becoming more solid and vigorous. But modern education weakens, instead of improving the memory; first, by relaxing, weakening, and almost destroying the tone and power of the body, and thereby the vigor of the organs in the base of the brain, including the perceptive or knowing organs,* and, secondly, by giving them, especially Eventuality, little stimulus, little food, so that it becomes enfeebled by sheer starvation. and inaction. It has little to do, and therefore does not do that little; carrying out the principle that "From him that hath not, shall be taken away even that he hath."

A similar fact, but one still more in point, occurs in the case of Mr. McGruigan, of Milton, Pa. In 1836, I examined his head, and found all the intellectual organs amply developed. I well remember the bold prominences of Casuality, as well as the perpendicular ridge, somewhat resembling a part of a pipe stem, extending upwards through the centre of the forehead, which indicates the recent enlargement of this organ. In my visit to Chambersburg, Pa., in 1839, he waited on me to request an hour's interview. He then expressed himself in the strongest terms as to the extent to which memory was capable of being improved, expressing the strongest desire to be, what his age and circumstances prevented his becoming, a public lecturer, simply that he might enforce upon young men the importance of memory, and the means of cultivating it.

He said that at twenty-five, his memory was most miserable. If he went from his house to his shop for any thing, he usually forgot what he went for. If he went to town, he forgot most of his errands. He could not recollect any thing he read or heard, neither names, nor words, nor dates, nor facts. At length he resolved no longer to submit to this forgetfulness, but to discipline his memory, in doing which he adopted the following method. When he wanted any thing from his house, he would think over and over in his mind what it was that he wanted, thus exercising his Eventuality upon it, and thereby remembered it. He would read a passage and re-read it, and then think it over and over, or, in phrenological language, would exercise his Eventuality upon it, strongly impressing it upon this faculty. He would then lay by his book,

The proof and explanation of the relative or reciprocal influences between the body and the base of the brain, will be given hereafter.

and still revolve it in his mind, and then read another passage, and go through the same process in reference to both together, and so on with the entire book; thus constantly exercising his Eventuality. After a little, he could keep the history of two books, and then of three, and four, each clearly before his mind at once, and carry them along in his memory as he reads them.

But he found that he forgot names. He pursued the same course in reference to this kind of memory, and thus improved it also. But he observed that he forgot where on the page he left off, and was obliged to turn down a leaf. This would not do. He each time impressed upon his Locality where he left off, and that in each book, and shortly found this kind of memory likewise improved. He also exercised his Causality in philosophizing upon what he read. Now, if Phrenology be true, his organs of Eventuality, Locality, Language, &c., must once have been small, but now they are all large, showing their increase by exercise, and he informed me that now, at sixty years of age, his mind is more vigorous, and his memory more retentive, than ever before-that it still continues to improve, though at his age, all kinds cf memory are usually feeble and declining.

Let it be observed, that he adopted the very method to increase his organs pointed out by Phrenology, namely, the vigorous exercise of the very powers he wished to improve. He is acknowledged to have the best memory, and to be the best informed man in central Pennsylvania. Lawyers, doctors, and the literati from all that section, go to him to obtain information on doubtful points, and deem it a great privilege to hear him discourse, and to gather that information which his extensive reading and perfectly retentive memory enables him to impart. You who have poor memories, go and do likewise; for, your memories, equally with his, are susceptible of improvement, and probably to as great a degree, provided your constitutions are unimpaired, health good, and regimen proper.

This case furnishes an additional fact to prove that the organs are capable of being increased; for, if Phrenology be true, Eventuality must have been small at twenty-five; but it has now become large, from its exercise.

Elihu Burritt, the learned blacksmith, is another example of what man's mind is capable of accomplishing. (See Journal, Vol. III, p. 27.]

Parentage unquestionably contributes its quota to this result, but education must perfect it. Nearly all children have prodigious Eventuality, and all adults might have it, if they would but tax their memories. If Mr. Burritt's case does not prove that all can be Burritt's, Mr. McGruigan's goes far to favor that all may be McGruigans. Reader, only try the experiment as directed, and I will stand sponsor for any failure except your failure to persevere in trying it--you giving credit in case of a successful issue.

I might sustain and enforce the point I am now urging by almost any number and variety of similar facts, and afford additional encouragements to those who are disposed to try it, but if what has already been said, is not abundantly sufficient, both to prove our position, and to encourage, especially the young, to adopt the simple and easy course pointed out, additional labor would be in vain. Still, that he that runs may read, and that no stone may be left unturned in order to elevate the intellectual character and standing of man, I will add a few directions, as samples of what is to be done, and how to do it.

