George Washington, the retreating upper fore- 
head does not in fact indicate that he was lacking in Brotherly- 130 
SCIENTIFIC BASIS 
Relative Predominance of Groups. Effects illustrated by the Character of Washington. 
Kindness; but shows that the organ of Godliness was so large and 
predominant, that the organ of Brotherly-Kindness was drawn to 
it and consorted with it. Again, Self-Esteem was in him the 
largest organ among the active forces in the social propensities, 
and this organ, consorting as it did with Steadfastness, made him 
such an excellent commander, and gave to his head that peculiar 
peripheral expansion in that region and upon the line between 
Steadfastness and Godliness. 
To illustrate this in a more general way, if you look again at the 
same profile view of the bust, you will observe that from the upper 
verge of Brotherly-Kindness over to the upper verge of Self-Esteem 
is nearly the arc of a half circle, having for its centre the ear; but 
this arc rises above the rest of the circumference of the head. The 
phrenological explanation of this is, that Steadfastness and Godli- 
ness were the chief characteristics of his mental life, and that they 
drew to themselves, respectively, the organs of Self-Esteem and 
Brotherly-Kindness, and the latter qualities consorted with and 
entered into Steadfastness and Godliness. The force of the out- 
ward circumstances and influences centralized upon him as the su- 
perintending chief of the Revolution, and a predominance of the 
Meditative cluster in his Spiritual group of faculties, and a dis- 
position to yield to no external influence, save that of patriotism 
alone, considered in connection with his passive temperamental 
qualities, constituted him the special ordained character, which 
God in his providence selected for the results which were to be 
attained. 
The spiritual faculties (being by nature in themselves passive) 
found their support and the force of their activity in the faculty of 
Self-Esteem; and, as the vital forces reside in the propensities, and 
Self-Esteem is one of the highest, and in him was the strongest of 
these faculties, it produced, in combination with Steadfastness, the 
dignity and gravity of character which he manifested in his military 
and official life, while the predominance of Godliness, or Reverence, 
made him equal and accessible to all. 
This characterizes truly the mind of Washington in these re- 
spects. 
The predominance of the upper part of the head in this profile 
view, would have been termed by Dr. Gall a bump. It is always 
to be remembered that such a prominence, or bump, is not the indi- 
cation, merely, of strength in one faculty, but rather of an associa- 
tion of faculties, consorting and acting together. OF EDUCATION. 
131 
General Method of Observing Character phrenologically. 
Other views of the same head which are presented, show the lateral 
organs which were also drawn to these central faculties of Steadfast- 
ness and Godliness, and consorted with them. 
The relative predominance of the groups, is always the first ele- 
ment of form to be considered, or we may be misled in estimating 
the comparative development of faculties in one group by disregard- 
ing the great influence of another group. 
7. LOCATION OF SPECIFIC ORGAN'S. 
As I pointed out in the preceding letter upon the temperaments, 
the first step in the phrenologic observation of character is to esti- 
mate the quality of the temperament of the person, and form a 
distinct idea of the relative order in which the four leading systems 
stand, and relative strength in the combination. 
The second step in phrenologic observation is to see which group 
of faculties predominates. At this point we have come to condi- 
tions that involve geometric form; and although absolute measure- 
ments are not practicable, estimates of form must be made with an 
endeavor to attain the same kind of definiteness and accuracy, that 
actual comparison with a uniform standard would give. To form 
just estimates of the contour of the head, and the comparative bulk 
of its parts requires some experience in observation; but, although 
some persons possess a special aptness for it, any person of good 
intelligence in regard to form and size, by attention and careful 
thought, may attain a sufficient degree of accuracy in judgments of 
the general cast of character. The best aid for the beginner will 
be to study the form of the head in comparison with that of a 
sphere, or, taking the same idea in a simpler form, to study the 
outline in comparison with the arc of a circle. 
Phrenologists have sought to define the location of faculties by 
superficial measurement, and have endeavored to reduce the results 
of observation to mathematical formulas, stating the comparative 
quantity of the influence of each faculty according to a numerical 
notation. 
But, from what I have already said, you will understand that such 
methods of superficial measurement, however much they might 
assist observation in respect to details, would rather mislead the be- 
ginner by turning his first attention to seek for superficial prom. 132 
SCIENTIFIC BASIS 
Observations not to be directed merely to superficial measurement.. 
inences or depressions, which are necessarily somewhat uncertain 
in their significance, and are, at best, of secondary importance. It 
is the general form of the head, which must first he clearly individ- 
ualized. 
Estimates of character, formed without distinct reference to bulk 
and the characteristic direction of development and depending pri- 
marily on the observation of local prominence or depression in the 
surface, whether measured and localized by the eye, or by feeling 
the head, or by the measuring tape, give some knowledge of char- 
acter ; hut correctness in estimates thus formed is only attained by 
long experience, which enables the observer to he guided by the im- 
pression made in his own consciousness by the subject, and to be 
very guarded in interpreting the special salient features of the 
head. 
The obvious fact that the process of making observations in this 
way is necessarily peculiar to the manipulator, and not accurately 
definable to others, has caused the practical application of phre- 
nology to he regarded by many as empirical, and like fortune- 
telling. 
What is needed, is a delineation of the whole configuration with 
reference to an unchanging geometric standard, which will he both 
accurate and indisputable. 
For the ordinary purposes of the teacher, however, all that is 
needed is a cultivation of the perceptive faculties, or in popular 
language, a well trained eye, such as will enable him to recognize 
with clearness the characteristic form which the head of any child 
possesses, in the same way as a ship builder recognizes and compares 
the characteristic lines of vessels, or an engineer ascertains how the 
land lies, with his eye, before he places his instruments. 
In other words, the head is to be defined, not by superficial mea- 
surements of distance, hut by a comparison of the curves and diam- 
eters which will indicate the hulk, and the direction of develop- 
ment, whether upward, forward, lateral, backward, or downward. 
Each part of the brain has thus its character, depending on the 
shape, as well as the character and length of its fibres. 
When we have ascertained the general features, as I have before 
explained, and the direction of the greatest development, we have 
indications by which, taking all other things into account, in the 
case of adult subjects we may judge in what direction the longest 
fibres run, and in what part is their greatest strength; since this 
results from the predominant activity of the mind. We must care- OF EDUCATION. 
133 
fully distinguish whether it is sensuous or mental, and also whether 
it is spiritual and illuminated, or animal and intellectual. These 
are the general phases to distinguish the qualitative activity of 
either of the groups concerned in mental manifestations. 
Practical Method of Demonstrating the Faculties. 
Practical Method of Demonstrating the Faculties.— 
The first point to he observed in snch a measurement is the posi- 
tion of the opening of the ear. 
Since the head is eccentric or irregular and variable in its form 
in every direction, its centre cannot he determined by relation to 
the surface, or bulk. It is the very object of our measurement to 
■ascertain the special variation of the circumference, by measuring 
from a fixed centre. It is found by observation, that in an orderly 
developed head, the opening of the ears is midway between the 
front and the back ; and as the two sides of the head correspond to 
each other in faculties, the middle of a line drawn through the 
head from the opening of one ear to that of the other will-be the 
point from which, as from a centre, to measure the relative devel- 
opment in any direction. The base of the semicircles in the dia- 
gram, it will be seen, is a straight line which intersects this axis. 
This base line is horizontal, both in the front view, given in the 
second diagram, and in the profile view. It must however, be ob- 
served, that in the natural position of the head, the base of the 
brain is not generally horizontal on a plane in the direction shown 
in the profile view, but inclines downward toward the back of the 
head; the lower intellectual faculties in front, usually ranging 
higher than the lower propensities behind, being two planes, as 
represented on the diagram of Washington, higher than the pro- 
pensities. 
By keeping the eye on the half circle in the outline, the relative 
prominence of the organs which lie along the outline of the head 
in that view is readily apparent. The radius of the sphere, in 
the full size of it, is seven inches, the diameter being fourteen 
inches ; and a scale on the base of the half circle, in the diagram, 
upon which the inches and portions of inches are laid off in the 
properly reduced proportion, affords an exact measurement by 
which the development of any organ in the circumference can be 
ascertained, the centre of measurement being always in the axis 
passing through the opening of the ears. No head will be found 134 
Indications proper to various Cerebral Forms. 
SCIENTIFIC BASIS 
fourteen inches in diameter; but some heads approximate to seven* 
inches from the axis forward to the front of the organ of Individ- 
uality, the ears appearing in such case to he very far back; and on. 
the other hand, some heads approximate to seven inches from the 
axis back to the outline of the organ of Philoprogenitiveness, the 
ears in such a case appearing very far forward. It will be observed 
that the head of George Washington, as represented in either dia- 
gram, approximates to the upper part of the circle within about an 
inch and a half, as marked on the scale. 
Hence it may be said, in the ordinary observation of phrenologic 
form in the profile view, if the ears appear very far forward upon 
the sides of the head, it is because the development of those Social 
Propensities which lie behind, in the central part, is much larger 
than that of the Intellectual group which is in front; if the ears 
appear very far backward, it is because the central portion of the 
Perceptive cluster of the intellect is prominent; or if the greatest 
extension is upward, the height being directly over the middle of 
the axis, it shows that the central portion of the Spiritual Facul- 
ties where the two hemispheres lie contiguous to each other, pre- 
dominates. 
If the head should be placed within a sphere, so that the centre 
of measurement should coincide with the centre of the sphere, the 
parallelism or divergence of the surface of the head and the sphere 
would afford a means of estimating the development of the brain 
in every direction. 
It must not he supposed, however, that this hemispherical form 
stands as the delineation of a true order of mental development. 
It is only a rule of measurement, with definite distances from a 
given centre, so as to enable us to define in every configuration of 
the head, in what region the greatest quantity of brain lies. But 
a head which should coincide entirely with the curve of the sphere, 
would indicate the worst mental disposition possible. It would 
present the great strength of the mind in the appetites and pas- 
sions, and in the lower mental faculties, and thus would denote a 
person of a nature altogether earthly. The higher order of devel- 
opment is that in which the head, like that of George Washington, 
shows a predominance in the spiritual part, rising high and round 
in the upper part of the sphere. 
If the surface of the head, compared with such a sphere, were 
found to be parallel with that of the sphere, it would indicate that 
the brain formed, approximately, a hemisphere, in which the centre OF EDUCATION. 
135 
of bulk coincided with the centre of phrenologic measurement j 
and from this conformation we should deduce a certain correspond- 
ing mental character. It might be that another head would he 
equally spherical in its form, but that the development giving this 
form, might be rather in front of, or behind, the centre of mea- 
surement. In this case, the centre of bulk of the brain would be 
thrown forward of, or behind, the centre of the ideal sphere, and 
the surface of the head, though spherical, would not be parallel 
with that of the sphere, but approach it more closely in one direc- 
tion and recede from it in the other. From the conformation of 
the brain thus indicated, we should infer a different mental com- 
bination, although the general shape of the head would be the 
same. 
Again, if the upward development exceeded that either forward 
or backward, as is the case in well-formed heads, making the 
outline more or less oval, the degree of this upward development 
would be indicated by the contrast between the curve of the head 
and that of the sphere; and, as before, whether this upward devel- 
opment were vertical, forward, or backward, would be made- appar- 
ent, by observing whether the perpendicular axis passing through 
the centre of the bulk of the head coincided with the perpendicu- 
lar axis of the sphere, or was thrown forward or backward of it. 
Another modifying influence to be considered, while estimating 
the variable locations of the convolutions, is that of the tempera- 
ments. The bodily functions, in which the nervous forces are often 
engrossed, have their reciprocal relations in specific faculties of the 
mind; and hence, in general, it results that the size, location, and 
activity of certain faculties are to some extent modified by the ex- 
isting temperament. This may be discerned especially in the men- 
tal and temperamental characteristics of the sexes. 
A third disturbing element is the variable thickness of the cra- 
nium, and the existence, frequently, of a cavity between the ex- 
ternal and internal layer of bone, over the nose and behind the 
eye-brows. The difference in thickness of the cranium in differ- 
ent parts is but slight, and does not sensibly affect the general form 
of the head. The frontal sinus is, however, sometimes so large 
that it might materially mislead the observer’s judgment of the 
development of the perceptive faculties. It is said that this sinus 
does not exist in children under the age of twelve; and it will not, 
as a general rule, be found except in connection with the bilious- 
lymphatic temperament. 
Mode of estimating the Extent and Location of the Convolutions. 136 
SCIENTIFIC BASIS 
Various developments of the Propensities. General Outline of the Head to he first Observed. 
These minor disturbances are to be considered in phrenologic 
observations; but their existence does not impugn the basis or the 
just deductions of phrenology. 
A development of the propensities downward making the great- 
est breadth in the base of the brain, which in such case projects 
outward, and produces a ridge more or less apparent, indicates a 
concentration of the forces of the mind in the lower appetites and 
passions, with sensuous, vivid, and acute activity, and shows that 
physical conditions take precedence. A development of the pro- 
pensities in the direction of the spiritual group, the head enlarging 
upward and receding at the base, being more contracted there, and 
sometimes presenting a furrow or sunken band at the base of the 
brain, indicates that the force of the propensities, instead of being 
acute and physical, is rather passive and sentimental, and that by 
conspiring in their activity with the upper range of faculties, they 
have a moral, intuitive, or meditative tone. 
This is the first phenomenal aspect that is to be observed in de- 
termining the general phrenologic features of any character. Be- 
fore proceeding to examine the development of particular faculties, 
the outline of the head is to be thus looked at from the organ of 
Individuality, lying in front, around to that of Philoprogenitiveness, 
behind, so as to present to view successively each faculty lying at 
the base of the brain. In adult subjects the cerebellum, which lies 
in part below the base of the circle, must be particularly observed. 
Size in this part of the encephalon or activity of its functions, in- 
dicates a precedence of the sensuous nature. Before the general 
character has been thus ascertained, the observer is liable to err in 
judging of special faculties; for, a correct knowledge both of their 
location, and of their quality as affected by associated action, de- 
pends upon the knowledge of the centre and direction of develop- 
ment of the whole brain. 
The salient phrenologic features of the head are, of course, most 
plainly seen when the head is viewed in such positions that the 
salient points are brought into the outlinebut if the attention of 
the learner were confined to the outlines, there would be a tendency 
to study first, these special points, without sufficiently regarding 
the fundamental facts of size, length, breadth, height, and the direc- 
tion of the characteristic development estimated from the phre- 
nologic centre. 
In order to direct attention more strongly to these primary as- 
pects, I present a number of diagrams in which the head of Wash- OF EDUCATION. 
137 
ington appears in successive positions, surrounded in each case, by 
the same circles, great and small, lying in the circumference of a 
sphere, the centre of which coincides with the centre of measure- 
ment. 
The vertical lines are the arcs formed by great circles which in- 
tersect each other upon the perpendicular axis of the sphere. 
The plane a A o, [See Diagram, page 75,] which passes through 
the brain from front to hack, divides it into its two hemispheres. 
The plane h A, which passes through the horizontal axis of the 
head from ear to ear, divides each hemisphere into a front and back 
part. Each of the four portions, into which it is thus divided by 
triangular surfaces, approaches the form of a spherical wedge or 
ungula. The position of the ungula which contains the front part 
of the hemisphere is indicated by the half lune a Ah', and that 
which contains the back part of the hemisphere is indicated by the 
half lune h A o. The first question to be asked in reference to the 
form of the*head is, which of these portions contains the greater bulk 
<of brain. To form an opinion on this question, it is necessary to 
determine, first, the centre of measurement, and to consider then, 
mot only the length of the head which is shown in the profile view, 
but its breadth throughout, which is only seen in a front or back 
view. 
Description of Diagrams. Mental Characteristics of Washington. 
Groups.—It is obvious, in viewing the head of Washington in the 
frontal aspect, that the most salient feature is the great width, that 
is to say, the large quantity of brain in the breadth of the head. 
The extreme breadth is in the region of the faculties of Cautious- 
ness, making these, with Destructiveness and Secretiveness, which 
consort with them, the significant features of this view. This cluster 
of faculties is delineated as having an upward development, as will 
be seen by the less breadth which marks the base of the brain in 
that region. The influence which caused this upward development 
of these faculties must be looked for in the profile view, in which, 
as we before said, the salient feature is the great quantity of brain 
in the region of Self-Esteem and Steadfastness. This combined fea- 
ture we should describe by designating Self-Esteem and Steadfast- 
ness as the predominant faculties, they drawing Cautiousness back- 
ward and upward, giving to it, and to the lower faculties of Seere- 
tiveness and Destructiveness, which consorted with it, their own 
superior characteristics, and presenting in the external form a con- 138 
SCIENTIFIC BASIS 
tour significant of this peculiar order of combination. In this way, 
ill every bead marked by any special development, the region which 
contains the largest quantity of brain is first to be sought for, and 
it then will be found that the organs of the faculties surrounding 
it in the same group, and often those throughout the whole head, 
are moulded as if they were drawn to, and subordinated by, these- 
convolutions of largest relative size. 
By this delineation of the faculties named in the group of the 
propensities, and the form under which, in his head, they are blended 
with the faculties named in the spiritual group, and contradistin- 
guishing the .natural force of the propensities from the mere quali- 
fying character of the moral sentiments, we see defined the central 
quality of his character,— a self-determined and inflexible, cau- 
tions, secretive, and executive will, vigorously defensive, and de- 
structive to those who opposed themselves to the cause of his coun- 
try’s freedom. And the quality or mode of manifestation of this 
mental character, we see defined in his temperament. The peculiar 
difficulties which beset him, arising from both friends and foes, pre- 
sented obstacles which could only be surmounted by great strength 
in the passive elements of force, and by the lapse of time. Washing- 
ton was not driven by an over active brain or nervous temperament, 
nor impelled by a stiff or metallic will of his own, or a hasty or 
inconsiderate, spasmodic sanguine temperament; but his great force 
of mind placidly awaited the exigencies of affairs, and was moved 
by paramount necessity to calm but irresistible action. Nothing 
but success could suspend or deflect the energies thus aroused. 
In making an observation of the relative predominance in size 
and activity, of either of the three groups, it must be borne in mind 
that the boundaries between them are not arbitrary and fixed limits. 
They are indicated upon the diagram of the head of Washington 
at the points where, in my judgment, they existed in him ; but the 
position varies in different heads, according to the location of the 
greatest quantity of brain in one group or another; and in the ex- 
amination of any heada the location of the boundary, must be first 
determined. 
Thus if the propensities greatly predominate, especially in the 
upper part, they may trespass upon the usual region of the spiritual 
faculties, carrying the boundary between these two groups up to a 
higher point. So if the great predominance is in the intellectual 
group, the faculties of that group will trespass upon the forward 
boundary of the spiritual group and press it backward. 
Boundaries of the Groups not arbitrary and fixed. OF EDUCATION. 
139 
Activities of the Propensities must be regnrded. 
But it is not enough to observe predominance in size alone. 
The activities of the propensities are to be regarded, because the 
vigor and animal force reside in them. This force is often enervated 
by satiety and a profuse supply of all the physical wants; while a cer- 
tain degree of necessity awakens it, and leads to activity and energy 
in the intellectual faculties. But the propensities tend, when under 
great necessity, to overlay the other faculties and assert themselves, 
especially those propensities which lie contiguous to faculties in 
the other two groups; and they will do so, unless the moral force of 
the spiritual faculties, or a diversion of the activity into the intellect 
or into the body by physical exercise, supersede them. The indi- 
cations afforded by the tones of voice, the mien and manner, habit 
and posture of body, the expressions of the countenance, and the 
temperamental conditions,—all are important, in estimating the 
relative predominance of the group. 
Thus the man whose mind has been changed to a spiritual nature 
will manifest, externally, that mild and meek character which is a 
general index of the predominance of activity in the spiritual group. 
So the man whose intellect has received the education of • a proper 
collegiate course, and has experienced the discipline of society, will 
manifest in expression and manner, the results of that predominance 
of the activity of the intellectual group, which education alone can 
give. 
Thus also the self-educated man, though he may be unpolished 
in manner and in classical expression, on account of defective social 
culture, will yet manifest similar evidences of intellectual activity, 
though in a less attractive form. Self-education, when conducted 
without the refining influences of polite society, results in a rugged, 
unmethodical development of the mind, manifesting itself in a cor- 
responding exterior; whilst a thorough classical education, such as 
our higher seminaries of learning impart, combined with suitable 
social advantages, affords a systematic mental discipline which is 
apparent in the characteristic expression and polished deportment 
of leading literary men, and to a greater extent in Europeans than 
in Americans. 
The ordinary position of the head is an indication of the pre- 
dominance of activity. If the intellectual group predominate, it 
will be observed that the head hangs forward. If Self-Esteem pre- 
dominate, the head will not only incline forward, but the chin will 
be drawn in toward the throat. If Godliness predominate in a 
moderate degree, the tendency is to an upright perpendicular posi- 140 
SCIENTIFIC BASIS 
tion of the head. If the meditative part of the spiritual faculties, 
in the back part of the upper region of the head, predominate, the 
tendency is to incline the head forward, so as to give those organs 
apparently a higher position* than they would otherwise have, the 
will being centralized in this cluster; and if the intuitive part, in 
the upper and forward part of the head predominate, the tendency 
is to raise the countenance or look upward, and thus to give these 
organs an apparently higher place. The side organs of the propen- 
sities give a different pantomimic expression. Thus, if Destructive- 
ness is predominant, the chin is thrown forward, and the lines of 
the mouth are made more marked, and the lips firmly set. If Se- 
cretiveness and Cautiousness are large, the characteristic panto- 
mimic expression is a side-long movement and position of the head. 
These indications, however, are less observable in children than in 
adults, because of their undeveloped, sensuous, and volatile charac- 
ter ; and therefore I do not here describe them in detaiL 
Description of the Profile View. The Central Organs. 
Clusters and Faculties.—Along the outline which is presen- 
ted by the profile view of the head, lie those organs which run 
through the centre, where the right and left hemispheres of the 
brain are contiguous to each other. 
These are designated on the diagram:—they are Individuality, 
Eventuality, Comparison, Brotherly-Kindness, Godliness, Steadfast- 
ness, Self-Esteem, Inhabitiveness, and Philoprogenitiveness. 
Let us first observe the regions of the perceptive cluster and the 
conceptive cluster, respectively. In the lower part of the forehead 
the frontal sinus may give the appearance of great acuteness of spe- 
cial organs. The observer who has first regarded the development 
of the group, will be prepared to make the necessary allowance for 
this interference with external form. 
The two faculties or organs of the perceptive cluster which ap- 
pear in the circumference are Individuality and Eventuality, and 
their relative prominence is at once seen. The location of the or- 
gan of Form is also marked upon the diagram; but the development 
of this organ is not indicated by prominence, so much as by width 
between the eyes, and it is best seen in the front view of the face. 
The only faculty of the conceptive cluster which appears in the cir- 
cumference is Comparison. By thus individualizing these organs, 
and comparing their outlines with each other in the circle, we see in OF EDUCATION. 
141 
what region lies the preponderance, and what faculty predominates 
in this view of the head ; and we discover, in the general shape, how 
these faculties consort with each other. 
Passing onward from the intellectual to the spiritual group, it 
will be observed, that, in this diagram, the faculties of the spiritual 
group have a peculiar form, the intuitive part retreating very rapidly 
from the organ of Comparison, as if the organ of Brotherly-Kind- 
ness had left its proper place. This gives a very retreating forehead. 
The intuitive cluster is quite deficient, hut the head is high in the 
region of the meditative cluster. This indicates the strongest char- 
acteristic of Washington, and some of his habitual sayings cor- 
roborate the observation; “ I meditate to pass the remainder of my 
life in a state of undisturbed repose.” 
Passing the line of demarcation between the spiritual group and 
the social and Animal Propensities, we see that the largest quantity 
of brain is in the region of the organs of Self-Esteem, this being 
the largest faculty of the social and animal group in his character. 
Erom this, the organs diminish in a proper order down to the base. 
Home and children had less influence upon his character -than his 
dignified position. 
Let us now turn to the front view of the head, which is presen- 
ted in another diagram [Page 76.] 
Here, the front part of both hemispheres of the brain appear, 
giving the general width of the head. This view shows all the 
intellectual faculties, the intuitive part of the spiritual group, and 
a part of the animal group. Upon one of the hemispheres, are de- 
lineated the names of the clusters, and in the margin, are given the 
names of the groups in which these special faculties are associated. 
The names pertaining to the intellectual group are designated by 
the use of small letters. The names of the organs of the combi- 
native faculties on the bust are obscure in the facial view, but these 
names and the locality of the organs can be distinctly seen upon the 
profile view. 
By looking a moment at the position of the organs delineated 
upon the profile view, it will be seen that the plane of the circle, h A, 
as placed in the facial view, intersects the head in the front part of 
the organs of Destructiveness, passing between the organ of Ac- 
quisitiveness in the intellectual group, and that of Cautiousness in 
the propensities, and through the middle of the organ of Hopeful- 
ness, up to the centre of that of Godliness, and the line of intersec- 
tion passes down in the same way, through the twin faculties on 
Description continued. Organs shown in the Front View. 142 
SCIENTIFIC BASIS 
Front View continued. Character of Washinglon as indicated by Cerebral Form. 
the other side of the head. Alimentiveness is indicated upon the 
diagram, because it is the only faculty below Destructiveness, and 
the foremost of the propensities, though it is not exactly in the 
plane of the circle. 
By this view the observer will see where the greatest breadth is 
developed—whether it is in this central region, as in Washington, 
or forward of it, in the combinative cluster of the intellectual fac- 
ulties, and the intuitive-cluster of the spiritual group, giving the 
fullest outline in the region of the line g A, or backward from the 
central region, in the restraining faculties, giving the fullest out- 
line in the region of the line i A ; and again, whether it is up- 
wardly developed, as in Washington, giving the greatest breadth in 
the higher propensities and the spiritual group, or downwardly de- 
veloped, giving the greatest breadth (either forward or backward) in 
the lower propensities, situated in the base of the brain. 
To complete the view of the individual faculties in detail, the 
head should be looked at in every successive position necessary to 
bring each organ, from Individuality in front to Philoprogenitive- 
ness behind, into the outline. 
The diagrams, of which engravings are given, are selections from 
a complete series of fifteen photographic views of the bust, one 
being taken from the plane of each of the great circles, from a to n. 
For practical purposes, however, views from two or three posi- 
tions will disclose the salient features of the character. 
The salient features of the character of Washington, indicated 
by the cerebral form, in connection with the temperament, may be 
thus stated. The commanding mental qualities indicated by the 
profile view [No 1], which presents Self-Esteem, Steadfastness, and 
Godliness as the leading and predominating characteristics of his 
mind, in connection with the breadth of the head, upwardly de- 
veloped, in the region of Cautiousness, Secretiveness and Destruc- 
tiveness, and in combination with the lymphatic, sanguine, ner- 
vous conditions of the temperament, gave him both that mental 
and temperamental state by which he was distinguished during the 
Revolution. The adverse and apparently inextricable difficulties 
surrounding the American Colonies aroused his dormant energies 
in youth, when nothing but overwhelming necessity could awaken 
them. 
The mind of Washington being strong in the central perceptive 
faculties of Individuality, Locality, and Eventuality, gave him capa- 
city for that special knowledge of present facts necessary for him, OF EDUCATION. 
143 
as Commander-in-Chief, and possessing, in combination with these, 
a predominant mental force in the faculties of the meditative clus- 
ter, gave him a silent, prevenient wisdom, illuminating the intel- 
lectual faculties thus led by the perceptive cluster. With this 
mental organization, the negative qualities of his temperamental 
constitution gave the great reserved power which constituted the 
central element of his genius. 
The intellectual discrimination which depends upon an ob- 
servation of the person, consists in the observers regarding mi- 
nutely the objective facts of form, size, color, tone, etc. This is 
done by the perceptive faculties; but to define properly the com- 
posite result arising from the combination of these objective facts, 
having reference to the temperament and the form of the head, re- 
quires the exercise of the faculties of the combinative cluster; and 
even then, to deduce exactly, or with tolerable accuracy, the char- 
acter from these data, requires, to some extent, the intuitive power 
of the faculty of Spiritual Insight. 
The minute descriptions of character which, as a matter of duty, 
I have often given of eminent individuals and others, based upon 
phrenological observations, many of whichhave been published, some 
of them in the Unit, which you have read, involve, as it will be seen, 
the exercise of the three clusters of faculties,—the perceptive, the 
combinative, and the intuitive. 
Faculties exercised in estimating character. Size indicates only Capacity. 
SIZE AND ACTIVITY. 
Size not an Absolute Criterion.—In estimating the char- 
acter from the form of the head, two fundamental principles must 
be always kept in mind:—The first is, that structural predomi- 
nance, or the mere relative size, indicates capacity, but not, neces- 
sarily, actual manifested qualities. The second, which is connected 
with it, is, that temperamental conditions modify the mental man- 
ifestations. 
The general law stated by phrenologists is, that other things being 
equal, size is the measure of power. This is a fundamental prin- 
ciple, and too much importance cannot be attached to it. But it is 
necessary to know what are the “ other things,” equality in which 
is the condition of applying this axiom, and how we are to ascer- 
tain their equality, or what allowance is to be made for inequalities. 
Those who have treated the subject controversially have sought to 144 
SCIENTIFIC BASIS 
justify a rejection of the general law, because the investigators who 
asserted it had not elucidated the qualifying circumstances which 
must be considered. 
The most important of these conditions may be stated as follows: 
1. Temperamental indications. From the indeterminate com- 
position of the organized substances, it results that two brains of 
the same size will not generally contain exactly equal amounts of 
the organic constituent elements upon which the exercise of the 
mental disposition depends. The brain, which is the seat of mental 
life, is sustained in its activity by the other three temperamental 
conditions ; hence the means of harmonizing apparent incongrui- 
ties is to examine the other temperaments. By a comparison of 
the size and activity of the temperamental systems, we may learn 
the characteristic effect in modifying mental manifestations. 
2. Harmony of Cerebral Parts. Since different parts of the 
brain have different functions which do not have the same relation 
to mental power, it results that two brains of the same size, and 
influenced by similar temperamental conditions, will not manifest 
the same degree of power, unless they are characterized by a similar 
proportion of parts. 
A marked difference in the proportion between the groups, in 
brains of equal size, will give rise to a marked difference in what 
is called mental power or force. 
3. Degree or Period of Development. The degree in which fibros- 
ity has been developed in the brain, or in any particular part of it, 
is another contingency which qualifies the rule, that size is the 
measure of power. An adult brain possesses generally more men- 
tal power than a child’s brain of the same size. This degree of 
fibrous development, we can only ascertain approximately, by an 
observation of the external manifestations which show the habitudes 
of the mind. 
4. Activity as the measure of influence. While, under such 
qualifications as the foregoing, Size is the measure of power or 
capacity; activity is the measure of influence. 
There are many men in whom the organs of the intellect are 
predominant in size, but who are not called intellectual men. So, 
too, there are many in whom the organs of the combinative cluster, 
or the conceptive cluster, are predominant in size, but whose minds 
are not to be characterized as combinative or conceptive, because 
the predominant activity is not in those clusters. To give a pre- 
dominant intellectual character to the mental manifestations, there 
The conditions according to which '* Size is the Measure of Power.” OF EDUCATION". 
145 
must be not only the natural or structural capacity for intellectual 
power, but a sufficient force in the propensities or in the spiritual 
faculties, to call the intellect into activity, and sufficient influence 
of the restraining faculties to give control and direction ; for, it is 
directed activity which is the condition of the influence of the in- 
tellectual faculties in characterizing the general cast of mind. 
Structural predominance of the intellectual organs gives, however, 
a predisposition to predominance in activity, and both these condi- 
tions of character, therefore, usually concur in respect to the intellect; 
but if the restraining faculties are not consciously applied to the 
intellect, and if the organization of the perceptive, conceptive, or 
combinative clusters has not an orderly development, more or less 
conforming to that marked on the bust, there will be less power in 
the manifestations of the intellect, on account of its angular devel- 
opment ; and the degree of this diminution will appear in the 
phrenologic form of the head. 
It devolves upon Education to secure this power, by promoting 
the orderly development of the whole. 
Where there is a due degree of restraint, the mind is 'able to 
utilize the best capacities, and in such minds the tendency will be 
to use most actively the largest faculties in the intellect; but if re- 
straint is deficient, the man, through lack of control, will sooner or 
later come to depend on others for direction, and, by reason of the pop- 
ular ignorance in respect to the mind, he may possess large conceptive 
powers and yet be employed, perhaps for life, in a vocation which 
exercises the perceptive cluster almost exclusively, and leaves the 
larger faculties of his intellect comparatively inefficient. So that, 
though structurally, his is a conceptive mind, practically, it will be 
a perceptive mind, and vice versa. 
Where there is an undue predominance of these restraining fac- 
ulties, the intellect cannot remedy the difficulty. The full con- 
sciousness of the spiritual faculties must be awakened, to give the 
indwelling power of grace; for where this sentient knowledge is 
awakened, there results, first, the consciousness of what is the ex- 
isting error, and, next, the disenthralment of the mind, and the 
subordination of these selfish powers of control to the divine will. 
Again, there are many men in whom the organs of the spiritual 
faculties are predominant in size, who are not spiritually-minded 
men. Predominance in size in the spiritual faculties constitutes an 
organization fitted for manifesting the power of the Holy Spirit, if 
received; and a man thus constituted will be predisposed to the 
The Activity of the Faculties is the Measure of their influence. 146 
Modifying influence of different Temperaments. 
SCIENTIFIC BASIS 
passive morality and natural sympathy, which the moral senti- 
ments possess, in accordance with the manifestations of these fac- 
ulties when blind, as characterized by Dr. Spurzheim; hut these 
faculties, even when thus predominant in size, are still prone to he 
obscured and superseded by the propensities which take precedence 
by bodily force, or by the intellect which is made active by the senses. 
They must be awakened by the Holy Spirit, in order to give pre- 
dominance in activity, as it is declared in the Holy Scriptures. 
5. Modifying effects of Temperaments.—The mind resides in the 
brain, through which it is manifested, and the quality of its mani- 
festations is primarily conditioned upon the organic structure of 
the brain, although, as we have seen by a considerate application of 
scientific principles, it is qualified by a higher power to do what by 
its natural or sensuous power it can not do ; but the brain is so de- 
pendent upon the bodily conditions for its forces and support, that 
any marked extreme in the temperamental constitution produces a 
marked modification of the mental manifestations. 
For instance, if the faculties of Combativeness and Destructive- 
ness are largely predominant, and the restraining faculties of Cau- 
tiousness and Secretiveness, and of Steadfastness, (or “ Firmness”) 
and Righteousness, (or “Conscientiousness”) are very deficient, and 
if, with this peculiar structure, the person has the sanguine-ner- 
vous temperament, the mental manifestations will be volatile, 
quickly affected by every thing surrounding, and re-acting imme- 
diately under every influence; and the person is more the creature 
of surrounding circumstances than of any responsible motives of 
his own. The carelessness arising from the lack of restraint shows 
itself in irritation, precipitancy, and levity, unless the Holy Spirit 
has awakened the soul to its higher consciousness in the spiritual 
faculties. 
The same mental organization, with the bilious-lymphatic tem- 
perament, would give torpidity, retirement, reticence, indisposition 
to interfere with affairs, and indifference to surrounding circum- 
stances ; and the person would almost rather starve than work. 
The carelessness resulting from deficient restraint will show itself, 
in this case, not in rashness and levity of conduct, but in improvi- 
dence and in inactivity. 
If, however, the restraining faculties are large, predominating 
over Destructiveness, and the temperament is the sanguine-nervous, 
the mind keeps a prudential care over itself, modifying every mo- 
tive arising from the selfish propensities, and uses the acquaintance OF EDUCATION. 
147 
which it has with surrounding circumstances for guidance; and 
this makes a character successful in very active engagements in the 
practical affairs of life, whether in Religion, Philosophy, Literature, 
Art, Commerce, Mechanical pursuits, or Politics; but with the 
same mental organization, with the bilious-lymphatic temperament, 
the person would show a disposition to retirement, and to avoid 
apparent and active labor, unless under the pressure of great ne- 
cessities ; and would, in his retired way, do more to hoard, and 
amass wealth than those of the nervous and sanguine tempera- 
ments. 
The pantomimic expression and physiognomic form, which in- 
dicate habitual activity, are therefore very important, in connection 
with the shape of the head, as expressive of the mental character. 
With every form of activity and of temperament, there is a corres- 
ponding physiognomic and pantomimic expression; showing itself 
in gait, tones of voice, gesticulation, and the movements of all the 
senses. No two persons are any more alike in these respects, than 
in the shape of the head and the conjoined sensuous conditions and 
temperamental characteristics. 
Activity indicated by Pantomimic Expression. Law of Development, 
THE LAW OF DEVELOPMENT. 
The healthful activity of any faculty necessarily tends to its de- 
velopment, especially in the periods of childhood and youth. 
The development of the faculty may consist in an increase in 
the size of the corresponding organs, or in a refinement and im- 
provement of the quality of those organs, or in both. 
Whether the development will he in the size of the organs, or by 
giving them a superior quality, will depend much upon the special 
predominating character of the temperaments and their sensuous 
dependence. The tendency to development in size is due, predom- 
inantly, to the lymphatic temperament; and, as this temperament 
generally leads in childhood, the process of development in size is 
then most actively marked. When the nervous temperament pre- 
dominates, refinement rather than enlargement is the characteristic 
result of activity. 
Modifications of activity, arising from changes in the tempera- 
mental conditions, are to be distinguished from the development of 
the faculties. Physiological means, applied through the tempera- 148 
SCIENTIFIC BASIS 
ments, may increase the power of manifestation, and, if properly 
understood, will directly lead to development. Teachers often err 
in supposing that there is a deficiency of mental development to 
be treated by the exercise of the faculties, when all that is needed 
is the proper physiological conditions for influencing the tempera- 
ments. 
The bodily conditions modify the mental action. The nervous 
activity is often largely diverted from the brain and the special 
senses to the great organs of the temperament and the general sen- 
suous conditions of other bodily functions, so that it may some- 
times he said that the man lives in one of them, for instance, in the 
stomach. When the propensities are predominant, their activities, 
if not drawn forth into the intellect, are peculiarly prone to be en- 
grossed thus in the body. If, on the other hand, the intellect is 
developed in undue proportion to the body, the life is too purely 
mental, and there is not enough force in the propensities. 
If the system is properly balanced in this respect, the vigorous 
and healthful activity of the lungs and stomach receive their due 
share of nervous power, and the liver, under proper conditions of 
seasonable bodily repose, performs fully its functions, and the brain 
is thus both sustained by a well ordered bodily system, and relieved, 
by the occasional diversions of the nervous force, from a too exclu- 
sive activity within the head. All parts of the system thus partici- 
pating in due proportion in the vital action, life and symmetry are 
given to the whole man, as far as physiological conditions can ac- 
complish this result. Upon these conditions, the spiritual power 
must supervene, at the proper age, to give the complete conditions 
of perfect life and constant power. 
In the earliest period of infancy the brain is of a lymph quality. 
The first appearance of mental life is in the child’s crying, which 
arises from its sensitiveness to the change of atmospheric relations 
which it experiences. With these premises, it will be seen how 
peculiarly the brain becomes acquainted with the outward world 
through this sensuous nature. Its first disposition arises from the 
lungs, next from the stomach, and then from the liver by secre- 
tions. It may be said that the child is not mental until it begins 
to seek for its own food by the organs of smell or taste, and then it 
successively comes to recognize its own mother, to call her name, 
and to distinguish the words father and mother, and to know 
one thing from another by the sense of touch. This gradual de- 
velopment of mental life in the infant is a study full of instruction 
Bodily conditions modify Mental Action. Mental development in the Child. OF EDUCATION. 
149 
to one who is interested in observing the mind’s earliest and pro- 
gressive manifestations. In the absence of any definite knowledge 
of the subject, it may seem that the first impressions of the in- 
fant originate in some of the faculties residing where the two hem- 
ispheres come together. These impressions may he those of heat and 
cold; but it is only by anatomy and physiologic manifestation, that 
the location and function of the faculties concerned can he established. 
To a certain extent, the faculties have a natural relative order of 
development in point of time. Thus, mental life begins in the 
social and animal propensities,(excepting the cerebellum.) The in- 
tellectual faculties are next called into exercise, hut the cerebellum 
and the spiritual faculties are not awakened until much later. 
This is the general law. But when we seek for the relative suc- 
cession of development among the particular faculties, we find great 
diversity in different individuals. 
It will he observed that the forehead of young children is usually 
more prominent in the upper part, and more contracted in the lower 
part, in the region of the eyebrows. This is the result of the fact, 
that the forces of the propensities appealing to the intellect awaken 
usually the conceptive faculties first. The perceptive cluster is de- 
veloped by the senses, and the quickening of their activity takes place 
after the inquiring spirit of the mind has been awakened by the 
conceptive faculties. But in some children, the perceptive faculties 
are more early developed than the combinative or conceptive; some 
again, for instance, will recollect their mother and father by name, 
before they begin to walk; others will begin to walk before recol- 
lecting names. The physiological explanation of this difference is, 
that in the one, the special faculties of Language, (which are in the 
intellectual group, and are among the lowest mental functions like 
that of Alimentiveness,) are awakened to sensuousness at an earlier 
period than the other faculties, and have begun to develop somewhat 
in advance of the faculties of Destructiveness and Cautiousness, 
(which are among the propensities;)while in the other, the faculties 
of Destructiveness, which are those that give executive force and 
possess the child with the desire to act for itself and supply its 
own wants, and the faculties of Cautiousness, which give self-con- 
trol and guidance when learning to walk, are active and developed 
in advance of Language. In the newly-born infant, when food 
is the paramount necessity, the faculty of Alimentiveness is very 
active, and the mother may observe the organs of this faculty bulg- 
ing forth on either side of the head, in front of the ears. When 
General law of the developments of the Faculties in Children. 150 
SCIENTIFIC BASIS 
the function becomes fixed, and the surrounding faculties, in turn, 
come into activity, this special and temporary prominence is no 
longer obvious. When a child is learning to walk, the predeter- 
mined necessity for Cautiousness to carry out the resolution, sin- 
gularly develops the organs of this faculty, and gives them tempo- 
rary prominence on either side of the head. The skull being soft, 
the organs appear plainly in this way, as long as the necessity for 
so great conscious restraint over the action of the body continues, 
and afterwards they retire to their proportionate size. These facts 
are important evidences of the truth of phrenology. 
Development of Special Faculties dependent on Climate, Civilization, Inheritance. 
Age.—If the spiritual faculties are awakened, age is a period of 
strength. If not, the decline of the propensities makes it a period 
of weakness. 
The diversities of succession in the development of special facul- 
ties or clusters of faculties depend chiefly upon conditions of climate, 
civilization, inheritance of parental disposition, and education. 
1. Climate.—The climates of the middle latitudes favor intellec- 
tual development more than those of the higher or lower latitudes. 
The warmer climates tend to give an earlier development of the 
social and animal propensities. 
2. Civilization.—Men naturally live in the social and animal pro- 
pensities ; and this is the condition of the barbarian. Civilization 
quickens the intellectual faculties, making them influential and 
useful in guiding the forces of the social and animal propensities ; 
in truth, civilization without Christianity is incomplete, and for 
its permanent continuance depends on the awakening of the spirit- 
ual faculties, which are awakened only through Christianity. 
The process of mere civilization, in its mental aspect, is the process 
of an awakening of the intellectual faculties. Necessity stimulates 
men to more systematic labor, to more careful observation, and to 
the exercise of ingenuity; and hence come arts and sciences. Still, 
men continue to live in earthly things, until the spiritual faculties 
are awakened. 
When this is done, the spiritual faculties in the individual gain 
the ascendency over the social faculties, by their equalizing and uni- 
versal force; and when this shall be understood, and Society thus 
affected, men will be led in their true social order. Civilization, in 
its present practical influence, affects only the propensities and the 
intellect, and it is only by the indirect influence of Christianity 
that it becomes fixed in the race, and continuously advances. OF EDUCATION. 
151 
When Christianity is properly understood, as the science of mind 
will make it appear, society will progress directly and continuously 
in the proper spiritual and intellectual order. 
In what is hereafter said of the successive development of the 
faculties, reference is had to civilized communities, in which the in- 
tellectual faculties are developed early in life. 
3. Inheritance.—Parentage influences both the structural propor- 
tions and the relative succession in which the social and animal 
propensities are developed; hut the activities of the propensities 
begin with the external and general sensational life, and depend on 
the necessities of the internal condition, and on the circumstances 
with which the individual is surrounded in infancy and youth. If 
a child has his faculties in the proper structural order, and through 
parental carelessness and inattention is placed under the pressure 
of great necessities, the sensuous faculties are called into constant 
and vigorous exercise, and there results an active and practical de- 
velopment. This is the condition of the street children in New 
York. Being cast upon their own resources to a great extent, the 
social and animal propensities are called into great activity.- 
The modifying influences of our public schools are, in this respect, 
more important than those of any other institution. If the circum- 
stances in which such a child is placed are favorable, the great 
force of character which results from the activity of these faculties 
is turned to the development of the intellectual faculties and to 
useful employments. This is the characteristic of what are called 
self-made men. 
From the questions which you have put to me it is evident that 
you have observed the mental difference existing among the children 
in this city, which largely arises from the variety of nationalities 
composing our population. 
Rich men’s children do not usually possess the power to acquire 
wealth, because their propensities have not been brought under the 
necessities which result in the requisite activity; and poor men’s 
children often do possess the power because they are brought under 
such necessities. 
The intellectual faculties are strongly affected by parentage, and 
by caste which tends to centralize the intellect and to reproduce, 
over and over again, in successive generations, the same order of fac- 
ulties, or mental dispositions. This influence operates by a trans- 
mission of the form or structural development of the organs, and 
by reproducing the same activity. The intellectual activity which 
Influence of Parentage. Development controlled by Circumstances. SCIENTIFIC BASIS 
152 
Present Methods of Education Partial and Defective. 
characterizes the father, is more frequently inherited by the daugh- 
ter, and that which characterizes the mother is more frequently in- 
herited by the son. 
The heritable character of the social and animal propensities is 
more extensive than that of the intellectual faculties, and affects 
the nature of the race. The characteristics of one person, in social 
and animal propensities, run through a number of generations. 
But the law of cross-inheritance between the sexes, which is ob- 
served in the case of the intellectual faculties, does not hold good 
in respect to the social and animal propensities; because, by the design 
of the Creator, the propensities have a character which relates to.- 
the sex of the person. 
Education.—Education as now administered, is a process of im- 
proving chiefly the Intellectual faculties, and especially the percep- 
tive cluster lying at the base of the frontal region, these being the 
faculties that are more directly awakened by the physical sensibili- 
ties, and that are exercised objectively with matters of fact. It is. 
therefore a partial system, addressing its chief labors to a special 
department of the mind. 
But even this partial work is not done in harmony with a proper 
knowledge of the mind, but is performed blindly and fragmentarily, 
and according to the opinions and idiosyncrasies of each teacher. 
For instance, if the teacher has a retentive verbal memory, he will 
labor to make his pupils good grammarians. If he has strong com- 
binative and conceptive faculties, he will theorize with children, and 
endeavor to explain to them relations of things beyond their under- 
standing. Hence it results that the present application of the methods 
of education, without due regard to the mental dispositions of teach- 
er and scholars, tends to develop such of the faculties as in any 
child may be predominant, hut to give very little chance for the de- 
velopment of those which are not in accordance with the teacher’s 
predominance; for, as is elsewhere remarked, the method to develop 
any weak faculty, is to reach it through the strongest faculty in the 
same group. 
It is a fundamental principle in dealing with the mind to get at 
the primary forces first. In children the social propensities are the 
primary forces; and the effort to awaken and train any other class 
of faculties is best accomplished by having an eye at all times to 
these prime movers. OF EDUCATION. 
153 
Mode of Treatment in cases of Excessive development. 
2, Where any Organ exists in Excess, What is the Proper Treatment ? 
The excess of any faculty consists in the fact, that the sensuous 
activities of the mind are centered in that faculty, so that it wholly 
leads the mind, leaving the other faculties too much behind. The 
problem for the teacher is to diffuse and direct this centralized ac- 
tivity. In order to do this, he should seek to combine and asso- 
ciate with it, the sensuous activity of such other faculties as will 
conduce to the welfare of the child ; and by creating, in this way, a 
divergence of the centralized forces, he will prevent an undue pre- 
dominance of the faculty in question, and will lead the way to the 
combined deyelopment of others, and prepare for any special course 
of training which he is called upon to give. To adapt himself and 
his education to do this wisely and well, is the most important func- 
tion of the teacher. A leading exercise of the sensuous disposition 
—characteristic of children—should be the direct means of chang- 
ing the natural inclination of the predominant faculties. 
In regarding the excessive development of faculties in‘children, 
the first group to be considered is that of the propensities. It must 
always be remembered that the attention of the child must be se- 
cured and maintained in outward and sensuous life; and through 
this the centralized faculties which exist predominantly in him 
must be guided and controlled. 
The propensities lie, as delineated on the bust, behind the ears, 
extending below and above them, except Alimentiveness, which 
stands in front of them, marked No. 1. Their general position is 
marked upon the bust—“ Region of the Propensities—Social and 
AnimalT The physiological law by which these are governed, 
forms one of the most important general principles on which the 
education of the faculties is to be founded. This laAV is, that Cau- 
tiousness and Secretiveness, if predominant, exercise restraint over 
the action of the other faculties of the group. By restraint I do not 
mean a repression of activity, but a voluntary retention and economy 
of the vital forces. The intellectual faculties, being of an analytic 
and distributive character, without this predominance act some- 
what spasmodically and become readily exhausted. 
The faculties of Cautiousness and Secretiveness, therefore, are 
the conditions on which we are to rely for a continuous supply, 
from the sensuous and temperamental disposition, of the vital forces 
on which the intellect depends for its continuity and economy of 154 
SCIENTIFIC BASIS 
power. These restraining faculties are essential to conserve the 
forces that may have been brought out by the activity of the pro- 
pensities, and by the teacher’s efforts. If these are large in pro- 
portion to other faculties in the same group, their restraining in- 
fluence over the associated sensuous animal propensities will ap- 
pear, and they will afford the teacher direct and normal means 
of control, at the age when full self-consciousness does not yet 
exist. 
Too great a predominance of the mental activity of these facul- 
ties, however, producing too much restraint, checks the free, sen- 
suous and voluntary movements of the mind, and keeps the activi- 
ties within the propensities, turning them to the worst and most 
vicious account, or, in case of a child of inactive temperaments, re- 
sulting in laziness and indifference, arising out of weakness and 
inattention from the want of sensibility. 
The teacher should observe whether the restraining faculties in 
the propensities predominate; and, if such is the case, endeavor to 
gain the attention of the intellectual faculties by appealing, directly 
or indirectly, to the sensuous nature; while, to secure the good 
will of the pupil he must have recourse to the social propensities. 
In carrying out this principle, he must employ the other pupils as 
instruments and depend upon indirect rather than direct appeals. 
Ignorance of the mind in this respect leads the teacher into very 
pernicious errors. Appeals to emulation, and temptations to dis- 
simulation delude the children with false ideas, and develop pride 
in those in whom Self-Esteem and Approbativeness are large; while 
in children in whom these faculties are small, such treatment tends 
to encourage jealousies, quarrelling, and fighting. Other and grosser 
vices result from the misdirection of the vital forces which should 
flow to the development of the intellect. 
Children who have Cautiousness and Secretiveness small may be 
very easily led by the teacher through other motives, but their 
minds are not retentive; they may learn readily, but will lose as 
readily what they do learn. It is the child of large Cautiousness 
or Secretiveness who is not so easily led by the teacher, who seeks 
for knowledge for himself, and by these restraining faculties holds 
on and hoards what he has gained, which otherwise he would lose 
in the current of events. The tendency of the same faculties is to 
retentiveness in all other mental dispositions, especially if Self- 
Esteem and Steadfastness be large. 
If the child with whom the teacher is dealing has these restrain- 
Methods of Treatment for Excessive Development of the Restraining Faculties. OF EDUCATION. 
155 
ing faculties large, the teacher has on that account more difficulty 
in guiding him, but has the conditions of greater success, if he can 
succeed in doing so. On this disposition depends the character of 
self-sustained and self-made men. 
If Cautiousness and Secretiveness are very large, care should he 
taken by the teacher to draw the activity away from them, and to 
exercise and exhaust the forces with intellectual effort. The object 
as well as the duty of the educator, is not only to impart informa- 
tion, but so to lead the sensuous nature that it may direct all the 
mental processes. 