When you retire at night, devote fifteen minutes to a review of the events, sayings, and transactions of each day. Thus : I rose (Eventuality) this morning at six o'clock, (Time,) went to such places, (Eeventuality and Locality,) and did such and such things (Eventuality) before breakfast, (Time,) which I ate at seven o'clock, (Time,) said and heard such and such things at breafast, (here recall the subject-matter of conversation,) went about such a business, (Eventuality,) saw Mr. (Form,) who said such and such things, (Eventuality and Language.) This angered me, and I said thus and so in reply, (but I ought not to have lost my temper, and will avoid it in future,) and so on to the end of the day. Every Saturday evening, extend these reviews of the past through the week, and then often recall the events of childhood and youth. This course, besides disciplining your memories, teaches you one of the very best lessons you can possibly learn. It will enable you to see your past errors, and to avoid them for the future

-will give you a just estimate of your doings, sayings, &c., and, though it may cause you to drop a tear of penitence over the wrong in feeling, conduct, expression, &c., yet it will be the most effective instrument of reform and self-control you can employ; because, the pain felt in contemplating the wrong, and the pleasure connected with a review of the good and the virtuous, will instinctively lead you to avoid the former and practice the latter; and for precisely the same reason that a burnt child keeps out of the fire, namely, because it pained him, or that a happy man seeks again and again the cause of that happiness. Does not this course commend itself to the good sense of the reader, at least enough to secure a trial?

This same course should be pursued by parents and teachers in regard to children. Ask them what they have seen to-day, and when they have told you one or more things, ask them what else, and then what else, and get them to tell over all the particulars of the doings of the day, which will cultivate. their Language as well as Eventuality. Then induce them. to tell over what they saw at such and such times that you may name; to tell you the story you told them about Franklin, or Washington, or the Revolution, &c., which may have before been told them. Let the elder children tell stories to the younger, and let the aged and doting grand-father tell them the habits and customs of men when he was a boy, and recount to them the scenes of his youth, &c.

Closely connected with this subject, is one of great importance, namely, having the recollections of childhood and youth. all pleasurable. Man not only recalls the past, but he enjoys or suffers from these recollections. A single dark spot, a single act of our lives that leaves a moral stain upon the disk of memory, is ever afterwards capable of piercing us with the keenest of pangs, while the recollection of what is pleasurable, throws a bright beam of happiness upon us every time it is recalled, equal to that experienced in the event itself, which thus doubles the pleasure connected with the event a thousand fold. Hence, it is immensely important that all our recollections should be pleasurable-that childhood and youth should be made, and should render themselves as happy as possible; which will greatly facilitate and induce that exercise, and consequent improvement, of the memory I am urging.

I now put it to the common sense of every reflecting mind whether the course thus far pointed out, does not commend itself to every reflecting mind as infinitely superior to the present method of educating children? whether it does not account for the miserably poor memories of most adults, by attributing it to their not being exercised? whether this not exercising the memory is not caused by children's want of interest in the common studies of the schools? and whether this course is not in perfect harmony with the nature, laws, and action of mind. particularly in children? If so, let it be adopted.

7

Another important suggestion, growing out of this analysis of Eventuality is, showing children experiments, chemical, "What!" exclaims an astounded philosophical, &c. &c. reader, "teach children chemistry, natural philosophy, natural history, &c., and that before they are taught to read? I thought you were a crazy simpleton before, but now I know you are." Wait, reader, till we see whether this craziness and utter folly do not appertain to the present course of early After education, instead of to this phrenological course. showing the child things, flowers, animals, the contents of museums, &c., as pointed out under the head of Individuality, and telling them stories, and exciting their Eventuality, as just described, show them the changes and phenomena of matter. Show them the whole process of vegetation, from planting the seed in the ground, up through all of its changes of swelling, sprouting, taking root, shooting forth out of the ground, becoming a thriving plant or vegetable, budding, blossoming! shedding its blossoms, and producing seed like that from which it sprung. And what if, in thus examining these most interesting changes, they do pull up now and then a blade of corn, or kernel of wheat, or a valuable plant, will not the pleasure and instruction thereby afforded them, repay the loss a thousand fold? Show them how acorns produce oaks; peach or cherry stones peach or cherry trees, which again produce peaches or cherries, and so of other trees and things. Then put a spoonful of vinegar into a glass of water, and stir in ashes or pearlash, or any other alkali, and watch their surprise and delight at seeing it foam and froth, perhaps run over. Then explain to them the manner in which pearlash is made by draining water through lye, boiling down the lye till it be