The sensuous nature of boys requires that the teacher should take 
advantage of every external circumstance and incident to secure 
their sympathy and engage their thoughts. They must be so con- 
stantly employed that they can have no opportunity to form bad 
habits from inattention to the tasks of the school-room. 
To do this the teacher must first understand the nature of such 
habits, and how they exist in himself. Not until then can he apply 
true methods; for he can properly apply only what he possesses. 
The law of life is movement, necessity, restraint. Intelligence is 
manifested by the cultivation of the intellect, when there is re- 
straint by the predominance of Cautiousness and Secretiveness in 
the propensities; and by the orderly and proper exercise of the 
spiritual disposition, come guidance and judgment. Hence, edu- 
cation should be strictly a physiological and sympathetic work, not 
one of mechanical routine. 
The particular faculties which, in school boys, are prone to be 
too predominant over the others, are, among the propensities, chiefly 
Destructiveness, Combativeness, Adhesiveness, Secretiveness, and 
Cautiousness. 
If Destructiveness is too large, set the boy to doing something 
useful. This is the executive faculty; and the teacher will best 
get possession of his mind by teaching him those things that re- 
quire activity,—to run, to walk, to kneel, to sing. Destructiveness 
always wants to be kept busy. It will keep busy, even if it is in 
pinching the boy on the next seat. Having, by some active em- 
ployment, secured the attention, the teacher may call into exercise 
the faculty next largest to that of Destructiveness. 
If Combativeness is too large, appeal in the same way to Cautious- 
ness, if that be large; or if not, to Approbativeness or Self-Esteem. 
If Combativeness is very troublesome, isolate the boy from those 
whom he is accustomed to irritate, or put him among larger boys 
Directions for the Teacher when Particular Faculties are in excess. 156 
SCIENTIFIC BASIS 
whom he will have to fear; and in extreme' cases, overcome it by 
the counter irritation of chastisement. 
If Adhesiveness is large, the boy is governed more by his com- 
rades than by his teacher. The boy that sits next to him has more 
influence over him than the master. The first thing the teacher 
has to do is to get between him and his intimate associate, so as to 
separate them. If the teacher could make a child of himself, and 
create a sensational attention, he could get possession of this boy’s 
mind by means of this very faculty of Adhesiveness. The best 
way to get his attention is through Cautiousness, that being the 
highest of the restraining faculties of this group, and one which 
will induce him to listen. Having thus directed his attention to 
the subject, exercise his intellectual faculties. Through Adhesive- 
ness excite Approbativeness, which is contiguous, and instead of 
allowing him to exert his Combativeness, excite his Self-Esteem, 
which is the highest faculty of the propensities, and will give him 
a higher range of motives. 
If Secretiveness is too large, the teacher may employ the boy in 
monitorial functions: and if Self-Esteem is also large, give him 
some control and direction of affairs. This will secure his atten- 
tion and interest, and the teacher may then proceed to call other 
faculties into exercise as above stated. 
If Cautiousness is too large, seek to influence the child through 
his affections. Fear will paralyze such a mind. To make this 
faculty useful when it is too predominant, the teacher must get the 
affections of the child, and he can then by proper direction make 
it an intelligent restraint. 
The particular faculties in girls which are prone to be too pre- 
dominant over the others, are Philoprogenitiveness, Adhesiveness, 
Secretiveness, Approbativeness, Self-Esteem and Inhabitiveness. 
Most of these faculties being among the Social affections, girls are 
less troublesome than boys, having less desire to assert themselves 
individually, and being drawn to each other by social attachments 
and affections. The contiguous faculties of Self-Esteem by reason 
of their contiguity tend to a precedence of activity in connection 
with the adjacent faculties of Approbativeness. The faculties char- 
acteristic of girls, therefore, afford the teacher easier means of con- 
trol. This difference of development between girls and boys is by 
the design of the Creator. The difference in the shape of the back 
part of the girl’s head, from that of the boy, may be readily dis- 
cerned by an ordinary observer. 
Directions for excessive Adhesiveness, etc. Characteristic traits of Girls. The proper treatment for excessive Secretiveness, Approbativeness and Self Esteem. 
OF EDUCATION. 
157 
If Secretiveness is excessive, the girl acts from indirect motives, 
and will be prone to equivocation, falsehood, and cunning. The 
proper treatment will usually be to appeal to that one of the faculties 
above named which is the largest, so as to gain the affection of the 
mind and obtain control. 
If Approbativeness is too large, the child is ambitious to he dis- 
tinguished beyond her proper relations. She is prone to regard 
more what the teacher thinks of her than what she is or does. If 
Secretiveness is also large, the child is prone to dissemble, for the 
sake of securing the good opinion of others. The teacher should 
endeavor, while maintaining the affections of the child through other 
faculties, to call her attention continually to what she is doing, and 
lead her to regard more the facts of her conduct, and less the 
opinion of others. 
If Self-Esteem is too large, in connection with Secretiveness, the 
child shows a tendency to pride, holding herself aloof from the 
others; and if the teacher seeks to counteract this, merely by ap- 
pealing to Approbativeness, the danger is that the fault, though 
somewhat modified, will he confirmed. The teacher should rather 
endeavor to awaken Cautiousness, and call into requisition moral 
disapprobation, and then lead the activity into the intellectual fac- 
ulties. 
The propensities have their proper order of development, which 
is indicated by the numbers on the bust; Alimentiveness being 
No. 1. These numbers, it should he observed, relate to the organs 
in the adult subject, and point out the appropriate and natural 
order of the ultimate development in him. The teacher, therefore, 
should distinguish between the order proper to be followed after 
the age of puberty—which in some cases occurs earlier, and in 
others later in life—and that which obtains before that period. 
3. What in Case of Deficiency ? 
The physiological force which is necessary to give vivacity to the 
intellect comes from the propensities ; and the remedy for any gen- 
eral deficiency of activity in the intellect of a child is to be looked 
for in the Social and Animal Group. If the propensities are large 
and active, the teacher may draw forth the force of the desires so 
as to awaken the intellect. If they are inactive and sluggish, through 
the weakness of temperamental conditions or through habits of life 158 
SCIENTIFIC BASIS 
which exhaust the vital force in bodily exercise, they must be en- 
gaged and exercised under conditions favorable to mental activity. 
If, though already active, they are small, so that their force is soon 
exhausted, they must be exercised under conditions favorable to 
their growth and development in size. For this purpose proper' 
food, out-door sports, gymnastic exercises, social pleasures, and all 
the rough-and-tumble life which belongs to children, should be pro- 
vided and encouraged. But the remedy for any deficiency in a special 
part of the intellect must be looked for in the other faculties of the 
intellect. Give me a child of strong propensities, and a sensuous 
disposition, and the energy which he possesses may be drawn for- 
ward into the intellect. If, however, the energy is already in a lim- 
ited part of the intellect, the exercise of contiguous faculties must 
be resorted to, in order to combine and centralize, and give fulness 
to the activity in the deficient faculty or faculties. 
If the organs of Cautiousness and Secretiveness are small, the- 
teacher cannot maintain the continuous attention and conscious- 
ness of the child by them, but is compelled to appeal to such 
other faculties of this group as have a predominant develop- 
ment ; for instance, the sentiment of Self-Esteem, inciting the sub- 
ject to his own personal pride; or Approbativeness, depending on 
the strength of praise which the teacher may give ; or Adhesiveness, 
through which the subject is influenced by attachment, or either of 
the other propensities lying contiguous to these, which maybe next 
in predominance of development in the group. So when activity 
is secured in the perceptive cluster of the Intellectual group, the 
same law of operation according to predominance of development 
should be followed. It is especially the duty of the teacher of young 
children to attend judiciously to the development of these facul- 
ties, as it is through them that the proper basis of facts for the de- 
velopment of all the intellectual faculties is acquired; and the 
training of the perceptive faculties, is, therefore, the foundation 
of intellectual education. The teacher must employ an influence 
which will awaken the predominant propensities, and thus main- 
tain the attention of the child. If too much restraint is exercised 
by compulsion and fear, the mind becomes stupefied; and if there is 
not sufficient restraint, the attention is not continuously secured. 
Moreover, nothing is more necessary in the development of the fac-. 
ulties of the intellect, whether those of the perceptive, or of the con- 
ceptive, or combinative cluster, than that the teacher should exer- 
cise consideration and attention to discern by which faculty or fac- 
Special Treatment for an inactive condition of the Propensities. OF EDUCATION. 
159 
•ulties it is that he has control over the child’s attention and will; 
whether he works by the law of the desires of the propensities, in- 
fluencing Destructiveness, etc., in males, through Alimentiveness; 
or Adhesiveness, etc., in females, through Philoprogenitiveness; or 
whether it is by exciting the exercise of the individual’s poAver of 
restraint through Cautiousness and Secretiveness by the use of fear 
or physical pain. 
There is a characteristic difference between males and females, in 
the predetermined size of the organs of the propensities. The facul- 
ties in the two sexes, differ essentially in their peculiar natural de- 
velopments ; and the teacher needs to knoAV this fact, and keep it in 
mind so as to adapt his methods to it. The boy is overfloAving 
Avith restless activity, arising from the superabundance of physical 
force in the organs of the propensities at the base of the brain, and 
through all the temperamental and vegetative functions of the body. 
This must be expended someAvhere; and if the boy is properly 
educated, it will be expended through the intellectual organs. De- 
structiveness may be appealed to, and by its proper and legitimate 
exercise, may call into activity the perceptive faculties, by draAving 
the attention—for example, to a fire burning; and by means of that, 
the faculty next contiguous to Destructiveness, Alimentiveness, 
may be addressed by teaching him to cook his OAvn foodand in 
turn. Secretiveness, in Avatching over the fire, and Cautiousness, in 
fearing it; and so also AA'ith the other faculties of the group. These 
operations all involve the diversion of the forces of the propensities 
into the intellectual and particularly the perceptive faculties. And 
on the same principle, the exhibition of fondling, caressing care,—the 
natural expression of Philoprogenitiveness, is a special means of in- 
fluence with female children. If a boy be vicious, possession and con- 
trol may be obtained by attending to his physical life. Giving 
abundance of food will render sluggish the mental activity, and con- 
tinuous hard labor Avill draAV off1 the vital forces from the brain to be 
spent in the body. 
4. In What Order should the Faculties he Trained ? 
The proper order of de\*elopment in the adult is indicated in each 
group by the numbers upon the bust. The period of education is 
the period for an approximation to this order. One of the most im- 
portant points Avith children is the order of the restraining faculties 
Avith reference to the other propensities. 
Different Treatment required by Boys and Girls. 160 
The Infliction of Pain necessary to regulate the Propensities. 
SCIENTIFIC BASIS 
In early childhood, if Cautiousness and Secretiveness are small, 
there is an absolute necessity, in order properly to develop the child, 
that he should be brought under the influence of physical pain; 
after which, mental fear exists, and should be resorted to. To se- 
cure and maintain attention is the first condition for teaching. 
In order to maintain attention so that the instruction of the teacher 
may pass into the mind of the scholar, the faculties of Cautiousness 
or Secretiveness, or both, must be active; and, if necessary, must be 
awakened by physical pain. Pain must have been experienced be- 
fore the child can be brought under the influence of a proper mental 
fear of pain. This law of punishment has many gradations of means, 
and is the only proper law by which the teacher can begin to regulate 
the propensities in this class of children. In such, an actual phy- 
sical pain must precede any successful r6sort to mental fear. If 
actual pain is not employed as a means of developingthe power of re- 
straint, the very means taken to check the child will, in many cases, 
tend to increase and strengthen that resolution or self-will which 
needs to be restrained. It is a great error in many modern sys- 
tems of education to endeavor to dispense with actual pain, over- 
looking the fact that pain and restraint are, since the fall of man, 
the necessary conditions of his development. Some teachers, 
taking this course, endeavor to substitute a mere mental fear; but 
this effort is necessarily futile with most children, as above shown. 
Other teachers condemn all appeals to fear, and rely wholly on per- 
suasions addressed to the propensities, thus stimulating pride and 
selfishness. It is an equal error, to think that the infliction of 
pain is the constant means of education; but many teachers think 
thus, and depending too much on physical fear, stupefy the mind 
of the scholar. Excessive punishment by the infliction of pain de- 
feats its own end by producing a restraint which turns the force of 
the passions in upon themselves. If passive obedience and sycophancy 
were the aim of education, this would be the true means. 
Moreover, it is always necessary to consider, in attending to the 
education of any individual, what are the functional developments 
in him, and at what period of life he has arrived. After puberty, 
a new set of motives, peculiar to manhood or womanhood, begin to 
manifest themselves, this being the period of sensuousness. The 
individual is no longer subject to restraint from Cautiousness and 
Secretiveness alone; but must be so directed as to bring his educa- 
tion under the influence of his own consciousness. If it be a vicious 
consciousness, it must be exhausted by discipline and active mental OF EDUCATION. 
161 
and physical labor. The true preventive and remedy, however, for 
a deficiency in the restraining faculties after this age, is one which 
teachers do not sufficiently regard, namely, that by the influence 
of the Holy Spirit there should be a change from the animal to the 
spiritual disposition. If there has been such a change in the teacher, 
this work is easier with the scholar. The form of religion is 
merely the initiating order under which the change is received; 
the change must be such that the subject shall have an inward 
realizing sense of it. 
We have been speaking of the inward influence which the 
teacher may use; but there is also an outward one. The outward 
influence of the selfish love existing among boys, through the 
faculties of Adhesiveness and Approbativeness, makes them de- 
sire companionship, not only in their sports, but in their studies 
and labors. This love of companionship, and attachment to their 
associates, combined with Secretiveness, will often cause them to 
be tempted successfully to the commission of wrong, of which, but 
for the predominance of these sentiments, they would not have 
been guilty. When these faculties have a large development and are 
actively exercised, it is almost impossible to come at them directly 
for the purpose of controlling and restraining their pernicious re- 
sults; and it is only through the good influence of other boys with 
whom they are in daily companionship, and for whom they enter- 
tain a warm attachment, that they can be reached and reformed. 
Hence such attachments must not escape the eye of the parent or 
teacher, but must be carefully watched and properly controlled, 
lest, as daily experience and observation in the school-room attest, 
they result in the perpetration of serious improprieties. 
5. What is the Proper Classification of the Faculties in Respect to 
Education ? 
The faculties are to be regarded and treated as they exist; namely, 
in three groups, the Animal, the Intellectual and the Spiritual. Of 
these, the Intellectual group is, with reference to intelligent educa- 
tion, the most important. 
The position of the Intellectual organs is in the front part of the 
head, and is pointed out on the bust by the words,” Region of the In- 
tellectual—Combinative, Conceptive, and Perceptive Faculties.” The 
propensities have been already shown to be predeterminately active, 
under the law of the inheritance of physical development up to the 
The Influence of the Holy Spirit. Mutual attachments among boys. 162 
Classification of Faculties as required for Elementary Education. 
SCIENTIFIC BASIS 
age of puberty and manhood, at which time the propensities become; 
mature, and have a fixed mental character. This character is cen- 
tralized naturally according to the order of the social group; but. 
it is the office of religion to awaken the faculties of the spiritual 
group by the instrumentality of the Holy Spirit, by which the pre- 
dominance of the propensities is superseded. During the educa- 
tional process of development, the intellect is brought into exercise,, 
beginning in early infancy, in one of the clusters of the intellectual 
group, as nature may direct, according to the predominance of de- 
velopment, but generally in some of the faculties of the perceptive 
cluster. 
The classification which presents the faculties in the proper aspect 
for the practical administration of elementary education in our 
country may be indicated as follows : 
1. THE SOCIAL AND ANIMAL FACULTIES. 
1. In Boys. 
a. Destructiveness. 
b. Alimentiveness. 
c. Secretiveness. 
d. Cautiousness. 
e. Combativeness. 
Following these, the Social Pro- 
pensities mentioned in the 
other column. 
In Girls. 
a. Philoprogenitiveness. 
b. Adhesiveness. 
c. Inhabitiveness. 
d. Secretiveness. 
e. Approbativeness. 
Following these,, the Individual 
Propensities mentioned in 
the other column. 
II. THE INTELLECTUAL FACULTIES. 
1. Perceptive Cluster. 
a. Language. 
b. Individuality. 
c. Eventuality. 
d. The various other Perceptive faculties in their range from In- 
dividuality outward. OF EDUCATION. 
163 
Different dispositions of the sexes as shown by Phrenologic Development 
2. Conceptive Cluster. 
a. Comparison. 
b. Causality. 
3. Combinative Cluster. 
III. THE SPIRITUAL FACULTIES. 
1. Godliness. 
2. Intuitive Cluster. 
3. Meditative Cluster. 
Since, then, the propensities require the primary attention, and a 
due regulation of them is the condition of training the rest of the 
mind, we place them first in this classification. To regulate them 
and use their forces, we take them as we find them, and name them 
in the order of their usual relative force in school children. Boys 
commonly have more force than girls in the individual and execu- 
tive qualities, as contradistinguished from the social or domestic 
faculties. These demonstrative powers are with them the predom- 
inant faculties, and generally in the order above named. Girls 
commonly have more predominance in the domestic or home facul- 
ties. Accordingly the forms of boys’ heads differ characteristically 
from those of girls. 
The beginner in plirenologic observation will have no better 
point to which to direct his attention than this; for the difference in 
development shows strikingly the different dispositions of the sexes. 
The girls’ heads are fuller in the region of Philoprogenitiveness 
and Adhesiveness, compared with the general dimensions ; the boys’ 
are broader in the more central part, in the region of Destructive- 
ness, compared with the general dimensions. And if a head posses- 
sing this characteristic fulness in the social cluster is found on a boy’s 
shoulders, the observer may be confident that he has found the in- 
dex of that affectionate disposition which has given rise to the term 
“ girl-boy.” The exceptional forms both in this case and that of a 
“ masculine girl,” will confirm the general contrast. In attending 
to this characteristic difference, the observer may see how the same 
faculties consort differently in different heads, the general uni- 
formity of girls’ heads being diversified by contrasts in detail, ac- 
cording as one faculty or another leads in a particular instance. 164 
The Perceptive Faculties to be particularly studied by the Teacher. 
SCIENTIFIC BASIS 
In some, the pointed form of marked development will be found 
indicating sharpness of mental activity; in others, roundness will 
indicate more force and fulness when aroused; in others, again, the 
flat form will indicate that the faculty in question spreads, giving 
its influence as a secondary force and qualifying those which are 
contiguous to it. 
6. How May the Perceptive Faculties he Trained ? 
In the first place, the teacher must recognize the existence and 
characteristics of this class of faculties. It is not enough, with re- 
ference to these or any other faculties, to suppose merely that there 
are such faculties in the mind ; but, to train them properly, it is 
essential to individualize them, to designate them by proper names, 
and to discern their relative positions and size, and the spirit and 
order under which they manifest themselves. In this way, the 
teacher should learn the order of these faculties as marked on the 
bust, and as they exist in himself. The development of the 
perceptive faculties should generally precede that of the other in- 
tellectual faculties. This is the order of science itself, which be- 
gins with objective facts, and makes them the basis of reasoning, 
even far as to ascertain the conditions of mental disposition by 
which man is in communication with his Maker, and the manner 
in which the Truth is possessed. 
The present popular system of education tends to give precedence 
to the development of the perceptive faculties, but without such a 
discrimination between the different classes of children, as is re- 
quired to cultivate the conceptive and combinative clusters in their 
due order, or give strength to the perceptive faculties. 
The general law of sensation requires the training of the mind 
of the child by two or three faculties and not by one alone. 
The perceptive faculties are of the greatest importance in educa- 
tion, as it is through them that the knowledge of external objects 
is obtained. They are included in the intellectual group of facul- 
ties; and in giving them their true order, we are taught by 
science and experience that two faculties of equal force if united or 
associated together, must act with greater force and efficiency, than 
when dissociated. This physiological principle explains why the 
organs so associated together, through the middle line of the head, 
on the contiguous sides of the right and left hemispheres, when 
of equal size with other faculties in the same group, have a lead- OF EDUCATION. 
165 
ing influence in the character, generally. Therefore we assume 
that Individuality is the first perceptive faculty to be educated, and 
we have designated it as No. 1. 
This is the faculty which gives clearness to the perceptive, con- 
ceptive, and combinative faculties, and clearness to the combination 
of moral ideas. It individualizes objects or phenomena, each in its 
singleness or oneness, in name, location, or qualities, so as to sepa- 
rate and distinguish, in all the mental processes, the things which 
the perceptive faculties discern, or which rest in the inward conscious- 
ness. This faculty is best trained by a teacher who possesses it in a 
large degree, and Avho understands its combined activity. All the 
leading teachers of our schools should possess this organic condi- 
tion. The teacher will find that the right use of this faculty, in 
his own mind, will very materially assist him. In dealing with 
large numbers of children, this faculty is often overtasked or con- 
fused in the effort to distinguish names and persons. The teacher 
should not depend upon memory alone for their names, but should 
have the name of each child plainly inscribed above its seat, so as 
to localize each in his memory, and enable him to call upon any 
one on the instant. By this means, the teacher standing in his 
proper place, would always be able to see what pupil is least in- 
clined to give attention, and call him by name. This will facilitate 
the teacher’s work, and bring the child more under his attention 
and control. The child too becomes properly seated by habit, and 
order is thus established. The teacher should exercise this faculty 
in the children, by calling it into activity in combination with the 
contiguous faculty which is largest in them, and in this way the 
attention can be retained in the perceptive faculties. Thus if Form 
is the largest of the perceptive faculties in the child, he should be 
trained in discerning various common shapes each by itself; and by 
constant repetition, his idea of each should be made distinct, clear, 
and individualized in his mind. So in combination with every 
other faculty of this group; and with each observation, the proper 
word should be taught, thus exercising also the organs of Language. 
It is not until an advanced stage of schooling, that the child can 
be expected to have a distinct individualization of the inward con- 
sciousness. Meanwhile, he must largely be taught by memorizing, 
that is, by the faculties of Eventuality and Comparison. 
Under the organs of Individuality, and more interior in position, 
lie the associated organs of Form. When large, these organs are 
indicated by spreading in breadth, pressing the eyes apart from each 
Individuality. Importance of this Faculty to the Teacher. 166 
SCIENTIFIC BASIS 
other. It is breadth between the eyes that gives the base for all 
optical measurements of form and size. I mention the faculties of 
Form and Size next after Individuality, thus giving them prece- 
dence over other organs that are contiguous to Individuality, be- 
cause they lie at the base of the brain and are immediately con- 
nected with the organs of sense, which circumstances give them a 
precedence in activity; and moreover, the organs of Form are con- 
tiguous to each other, 'and the organs of Size are contiguous to 
those of Language. Above this lower range of faculties, lie the 
organs of Weight and Locality. Those of Weight are immediately 
contiguous to those of Language, and this association gives them 
precedence, in activity, over those of Locality. The two organs of 
Language lie above the eye-halls and within upon the orbiter plate. 
They are not contiguous to each other, but dissociated, being sepa- 
rated by the organs of Form. Anatomically speaking, they lie like 
bands, beneath and across the whole range of the perceptive facul- 
ties, thus connecting them all through the faculty of Language. 
When large, these organs of Language press forward and down- 
ward upon the eyes, making the eyes stand out, and often causing 
the under lid to project as a pouch. 
Eventuality (in which, in connection with Comparison, are cen- 
tralized the memorizing activities of the mind) is next in order, be- 
cause its organs are contiguous to each other. Locality completes 
the enumeration of this part of the perceptive faculties. 
It will, however, be observed, that upon the bust, the numerical 
order differs from that pursued in this statement, Language being 
placed as second instead of fifth. The reason that I pursue this 
different order upon the bust is, that although some activity in the 
organs of Form and Size must precede a full activity in those of 
Language, on account of the sensuous location and relation of the 
former organs, yet in man, as he is in civilized society, and in the 
practical training of children, the activity of the faculties of Lan- 
guage, situated as they are, leads that of the faculties of Form and 
Size. Words are given and used in teaching, as signs, and as a 
necessary means of awakening those faculties and individualizing 
outward objects by them. When men possess the order of develop- 
ment in which Language is subordinated to Form, Size and Weight, 
they possess a superior practical intelligence on this account; but, 
as I have said, these are exceptional cases. 
The proper time for teaching the languages is in quite early in- 
fancy, when these faculties are naturally exercised in a growing 
Relative situation of the different organs of the Perceptive Group. OF EDUCATION. 
167 
condition. Language lias been commonly taught, through the ear 
only, as in first teaching the mother tongue, or through the eye 
only, as in teaching dead languages. The reason why the modern 
method of teaching by the black-board and by the sound, at the 
same time, is more successful, is because two of the senses and the 
sensuous organs connected directly with each, are brought into 
operation on opposite sides of the principal faculty, giving a double 
force, and a greater stimulus to the mind. 
The organs of Form, Size and Weight, are to be trained through 
the senses of sight and touch. The system of Object-teaching is 
especially useful for this purpose. Eventuality is trained by re- 
quiring the scholars to relate events, to narrate the current of af- 
fairs they see; and, as they grow older, to compose narratives in 
writing, and to turn their thoughts into their own minds, and see 
how far they can become conscious of their thoughts. 
Locality is to be trained by such studies as Geography, Anatomy, 
etc. In these studies the pupils should be taught to realize the lo- 
cation. The use of globes strengthens the faculties of Locality 
more than maps can. Teaching by memorizing is often lost; since 
it is not by memorizing alone that the appropriate instruction for 
these faculties is to be imparted; but by involving the conscious- 
ness of the pupil in the use of the predominant faculty in this 
cluster, and thus exercising Locality. 
7. What Faculties May be Regarded as Conceptive ? 
These also have a special locality on the bust. They are Com- 
parison and Causality, and lie above the Perceptive and below the 
Spiritual faculties. 
The Conceptive faculties are those by which notions or ideas are 
originated or combined, thus deducing generalizations or abstrac- 
tions. In this they deal chiefly with the perceptions given by the 
faculties of the Perceptive cluster, or with the facts of conscious- 
ness ; but they are called into action not only by the Perceptive 
faculties, but, by all the other parts of the brain, the Combinative, 
Intuitive, or Meditative cluster, or by the passions. 
The science of logic, which by some has been defined as the laws 
of thought, is but little more than the laws of the processes of these 
faculties of Causality and Comparison, under the necessary condi- 
tions of perceptive facts, and in the form given through the faculty 
Methods of training the Perceptive Faculties. The Conceptive Group. 168 
SCIENTIFIC BASIS 
of Language. When the Perceptive faculties predominate, the 
characteristic process of thought is by the observation of external 
facts, and deductions are a secondary and minor element. When 
the Conceptive faculties predominate, the characteristic process is 
by the conception of a principle; and the appeal to external or 
subjective facts is chiefly subsequent and secondary in the con- 
sciousness of the mind. 
8. How should they he Addressed and Trained ? 
They should be addressed according to the science of logic and 
the principles of pure mathematics. 
The Conceptive faculties will he excited to action by the predomi- 
inant group, either the Spiritual faculties, the Propensities, or the 
Perceptive faculties. In youth the Propensities are generally the 
faculties that call the Conceptive cluster into action; in maturer 
years, the Spiritual group or Perceptive faculties commonly exercise 
a stronger influence in this respect. 
When a child of large conceptive faculties has reached the stage 
of development in which he has consciousness in these two pairs of 
faculties, Comparison and Causality, he will begin at the same time 
to understand what he observes, either by apprehending contrasts 
or by seeking antecedent causes. These processes include not only 
the facts and principles given by the external world through the 
perceptive faculties, hut also those of the inward consciousness. 
Children of this order of mind excel others in the ability to rea- 
son clearly. These two faculties are the faculties of reason in the 
strict sense of that term. 
It often arises that on account of the inability of the teacher to 
appreciate the pupil’s mind, and his ignorance of the temperaments 
and the organic capacities of the brain, such a child appears stupid 
in early years; since he is always asking the question—Why is this ? 
—and yet does not give evidence of a satisfactory knowledge of the 
facts which have been taught. When the perceptive faculties be- 
come more fully developed in the process of education, and the 
mind acquires the requisite individualized perceptions of outward 
objects, the conceptive powers are enabled to reason from cause to 
effect, in all things within the range of their action, and the special 
intelligence of the child becomes apparent. When Comparison 
predominates over Causality, it gives by the disposition to contrast, 
The Conceptive Faculties to be addressed by Logic and Pure Mathematics. OF EDUCATION. 
169 
acuteness and force in reasoning; when Causality predominates, 
the mind goes to the source of every principle, or the cause of every 
phrenomenon, whether existing in the Consciousness or outward 
facts. 
When the Conceptive faculties are preceded by the Combinative 
faculties, things appear in combination as they are seen in the 
outward world. Therefore, in reasoning by such a mental process, 
breadth of view is displayed, and expressions are evolved, which 
are not clearly or definitely apprehended, except when the mind is 
centralized in Ideality, giving it a poetic tendency. Hence such 
minds are led off into ranges of thought without any premises, ex- 
cept as these premises exist in Consciousness; and therefore, the 
introspection of Causality and Comparison, will be in accordance 
with the abstraction of the peculiar mental disposition, either by 
the Meditative or Intuitive cluster, or by the Perceptive faculties. 
The Conceptive faculties, especially when Causality predominates, 
look for antecedents; but the highest antecedent, the first great 
Cause, man is only capable of knowing through the central faculty 
of the Spiritual group, the eye of the Spirit, Godliness. Although 
the child, by reason of his undeveloped consciousness cannot fully 
realize this knowledge of God, he should be taught pantomimically 
the outward evidence of the power of God in the physical world; 
and this is a point of the first and most constant importance in 
training the Conceptive faculties, on account of the lost condition 
of men by nature. 
In all our systems of teaching, the cultivation of affability of 
manner and grace of deportment, in our view a most important 
branch of education, has been greatly neglected; for the general, 
outward, objective forms of religion are regarded by hypercritical 
minds as either unnecessary, or idolatrous in their tendency, relig- 
ion being with them exclusively an internal process. But the science 
of mind teaches that children should be educated in the external 
forms of Christianity, so that in maturer years, graceful manners 
may harmonize with the interior conditions of spiritual life. The 
age especially designed for all growth of body and mind is from in- 
fancy to maturity, hence the great necessity of teaching during this 
period, religious pantomimic deportment as a system of manners, 
aptly denominated the minor morals. It will be seen, then, that 
the teacher, if thus properly educated in a religious life, will be en- 
abled to manifest pleasing exterior graces in his intercourse with his • 
pupils, he himself being a converted man, and under the influence 
Peculiar tendencies of the Conceptive Faculties. Religious training. 170 
SCIENTIFIC BASIS 
of the Holy Ghost; for, all other exhibitions of mien and deport- 
ment result merely from imitative life. 
The studies most appropriate for the education of children of the 
conceptive class are those, in the study of which, Causality and 
Comparison are specially exercised; such as Philology, Astronomy, 
Natural History and Mental Science. 
Children of large conceptive faculties require to be taught, by 
first imparting the principles, and afterwards presenting the facts. 
On the other hand, children of the perceptive class must be taught 
by imparting the facts, leaving the principle to be acquired after- 
wards, if at all. 
In reference to any cast of mind, the proper physiological method 
of training, is to approach the largest class of faculties in any one 
group, and the largest pair of faculties in that group. Where the 
development of the faculties is disproportionate, that is, different 
from that marked on the bust, the way to develop the lesser facul- 
ties is to approach the next largest contiguous pair in the same 
group, so as to get the attention; and when the proper attention is 
awakened, the lesser faculty or faculties of the same group may be 
called into operation, and exercised until they attain their proper de- 
velopment in the order as marked on the bust. 
9. What Faculties are Constructive. ? 
They are, Constructiveness, Calculation, Wit, Ideality, and Ac- 
quisitiveness. We have named them in their associated order, as the 
Combinative Cluster, forming a semi-circle, of which the faculty of 
Constructiveness, on each side of the head is the centre, and so 
you will find it marked on the bust. 
10. What Treatment is Proper for Them ? 
The faculties of this cluster, in themselves, tend to divergence 
and side issues, and impede education unless they are under the 
teacher’s control. The teacher should secure an ascendency over 
the mind, and guide it by his own consciousness of what is neces- 
sary for the child; but with pupils of an advanced age, he may 
rely for this purpose, to some degree, upon their own restraining 
faculties and thus develop their intelligent self-consciousness. 
Studies required fur children of large Conceptive Faculties. Proper Treatment for the Constructive Faculties. 
OF EDUCATION. 
171 
These side faculties of the intellect are to be led and their power 
concentrated by the activity of those faculties lying in pairs through 
the longitudinal centre of the head, where the hemispheres come in 
contact with each other; that is to say, the faculties of the Percep- 
tive cluster, or those of the Conceptive cluster, or the Social Pro- 
pensities, or the faculties of the Meditative or Intuitive portion of 
the Spiritual group. The social or animal Propensities have a pre- 
determined activity, in consequence of the fall of man; and they, 
naturally, immediately influence the combinative faculties, because 
they lie contiguous to those faculties. The perceptive faculties too, 
which have a more sensuous location than the combinative, exer- 
cise a marked influence over them. The spiritual faculties have 
less influence upon the combinative faculties, because they are rarely 
called into activity in childhood. 
In consequence of the characteristics of children in this respect, 
much opportunity is lost by not properly regarding the activities of 
these combinative faculties in connection with the social faculties. 
Children should have more time to play; and their plays should be 
the teacher’s personal care, in order to gain their individual affec- 
tion. For the purpose of the practical exercise of the combinative 
faculties, innocent and pleasurable sports should be cultivated. 
Plays which involve useful results or increase the proprieties of de- 
portment, or which imitate the constructive occupations that will 
be useful in after life, with all those things that quicken the senses, 
as the use of tools and the various implements of childhood’s sports, 
should be encouraged by the teacher. This interest on the part of 
the teacher does more to give him the confidence of the child than 
any thing else he can do; and thus will enable him to lead the in- 
tellect of the child. 
But for complete training, it is also necessary to treat these fac- 
ulties with special reference to the influence of the other faculties 
of the Intellectual group, and with reference to the influence of the 
faculties of the Spiritual group, so far as it is possible at an early 
age, the latter being then dormant. 
The proper method of doing this, is to seek the largest pair of 
faculties in the Perceptive or Conceptive cluster, or in the Medita- 
tive or Intuitive cluster, and awaken that pair in connection with 
the combinative faculties. 
Thus,' if in a child of preponderating combinative faculties, the 
perceptive faculties—that is to say, Individuality, Language, Form, 
Size, Weight, Locality, Eventuality, Color, Time, and Tune—are 172 
SCIENTIFIC BASIS 
larger than the remaining parts of the intellect, the appropriate in- 
struction is in Orthography, Etymology, Syntax and other depart- 
ments of Grammar; so as to teach him to combine words, and to 
form sentences; to adapt his mind to individualize his own thoughts 
and sensations to himself clearly, then to individualize the proper 
words, and then to communicate them by the aid of the rules of 
grammar; to teach him how words are constructed and alphabeti- 
cally put together, and the art of pronunciation; to teach him 
Geometry, Draughting, Metallurgy, Geography, History, Biography, 
Landscape and Historical Painting, and Natural History; to teach 
him to arrange words musically, combining them according to the 
regulation of the two faculties of Time and Tune, which are con- 
tiguous to each other, and also to enunciate words musically, as 
well as to compose music, which power depends upon a construc- 
tive order of mind. 
With children of this class it is important, above all, to stimu- 
late the conceptive range, making them look for an antecedent for 
every fact, so that the conceptive cluster may be cultivated and not 
lose its poAver through the all-absorbing influence of the combina- 
tive and perceptive faculties. 
If in a child of large combinative faculties, the conceptive facul- 
ties—that is to say, Comparison and Causality—are larger than the 
other parts of the intellect, the appropriate instruction is rather in 
literary composition than in the mere use of words. Minds of this 
cast seek to compose in music also, and their composition is more 
of the artistic character than of the religious or martial character. 
Combinative faculties with a predominating spiritual development 
tend to sacred music, and the same faculties Avith a predominat- 
ing development of social propensities tend to martial and sensu- 
ous music. 
Since, in children the social propensities predominate, the music 
which they love is that of a martial and boisterous kind. 
When the various faculties of the mind and the modes in which 
they act, and the extent to Avhich they re-act on each other, are thus 
clearly defined, Ave have plainly before us the few simple conditions, 
out of the combinations of which the infinite diversity of the men- 
tal dispositions of men result. 
Minds of the combinative class should also he taught mental 
science, practical knoAvledge of the three groups, and the different 
localities of each pair of faculties, so as to make them as conscious, 
practically, of their own mental organization, as they are of their 
Hints for instruction when different clusters predominate. OF EDUCATION. 
173 
different senses—sight, smell, taste, hearing—or of the fingers on 
their hands, the special organs of touch. When the science of mind 
shall have been adopted by our teachers so that it can gradually be 
taught in our schools as a branch of learning, in combination with 
the present mode of object-teaching, all science will combine in 
universal laws in the order of man’s mental structure as marked 
on the bust. 
The law of physiology teaches, that, in the mind, in its natural 
and cultivated state, two faculties of equal force, associated together 
by the contiguous position of their organs have, by their combina- 
tion, a precedence of activity over organs of equal size whose posi- 
tions are disjoined. The capacity to retain this activity until the 
mental result is attained, will depend upon their size and bulk; for 
the result is interiorly possessed and is not exhibited exteriorly un- 
til the organ of Destructiveness or Executiveness gives it manifes- 
tation. The degree of this retention will depend upon the influ- 
ence exerted by the teacher in applying proper mental stimulants, 
or upon the restraining faculties of the .pupil, if the consciousness 
is intelligently awakened. 
The term conceptive is applied to certain faculties because they 
bring together and connect mental operations, this result being due 
to their location; but to retain predominance over the other clus- 
ters of the mind, size must be superadded to location. Here the 
teacher should exercise a prudent discrimination whether the child 
merely memorizes by his perceptive faculties, or receives ideas by 
means of the conceptive cluster. If he is required to embody his 
thoughts in words, before they take a proper conceptive form, the 
memorizing faculties are educated only, and the mind is left bar- 
ren of ideas. 
If the conceptive cluster is larger than the perceptive, the minds 
of the majority of children being disposed, as we have before said, 
to the conceptive, they will be induced to ask questions vaguely, 
that is, without any centralized or localized reason in the faculties 
of Individuality, Form, Size, Locality or Eventuality. Again, if 
the cluster of the perceptive faculties is so large as to absorb the 
nervous influence, they monopolize the mind, and supersede the 
functions of the conceptive. 
Hence, it is of the first importance that no one of the three clus- 
ters of the intellectual group should be educated at the expense of 
the other two ; for, if the perceptive faculties are cultivated alone, 
the size of the conceptive is diminished and their power propor- 
Methods required for the Combinative, Conceptive, and Perceptive Groups. 174 
SCIENTIFIC BASIS 
tionally decreased; and, this is the case, also, with the combinative 
cluster. 
The duty of the teacher is to endeavor to bring into activity, 
first, the perceptive cluster, these faculties being the most impor- 
tant in mental operations, since they have for their objects material 
proof; next, the conceptive group, which deduce principles from 
the facts furnished by the perceptive cluster; and then, the com- 
binative cluster, which give organization to facts and principles in 
the order in which they exist in object and subject. 
By an acquaintance with the laws of growth, the teacher will ac- 
quire an intelligent discrimination in the education of the differ- 
ent faculties. He will perceive how one cluster may be dwarfed in 
size and its capacities enfeebled by neglecting its cultivation, and 
how excessive development results from the exclusive exercise of 
another. 
11. At what Stage should the Reasoning Faculties be addressed and 
exercised ? 
In its most general sense, Seasoning is a process consisting in 
the simultaneous activity of two or more pairs of faculties, whether 
they are in the social, spiritual, or intellectual group. In this sense, 
there is one reasoning of the propensities, which is physical and 
instinctive; another reasoning of the intellectual faculties, which 
is analytic, synthetic and comparative; and another reasoning of 
the spiritual faculties, the intuitive and meditative, which is feel- 
ingly infused. The reason why there is no standard of correct 
reasoning among men—except general opinion, which is as diverse 
as communities are various—is, first, that men are ignorant of 
those distinctions, and reason in either way indiscriminately; and, 
second, that, in each department, men whose organic structure 
varies, are disposed to difference of mental operation. Thus, in 
intellectual reasoning the true standard depends on the true order 
of intellectual development as marked on the bust. Phrenology 
teaches the true standard of reasoning, by elucidating these organic 
conditions, and shows that diversities of reasoning will necessarily 
be manifested in organizations which do not conform to the true 
order of scientific culture as dictated by the higher consciousness 
when properly enlightened. 
The process of reasoning begins, in children, when they have 
reached that stage in whieh they have consciousness in two pairs 
of mental faculties at the same time. It begins in the propensities. 
Proper Order of Cultivation. Reasoning, in what it consists. OF EDUCATION. 
175 
When, in process of time, the propensities, by necessity, call the 
intellectual faculties into activity, intellectual reasoning begins, 
and is Instinctively conceptive ; but it is first consciously awakened 
in the perceptive faculties, and the training of the teacher should 
therefore be directed to these faculties. But the proper stage at 
which to commence training in intellectual reasoning is after the 
age of puberty. Before that time, education is a process of prepara- 
tion for clear reasoning, as above declared; and the leading pair of 
faculties for clearness, is Individuality. This pair of faculties, 
therefore, being the first in the perceptive cluster, and, when prop- 
erly developed, being the largest in the intellectual group, is the 
first and most important in order to exercise the reason clearly. 
The primary function of Individuality has relation to the external 
world, giving mental status to outward objects. It also is ruled by 
the propensities and the spiritual faculties. When its activity is 
introverted upon the mind itself, it serves to give a clear intellec- 
tual perception to the action of the faculties; and, if the higher 
consciousness is awakened, there is true self-knowledge. 
If the perceptive cluster predominates, the former function is 
most active, and the tendency of the mind is to depend entirely 
upon what appears externally—objective philosophy. 
If the spiritual faculties in the adult predominate, the latter 
function is more active and the tendency of the mind is to depend 
entirely upon individualizing the feeling of inward consciousness, 
either in the propensities or in the spiritual faculties,—one of the 
conditions of the metaphysical philosophy. These are two initiatory 
processes which include all reasoning. 
When the best organic conditions for reasoning exist, the pupil 
is predisposed to reason by parable. These conditions are fully de- 
veloped after the age of puberty, and when the spiritual faculties 
have been awakened. The order of these conditions is, first the 
perceptive faculties, then the conceptive, then the combinative, 
with the preponderating influence of the awakened spiritual facul- 
ties illuminating them all. The perceptive cluster of intellectual 
faculties is the most important class to be properly educated in 
preparation for correct reasoning. These are the first in order of 
development; and truly to understand objective teaching, these fac- 
ulties must predominate, for they cognize material evidence and 
facts as they exist, on which all reasoning must be established. 
Phrenology itself, a true system of reasoning, could not be made a 
science without having these faculties precede all others, so as to 
When Intellectual Reasoning begins. How it should be trained. 176 
SCIENTIFIC BASIS 
obtain a basis of objective facts. By discerning through the percep- 
tive faculties, the physical conditions, the organs, their form, size, 
position, and the phenomena manifested, they present the objec- 
tive proof of the manner in which God deals with the individual 
and also with mankind; and this proof harmonizes with the sub- 
jective inward proof which rests upon Divine Revelation and inward 
consciousness. 
The reasoning performed by the perceptive faculties consists in 
individualizing a phenomenon, and affixing to it the proper word 
or name as a distinguishing sign. You will see, designated upon 
the bust, the order in which these perceptive faculties are related. 
Individuality, which takes cognizance of each phenomenon in the 
outer world, and separates and distinguishes it from all others, 
stands No. 1, in the order of development; and Language, which 
connects with each phenomenon, recognized by Individuality, a 
distinct and appropriate word-sign, stands No. 2. So all the per- 
ceptive faculties up to No. 9, stand under the order marked on the 
bust: 1. Individuality; 2. Language; 3. Form; 4. Size; 5. Weight; 
6. Eventuality; 7. Locality; 8. Color; and 9. Order. 
The reasoning performed by the conceptive faculties of Compari- 
son and Causality, consists in comparing phenomena, and seeking 
their causes. These conceptive faculties, marked on the bust, are 
10. Comparison; 11. Causality. Time and Tune marked 12, and 
13, belong, by their location, between the perceptive, conceptive 
and combinative faculties, and when combined with either of the 
perceptive, measure events by time, and beauty of expression by 
sound; or when combined with the conceptive, determine and mea- 
sure time in the chronological order in history; or when combined 
with the combinative faculties, give time to tune, which is the 
essential basis for order in the art of music. 
The order of reasoning by which phrenology became established 
was first conceptive reasoning; Dr. Gall comparing phenomena 
and inquiring for causes, then establishing the general facts, in the 
order of the conceptive, combinative, and preceptive reasoning; 
Dr. Spurzheim following in the same train gathering details and 
constructing a classification, The reasoning performed by the 
combinative faculties consists in taking up what has been per- 
ceived and conceived, and combining it in the order of intellectual 
synthesis and analysis. These combinative faculties are marked, 14. 
Calculation; 15. Constructiveness; 16. Mirthfulness; 17. Ideality; 
18. Acquisitiveness. 
Reasoning performed by the Perceptive and Conceptive Faculties. OF EDUCATION. 
177 
On what the Processes of Reasoning depend. Laws of Mental Activity. 
The order of the development of the intellectual, spiritual, and 
animal groups, in any individual, constitutes the mental condition 
upon which all his processes of reasoning depend; and when man- 
kind shall have recognized and accepted the necessary inference 
from this, men will not contend about their views, hut refer all 
difference of opinion to a difference of organization scientifically 
ascertained, the predominant group, the kind of education received, 
and the willingness to receive the Truth. The civilization which 
Christianity affords, seeks for, and irresistibly tends toward, a basis 
of absolute reason; and some progress toward this result may he 
seen in the present state of controversial philosophy. The basis for 
that absolute reason will be attained by the true science of mind. 
The method of awakening the intellectual faculties is to culti- 
vate the senses :—sight, hearing, smelling, taste, and touch. 
The first law of the mental disposition to be regarded by the 
teacher is, that the vital forces reside in the propensities. Hence 
a due consideration to strength and vigor of intellectual character 
requires that the activity of these faculties should not be.too early 
drawn away to the intellectual part. The second law is, that these 
propensities, in order to supply their inward wants, stimulate the 
intellectual faculties into activity by irritation, and doing this they 
are aided by external things acting through the senses; while in 
striving to supply these wants, the intellectual faculties seek out- 
ward signs, either in action or in words, to express the inward 
want or condition. Hence, the teacher should secure the control 
of the propensities, in order to reach and guide the activity of the 
intellectual faculties. He should do this, if possible, by engaging 
the affections of the child, and if not, then by compulsory means. 
The action of the intellect, as a whole, is expenditive and tends 
to absorb the vital forces. Thus, if the intellectual faculties demand 
a greater degree of nervous action than the propensities supply, the 
individual is mentally constituted for intellectual pursuits; physical 
labor becomes necessary in addition to intellectual effort to afford 
healthful activity. On account of the prior activity of the propen- 
sities of children resulting from predisposition, attention should be 
directed to the difference existing among scholars, for the purpose 
of ascertaining which of the two groups predominate in each, so 
that opportunities for recreation and play may be regulated in ac- 
cordance with the order predominating. For, the observant teacher 
will have noticed, that, in a given number of children, whilst some 
will become so exhausted by their sports as to render study entirely 178 
SCIENTIFIC BASIS 
Effects of overtasking the intellects of Children. Importance of the Perceptive Faculties. 
impracticable, tlie same amount of exercise will stimulate and pre- 
pare the minds of others for close application. 
The activity of the propensities, when guided properly, is recupera- 
tive. They involve bodily activity, which builds up the system, 
producing pleasurable emotions which energize the mind; and, 
therefore, while children are growing, it is very important that they 
should have proper attention and exercise. If the intellect is over- 
worked when the individual is young, it engrosses and takes posses- 
sion of the vital forces, which at that period should be directed 
largely to the development of the physical structure; and thus 
there is produced in the brain, a condition which is characterized 
by an excess of lymph and a too early development of the fibrous 
state, such as prematurely disposes the subject to the nervous tem- 
perament, gives a diminutive structure to the body, and causes dis- 
ease or premature decay. 
The activities of the intellect, it may be said, are either centraliz- 
ing or diffusive, according to the peculiar structure of the groups. 
When they are centralized, it is because of the great predominance 
of Individuality over its associates in the perceptive cluster, standing 
in their proper order. If, by a greater breadth of structure, the 
combinative faculties get precedence, the activities become diffusive. 
The intellect, in its proper order and exercise, as well as the 
phenomena of the mind itself, are dependent upon the perceptive 
faculties for a definite and intelligent aspect, and upon external ob- 
jects to arouse attention. Objects existing outside of the mind, and 
apprehended by the perceptive faculties through the impressions made 
upon the senses, which impressions are themselves apprehended 
through the consciousness, are an essential condition of the action 
and development of the intellectual powers. The intellectual facul- 
ties also have within themselves a priority in activity, predeter- 
mined by nationality, Christianity, or by inheritance or other cir- 
cumstances. The degree of this precedence of intellectual activity 
has in each case a special adaptation to the relative sensibility of 
the nerves of the senses, which in turn are largely dependent upon 
the temperaments for their peculiarities and influence. 
PUNISHMENTS. 
Having now described the principal difference in mental organi- 
zation as well as in temperaments, the answer to a previous question 
relating to the methods of discipline will be more intelligible. It OF EDUCATION. 
179 
lias been already observed that the choice between coercive or per- 
suasive means does not depend upon the temperaments; but that 
when either is to be used, the nature and degree to be employed 
are to be chosen with reference to the temperament, as well as to the 
mental organization. 
The great difficulty which teachers find in administering effec- 
tive discipline is in their own ill-regulated judgments resulting from 
a want of knowledge of the faculties of the mind and of the tem- 
peraments ; this being needed to enable them to judge of the sus- 
ceptibility of the child to the punishment inflicted. 
The infliction of a certain fixed punishment for every offence of 
a definite character, by whomsoever committed, appears, to many 
teachers, a just and impartial rule; but when the organization of 
children is taken into account, such a method is at once seen to be 
unjust and inefficient. The nature and degree of the punishment 
should be adapted to the mental organization of the child, as well 
as to temperamental conditions of susceptibility—not to the exter- 
nal cause of the act. 
The first inquiry is—What is the cause of the offence ? The 
second is—What is the proper channel, which the peculiar organi- 
zation of this child affords, for reaching that cause ? This rule is 
multum in parvo. 
For example, if the offence is that the child has not learned his 
lessson, we must first discriminate whether the fault is indolence, 
or merely inaptitude for the special study. The latter should, of 
course, never be punished; it is to be cured by encouragement. 
If Indolence is the fault, the first inquiry is —What is the cause 
of it ? 
If the child is of the sanguine temperament, and the indisposition 
to study proceeds from the volatile disposition of this temperament, 
and is too strong to be overcome by persuasive means, the teacher 
must appeal to physical pain or to fear, which is the apprehension 
of pain by the remembrance of it. Ordinarily, teachers appeal to 
whichever of these two, pain or fear, promises the quickest result, 
without regarding the necessities of the child’s development. Thus, 
if the child is fearless, the teacher whips him; but if he is timid 
and shy, the teacher only threatens. An understanding of the 
mental conditions upon which these differences depend would show 
the teacher, that if the sanguine child is fearless, he should get the 
possession of his feelings ; and if rash, it is because the restraining 
faculties of Cautiousness and Secretiveness are small; and if he 
Suggestions as to Punishments. What discriminations are to be made. 180 
SCIENTIFIC BASIS 
would correct this deficiency in the child he should threaten first 
and follow it with punishment afterward. To an offender marked 
hy this organization, let the teacher say, to-morrow at such an hour 
he shall be chastised for the offence; and when the times comes, let 
the punishment come inexorably. Such a method awakens the 
necessary fear where it did not before exist. 
In some cases, if the desired attention has been secured, it will he 
wise, when the appointed time comes, to say to the scholar, that as 
he has been assiduous in the meanwhile, the punishment will he, as 
a favor, postponed till the next day, thus prolonging the immediate 
stimulus of the fear; but it should never be dispensed with, when once 
threatened. Sooner or later, the teacher’s word must be fulfilled. 
Oil the other hand, if the child is sly and cautious, it is because 
Secretiveness and Cautiousness are large; and if this be so, appeal- 
ing to fear, though a very easy device for the time being will in- 
crease the mental disposition which led to the fault. In such a 
case, it will often be well to punish the child without any premoni- 
tion, and afterward tell him the reason for it. Threats would 
awaken fear, but unexpected punishment will awaken the intellect 
of the scholar; for his mind will be Immediately set at work to 
consider in himself what was the reason of his being punished, and 
the faculties of Cautiousness and Secretiveness will be turned to a 
useful exercise in making him afterward watchful of himself, and 
cautious of his conduct. If the indolence proceeds from the pre- 
ponderance of these restraining faculties, Cautiousness and Secre- 
tiveness, which is sometimes the case in a child of the nervous tem- 
perament, the difficulty to be met is that the mind has too much 
restraint, begetting indifference. In such cases, the teacher must, 
if possible, avoid appealing to fear. He should seek to ascertain 
which of these two faculties predominates. If Cautiousness pre- 
dominates, pain or fear will tend to stupefy the mind and he should 
therefore endeavor to awaken the forces of other propensities, so as 
to lead them forth into the intellect. Persuasive measures and 
means, such as draw the motive power and force more into combi- 
nation with other faculties, should be used, in order to overcome Se- 
cretiveness. These measures will be particularly appropriate if 
Secretiveness is the larger faculty. 
If the cause of the indolence is the predominance of the bilious 
temperament, the teacher should counteract this by leading the 
child to active out-of-door sports. Those exercises which rouse 
and quicken the system, and give more play to the lungs and more 
Proper Methods of treatment when Cautiousness and Secretiveness are predominant. OF EDUCATIONS. 
181 
vigor to tlie stomach, with rest to the brain, will be necessary to 
correct an indolent disposition resulting from the predominance of 
the bilious temperament. If the cause of the indolence is the over- 
indulgence of the lymphatic system, the teacher must take meas- 
ures to have the supplies of food diminished, as far as may be 
necessary to give mental activity during school hours, and also have 
recourse to the discipline recommended above in cases of the pre- 
dominance of the bilious temperament. So long as the tasks given 
to the stomach are such as to exhaust the nervous force of the 
child, it will be neither easy nor wholesome to call that nervous 
force away into the brain by punishment. 
Wilful disobedience and insubordination will be found to depend 
on mental conditions to a greater extent than does indolence. The 
first step towards overcoming this evil is to ascertain where the will 
of the pupil resides;—What are the ruling Propensities that make 
this disposition ? It will be of the first importance, in cases of this 
kind, to act in harmony with the parents; for if the child is sus- 
tained at home in his wilful purposes, the teacher will rarely be 
able to overcome them at school. 
This disposition will be more frequently found to make difficulty 
in the case of sanguine or nervous temperaments, or the sanguine- 
bilious or nervous-bilious. In these cases, the teacher will often be 
able to do more, indirectly, and through the influence of other 
pupils, than directly, by his own administration of discipline. 
In this class of offences, the teacher should keep always before 
him, that the welfare of the child is at stake, and that what he has 
to do is to reclaim. He has a battle to fight and must use strategic 
measures. He must use his own faculties of Cautiousness and 
Secretiveness, tempered by that higher and holier influence, a lov- 
ing spirit; for the disposition with which he has to deal often in- 
volves, to a greater or less degree, the minds of a number of the 
scholars, and to meet it successfully he must have some under- 
standing of the extent of the disaffection and the nature of the 
plot. If he is sufficiently circumspect to define these to himself, 
and sufficiently deliberate in his discipline to wait until he can lay 
his hand upon the ringleader, the chastisement of that one will 
often gain at once the whole victory. 
Children brought together form a community characterized by 
great activity of the propensities, but volatile and easily moulded. 
Quarrels and ill conduct towards each other, among the children, 
compose a class of faults different from insubordination. Here is 
Mode of Treatment for Wilful Disobedience and Insubordination. 182 
Importance of cultivating an Esprit de corps among pupils in school. 
SCIENTIFIC BASIS 
the training ground for self-control and all those manly and womanly 
social qualities which fit the possessors for happy and useful places 
in society. 
The teacher who rightly regards the social propensities which 
rule the children in the play-ground, will endeavor to have the 
children gain the right development by the sympathies and hostili- 
ties engendered in their preparatory society; and will therefore 
endeavor to cultivate that esprit de corps, which will make the ag- 
gregation of children more closely resemble an organized commu- 
nity, and to maintain within it a public opinion in favor of the ex- 
ercise of the moral qualities of the spiritual faculties. For this 
purpose, the teacher, while he compels order and protects against 
ill usage, should rely upon the scholars themselves, not only to en- 
courage right conduct, but also to correct offences, as far as it is 
possible to do so, himself interfering directly only when exigencies 
require it, and encouraging the children to sustain themselves and 
each other against aggression and injustice, by such measures of 
self-protection as may be proper. 
The teacher must study to ascertain whether the spirit of the 
school harmonizes with his own wishes, or is antagonistic. In the 
former case, he will find but little difficulty in its management and 
control; whilst in the latter, a special adaptation of his own charac- 
teristics, both mentally and temperamentally, to those of the boys, 
will be required for their proper government. In other words, he 
must be, “ a boy among boys,” and if necessary their leader. 
Educational “ Systems.”—Most of the special “ Systems of 
Education” which have sprung up during the past century but 
have soon become merged in the general progress of education, 
have had their origin in a more or less distinct appreciation of 
some one of the foregoing principles, and in an attempt to admin- 
ister education upon that one without due reference to the others. 
Hence each of these systems, though put forward by its founders 
as a universal system, has been in fact special, and has proved to be 
so by failing to supersede all others, resulting merely in contribu- 
ting a new phase to some educational processes, or promoting the 
advancement of some special departments. Thus, for instance, the 
Lancasterian or monitorial system had its foundation in the tem- 
peramental and sensuous affinities, which are naturally stronger OF EDUCATION. 
183 
between children than between teacher and child. The secret of 
its temporary precedence as a system was the striking result mani- 
fested when this principle was applied on a large scale. But it was 
found by experience that the mental superiority of adult instruc- 
tors more than compensated for the apparent advantages secured 
by relying on the mutual plan as a substitute for the immediate 
supervision of skilled teachers. The intelligent instructor will ob- 
serve the strength of the sensuous influence of children on each 
other, which was the secret of this method; and will avail himself 
of that influence constantly in support of his own. 
The Pestalozzian system was founded on a very clear and strong 
apprehension of the importance of educating the perceptive facul- 
ties. Every thing was bent to this standard, and the conceptive 
powers disregarded. What is called object-teaching is prone to the 
same error. 
Many philosophic teachers in American schools go to the other 
extreme, and deal with the conceptive powers to the con'stant neg- 
lect of the perceptive. 
The Kindergarten, and the excessive use of calisthenics and 
gymnastics, or military drill, are other examples of special systems, 
which should not be made a procrustean bed for all pupils. These 
methods should all be administered with due reference to the tem- 
peramental and mental character of the pupil to be educated, so 
that the special advantages of each may be utilized. 
Any general and arbitrary application of either system without 
regard to the temperamental adaptations is pernicious, and will fail 
of a general success. 
12. What Moral Faculties Claim an Early Attention ? 
In a strict sense, the only moral faculties are the spiritual facul- 
ties. The propensities are essentially selfish in their nature ; and 
the intellect is merely the instrument of either. 
The spiritual faculties should not be awakened until after the 
age of puberty. If they are called into activity and take prece- 
dence at an earlier age, the vital forces are turned away from the 
proper channels for the development of the body, and the growth is 
checked ; and weakness and a cessation of bodily development re- 
sult. For physiological reasons, therefore, these faculties should 
not have predominant control until that age. 
Why Special Systems of Education have been unsuccessful. 184 
SCIENTIFIC BASIS 
But there is an important part of early education which may 
properly he regarded as moral training, because it is preparatory to 
this. First, the teacher should give early attention to instruction 
in the manner, postures, language, and musical tones, which con- 
stitute the outward, objective forms of spiritual religion ; and these 
should be the earliest .means used for directing the attention to re- 
ligion. These forms do not constitute religion; but they will 
make the children graceful in their mien, and imbue them with a 
respect, in outward relations, towards religious teachings, and 
toward teachers, parents, and all persons who are appointed to 
govern. Secondly, the teacher should seek, by a right development 
of the propensities, and by exercising the vital forces in the intel- 
lect or in bodily exertion, to train the child in right habits and in 
innocent activities, and to predispose the mind to virtue; remem- 
bering, however, that the motives in a child’s mind upon which the 
teacher must mainly rely are selfish motives,—personal attachment, 
fear, self-esteem, the love of praise or the hope of reward, and the 
like; and that conscious, indwelling virtue is not attained until the 
age at which the child is prepared to take upon himself the re- 
sponsibilities of life. 
The ordinary methods of religious instruction fail of general 
success, from not recognizing these facts. Children are required to 
fast, and to conform to spiritual exercises, and are sometimes stim- 
ulated to premature experiences of moral sentiment, although the 
ordained necessity, even in the fallen state of man, requires the 
period between infancy and puberty for bodily growth, and for the 
development and regulation of the propensities, and, through them, 
of the intellectual faculties, as preparatory to the awakening of the 
spiritual disposition. It is not strange, after such forced training, 
that Avhen the age of religious development arrives, religion ap- 
pears to the young man as a thing of trouble and constraint; and 
he avoids it, and, when too hardly pressed, cherishes dislike towards 
it, instead of seeking and attaining the power of a divine life, in 
which alone the true harmony and energy of man’s nature must 
ever be developed. 
Children may be taught, intellectually, the forms of religion by 
means of catechisms, Bible records and scriptural truths, but their 
spiritual faculties being usually dormant until after the age of 
puberty, they cannot readily be taught to realize fully their spirit- 
ual nature. In the language of the Scriptures, they “ must be born 
againand this results from the natural fallen state of man. 
What kind of Training is proper for Moral and Religious improvement. OF EDUCATION. 
185 
When the child becomes self-conscious, and realizes that there is 
a God, and that He is the highest of all, and at a more matured 
period, when the inward spiritual consciousness is specially awa- 
kened by the influence of the Holy Ghost, through the instru- 
mentality of the faculties of Godliness, which are the centre of the 
spiritual group, then he will begin to show a proper regard to all 
things, having been trained to respect the exterior order and con- 
ditions through and by which the Spirit of God is manifested. 
The objective form of religious teaching which is established in the 
world as a preparation for religion, is infinitely more important 
than those other necessary pantomimic exercises, such as calis- 
thenics, which give expression only to physical and sensuous 
ideas. 
The true science of the mind, as well as Divine Revelation, teaches 
that there is a universal necessity in man’s nature, (which all ex- 
perience confirms,) for a change from activity and consciousness in 
the physical and intellectual part alone, to activity and conscious- 
ness in the spiritual part also. This change is what Christ de- 
scribed to Nicodemus as being born again. The power to know 
God, as He is revealed by the Holy Ghost, is exercised through the 
spiritual faculties, and to know Him properly, they should stand 
in the order marked upon the bust:—1. Godliness; 2. Brotherly- 
Kindness ; 3. Steadfastness; 4. Righteousness; 5. Hopefulness; 
6. Spiritual Insight; 7. Aptitude. This should never be lost sight 
of by teacher or pupil. But this truth, however clearly it might 
he stated, will he of little avail to the reader, unless it is realized in 
his inward consciousness. The intellect can only objectively com- 
prehend it. A description in words, of a good dinner, will not 
feed a hungry man; and a statement of the true order and life of 
the spiritual faculties cannot satisfy the hungry and thirsty soul in 
those qualities of the Spirit spoken of above. 
13. How to be Trained? 
The moral faculties being identical, as above explained, with the 
spiritual faculties, can be trained only by those teachers who are 
influenced by the Holy Ghost and whose spiritual faculties have 
become predominant in activity through His power. As a teacher 
cannot train the intellect without realizing objectively the facts 
The Awakening of the inward Spiritual Consciousness. Change produced by it. 186 
The Teacher should know and feel the Truths of Spiritual Life. 
SCIENTIFIC BASIS 
which he logically knows, so he cannot train the spiritual faculties 
in truths which he does not himself subjectively and spiritually 
know. The inward consciousness bears the same relation to moral 
training, that external facts do to intellectual training. 
Intellectual things are practically and really understood only ob- 
jectively and logically; and spiritual things are realized only sub- 
jectively, by the instrumentality of the Holy Spirit. The science 
of mind will elucidate and define the distinction and the limits be- 
tween these two regions of the mind. 
In all effort for moral influence upon others, the teacher must 
himself possess the spirit which he would inculcate. The intellect 
may make disquisitions upon moral and spiritual subjects; and 
remotely, by the logical presentation of divine truth, may awaken 
the activity of the spiritual faculties in others; but it cannot 
directly reproduce in others that inward, conscious realization 
which belongs to the teaching of the spiritual faculties. Hence 
result the indifference and coldness prevalent on the most impor- 
tant topics of our instruction in this life. 
The intellect may be taught the organic existence of the facul- 
ties of Godliness and the other spiritual faculties ; hut the true and 
proper understanding of this group can only be gained by the pos- 
session of that activity in them Avhich is given by the Holy Ghost. 
The intellect cannot have a realizing sense of spiritual things, any 
more than the ears can see, or the eyes can hear. 
The teacher can only acquire the self-knowledge which he needs, 
by adding to the objective study of the mind that spiritual wisdom 
which the Holy Spirit offers to all who will seek it. 
The propensities cannot give us knowledge of ourselves. The 
passions can try only the passions. The intellect cannot do so; it 
can only analyze the consciousness which is exercised by the facul- 
ties, and perceive and compare the objective forms of manifesta- 
tions. This it can do both of the animal and social part and of 
itself, and of the spirit, according to the law of each and the con- 
dition of its organization : thus it may assist and describe the re- 
sults of self-examination, but it has no spiritual consciousness and 
cannot institute it. A true knowledge of ourselves is instituted 
by the Holy Spirit in the consciousness of spiritual facts subjec- 
tively ; the intellect can give only an objective knowledge of organ- 
ization ; and this is phrenology. 
The truths of spiritual life, therefore, are of the first importance 
to the teacher. OF EDUCATION. 
187 
Harmony between Man’s Physical Organization and the Gospel of Christ. 
Spiritual Life.—The objective physical facts of man’s organi- 
zation explain and corroborate the principles of the Gospel of Christ 
and all the teachings of Scripture respecting man’s moral nature. 
Those mental states and dispositions which Christ pronounced 
blessed, are those which come either from the predominance of 
what we have delineated as the spiritual faculties, or from that dis- 
appointment of the propensities which is often the necessary con- 
dition for bringing the latter into subordination to the Holy Ghost 
by awakening the consciousness of the soul through the spiritual 
faculties. The poor in spirit, the meek, those that hunger and 
thirst after righteousness, the merciful, the pure in heart, the peace- 
makers,—all these types of character are, in mental analysis, found 
to be characterized by predominant activity in the seven-fold 
spiritual gifts. The poor, the mourning, the hungry, the 
the persecuted,—all these are found to be characterized by that de- 
privation of the immediate gratification of the propensities which, 
we have seen, is very commonly the physiological condition of the 
awakening of the spiritual faculties, when the propensities have 
long been uncontrolled. They who are fitly described as the full, 
the rich, they that laugh, and they of whom men speak well, are 
the type of those in whom the propensities, social and animal, pre- 
dominate, prudently ruling the intellect and superseding the spirit- 
ual faculties. 
The things which our Lord and Saviour Jesus Christ reproved, 
are those which are the common manifestations of the propensities 
when they are not energized, regulated, and illumined by the Holy 
Ghost, through Godliness, Brotherly-Kindness, Righteousness, and 
the other faculties of the Spiritual Group. Anger without a cause, 
which Christ declared to be under condemnation equally with mur- 
der, comes from the same faculties whence murder proceeds; namely, 
Combativeness and Destructiveness. That lust of the eye which 
he pronounced essentially the same as adultery, is the manifestation 
through the sensuous organs of sight and touch, of the activity of 
the same faculty of Amativeness, which gives rise to adulteries. 
Hot only the falsification of oaths, but swearing and evil speech, 
come from the propensities through the sensuous organ of Language 
acting without restraint either by the higher propensities or the 
awakened spiritual faculties; therefore the Scriptures declare this 
disposition to be set on fire of hell. The desire for revenge, re* 188 
Contrasted manifestations of the propensities and the Spiritual Faculties. 
SCIENTIFIC BASIS 
quiring “ an eye for eye, and a tooth for a tooth,” the resisting of 
evil, the withholding benevolence, the not doing to others as we 
would that they should do to ns, the hatred of enemies,—all these 
are the natural manifestations of the propensities asserting them- 
selves, in various combinations, and with the aid of the intellect. 
Love to them who love us, and lending to those of whom we 
hope to receive,—these dispositions, although accounted as virtues, 
are only the virtues of the propensities; and however useful and 
desirable these dispositions are, as compared with some other man- 
ifestations of the propensities, they appear, by the analysis of the 
mind, to be, as our Lord described them, essentially selfish, and 
wholly different in respect to their relation to other faculties, from 
that Divine Love which he manifested, which we see resides in the 
faculty of Brotherly-Kindness, and which he taught we must 
possess if we would be the children of our Father which is in 
Heaven. 
Doing alms before men, and praying and fasting in public places 
to be seen of them, are the promptings of Approbativeness, not of 
Brotherly-Kindness and Godliness. Laboring to lay up treasure 
upon earth rather than in heaven, choosing the service of Mammon 
rather than that of God, and being filled with care for the things 
of this life, are the activities of Acquisitiveness, Secretiveness and 
Cautiousness, predominating over Steadfastness and Righteousness. 
"While upon the other hand, seeking first the kingdom of God and 
his righteousness, and trusting in Him that all these things shall 
be added, is the characteristic manifestation of the predominance 
of Godliness, Steadfastness, Righteousness and Hopefulness, under 
the influence of the Holy Ghost. 
The disposition to forgive and judge not, is the activity of the 
spiritual faculties led by Brotherly-Kindness; while it is Self-Es- 
teem, or a selfish will centralized in the propensities, that causes us 
not to see the beam in our own eye while beholding the mote in a 
brother’s eye. 
To ask, to seek, to knock, in the belief that our Father which is 
in heaven will give good things, and even the Holy Spirit, to them 
that ask Him, is the exercise of the spiritual faculties led by God- 
liness. 
To enable us to beware of false prophets, to know men by their 
fruits, and to discern between the good and evil treasure of men’s 
hearts, is the function of the faculties of Spiritual Insight and 
Righteousness. OF EDUCATION. 
189 
To hear the truth and do it not, is the state in which the pro- 
pensities refuse to yield to the spiritual faculties, and in which the 
restraining and executive faculties, instead of becoming the ser- 
vants of the spiritual group, overrule them, and carry out the be- 
hests of the social and animal nature. 
When these things are said to he hid from the wise and prudent 
and revealed unto babes, we see, by referring to the actual organiza- 
tion of man, the physical, objective conditions of this blindness of 
the spiritual faculties, arising from the predominance of an intel- 
lect ruled by the propensities in consequence of the fall of man. 
All the evil things which come from within and defile the man— 
evil thoughts, adulteries, fornications, murders, thefts, false witness, 
covetousness, wickedness, deceit, lasciviousness, an evil eye, blas- 
phemy, pride, foolishness,—are the manifestations of the propensi- 
ties and the intellect, when the spiritual faculties are not in 
control. 
Not only in the didactic teachings of our Saviour, hut in His 
personal intercourse with the disciples and with men at’ large, the 
things which He reproved were the manifestations of predominant 
propensities, and those which He commended and rewarded with 
blessings were the result of the activity of the spiritual faculties. 
When, to the inquiry,—“ Whom say ye that I am ?”—Peter an- 
swered—“ Thou art the Christ, the Son of the living God,”—He 
replied—“ Blessed art thou,” * * * “ for flesh and blood hath not 
revealed it unto thee, but My Father which is in Heaven;” and 
upon this rock,—the conscious revelation of God by the indwelling 
of the Holy Spirit in the heart,—He declared He would build His 
Church. 
When Peter began to remonstrate with Him for His willingness 
to go to Jerusalem, to suffer death for men, He rebuked the dis- 
ciple in whom thus the social affections were asserting predomi- 
nance over Brotherly-Kindness and Steadfastness, saying, “ Thou 
savorest not the things that be of God, but those that be of men.’’ 
And calling the people together, He said to them, “ If any man 
will come after me, let him deny himself;” adding that those who 
should be ashamed of Him and His words in that evil generation, 
should be rejected in the judgment. The fear and shame of which 
He thus warned them result from the predominance of the higher 
faculties of the propensities,—Cautiousness and Approbativeness, 
—over Godliness and its associated faculties in the spiritual 
group. 
The Dictates of the Saviour with regard to these manifestations. 190 
SCIENTIFIC BASIS 
When the people sought Him because they had been fed by His 
miracles, He reproved them, because it was merely the gratification 
of a propensity, which led them to follow Him; and He hade them 
labor not for the meat which perisheth, but for that which endureth 
unto everlasting life, which He should give them; telling them 
that they must receive Him as the bread of life, and that no man 
could come to Him except the Father draw him. 
And when He predicted His rejection and suffering by that gen- 
eration, He attributed it to the fact that men were engrossed in the 
propensities, eating, drinking, marrying and giving in marriage, 
until their sudden end should come. 
Faith, which is the generic name given by the Scriptures to the 
childlike reliance and receptivity which characterize the mind when 
the passions are reduced and the spiritual faculties predominate, 
He always treated as the condition of spiritual and miraculous 
power; and He declared that all things are possible to him that 
believetli. The inability of the disciples to work the miracle they 
attempted, He attributed to the want of this faith, and declared the 
necessity for prayer and fasting. 
The dispute as to which of them should be greatest, and the re- 
quest on behalf of two, that they should be permitted to sit on His 
right and left hand, in His kingdom, disclose the activity of the 
social propensities. His reply that he who should humble himself 
as a little child should be the greatest, that whosoever would be 
great among them should be their minister, even as He came, not 
to be ministered unto, but to minister and to give His life a ransom 
for many—shows us the subordination in which all the social facul- 
ties must be kept to the faculty of Brotherly-Kindness, in its proper 
order after Godliness, in the Spiritual Group. 
The condition of inheriting eternal life is to “ love the Lord thy 
God with all thy heart, and with all thy soul, and with all thy 
strength, and with all thy mind, and thy neighbor as thyself.” 
When the rich young ruler who asked what he should do to in- 
herit eternal life, said that he had kept all the commandments from 
his youth up, Christ put the test of the complete subordination of 
the propensities to the spiritual faculties, by calling him to be a 
disciple, bidding him to sell all that he had and give to the poor, 
and take up his cross and follow Him. The young man went 
away sorrowful, for he had great possessions. Upon which Jesus 
said to his disciples: “ How hard it is for them which trust in 
riches to enter into the kingdom of God.” Where a man has great 
Function of the Spiritual Faculties as illustrated in Christ's teachings. Further Illustrations of the same from the Scriptures. Asceticism. 
OF EDUCATION. 
191 
wealth, the disposition to hold and hoard it, and to trust in it, 
comes from the predominance of the intellectual faculty of Ac- 
quisitiveness, and all the restraining faculties led by Secretiveness 
and Cautiousness ; and if the propensities predominate in the mind, 
and are led by these faculties of Cautiousness and Secretiveness, 
with Self-Esteem, the peculiar exercise of the latter gives great 
pertinacity to the worldly spirit. 
The widow whom Christ commended because she cast into the 
treasury two mites, which were all that she had, indicated by that 
act a more complete subordination of the propensities to the spiritual 
life than the rich, who of their abundance cast in much. 
The tests which He describes as those by which human conduct 
is to be judged in the last day, are such as depend on the predomi- 
nance of Godliness and Brotherly-Kindness. Feeding the hungry, 
receiving the stranger, clothing the naked, visiting the sick and the 
prisoner—these acts performed toward the least of our fellow crea- 
tures are accepted by God the judge, as done to Himself. 
The formal observance of religious ceremonies by those who omit 
the weightier matters of the law,—judgment, mercy and faith ; the 
desire of chief seats and public greetings; the laying of burdens 
upon others which one will not himself bear—these are all mani- 
festations of the propensities led by Approbativeness and Self-Es- 
teem, and ruling the mind. 
The disciples who asked Him to call down fire from heaven to re- 
venge the inhospitality of the villagers, the persons “ which trusted 
in themselves that they were righteous and despised others,” the 
money changers and traffickers whom He cast out of the temple— 
all these are instances of hearts ruled by the propensities. 
All the things which He inculcated upon His disciples in His 
last conversation with them before his death, are comprised in the 
predominance of the spiritual faculties. The humility He taught 
by His example in the washing of feet, the new commandment that 
they love one another, the prayer for Peter that his faith fail not, 
the calming of their trouble and fear by appealing to Faith and 
Hope, instructing them to abide in Him and to keep His com- 
mandments—all these consist in the predominant exercise of the 
spiritual group. 
To guard against misapprehension, we should distinctly observe 
that Christ does not teach asceticism. He teaches that the propen- 
sities must be under the spiritual guidance, not that they are to be 
suppressed. He does not teach that the exercise of the propensi- 192 
SCIENTIFIC BASIS 
Proper Office of the Propensities. Self-abasement. 
ties is sinful; on the contrary, he promises their gratification to 
those in whom the spiritual faculties predominate. “ Seek ye first 
the Kingdom, and all these things shall he added unto you.” It is 
the complete and perfect subordination of the propensities and the 
intellect to Faith, that is necessary; and under this subordination, 
both the intellect and the propensities are to be actively exercised, 
and are to find their true and highest gratification. 
Christ, taught, too, that the restraining faculties of the propen- 
sities,—Secretiveness and Cautiousness, duly subordinated to the 
spiritual faculties, should be exercised for proper restraint upon the 
activities of the other propensities: “ Be ye wise as Serpents“ Take 
ye heed, watch and pray;” and “What I say unto you I say unto 
all, Watchand “ Take heed to yourselves lest at any time your 
hearts be overcharged with surfeiting and drunkenness, and the 
cares of this life.” At another time he said to Peter, after he had 
predicted his denial, “ Watch and pray that ye enter not into temp- 
tation ; the spirit indeed is willing but the flesh is weak.” 
To be wise as a serpent and harmless as a dove, the mind must 
possess that watchful prudence which conies from the activity 
among the propensities, of Secretiveness and Cautiousness; but 
while these faculties lead in the lower part of the brain, the spiritual 
group, Godliness preceding all, must predominate over them and 
all the rest; and thus Godliness gives the meekness and harmless- 
ness of the dove, while Secretiveness gives a watchful spirit to the 
mind. Thus it becomes the mind to be lvatchful and meek. 
Self-abasement results from self-examination. Conscious self- 
examination acts with reference to the external and internal expe- 
rience of sensuous life; hence the utter inability of the mind, un- 
aided, to sustain itself in the belief of a future state by reason of 
the diversified changes of all its conditions from the beginning of 
life to its close. 
Self-abasement, uninfluenced by the Holy Ghost, by reason of its 
meek and passive conditions, can only produce a state of utter 
hopelessness, even when aided by all the knowledge attainable by 
the highest intellectual endowments, and all that physical nature 
furnishes in sensuous, material, conscious evidence, together with 
the sentimental dependence which the moral attributes impart. 
Hence, to possess an unfailing support in our present state of ex- 
istence, and one which will bear us safely into that future which 
our consciousness realizes, God’s Holy Spirit must be possessed; 
and this Spirit alone can be the life of the soul. The spirit when OF EDUCATION. 
193 
Principles established by the Holy Scriptures. Dr. Spurzheim’s Classification. 
thus possessed manifests itself phenomenally through the physical 
organization. 
The whole teaching of Scripture sustains and enforces these 
general principles, that mankind are naturally under the predomi- 
nant control of the propensities and the sensuous faculties of the 
intellect, and that this state is the carnal heart, which does not 
knoAV God; that eternal life is to know God, which knowledge 
comes through the predominance of the spiritual faculties, by the 
manifestation of Christ and the instrumentality of the Holy Spirit; 
that there may he a proper activity of special faculties in the pro- 
pensities, giving morality of external conduct in certain respects, 
even where the spiritual faculties are subordinated, hut that such 
morality is, in its nature and origin, of the flesh; and that, to 
bring the soul into its true relation to God, the whole of the pro- 
pensities must he subordinated by the Holy Spirit, the man being 
thus changed, quickened, regenerated. 
14. What other Considerations have Reference to this Point in such 
a General Summary as the above ? 
The third general law which should form a controlling principle 
in education, is manifested in the Meditative and Intuitive spiritual 
faculties. Here we must assume, for a correct understanding of 
this subject, a new nomenclature for the faculties of this region. 
Dr. Spurzheim undertook to give a general classification of the 
faculties, and the general laws governing them. He divided all the 
functions of man which are performed with consciousness into two 
orders, designating them the Affective and Intellectual Faculties. 
The Affective Faculties he subdivided into Propensities, or those 
powers which produce only desires, inclinations, or instincts ; and 
Sentiments, which have something superadded to inclination. The 
Intellectual Faculties, he subdivided into the Perceptive Faculties, 
including the functions of the external senses and voluntary mo- 
tion,—those faculties which make man acquainted with external 
objects and their physical qualities,—and the functions connected 
with the knowledge of relation between objects or their qualities; 
and the Reflective Faculties, which include all those which act on 
other sensations and notions. The following is Dr. Spurzheim’s 
exact classification: 194 
SCIENTIFIC BASIS 
Affective Faculties, or Feelings. Intellectual Faculties. 
AFFECTIVE FACULTIES, OR FEELINGS. 
I. PROPENSITIES. 
* Desire to live. 
1. Destructiveness. 
3. Philoprogenitiveness. 
5. Inhabitiveness. 
7. Secretiveness. 
* Alimentiveness. 
2. Amativeness. 
4. Adhesiveness. 
6. Combativeness. 
8. Acquisitiveness. 
9. Constructiveness. 
II. SENTIMENTS. 
10. Cautiousness. 
12. Self-Esteem. 
14. Reverence. 
16. Conscientiousness. 
18. Marvelousness. 
20. Mirthfnlness. 
11. Approbatiyeness. 
13. Benevolence. 
15. Firmness. 
17. Hope. 
19. Ideality. 
21. Imitation. 
INTELLECTUAL FACULTIES. 
I. PERCEPTIVE. 
22. Individuality. 
24. Size. 
26. Coloring. 
28. Order. 
30. Eventuality. 
32. Tune. 
23. Configuration. 
25. Weight or Resistance, 
27. Locality. 
29. Calculation. 
31. Time. 
33. Language. 
II. REFLECTIVE. 
34. Comparison. 
35. Causality. OF EDUCATION. 
Defects of this Classification. Error as to the nature of the Spiritual Faculties. 
195 
In this classification Dr. Spurzheim has disregarded some of the 
most important phenomenal aspects of the mind, constructing a 
theory from his own peculiar point of view and according to his 
own mental organization; and, although his theory conforms to 
phrenology, abstractly considered, it does not embrace all the facts 
exhibited in the structure and activities of the mind, and in the 
history of the mental life of mankind. A true classification must 
be based upon a consideration of the whole mental organization 
and all the phenomena of mental life. The history of religion 
must be considered, as well as the course of intellectual develop- 
ment; and the spiritual faculties must be examined, not alone by 
the intellect, which can only observe their structural order and 
their phenomenal aspect, but also by the inward consciousness of 
the spiritual faculties themselves, by which their true relations can 
be subjectively realized when influenced and brought into exercise 
by the poAver of the Holy Ghost. 
But Dr. Spurzheim did not properly recognize the new birth, 
which the religion of Christ Jesus has shown to be of more im- 
portance in the development of man even than the natural birth. 
Hence, he was led to form a classification of the faculties by an 
intellectual process—a classification which rested upon and ex- 
pressed his logical apd philosophic idea of their nature and action, 
instead of corresponding truly to the actual grouping under which 
they exist, and which has already been pointed out. He was, in 
some measure, compelled by his own consciousness, to recognize 
and assent to the spiritual laws to which man is subject, and con- 
form his statements to the natural laws of morality; but his clas- 
sification and nomenclature fail to present adequately the great and 
fundamental doctrine of the subordination of the faculties of man 
to the influence of the spiritual group. This defect in his view, 
necessarily, threw the whole subject into the abyss of polemic dis- 
cussion ; for his philosophy violated the consciousness of men,_who, 
not being able to discern the defect, and correct it, could not re- 
ceive the view presented by him as a correct statement of the facts 
of our organization. 
From knowledge acquired through the intellectual faculties alone, 
he was enabled to discriminate between a spiritually-minded and a 
purely intellectual man ; but, as he regarded all spiritual manifes- 
tations as chimerical or visionary, destitute of logical foundation 
or practical demonstration, he asserted, that the world had been 
subjugated by priestcraft, fanaticism, and superstition. Whilst he 196 
Spiritual Faculties not to be understood by the Intellect. Change in Nomenclature. 
SCIENTIFIC BASIS 
was forced to acknowledge the existence of the spiritual faculties, 
which he denominated “ blind sentiments,” attributing to them in 
common with other organs, form, dimensions, location and also 
negative moral powers; yet being destitute of the Spirit’s illuminat- 
ing grace, he was incapable of portraying the reflecting, elevating, 
and restraining influence they exert over their possessor, when en- 
lightened and controlled by the power of the Holy Ghost. He 
gave them a description based upon the processes of the intellec- 
tual faculties merely, and made them the arbitrary test in man’s 
natural fallen state. Though the intellect does take cognizance of 
their structural order and phenomenal aspect; yet no one, without 
the knowledge subjectively given by the teachings of the Holy 
Ghost, can delineate their powers and capacities. Their true rela- 
tions and influences must be experienced and realized before an 
accurate and truthful representation can be given. 
It is of the utmost importance to the success of all educational 
processes, that we have, at the outset, a correct nomenclature—an 
accurate name for each faculty. This, in the present stage of our 
knowledge of the mind, is a task of too much importance and dif- 
ficulty to be treated in a series of brief letters like these. I am 
obliged to leave this task to others, accepting and using, for the 
present, the names suggested by Gall and Spurzheim, for the facul- 
ties of the animal and intellectual groups; arranging them, how- 
ever, under a proper and definite classification in groups. My care 
and attention have more especially been drawn to the faculties of 
the spiritual group, and to the necessity of framing a more expres- 
sive and accurate nomenclature for them, than has heretofore been 
in use among phrenologists. It has seemed to me to be especially 
necessary, before I could begin to make clear the errors of phrenol- 
ogists, in the description they have attempted to give of the group- 
ing of the faculties, that I should give a nomenclature of the 
spiritual faculties expressive of their nature and existence, which 
phrenologists have not understood. Instead of perceiving the fact 
that the faculties exist in three groups, which in their proper 
order and individualized operations arc independent each of the 
other, just as the senses are independent, though their operations 
coalesce with each other, they have treated them by intellectual 
discrimination merely; and thus have been misled, by a mere ob- 
jective philosophy, to follow an arrangement of classes which, 
though substantial, as far as it goes, is yet artificial. 
If Dr. Spurzheim had lived long enough to carry out his ana- OF EDUCATION. 
197 
tomical investigations by pathological proof, and had rightly re- 
garded the history of man in his civilized and christianized state, 
he would have been forced to modify his classification, by recogniz- 
ing the spiritual faculties (which he termed blind), as being the 
proper ones for guidance and direction. Instead of dealing with the 
abstract and artistic relations merely, it is necessary to review the 
history of mankind, and to adopt a proper classification so as to 
present the phenomenal life of the spiritual nature, in accordance 
with that history. It will be acknowledged by all, that history 
shows that the spiritual faculties have had the supreme control. 
The influence of religious opinions and feelings has been perma- 
nent ; all else has been variable and fleeting. Yet this fact has 
never been sufficiently recognized by those who have treated of 
mental science. 
Religion, as now popularly understood, subsists in intellectual oper- 
ations, and is made to depend upon logical deductions. Too often the 
heart, by which we mean the meditative and intuitive functions of 
the spiritual faculties, is not affected or sought to be affected. This 
is the great obstacle to the increase of true vital piety in the world. 
While our colleges and seminaries of learning are thus confined 
largely to teaching religion by the intellect alone, their classes will 
abound in spiritual ignorance and infidelity. Whilst the theory of 
religion, the existence of God, his creative power, and his superin- 
tending control, are recognized and acknowledged chiefly as but 
legitimate deductions of mental operations, the heart remains un- 
affected; and that realizing appreciative feeling of God’s tender 
mercy and loving-kindness, and a corresponding gratitude on the 
part of the creatures of his bounty and the objects of his care may 
never be felt; or if felt, the proper manifestation and expression 
may be suppressed by intellectual dissent from the dogmatic form 
of the deductions. 
Therefore it is of the utmost importance that we individualize 
this group of faculties, and locate each of them accurately, and 
that we correctly understand their relations to one another, and to 
each of the other groups,—the intellectual and animal, and apply 
to them a nomenclature which expresses these facts. I have there- 
fore resorted to the Holy Bible, as the sole guide by which the true 
nomenclature of the spiritual faculties and their proper order are 
made manifest. 
These are sufficient reasons for assuming a nomenclature, such as 
is marked upon the bust; which is framed especially as a Scrip- 
Popular Religion merely Intellectual. Nomenclature for the Spiritual Faculties. 198 
SCIENTIFIC BASIS 
Phrenology founded by Gall and Spurzheim. Phrenologic Observations. 
tural and Christian nomenclature adapted to express the order and 
nature of the spiritual faculties. 
It is to the systems propounded by Gall and Spurzheim, that we 
are indebted for the foundation of phrenology, the one presenting 
the significance of peculiar prominences in the general conforma- 
tion of the whole brain, and the other defining and delineating in 
detail the special organs, without giving the special form sufficient 
significance. In these letters, I have endeavored briefly to delineate 
the grouping of the faculties, and the independent yet associated 
action of the groups, recognizing, too, the influence of the Holy 
Spirit through the spiritual group. I have also attempted to show 
how the brain, as an organ, depends for its quality, and to some 
extent for its activity, from infancy to manhood, upon the constit- 
uent elements of the three vital functions, by which, respectively, 
it receives more warmth, more plasticity or ductility, or more sup- 
port from the substantial physiologic means by which it is sus- 
tained. The reader who is familiar with the points controverted 
between Gall and Spurzheim, will see how far these differences are 
solved by the view presented in my classification. 
Those who commence to make phrenological observations should 
first look at man as a whole, and notice the general form of the 
body, to see how the four temperaments exist in their general 
quantitative relations to each other. This practical instruction, 
after a certain number of observations are made, will enable the 
observer to see readily, in a given person, which functions of the 
system predominate, in respect to quantity and structural order, 
and what the relative influence of the brain, stomach, lungs, and 
liver, is in the organization ; and thus to understand the physio- 
logical conditions to which the mental action is subordinated. 
Each of these functions, it should be remembered, is associated 
with an auxiliary apparatus, constituting a complete system which 
requires to be independently considered. Each of the four leading 
functions, the brain, stomach, lungs, and liver, may work either 
harmoniously or inharmoniously with the associated organs with 
which it is thus connected. To receive the highest development of 
human character, and to attain the end for which man was created, 
it is needful that each of the functions should be in just proportion, 
in size and activity, and have the same influence to the others. 
The brain should be properly related to the organs of special sense, 
so that sensuous life may be acute; the lungs should have the 
glottis, chest, and other parts of the respiratory apparatus with OF EDUCATION. 
199 
which they are associated, sufficiently developed, and structurally 
fitted to inhale the atmosphere necessary for the performance of 
their functions ; the glands and ganglions should be in the right 
proportion, in size, to the stomach, and organs of nutrition, and 
properly expressed in form, giving symmetry to the whole struc- 
ture of the body; and the liver—which has chiefly a chemical 
function, in furnishing a supply of life-giving liquids and gases, ty 
the whole system, and also a characteristic organic force—together 
with its associated ducts, by which it performs its office of elimina- 
tion, must be in due proportion to the other organs. It is to be 
remembered, however, that observation of size alone does not de- 
termine the quantitative action of an organ, but activity must also 
be taken into view, not only with respect to the liver, but with all 
the other organs; and, finally, that it is the brilliancy of expres- 
sion, or halo of the temperamental combination, which manifests 
the existence and power of the spiritual consciousness in its due 
predominance over the lower functions of the mind, the latter ex- 
pressing themselves merely in sensuous life. 
The faculties composing the Spiritual group occupy the top of 
the head, and their place is designated on the bust by the words, 
“ Region of the Spiritual Faculties, Meditative and Intuitive.” 
The Meditative Faculties, Steadfastness and Righteousness, are 
those which by inward conscious feeling of the right, make sentient 
the facts and truths already received into the spiritual conscious- 
ness. They have a staid, natural restraining influence and charac- 
ter in the spiritual group. If they predominate in this group, 
j udgments will be given under restraint; and if Godliness precedes 
their action, their influence will be prevenient, though only called 
out by necessity when influenced by the power of the Holy Ghost. 
These faculties give Wisdom as distinguished from Knowledge. 
A moral consciousness resident in these faculties is the mental con- 
dition which possesses the highest powers and phenomena of human 
life in the natural state. These faculties of the brain form the 
highest registering organism, giving on the one hand, a knowledge 
of Deity as shown in outward manifestations by the faculty of God- 
liness, and on the other, the mental personality of the individual, 
by means of the faculty of Self-Esteem and the intellectual faculties. 
The intuitive faculties are Brotherly-Kindness, Aptitude, Spirit- 
ual Insight, and Hope. These are the faculties which receive truths 
through spiritual impartation, by mediate transmission from out- 
ward objects and phenomenal aspects, manifesting themselves to 
Harmonious Action of the Different Organs. The Spiritual Faculties. 200 
SCIENTIFIC BASIS 
the subject. When influenced and directed by the mere moral pre- 
dominance of the organs of Godliness over the meditative faculties, 
Steadfastness and Righteousness, they give the capacity for inven- 
tion, painting, music, oratory, and the broader artistic powers of 
architecture and sculpture,—all the poetic and literary gifts and 
graces which pervade civilization; in a word, the mental form of 
genius. 
This knowledge of the mind affords the essential means of solv- 
ing those problems which have so long tasked the intuitive and 
meditative mind. The existence of evil, the sad and self-propaga- 
ting disorders of human society, the inefficiency of external and 
social measures of reform, the historic tendency of national insti- 
tutions to decline and fall, the fleeting nature of the civilizations of 
the past, and above all, the inefficiency of Christianity as now un- 
derstood and received. 
To know only these great characteristic facts concerning the 
race fills the mind with portents of its uncertain fate. 
To understand these evils by a true analysis of the mind points 
out at once their causes, and the divine given Power which is to be 
their cure. 
Not the least consideration, prompting my labors in this direc- 
tion, has been the hope, that my researches may stimulate others to 
investigate the great laws which regulate and control mental and 
physical life, and that their investigations may result in the rapid 
advancement and universal acceptance of sciences second to none 
in importance. 
The diversity of mental manifestation leads us to conclude that 
every fibre entering into the composition of each distinctive con- 
volution of the brain possesses a special operation. When the mind 
is more thoroughly illuminated, and its capacities sufficiently en- 
larged for more comprehensive and searching investigations, start- 
ling discoveries both of organs and functions—the existence of 
which is now merely conjectural—will reward the searcher after 
truth. New and striking interest marks every progressive step. 
Especially to the Christian Philosopher is the field inviting; for, 
in proportion as these great laws are more thoroughly understood 
and practically applied, will the spiritual not less than the tem- 
poral interests of mankind be promoted. 
Respectfully yours, 
1 JOHN HECKER. 
Necessity for a more thorough Knowledge of the Mind. APPENDIX. 
THE WILL. 
As there are voluntary actions which take place without con- 
sciousness, there is also sensation without consciousness. If we use 
the word, therefore, in the broadest sense, to include the cause of 
all voluntary actions, whether conscious or unconscious, and with- 
out reference to the distinction between these two classes of voli- 
tions, we should characterize the Will as the function of the motor 
tract in the ganglia at the base of the brain. But in the more 
common signification, and the one more appropriate for our pur- 
pose, it connotes the Consciousness which takes place in the case 
of volitions which are preceded by and dependent on cerebral 
activity. 
Metaphysicians, not considering the physiologic conditions of 
mental life, have not been able to agree upon a definition of the 
Will, some asserting that it is nothing more than desire, or as 
some have more exactly expressed it, the desire which is strongest 
at the time, thus describing only its mental character; while 
others have asserted that it is a distinct power or energy, not to be 
confounded with desire, thus describing only the physiologic ele- 
ment by contradistinguishing it from the mental. 202 
APPENDIX. 
Physiology enables us to define the Will more accurately as the 
cerebral determination of the motor tract. Any activity of the 
faculties controlling or attempting to control the bodily organism 
is an act of the Will. 
In its mental aspect the Will has been well described as “ the 
central point of the Consciousness.” The mental quality of any 
volition depends upon the combination of faculties which unite in 
the act, and the peculiar character of those which are strongest in 
the combination. 
When thus analyzed and organically explained, the Will gives 
the true constituent elements of the mental activity. 
The Will of any person, as distinguished from volitions, is the 
continuous phase of the successive conscious volitions. It is cen- 
tralized in and depends upon the habitual combination of his most 
active faculties. 
Every act of conscious volition involves some expression of the 
three-fold phase of the mind, as I have before described it; force 
by the propensities, knowledge by the intellect, and either a dom- 
inant control, or a servient moral influence, by the spiritual nature. 
Thus if the faculties at the base of the brain are large and ac- 
tive, the AVill is characteristically sensuous. If the base of the 
brain is more contracted than the ranges of upper faculties, the 
AVill is characteristically qualified by a stronger infusion of moral 
and esthetic qualities. If the faculties of Self-Esteem and Stead- 
fastness are large and active, the AVill is characterized by a strong 
personality and inflexibility. 
But since the activity of the faculties depends, not only on 
organic and temperamental conditions, but also on external in- 
fluences, the mental quality of the volitions depends in part upon 
the circumstances in which the person is placed. At a time when 
the Will is centralized in Acquisitiveness and Secretiveness, for in- 
stance, the approach of a friend may modify the Will, by the in- 
fusion of a larger influence of Approbativeness, into the composite 
action of the faculties, or may even supersede the predominance of 
the first named faculties, and cause the Will to be immediately 
.centralized In Adhesiveness and other social feelings. At the next APPENDIX . 
203 
moment, the appearance of a person in distress may modify the 
Will by exciting Benevolence (Brotherly-Kindness) to predomi- 
nant action, giving a very different volition; and next the ap- 
proach of danger may intervene and the Will be instantly central- 
ized in Cautiousness or Fear. 
In this manner the mental phase of the Will varies constantly, 
the two conditions which determine the result being the organiza- 
tion of the individual and the surrounding external influences, 
either spiritual, or physical, or both. 
The perverseness of the Will consists in its dependence on phys- 
ical instead of spiritual conditions. 
In the fallen state of man the external influences to which he 
yields himself are the physical and sensuous conditions. When the 
higher consciousness is subordinately exercised and the mind con- 
sequently is morally disposed, the higher moral and esthetic quali- 
ties lead to abstraction in the special consciousness of the individ- 
ual, onhr in connection with those mentally disposed like himself. 
When man is born again, and the soul is awakened by the Holy 
Ghost, then only can the Will be centralized in God, this being the 
condition by which the truth is manifested in several persons, com- 
bined in the unity of the Spirit. 
The perceptive observation of the organization of a person will 
inform us of the organic predispositions or habitudes of his mind 
in respect to the predominance of either of the groups; and the 
phase of the temperament will inform us what is the sensibility to 
external physical influences, and what modifications of mental ac- 
tion the bodily system tends to produce. But all these perceptive 
facts of physical manifestation are seen to be superficial, when we 
regard the interior spiritual conditions of the Truth. To discern 
human character is a special gift of God, by the indwelling of the 
Holy Spirit, making the whole soul the instrument of His influence. 
But God alone can foreknow human conduct because He alone, 
in whom all things move and have their being, foreknows the in- 
fluential forces He has ordained. 
From these facts respecting the physical conditions upon which 
the character of the Will depends, some persons ignoring the 204 
APPENDIX. 
Spiritual power of God, have inferred a doctrine of necessity or 
fatalism, holding that man is purely the creature of circumstances, 
and hence denying moral responsibility. 
And so indeed he would he if he were merely the creature that 
he is represented to he by those physiologists and phrenologists 
who have investigated the physical laws of his being, ignoring the 
spiritual laws which I have discussed. When his life is that of 
mere physical organization, he acknowledges merely a sentimental 
responsibility. It is only when the Holy Ghost is shed abroad in 
his heart that he is made consciously responsible to God. When 
his heart is exercised by the indwelling of the Holy Spirit mani- 
fested through the spiritual faculties, he abnegates self, and looks 
to that Spirit for all he has to will and to do, in accordance with 
his spiritual and moral attributes. 
In truth, although a knowledge of the mind enables us to trace 
to their predetermined causes a much larger class of mental phe- 
nomena, including those of the Will, than self-consciousness sub- 
jectively exercised would lead us to believe were so caused, yet the 
limited sphere in which the Will is free imposes a most cogent per- 
sonal responsibility. The supposed tendency of scientific physiology 
to supersede the doctrine of moral responsibility results from its 
not being believed that there is a Divine Power vouchsafed to the 
aid of Man’s spiritual nature. The organization and physical sur- 
roundings of every man are such, that at times his propensities are 
quiescent or passive, and the higher faculties for the time not 
wholly obscured by passions. This state is the condition of moral 
responsibility in its lowest degree. The full measure of moral 
responsibility is brought upon us by Christ and His sacrifice. 
Without dwelling on this point, it must suffice merely to say that 
this responsibility is single, individual, personal; and that it is 
direct and immediate to God himself without intervention of priest 
or church. APPENDIX. 
205 
CONSCIOUSNESS. 
The term “ Sensation/’ in the physiological sense, which is the 
most appropriate, signifies a nervous phenomenon. “ Conscious- 
ness” denotes a mental phenomenon. To a considerable degree, 
Consciousness depends upon Sensation. But, as was explained in 
a previous letter, in which the physiological facts were traced in 
detail, Sensation may take place without inducing Consciousness. 
Metaphysicians defining Consciousness have regarded it as that 
state in which any faculty is exercised; but they are not agreed as 
to what is a faculty, each presenting his theoretic analysis, without 
reference to the physical organization of the brain, by which alone 
we can individualize and define a faculty. Those affections which 
they name faculties,—Memory, Judgment, Hope, and the like, are, 
in truth, the activity of several faculties; so that it would be more 
correct to say that Consciousness is, commonly, if not always, the 
state in which two or more faculties are active. 
There has been a difference of opinion, however, as to whether 
Consciousness is not itself a distinct faculty. In truth, when the 
mind reflects upon its own Consciousness, examining mental phe- 
nomena, the analytic faculties of the intellect are exercised in the 
act, especially Individuality, or Eventuality and Time, or Causality 
and Comparison. It is from this introspective use of the intel- 
lectual faculties in examining the facts of Consciousness, that some 
persons have been led to regard Consciousness itself as an intel- 
lectual faculty. 
Phrenology solves for us the controversies of metaphysics as to 
the principles to be deduced from the facts of Consciousness, by 
showing that the character of Consciousness, in any case, depends 
on the character of the leading faculties which are concerned in 
the mental processes in question. 
Hence, notwithstanding it should be admitted that the testimony 
of Consciousness in respect to the mind is uniformly true, yet the 
phenomena thus ascertained will necessarily differ in different 206 
APPENDIX. 
minds, according to tlie faculties which are most active in the men- 
tal process, and in which the Consciousness of the individual may 
therefore be said to be centralized. 
The Consciousness which is possessed by the mind in the natural, 
fallen state of man is that which is awakened by sensation, directly 
or indirectly. It is not in the power of Sensation, which is phys- 
ical in its origin and nature, to awaken the whole mind to its full 
Consciousness. It can only awaken fully those faculties that are 
dependent on it—namely, the propensities and the intellect; and 
it influences the moral faculties, only indirectly by the sympathetic 
action of the propensities and intellect upon them, through their 
organic relations with each other, according to juxtaposition and 
predominance in size. Under this indirect influence, the moral 
faculties are not actively predominant, but may rather he said to 
lend their tone to the faculties of the other groups. They are only 
blind sentiments; and if Consciousness can he said to exist in 
them, it is not continuous, positive, and dominant, but occasional,, 
passiye, and servient. 
The full power of Consciousness, that is, the Consciousness of 
the whole mind, is only possessed when the soul is awakened by 
the Holy Spirit. It is the nature of the spiritual faculties, to 
respond, not to Sensation, hut to spiritual influence. God gives 
his Holy Spirit to quicken that which, by an apt figure, is said to 
he dead by nature. These faculties would always respond to this 
Divine influence were it not that, by indulgence of the propensi- 
ties, the mind is engrossed in the faculties which are connected 
with Sensation. The Consciousness which is awakened by Sensa- 
tion is spoken of in Scripture as the natural heart,—the carnal mind, 
—the flesh. The Consciousness which is awakened by the Holy Spirit 
is designated the spiritual mind, the wisdom,—that is from above. 
The higher Consciousness that is thus possessed is superior to that 
degree or phase of Consciousness which is awakened by Sensation. It 
includes thelatterphase, and can even control and suspend Sensation. 
When our Consciousness is habitually centralized in these supe- 
rior faculties by dependence on the Spirit of God. then consciously, 
"in Him we live and move and have our being.” APPENDIX. 
207 
In the early period of life, and to a great degree throughout life, 
except in the case of persons of exclusively intellectual pursuits, 
.or of strong Christian experience, Consciousness is centralized in 
the propensities. 
Consciousness, when thus centralized in the passions, is active, 
forceful, and commanding. One is not often uncertain as to the 
facts of Consciousness in the propensities. These faculties are 
imperative; and if the mind examines its Consciousness in their 
.exercise, the sense of liking or disliking is clear. 
Consciousness in the intellectual faculties is analytic and syn- 
thetic. In the adult life of educated persons, the intellect and the 
propensities act so much together, that the Consciousness is com- 
monly centralized in a combination of faculties, part of which is 
in each group. When the Consciousness is centralized exclusively 
in the higher intellectual faculties, a comparative suspension of 
activity in the propensities is necessary for the time'being. In 
proportion as the most active intellectual faculties are higher in 
range, this power of abstraction increases; and hence the person 
may become for the time unmindful of bodily desires or incon- 
veniences. 
Consciousness in the moral faculties, in the natural, fallen state 
•of man, is dormant and passive, not commanding. It is, as Dr. 
Spurzheim described these faculties, a blind sentiment. Even in 
the minds of persons trained under the influence of Christianity, 
and in whom the disposition of the other faculties is modified by 
the infusion of something of the tone of these, the only Conscious- 
ness which these faculties possess is still of this uncertain charac- 
ter, often persuasive, but not paramount or controlling, and com- 
monly so vague and indeterminate, that in self-examination the 
mind is at a loss to know whether it possesses any spiritual con- 
sciousness or not. 
This is a very common phase even of Christian experience. A 
knowledge of the mind will point the Christian to the physical 
and objective forms of the conditions which the Scriptures describe 
in spiritual language, as the basis of attaining this higher Con- 
sciousness. When the spiritual faculties are fully awakened, and 208 
APPENDIX. 
by watchfulness and prayer the propensities are held under due 
restraint, so that the predominance of the spiritual faculties may 
be continuous, there is no longer vagueness or uncertainty in the 
Consciousness ; but it is manifested, according to its own nature and 
by the witness of the Holy Spirit, as clearly and unmistakably as 
is Consciousness when centralized in the propensities. 
The complete Consciousness possessed by the soul, which has 
submitted itself to the grace of God, cannot be described and 
illustrated more aptly for my purpose than it is in the deline- 
ation given by Saint Paul in his Epistles, particularly the eighth 
chapter of Romans and the second chapter of Galatians, and in 
external manifestation in his own conversion and subsequent ex- 
ample. 
We cannot, however, expect that Christians will attain the de- 
gree of the spiritual Consciousness which he describes, while they 
neglect to unite in the spirit and order which Christ ordained, and 
combine their gifts as members of one body, in that union, as St. 
Paul has explained in detail. 
Many theological teachers have confused themselves, and in- 
directly negatived the doctrine of the Holy Spirit, by confounding 
the processes of intellection with the powers given by His influence. 
The spiritual powers come from another source and for another 
object than those of the intellect; and perceptive facts are not re- 
vealed by the Spirit, though He gives the power to know and use 
them. 
Neither intellectual methods of preaching, nor appeals to the 
social or personal affections, can directly influence the heart toward 
God. The important function of these methods is incidental and 
preparatory, to modify and disarm the opposition of the propensi- 
ties and intellect; and they can only prepare the way in the mind 
of the hearer. The utterance of spiritual truth, in the demonstra- 
tion of the Spirit and with power, is given only when the con- 
sciousness of the preacher is centralized in the spiritual faculties, 
and his utterance is guided by the Holy Ghost. 
In this analysis of the mind, and in examining the Scriptures 
with regard to it, we see too the error of those who have assumed APPENDIX. 
209 
that the Holy Spirit inspires the exercise of intellectual or passional 
powers. The wisdom which He gives through the spiritual facul- 
ties is not the analytic or synthetic knowledge of the intellect, 
though it uses this; nor are the atfections which he gives the pas- 
sional and sensuous disposition of the propensities, though these 
also arc enlisted in this service. The influence which He gives is 
primarily, and in its own nature, purely spiritual, making Humility, 
Good Will, Judgment, and the other intuitive and meditative qual- 
ities the predominant leading phases of the character, by the con- 
scious indwelling realization of the Spirit of God. 
This is what the delineations of Scripture teach, describing the 
Spirit as enabling its subjects to worship and to love, to wait and 
to hope, to foreshadow the future and to interpret the obscure, to 
learn the truth and sell it not, to be pure, to discern, and to judge; 
and by these powers fitting them to command and lead, not in 
pride but in humility. 
In a state of barbarism, the Consciousness is ordinarily central- 
ized in the sensuous faculties at the base of the brain, and chiefly 
in the propensities ; or. in other words, this is the part of the brain 
which is habitually exercised, while all the rest is comparatively 
passive, subject to the predominance of this lower range. 
In civilization without a pure Christianity, the Consciousness 
ordinarily resides chiefly in the propensities and intellect, with 
such modifying influence as the blind sentiments of morality may 
give. 
The forms of organization are more various under the influence 
of civilization, than in barbarism, and, hence, the resulting mani- 
festations of character are more diversified, but still the same gen- 
eral limit of the Consciousness is observable. 
Consciousness in the higher propensities and intellectual facul- 
ties gives a worldly judgment and aptitude in the acquisition of 
wealth, the gratification of pride, the pursuits of ambition, the ad- 
ministration of jurisprudence, and in the exercise of the artistic 
and philosophic faculties, Ideality, Causality, and Comparison. 
This characterizes the leading elements in the present state of 
American society. 210 
APPENDIX. 
SOCIAL OKGANIZATION". 
In what has been said, in the foregoing letters, I have delineated 
the mental analysis of spiritual life, so far as it can be examined in 
the individual alone, and in the aspects of the relative proportional 
development and activity of the faculties of the individual; hut, as 
we have seen in one of these letters, the activity of the faculties, 
especially of those in the Spiritual Group, is very largely sympa- 
thetic, dependent on the activity of other minds brought within 
mutual influence. The nature and extent of this susceptibility is 
one of the most obscure subjects in mental philosophy, as at present 
usually taught; but the true science of the mind will disclose it to 
us by elucidating the conditions on which it depends. 
The forms under which men are organized in society are, now, to 
a great extent, controlled by minor considerations resting in per- 
ceptive facts, and even what may be relatively called accidental 
circumstances. 
In the first place, there is a certain relation between the mental 
organization of man as an individual, and the social organization 
in which he should stand. The essentially different order of the 
faculties in man and in woman, especially in the faculties of the 
Social and Animal Group, marks the fact that neither is complete, 
as it were, without the other, and that the first step in social or- 
ganization is, as indicated by the first act of the Creator towards 
man, in this respect,—the giving him a help-meet. Husband and 
wife, united, find, as far as individual and domestic life is concerned, 
the complement of their own characteristic nature supplied more 
or less appropriately each in the other, and in the other alone. 
The irregularities practised by men in this respect, since the 
creation of the race, mark the grossness of the passions, if they 
predominate and rule the whole mind. 
In the family, the opportunities for the development of the 
children and the characteristic results of their development are 
very largely affected by the number of the children. If there be APPENDIX. 
211 
but one or even two children in the family there is great tendency 
to special and unequal development, especially if they are both of 
one sex. The faculties in the isolated child, which are originally 
predominant by hereditary causes, will be continually exercised 
beyond their due proportion, and the deficient faculties neglected, 
so that every thing tends to increase that which is large enough or 
too large, and diminish that which needs growth, and thus the 
angularity of the peculiar character is increased. A spoiled child 
is one in whom the passions are not regulated, within the child, by 
contact with others. 
If, on the other hand, the family is very large, the necessary de- 
mands of the children divide the attention of the parents, and, if 
too large, will transcend the measure of attention which the men- 
tal organization of the parents is capable of maintaining; and 
hence it will usually be found that, in a family of more than ten 
children, some will be neglected. 
When men organize in society at large, the forms vary with the 
objects to be subserved. In general it may be said that the existing 
■communities are mere aggregations of individuals, in forms which 
depend, in part, upon mental and temperamental affinities, but are 
rarely, if ever, based upon the true principles which a knowledge 
of mental organization establishes. 
The basis of Political Governments is in the necessity of the 
communities in which they exist, and it will continue as long as 
the propensities of men predominate. When the spiritual faculties 
predominate among men, then will be manifest the Kingdom of God. 
THE CHUKCH. 
When our Lord established His Church on earth, He chose 
around Him twelve men as an organization for the accomplishment 
of His divine purpose, thereby intimating that this number should 
be the standard for all future associations whose object was spiritual 212 
APPENDIX. 
edification. In the union of such a number, special inequalities 
of individual development, whether excessive or defective, would 
he harmonized. 
The seven faculties of the Spiritual group, with Godliness as the 
centre, and Brotherly-Kindness, Steadfastness and Kighteousness 
in their proper order, with Hopefulness, Spiritual Insight and Ap- 
titude, are self-adjusting and compensatory. The gifts of the 
various faculties are distributed as the particular excess or deficiency 
requires, thereby producing the harmonious and effective action of 
the whole. 
The propensities are essentially selfish in their nature, and the 
intellect is centralized in, and mindful of, individual advancement 
and personal interest only; hence, any inequalities in their devel- 
opment will exhibit harsh and discordant manifestations, which 
they possess no inherent power to pacify or abate. On the other 
hand, in the awakened spiritual faculties originate all the Christian 
graces which Christ Himself manifested. They are wholly unsel- 
fish and conciliatory, reflecting the divine essence, and manifesting, 
primarily, supreme love to God, and next, a warm sympathizing 
interest in the welfare of humanity. 
But, in addition to the example set by our Lord, the facts of 
mental organization and expei'ience would indicate that a number 
should be chosen, sufficiently large to be efficient and forcible, and 
the number of the spiritual faculties should be our guide in the 
formation of such a body. The discernment which the Holy Spirit 
gives for direction, and spiritual sympathy being absolutely essen- 
tial for the harmonious and effective accomplishment of the object, 
a number should be discerned and chosen, in which the unity, 
power, and efficiency of the Church will be obtained. 
Upon this point there are certain conditions of external facts in 
reference to the sympathetic activity of the spiritual 
which must be considered, as well as the subjective and individual 
conditions. 
God’s chosen people of old, the Jews, were raised up as a nation, 
consisting of twelve tribes, and governed in their tribes, families, 
and households, by Himself, through the law given by Him, and APPENDIX. 
213 
administered by men inspired and guided by the Holy Ghost. This 
theocracy had its systematic organization, and the law which God 
gave through Moses was adapted to such an administration. 
The people, hoAvever, rejecting God, asked for a king; and 
although they were warned that a king would make the people 
tributary to himself, and would compel them to serve him, they 
persisted in their desire and obtained a monarchical government. 
The evils which Samuel predicted folloAved this departure from 
the theocratic government. From this time the prophecies of the 
coming of Christ are to a great extent, characterized by presenting 
Him as their King, and by the promise of a restoration of the 
people, and that the kingdoms of the Avorld should become His 
kingdom. When He came, He declared that He came not to de- 
stroy, but to fulfil the law. He required to be baptized, He took 
part in the sendee of the synagogues. The cures Avhich He per- 
formed, and which He declared depended upon the po'Aver of God 
manifested in Him, and upon the faith of the subject to receive the 
sympathetic influence, are consistent Avith what Ave knoAV of the 
laws of the mind and the power of the spiritual faculties over the 
bodily conditions. After gathering about Him a number of dis- 
ciples, He called them unto Him, and of them chose tAvelve, and 
ordained them that they should be with Him, and that He might 
send them forth to preach, and to have poAver to heal sicknesses, 
and to cast out devils. These twelve, selected from among all His 
followers, Avere His household. He taught that His kingdom Avas 
not of this Avorld, but Avas spiritual. He forbade them to exercise 
authority as the kings of the Gentiles, or to call any one master 
except Christ. Thus our Lord Himself re-inaugurated a demo- 
cratic theocracy. 
This organization continued until after the resurrection and as- 
cension of Christ. He taught them that He should found His 
Church upon the revelation of the Truth in the Heart of man, by 
God Himself; and to this end He promised them the Holy Ghost 
who should guide them, His Church, into all Truth; and He de- 
clared, when He Avas about to leave them, that He sent them into 
the world as the Father had sent Him into it; that it was neces- 214 
APPENDIX. 
sary that He should go away, thus removing the objective and 
physical presence of the personal manifestation of God, that they 
might receive the Holy Spirit in their hearts. And in reference to 
the miracles that He had done, He said: “ He that believeth on 
Me, the works that I do shall he do also; and greater works than 
these shall he do; because I go unto My Father.” 
He left the Apostles to wait for the Holy Spirit. After His 
resurrection, and before He ascended into Heaven, He appeared 
repeatedly to the eleven when they were by themselves, and He 
breathed upon them that they might receive the Holy Ghost, and 
gave them power to remit sins, and finally commissioned them to 
“ teach all nations and preach the Gospel to every creature, bap- 
tizing them in the name of the Father, and of the Son, and of the 
Holy Ghost, teaching them to observe all things whatsoever I have 
commanded you, * * * and these signs shall follow them that be- 
lieve ; in my name shall they cast out devils; they shall speak with 
new tongues; they shall take up serpents; and if they drink any 
deadly thing it shall not hurt them; they shall lay hands on the 
sick, and they shall recover; and lo, I am with you alway, even 
unto the end of the world.” 
But the Apostles, without authority, and without waiting for 
the gift of the Holy Spirit, resorted to lot to choose one to supply 
the place left vacant by Judas. They should have waited for the 
direction of the Holy Spirit, who Christ promised should come; 
and by His power overshadowing them, as it afterward did, they 
wrould have been guided. But Peter, who was their chief, acted 
prematurely, being anxious no doubt to keep the number of the 
household of the Apostolic body full, through which Christ indi- 
vidually promised they should have greater power than He per- 
sonally exerted when upon earth. Instead of thus resorting to 
chance, they ought, through Godliness and the other Spiritual 
faculties, and the special function of Spiritual Insight, guided by 
the Holy Spirit, to have discerned and tried the spirits of men 
whether they were of God. 
Since that time, the organization, in the order in which Christ 
established it and left it, and directed its continuance through the APPENDIX. 
215 
predominance of the Spiritual gifts, has not been maintained; and 
lienee the powers which He promised that the Apostles as a house- 
hold, and those which should believe through them, should possess, 
have ceased. The cessation of these gifts which are the fruits of 
the Spiritual power in their true order, is the objective proof that 
there has been a departure from that order, according to the test 
which Christ proclaimed—“ by their fruits ye shall know them.” 
W e see, in the present state of society, that the Church, instead 
of manifesting the essential characteristic of religion, that is a 
binding together, a tie of men to each other as well as to God; and 
instead of possessing the powers of the spirit of unity, which He 
declared it should have, manifests separations and hostilities in the 
body of Christ, believers being divided into unsympathetic and 
rival orders, not having unity in the same spirit. Moreover in no 
one of them is there the organization or the spirit which Christ 
established and gave to His Church, and said His household should 
possess, as the characteristic of the body. He established a house- 
hold of twelve, having all things in common, and ordained that 
the chiefest should be servant of all. The existing churches are 
organized without reference to these conditions of numbers, sub- 
sistence, and spiritual precedence. Those churches which dispute 
with each other the claim to have, by Apostolic succession, the 
right to teach, although practising ceremonial symbols of humility 
and mutual service, are actually organized on principles of lord- 
ship, authority, and preferment in temporal things. And those 
who disclaim the idea of any legitimate and orderly succession of 
the authority to teach, seem to maintain, to a greater or less de- 
gree, methods of organization which, in the same way, make the 
chiefest among them such as exercise authority over them, as Christ 
said His disciples should not do. 
If, therefore, it be asked, what is the proper organization of the 
Church, and how shall it be established, the answer which we draw 
from the organic nature of the mind and the teaching of the 
Scripture is, that in order to possess the powers which Christ au- 
thorized His Church to exercise, His disciples should be united in 
households of twelve, in the internal subjective unity of the spirit; 216 
APPENDIX. 
and that, thus united, they should receive the external objective 
authority to teach, which should properly be derived through the 
most legitimate order of succession from the Apostles whom He 
commissioned. 
To constitute the apostolic order as Christ ordained it, there 
must be—1. In the individual, the predominance of the Spiritual 
group of faculties, awakened by the Holy Ghost; 2. The organiza- 
tion of such individuals, chosen out from among men, to consti- 
tute the initiatory order of the true, practical, efficient, household 
of faith. (Organic predominance of the Spiritual faculties scien- 
tifically directs to this choice.) 3. The authority to teach, derived 
by such a household, by the most legitimate succession through 
some of the Orthodox Catholic Churches. This authority is not 
an incidental matter of propriety, but is the condition upon which 
the fulness of God’s power is promised. 
Where, then, shall this authority be found? We must go back 
to the source of our title, if we would gain the authority and pos- 
sess the power. This is an historical question. Which existing 
organization has, as an external objective fact, the clear antecedent ? 
If it be the Greek Church, we must seek the authority there; if 
the Romish Church, we must seek it there ; if the Church of Eng- 
land and its succession in the United States, we must seek it there; 
if any other order we must seek it among them. But wherever 
the clear chain of succession is, from thence the ordination of a 
household of twelve must be sought; and when the objective law 
is thus complied with, the manifestations of the spirit will be with 
power, as Christ declared they should be. His disciples will do 
greater works even than He did, and the promises of Scripture as 
to the evangelization of the world will rapidly progress towards 
their fulfilment. 
However numerous these households might be, all their members 
would, necessarily, be of one mind, by the direction of the Holy 
Ghost, but with those diversities of gifts which arise from different 
mental organizations. It is on this individual diversity that de- 
pend the necessity and the beneficence of the peculiar unified 
organization which Christ founded. In such an organization the APPENDIX. 
217 
peculiar combination of faculties in the Spiritual group which 
might characterize each individual member would prove a special, 
spiritual gift, abounding in him for the edification, or strengthen- 
ing of all the other members of the organization. The individual 
idiosyncrasies, too, which result from peculiar and special develop- 
ment in the Intellectual Group or the Social Propensities, and from 
peculiar temperamental conditions, would be harmonized. As 
society is now animated, the men who are deficient in the restrain- 
ing faculties, are as a necessary consequence more or less dependent 
on the guidance and control of the selfish purposes of others, who 
are stronger in this respect. In the true order, those who now 
seem never to find their place, would come at once into perfect re- 
lations. Each member would suffer and would rejoice in the ex- 
perience of his fellows; and the whole household would be, as the 
Apostle described it, one body of which Christ is the Head. 
CONVERSION'. 
From what has been said above, it is apparent, first:—That the 
divinely intended character and life of man are attained in the in- 
dividual, when he possesses, under suitable temperamental charac- 
teristics, the orderly development of the faculties of the brain, in 
their three classes or groups, among which, the Spiritual Group,— 
which is composed of the seven-fold spiritual gifts of Godliness, 
Brotherly-Kindness, Steadfastness, Righteousness, Hopefulness, 
Spiritual Insight, and Aptitude, under the influence of the Holy 
Spirit, must have predominance over the Propensities, Social and 
Animal, and over the Intellect; and, second:—That in social or- 
ganization, the power and fulness of this life are to be attained, 
when individuals possessing this disposition are united, in Brotherly 
love, in the organization which Christ formed, and which is the 
condition upon which He promised the spiritual gifts to men. In 
this order of mental disposition, and to the extent of this social 
organization, men will be one with God, and one with each other. 218 
APPENDIX. 
We find, however, that in the actual state of man at large the 
predominance of the propensities is the characteristic of his organ- 
ization and life. This is shown, in history, in the life of nations, 
in the present phenomena of social and national life, in the objec- 
tive, demonstrable facts of his physical organization, and in the 
inward and subjective consciousness of the individual, when that 
is regulated by Godliness, together with Steadfastness and Right- 
eousness, the Meditative Faculties of the Spiritual Group. 
A scientific analysis of mental operations, according to the ob- 
jective, physical facts Ave have been considering, sIioavs, that, in the 
state in Avhich men naturally are, the propensities rule them, and 
the intellect serves the propensities; and that the Moral or Spiritual 
Faculties are, as observers of the mind have described them, blind 
sentiments, unable to control. Instead of being ruled by Godliness, 
Brotherly-Kindness, Steadfastness, Righteousness, Hopefulness, 
Spiritual Insight, and Aptitude, and fulfilling the Divine laAV with 
all the strength in physical life that the due development of the 
propensities gives, men are ruled by Alimentiveness, Amativeness, 
Destructiveness, Philoprogenitiveness, Inhabitiveness, Adhesive- 
ness, Combativeness, Self-Esteem, Secretiveness, Approbativeness, 
Cautiousness and the Desire to live, with only such incidental 
modifying influence as the blind moral sentiments of Reverence, 
Benevolence, Firmness, Conscientiousness, Hope, Marvelousness, 
and Imitation may give. 
This state of facts corresponds, as Ave have seen, to the delinea- 
tion which the Scripture presents of man’s nature. Revelation 
teaches us that man Avas created in the image of God, and at first 
existed in harmony Avith Him, enjoying the Dmne presence; but 
that in the exercise of choice betAveen good and eAril, his propensi- 
ties, which are directly influenced by the external Avorld, took the 
lead in the mind, subverting the predominance of the Spiritual 
Faculties, and thereby rejecting the influence of God, the Holy 
Spirit, Avho moves the soul to consciousness in those faculties. 
Thus Avas given to the Avhole mind and life, that gross, earthly, 
sensual, selfish character Avhich is manifested by the predominance 
of activity in the propensities. APPENDIX. 
219 
Hence the race, instead of being able to live in peace and good 
will, under Spiritual guidance, have to be held in check as well as 
may be, by the propensities of each other, regulated, to a greater or 
less degree in different communities, by those social laws which are 
but the expression of the propensities of the community. Hitherto, 
these laws are only in part, and indirectly, infused with the spii'it 
of Christianity, by God’s good will. 
The physical facts of man’s organization indicate the connection 
between this perversion of nature, in which the propensities are 
predominant, and the Death which is come upon the world. 
Men in this natural state are characterized by selfishness and the 
passions. This selfish and passional nature is not always gross or 
offensive to men themselves. On the contrary, the Social Propen- 
sities manifest many qualities which tend to true happiness ; and 
this is the function and effect of all of them, when they have their 
due relative order and proper direction. But when they are pre- 
dominant, the man is under the immediate and controlling in- 
fluence of things about him. Earthly desires, the sensuous knowl- 
edge sought to be procured through the intellect when it is ruled 
by the propensities, the evil influences which work in and with the 
propensities,—these lead the Soul. This is “the carnal heart.” 
This mental disposition, whatever may be its amenities and social 
graces “ is enmity against God.” The full and characteristic mani- 
festation of the intellect, when it is thus made the servant of the 
propensities, is what the Apostle characterized as the wisdom 
which is earthly, sensual, [or natural] devilish.” When the Spirit- 
ual Faculties become predominant, the heart is changed, for through 
them is given by the Holy Spirit, “ the wisdom that is from above,” 
which is “ first pure, then peaceable, gentle, and easy to be en- 
treated, full of mercy and good fruits, without partiality, and with- 
out hypocrisy.” 
To the phrenologic observer who understands the true nature of 
the Spiritual Faculties, this general, corrupt, depraved state of 
proclivity to evil is just as apparent to the eye, in the general pre- 
dominance among men of the organs of the propensities and the 
sensuous faculties of the intellect, and in the pantomimic and 220 
APPENDIX. 
physiognomic indications of activity in the base of the brain, as 
the results of this proclivity in men’s conduct are apparent to the 
moral sense. 
As with the race, so with individuals, we are unable to rescue 
ourselves by anything which is in and of ourselves from this fallen 
state. We find no faculty or group of faculties in man, which, by 
their natural force, have the power to restore the true order of the 
mind. Therefore the need of the manifestation of the fulness of 
God by the Lord Jesus Christ, and the regeneration and renewing 
of the heart by the Holy Ghost. 
The religious history of man shows that, down to the time of 
Christ, the comparatively few men who have received and yielded 
to the Spirit of God, have been ill-treated on that account, by their 
fellow creatures; and, especially, have those, through whom He 
has spoken to men, to recall them to Himself, been made sufferers 
and martyrs. The national history of the Jews presents this fact. 
The only promise of relief that the world has seen is that which 
Christianity has brought; and under Christianity, although it is 
so imperfectly received, men have commenced a real progress 
towards permanent amelioration. 
Christ came to manifest God to man, presenting in the perfect 
order, in human form, the Truth of God. And although it is not 
for us to assert any limits to God’s grace, we know no other name 
under Heaven, given among men, whereby we may be saved. When 
men believe in the Lord Jesus Christ, who is God manifest in the 
flesh, they receive the Holy Spirit, who proceedeth from the Father 
and the Son. 
In His conversation with Hicodemus, Christ described this change 
from the fleshly character given by the predominance of the pro- 
pensities, consequent upon the fall, to the spiritual character given 
by their due subordination to the Spiritual Faculties, under the 
influence of the Holy Ghost, as being born again : saying:—“ Ex- 
cept a man be born of water and of the Spirit, he cannot enter into 
the Kingdom of God. That which is born of the flesh is flesh, 
and that which is born of the Spirit is spirit. Marvel not that I 
said unto thee, Ye must be born again.” APPENDIX. 
221 
We are taught that our Heavenly Father is more ready to give 
the Holy Spirit to them that ask Him, than earthly parents are to 
provide for their children. 
All that we are able to do is to negative ourselves, and present 
ourselves in a child-like humility as a living sacrifice, to God the 
Father Almighty, Maker of Heaven and earth, God’s Spirit, the 
Holy Ghost, the Comforter, God the Son, the forerunner of the 
kingdom. 
This humility is, as we have seen, the natural manifestation of 
the faculty of Reverence, or Godliness; and in order that it may 
characterize the mind, the demands of the propensities must be 
checked or held under self-control. 
This may be done by the will of the individual; and hence God 
commands all men every where to repent. Herein lies the freedom 
of the Will. And the responsibility and the duty is put upon every 
man, in this special act, to choose, by the resolution of the Will, 
between serving God and serving the devil. The mental processes 
which are involved in this change are as various as human organi- 
zations are various. Conscience, Fear, Love, Marvelousness, Grati- 
tude, Hope, Reason, or even the Propensities when brought into 
great distress by unsatisfied desire, may call this faculty of Godli- 
ness into exercise, so that the man may centralize his will in hu- 
mility, in place of pride and selfishness. 
Those faculties which are most nearly contiguous to Godliness, 
will naturally be the ones to produce this effect; but when the 
propensities are very strong, it is often the case that nothing but 
their own distress will lead the mind to this result. If the man is 
in immediate fear of the approach of death, and the intellect can 
see no way of escape, the Desire of life, no longer able to be served 
by appealing to the intellect, may appeal to the Spiritual Faculties. 
In the same way the suffering of other faculties in the propensities, 
may bring the mind to state of willing itself to be humble, and 
thus prepare it to receive the Holy Spirit. 
Bodily illness and pain, grief in what may be called the cluster 
of the household faculties, Philoprogenitiveness, Inhabitiveness,and 
Adhesiveness, caused by the loss of home, of the wife or husband, 222 
APPENDIX. 
of children, and friends, the deprivations of the faculty of Alimen- 
tiveness by the want of food, and inability to obtain employment 
so as to procure food, may and should result in turning the mind 
to Spiritual life. It is thus that when the whole mental life has 
been centralized and engrossed in these lower parts of the brain, 
that the suffering incidental to their disappointment and depriva- 
tion is often the necessary condition of the awakening of the higher 
faculties. 
In general, the faculties more remote in location from the 
Spiritual Group are less able to influence them than others. But 
whatever be the special process by which the result is attained, the 
result is essentially one and the same in kind; the submission of 
the whole heart to God, and the surrender of every one of the fac- 
ulties in all the groups to His service, to love God with the whole 
heart, mind, soul, and strength. 
It is very commonly the case, where the submission to the Holy 
Spirit is not complete, that the self-asserting power of the propen- 
sities, or the too great predominance of the intellect, prevents the 
full realization of this mental result. In this case the man finds 
within him opposing laws,—the purposes of his Spiritual Nature 
not having efficient control to guide the activity of the propensi- 
ties ; and the intellect analyzing this condition discloses to the in- 
Avard consciousness the fact that the things which he would not, 
he does, and the things which he would, he does not. 
This incomplete or imperfect change will be found to be more 
marked where the mental process involved in the change was char- 
acterized by the movement of the propensities. If the person is 
brought to humility by over-wrought denunciations of his moral 
character, thus reaching the mind through Approbativeness and 
Self-Esteem ; or if it is by fear only, presented by the approach of 
death or by physical images of future torment, thus reaching the 
mind through Cautiousness, Seeretiveness and the Desire to live; 
or if it is chiefly by the social influence and solicitation of Christian 
friends, thus reaching the mind through Adhesiveness and Appro- 
bativeness ; or in other similar ways; there is danger that the tem- 
porary exercise of the Spiritual Faculties under these appeals may APPENDIX. 
223 
be accepted, in the consciousness, as their actual awakening by the 
Holy Spirit and the consummation of the propensities. 
By whatever mental process we are brought to this state, we 
must, in order to give it the true and full efficacy, examine our- 
selves in the light of God’s Spirit in us; for if the mind is truly 
and consciously in this humble state, He is revealed to the mind in 
the Faculty of Godliness, and Conscience bears witness of the fact 
to the soul. This it is to knoiv God. Being thus revealed to us, 
both in ourselves and in the manifestation of Him in Jesus Christ 
as presented in the Holy Scriptures, He gives us a just conscious- 
ness of what we are in His sight. Hence comes that realizing 
sense of sinfulness and spiritual want which the heart feels when 
influenced by Godliness. This Consciousness is the inward mani- 
festation of the change of heart. 
Whatever other faculties may be exercised in this change, the 
mind can receive the Holy Spirit, only through the Spiritual Group, 
—Godliness leading the mind, and with it Brotherly-Kindness, 
giving love for mankind, and Steadfastness holding the mind in 
this state, Righteousness bearing witness to the Truth, and Hope 
giving aspiring anticipations for the soul’s welfare, with the con- 
scious indwelling Spiritual Insight of what is within, and Aptitude, 
by the Holy Ghost, subduing the whole man in harmony with God’s 
Spirit, both in thought, will and deed. Thus Christ described it 
saying, “ Whosoever shall not receive the kingdom of God as a little 
child, he shall not enter therein.” 
The language of Scripture, and the religious history of man, 
will be found to correspond to and be explained by these physical 
objective facts of man’s organization. 
The Church is, as we have seen, the appropriate and appointed 
organism for the manifestation of the Holy Spirit in His fulness, 
and it is to be through the Church, when restored to the order in 
which Christ established it, that mankind, who now for the most 
part reject Him, will be constrained to receive the Holy Spirit. 224 
APPENDIX. 
THE STANDARD OF TRUTH. 
From the nature of the Spiritual Faculties it will he seen that 
their right exercise is a matter of the utmost importance to man. 
This is the “ one thing needful.” 
The great practical question is: “ What is Truth ?” 
The discordance which exists among men in this respect is due 
to the causes that lie in the inherited predisposition to activity in 
the propensities, which is the origin of the sinful disposition of 
man, and the natural blindness of the Spiritual faculties, causing 
the failui’e of man to receive the real standard of Truth. Men by 
nature live in the propensities, and these seek always their own 
gratification, knowing nothing»higher than those objects of desire, 
which all centre in or relate to self; and they not only are not 
ruled by the Truth, but their own prior, predetermined activity ex- 
cludes it, when it conflicts with the immediate gratification which 
they seek. 
The Intellect may logically define and so discern Truth in out- 
ward, objective forms, but it is ruled by the propensities, unless 
they have been subordinated to the Holy Spirit through the Spirit- 
ual Faculties. By the Holy Spirit man may know the Truth and 
be redeemed. The Scriptures state this Spirit to be the power by 
Which Christ was conceived. The power He manifested unto man 
He always declared to be by the instrumentality of the Holy Ghost. 
Even when the Spiritual Faculties have gained predominance, so 
that the sinful disposition has been changed and the propensities 
are under control, and men seem sincerely to seek the Truth, dis- 
cordance remains among them; and this is because they do not 
admit the Holy Spirit to be the standard of Truth, which alone 
can harmonize the mental diversities among themselves; and this 
Spirit of Truth can not be received in His fulness, except when 
men arc united with each other in Him, in the order which Christ 
established. This order was lost when the Apostles, led by Peter, APPENDIX, 
225 
resorted to lot to choose one to be of their number, instead of rely- 
ing upon the wisdom and insight to be given by the Holy Ghost; 
and the disorder entailed upon the Church by this act still prevails. 
God Himself, the Holy Spirit, is present with man ready to guide 
him into all Truth. But even Christian men, being deceived from 
the want of the order above described, and thus being left to their 
own opinion, err so far, as to assert other guides and standards. 
Ecclesiastical authority, which some assert to be the true stand- 
ard of opinion is divided against itself; and there needs a standard 
to ascertain which power, if any, is genuine and which specious. 
The doctrine of the Right of private judgment affords no stand- 
ard of Truth, It is only in an indirect sense that there is a such 
right. There is no right to hold error; but only a right not to be 
molested by others for holding error. It needs the true science of 
the mind to rescue man from the fallacies and self-deception of in- 
dividual opinion. 
The Scriptures, which are often asserted to be the perfect stand- 
ard of Truth, do not ascribe this character to themselves, but to 
the Holy Ghost. The Scriptures are a record; and although made 
by men of like passions with ourselves, they were written by u holy 
men who spake as they were moved by the Holy Ghost,” and they 
are profitable for instruction, for reproof, and for doctrine, and we 
are to search them if we would have eternal life, for they are they 
which testify of Jesus Christ. This record presents the history of 
the influence of the Holy Spirit upon men in times past, and it is 
given to us that we may be led to receive the influence of the same 
Spirit. A record of the past cannot in its nature be adequate in 
all its conditions as a guide for the present and future. It cannot 
be everywhere and at all times accessible. The gospels were kept 
away from men for many hundred years, and still are, in many 
countries; and Protestantism has not yet wholly succeeded in 
rescuing the Bible for men. Nor is a record intelligible to every 
mind; and the interpretations put upon it among men, unless 
there be some other standard, will differ. 
Almighty God the Father, and Jesus Christ His only Son, and 
the Holy Spirit proceeding from the Father and the Son, are the 226 
APPENDIX. 
conditions of the Truth. Hence the Scripture and Christ Himself 
teach us to regard the Holy Spirit, as the immediate interpreter 
and standard of the Truth in the Spiritual Faculties properly 
organized to receive Him. Christ promised to his disciples the gift 
of the Comforter u that He may abide with you forever, (even the 
Spirit of Truth); whom the world cannot receive, because it seeth 
Him not, neither knoweth Him; but ye know Him; for He 
dwelleth with you and shall be in you.” * * * “He shall teach 
you all things.” He is “ the Spirit of Truth which proceedeth 
from the Father.” “ He will reprove the world of sin, and of right- 
eousness and of judgment.” “When He, the Spirit of Truth, is 
come, He will guide you into all Truth.” 
And again, the Scriptures say of those who live in God as His 
children, “ Ye have an unction from the Holy One, and ye know 
all things;” “ The anointing which ye have received of Him abid- 
eth in you, and ye need not that any man teach you : but as the 
same anointing teacheth you of all things, and is Truth, and is no 
lie, and even as it hath taught you, ye shall abide in Him.” 
And again—“ Now therefore ye are no more strangers and for- 
eigners, but fellow citizens with the saints and of the household of 
God. And are built upon the foundation of the apostles and 
prophets, Jesus Christ Himself being the chief corner-stone; in 
Whom all the building fitly framed together groweth unto an holy 
temple in the Lord; in Whom ye also are building together for an 
habitation of God through the Spirit.” 
Christ, when upon earth, was the only living standard of Truth 
that the world has ever known. The Holy Scriptures are the only 
outward or objective standard ; and they maintain their place and 
authority through the ages, illustrating that those things are most 
permanent which are the most immediate work of God. 
The real subjective standard is the Holy Spirit manifested in 
man. The Spiritual Faculties, existing in their true order of de- 
velopment, and awakened by the Holy Spirit, receive and manifest 
the Truth to the whole mind. They acknowledge God, as all in 
all, and give Humility to man. They manifest Love to man giving 
Peace .on earth. They maintain Faithfulness, Uprightness, and APPENDIX. 
227 
Purity of life. They alone give the Hope which maketh not 
ashamed. They give Judgment, (that which arises from the Medi- 
tative Faculties) that wisdom which God promises to those who 
have Faith in Him and ask Him, and which is superior to the 
highest analytic power of the Intellect. They subordinate the 
Desires of the flesh, holding them in check, and directing them in 
rightful and healthful activity; and they illumine Knowledge, 
bringing every Intellectual Faculty into harmony with the Truth. 
When men perceive the facts of mental organization, they will 
understand the ground and the causes of differences of opinion ; 
and when they accept the Holy Spirit as the Spirit of Truth pro- 
ceeding from the Father and the Son, and the standard for them, 
they will subordinate themselves to Him and so will unite in Truth 
as He manifests it. INDEX. 
A. 
PAGE 
Associated Apparatus of the Lungs, Stomach and Liver 64 
Amativeness, a physical sensibility, not a mental affection 64 
Ascendency over Pupils, how teacher may obtain 82 
Aptitude, Office of the Faculty of 119 
Animal Magnetism 124 
Association of the Faculties ' 125 
“ “ “ “ Mental Influence of the 128 
Adhesiveness treatment of, when in excess.... 156 
Approbativeness, “ “ “ “ “ ; 157 
Asceticism 191 
Action of the Brain, Stomach, Liver and Lungs should he harmonious 199 
B. 
Bilious temperament, external indications of the 63 
Bilious-Lymphatic temperament, indications of the 69 
Bilious-Sanguine “ “ “ 69 
Brain-Organs, inclination to study dependent on 88 
Brotherly-Kindness, the faculty of. 109 
" “ next in order to Godliness 110 
Bodily conditions modify mental action 148 
Boys and Girls, difference in treatment of, required 159 
Boys, mutual attachments of, to be controlled 161 
“ and Girls, difference in disposition of, illustrated 163 
C. 
Children, female teachers preferable for 3 
“ reciprocal influence of, in large families 4 
“ of different temperaments should be commingled 10 
“ what motives teachers should use to control 43 
“ how to obtain control of the will of 44 
“ why religious influence is irksome to.*. 48 
“ how teachers may secure ascendency over 82 
“ disposition of, affected by the temperament 84 
" “ to study depends upon the Brain-Organs 88 II 
PAGE 
Children, discipline of, to be regulated by the temperaments 89 
“ general law of the development of faculties in 149 
“ with large Conceptive faculties, treatment of. 170 
“ treatment for the constructive faculties in 171 
“ the intellect of, should not be overtasked 178 
“ importance of the Perceptive Faculties to 178 
“ suggestions as to the punishment of. 179 
“ discriminations in “ “ 179 
“ treatment of, when Cautiousness and Secretiveness in excess 180 
“ for disobedience and insubordination............... 181 
“ importance of cultivating an Esprit de Corps among 182 
“ training for the moral and religious improvement of, 184 
“ effect of awakening the spiritual consciousness of. 185 
Classification by the four leading temperaments 5 
“ advantages of 9 
“ of the mental sensibilities 11 
“ by temperaments, how to accomplish 12-14 
“ of the faculties 39 
“ “ “ “ proper for elementary education 162 
Cerebral Ganglia, Dr. Dalton on the functions of the 23 
“ Mr. Combe’s views on. 28 
“ organs, diversity in the relative position of 72 
“ structure, general principles pertaining to 96 
“ structure, topics and principles pertaining to 97-98 
“ forms, indications resulting from various ,. 134 
Central faculties, importance of 34 
Church and religion, the domain of the .... 52 
Colored illustrations of the temperaments, decriptions of 53 
Character, elements of indicated in front view 76 
“ influence of the temperaments upon the 77 
“ how to observe, phrenologically 131 
Conscientiousness or Righteousness 112 
Convolutions, how to estimate the extent and location of the 135 
Conceptive Group of Faculties 168 
“ “ “ “ how to be trained 168 
“ “ “ “ peculiar tendencies of the 169 
“ “ treatment of, when large in children 170 
Constructive faculties, proper treatment for the, 171 
Clusters, varying treatment for different 172 
f‘ Conceptive “ “ 173 
■“ Combinative “ “ 173 
“ Perceptive “ “ 173 
“ proper order of cultivating the ,,, ...174 
D. 
Dalton, Dr. on the functions of the cerebral ganglia.. 23 
Draper, Dr. on the gap glia at the base of the brain 28 
Discipline, sympathy of the teacher in..., - 42 
“ of children to be regulated by the temperaments 89 
INDEX. INDEX. 
III 
PAGE 
Description of the ordained teacher 91 
Desires of the propensities. 104 
Diagrams, description of 137 
Development of the faculties, law of the 147 
“ “ “ “ on what it depends 150 
“ “ “ “ influence of parentage on the 151 
E. 
Education, methods of, should he based on the laws of growth 2 
“ proper order of practical 40 
“ should be based on the activity of the spiritual faculties 49 
“ “ “ “ to a certain extent on physical conditions 50 
“ the peculiar oflice of 51 
“ affected by the activity of the temperaments 27 
“ chiefly concerned with the Nervous temperament 95 
“ present methods of partial and defective 152 
“ elementary, proper classification of the faculties for 162 
“ why special systems of, are unsuccessful 183 
Executive force, cultivation of 43 
F. 
Female teachers preferable for children and why 3 
Faculties, intercommunication of the (Spurzheim) 37 
“ classification of the 38-39-40 
“ associate activity of the 44 
“ and organs, relations of. 47 
“ groups and clusters of the 99 
“ manifestations of, when in combination .' 127 
“ association of the 125 
“ mutual influence of the, when associated 128 
“ practical method of demonstrating the 134 
“ activity of the, is the measure of influence. 145 
“ “ “ “ is indicated by pantomimic expression 147 
“ particular when in excess, how treated 155 
“ classification of, by Dr. Spurzheim 193-194 
“ “ “ “ “ “ defective 195 
Front view, elements of character indicated in the 76 
Faith, its signification 102 
G. 
Growth, importance of a knowledge of the laws of. 2 
Ganglia at the base of the brain, Dr. Draper on the 27 
Gall Dr , character of the mental processes of 32 
Groups and clusters of faculties 99 
“ relative predominance of 130 
" effects of, illustrated by character of Washington 130 
“ boundaries of, not limited 138 IV 
PAGE 
Godliness, the special function of. 108 
God, how he is to he known 121-122 
Girls, characteristic traits of . 156 
“ and Boys, treatment must he different for 159 
“ “ “ difference in disposition of, illustrated 163 
Gall and Spurzheim the founders of phrenology .198 
H. 
Hemispheres unfolded, description of the 34 
description of the organic form of the 36 
Hopefulness, the faculty of. ....114 
the function of 115 
Humility, how it may he attained 122 
Holy Spirit, special gifts of the 123 
“ “ influence of the, on the propensities 161 
Holy Scriptures, principles established hy the —193 
I. 
Intercommunication of the faculties 37 
Inclination to study dependent on Brain-Organs 88 
Intellect the, and the propensities 103 
Imitation, the office of - 119 
Intuitive cluster of the spiritual group 120 
Individuality importance of, to the teacher 165 
J. 
Joy, its spiritual meaning and worldly sense contrasted 103 
L. 
Liver, functions of the 7 
Lymphatic temperament 61 
“ “ external indications of the — 62 
Lawyer, mental character of the 1 0^0 
Language, its signification determined by mental organization 102 
Love, its animal and spiritual sense contrasted - 102 
M. 
Mental restraint, organs of - 37 
“ processes, points to he considered in a phrenological analysis of the 45 
“ disposition influenced hy temperament 75 
“ “ relation of temperaments to — 81 
“ character, diversities of, illustrated - 100 
“ action modified hy bodily conditions 148 
“ activity, laws of 177 
Mother, the sensibility and sympathy of the 48 
Muscular and osseous systems. - 64 
Marvelousness, functions of i IIS 
INDEX. PAGE 
Meditative cluster of the spiritual group 120 
“ “ relation of, to intuitive cluster.. 121 
‘ Mediums,” and what faculties are predominant in them 125 
Manifestations of faculties in combination . 127 
Mind, necessity for a better knowledge of the 200 
N. 
Nervous system, functions of the 7 
“ " Dr. Dalton’s description of the 22 
“ “ “ “ on the functions of the 24 
“ temperament, physiological peculiarities of the. 58 
“ “ organic condition of the. 58 
“ “ external indications of the. 59 
Nervous-Bilious temperament, indications of the 69 
Nerve cells, Dr. Draper on the functions of the 25 
Nervous arc, action of the mind on the. 27 
Nomenclature, phrenologic 106 
O. 
Organs of special sense. v • 12 
“ physical peculiarities of the 46 
“ diversity in the associate activity of the 73 
“ inclination to study dependent on the brain 88 
“ influence of the, is according to the character of development 129 
“ shown in front view of diagram 141 
“ treatment in cases of exeessive development of the 153 
“ • harmony in the action of different 199 
Osseous and muscular system 64 
P. 
Physiological and phrenological interrogations, applied to education 15-17 
“ facts 21 
Physiology, the domain of. 60 
Phrenologic Bust of Washington by the author, and characteristics 18 
“ “ “ its superiority over all others 19 
Phrenology, obj ections to 28 
Phrenologic facts, spiritual as well as physical 35 
“ analysis proper for judgment of character 74 
“ nomenclature 166 
“■ “ defects in, of Gall and Spurzheim 106 
“ observation of character, method of making 131 
“ “ “ directions for “ 132 
" 136 
« “ “ faculties exercised “ 143 
Phrenology founded by Gall and Spurzheim 198 
Physical and spiritual truths contrasted 29 
INDEX. 
V VI 
PAGE 
Pupil and teacher contrasted 85 
Punishments of children to he regulated by the temperament 86 
“ “ suggestions as to 179 
Politician, mental character of the 101 
Patience, its spiritual meaning and worldly sense contrasted 103 
Propensities the, and the intellect 103 
“ “ the desires of 104 
“ various developments of the 136 
“ activity of the, to be regarded in observation of character 139 
“ treatment of the, when inactive 158 
“ must be controlled by the infliction of pain 160 
“ how influenced by the Holy Spirit 161 
“ proper office of the , . 192 
Profile view of diagram, description of the 140 
Perceptive faculties should be studied by the teacher 164 
“ group, relative situation of the different organs of 166 
“ faculties, methods of training the .167 
R. 
Restraining faculties, names and importance of the 41 
“ “ the action and influence of the 125 
“ “ treatment in cases of excessive development of the... 154 
Restraint, the law of 126 
Religious influence, why irksome to children 48 
Religion and the Church, domain of 52 
“ popular, merely intellectual 197 
Rewards of children to be regulated by the temperaments 86 
Reflection, the office of 104 
Righteousness or Conscientiousness, the functions of 112-113 
Reverence for superiority natural to all men 122 
Reasoning, in what it consists 174 
intellectual, when it commences 175 
how it should be trained 175 
“ ■ mode of, by the perceptive and conceptive faculties. .176 
“ process of, on what it depends '.. .177 
S. 
Sympathy, maternal 3 
Spiritual phenomena recognized by phrenology 21 
Soul, proof of the existence of the 25 
Spiritual group of faculties, office of the 26 
“ truth, how communicated 26 
“ light, conditions of its reception and manifestation 30 
“ truths and laws overlooked by phrenologists 31 
“ important to teachers 41 
“ life, how it is awakened 47 
“ harmony of, between man’s organization and the Gospel... .187 
“ dictates of the Saviour with regard to 189 
INDEX. PAGE 
Spiritual faculties, tlie trjie function of the 104 
“ manifestation of the truth through the 105 
“ “ require more significant names than moral sentiments. .107 
“ “ true office of the 108 
“ “ law of the 123 
“ “ and propensities contrasted 188 
“ “ their function illustrated by our Lord 190 
“ “ cannot be understood by the intellect 197 
“ “ propriety of the author’s nomenclature of the 197 
“ “ location and influence of the 199 
“ insight, office of, as a spiritual faculty 116-117 
* “ operation of, in its natural state 118 
“ “ use of, to teacher. . 118 
Spirit the, is undefinable 81 
Study, inclination of children to, dependent on brain-organs 88 
Spiritualism,” the phenomena of 124 
■Spurzheim Dr., character of classification by 33 
Sympathetic activity, its importance to the teacher 48 
Sensibility of the mother. 48 
Social science, scope of......, 51 
Sanguine temperament, external indications of the 60-61 
Special gifts of the Holy Spirit .123 
Sectarianism 124 
Steadfastness, the faculty of Ill 
Size of the head indicates capacity not influence 143 
“ ****** ** ** in what way 144 
Special faculties on what their development depends. 150 
Secretiveness when in excess, how treated 150 
Self-Esteem “ “ “ treatment of 157 
Self-abasement 192 
Spurzheim Dr. classification of the faculties by. 193 
T. 
Temperaments characteristics and influence of the 6 
“ indications of the 8 
“ peculiarities of character arising from the 8 
“ advantages of classification by. 9 
“ suggestions for ...... 13 
“ effects of age on the. 46 
“ how to describe the 54 
** individual and combined, distinguished 55 
“ relation of spiritual power to the 56 
subordinate relations of the 64 
“ “ Vital,” so-called. 65 
“ juvenile phases of the 66 
“ the prevailing 66 
“ manner of describing the, in combination 67 
“ characteristics and designations of the 68 
“ indications of the Nervous-Lymphatic 66 
INDEX. 
VII VIII 
PAGE 
Temperaments, indications of the Bilious-Lymphatic 69 
“ “ “ “ Bilious-Sanguine 69 
“ the most favorable combination of the 70 
cerebral peculiarities to he distinguished from the 71 
“ influence of the, on mental disposition 75 
“ “ “ “ character 77 
“ effects of age uipon the 79 
deficiencies in phrenologic systems in respect to 80 
relation of the, to the mental functions 81 
affects disposition of children 84 
how to deal with the 85 
punishments and rewards to be regulated by 86 
how to make activity of the, available in education 87 
differences of the, should regulate discipline of children 89 
adaptations of, to particular callings 90 
modifying influence of the 146 
The three groups of the faculties, distinction between the 88 
Teacher, importance of the first impressions made by the 42 
“ sympathy of the, in discipline 42 
“ the, how he may obtain ascendency over pupils 82 
“ the, must adapt himself to the temperament of pupils 83 
“ and pupil contrasted 85 
“ description of the ordained. 91 
“ of moderate abilities may approach excellence 92 
“ importance of the labors of the 98 
“ should be well-remunerated 93 
“ must study the perceptive faculties 164 
“ importance of individuality to the* 165 
“ of the truths of spiritual life to the 186 
“ theologian, mental character of the 100 
y. 
“ Vital Temperament,” so-called: 65 
Vocations to be determined by temperaments 90 
W. 
Washington, the head of 71 
“ character and temperament of 78 
“ phrenologic bust of 99 
“ character of, affected by predominance of groups 130 
“ mental characteristics of 137 
“ character of, affected by cerebral form 142 
Wonder, the faculty of 116 
INDEX. T. m