water at different depths, and made other observations which suggest various experiments which I shall prosecute whenever I get my apparatus at liberty."

Two positions of Dr. Priestley surprise us, his materialism, in accordance with which he finds assurance of an after life only in the doctrine of the resurrection of the body, and his doctrine of necessity. His experience with the latter deserves a glance. In a discussion with a friend he had undertaken, in a series of letters, the defence of philosophical liberty, and at the close remained an adherent of that view. But later study made him a confirmed necessarian, "and I have through life," he says, "derived, as I imagine, the greatest advantage from my full persuasion of the truth of that doctrine." When his child died, and especially his wife, so beloved, and repeatedly through the story of his life, as after the pitiable affair at Birmingham, when his library, the slow accumulation of years, his apparatus, and his precious MSS., not yet in print, were destroyed by the mob, one is struck by the calmness with which he bears everything as wisely ordered. Like many another servant of God, he had an early season of religious depression. Unable to realize the "experience" which the Calvinistic teaching of his day demanded, "I felt occasionally," he tells us, "such distress of mind as it is not in my power to describe, and which I still look back upon with horror; and later he was much distressed that he "could not feel a proper repentance for the sin of Adam." It is pleasing indeed to pass from this despondent period of his life to the brightness and peace which crowned his life, and which never deserted him to his final hour.

One is tempted to speak of other things in the career of Priestley. His singular anticipation of later interests or discoveries strikes us. A friend tells us that the first mention of indià rubber he was able to find in any work was in the writings of Dr. Priestley. The same gentleman states that when a copy of the late edition of the "History of the Corruptions of Christianity" was sent to a distinguished German scholar, he was surprised to see how the author had anticipated some of the best results of recent biblical criticism. We have already spoken of his interest in the question of spontaneous generation, and we have just seen an account of an effort he made to

institute a gradual revision of the whole Bible by a company expert scholars.

of

We will only mention, in closing, his very touching friendship with Mr. Lindsey. In the "Memoirs" of the latter the story, let us say in passing, of one who gave up present ease and honorable position in the established church, with a prospect of very high place in the same, to become an outcast for conscience's sake there are many letters he received from Priestley, es pecially when the ocean rolled between them, and they were not to see each other again here, as it proved, letters breathing the tenderest affection. "When shall I acknowledge my many obligations to you in person? Not, I now fear, on this side the grave. I therefore think the more of the state beyond it. But while I remain here, I am thankful that you continue here, too. I sometimes think, and not without pain, how I shall feel when you are gone. . . Of what unspeakable value is religion in circumstances like mine!" On hearing of his friend's severe illness, he writes to Mrs. Lindsey, "The few lines he added with his own hand quite overcame me; and if I read them, as I shall do, a hundred times, I shall have the same emotions. Such friendship as his and yours has been to me can never be exceeded on this side the grave.'

Can we doubt that already these faithful spirits who, at the call of God, went forth, not knowing whither they went, looking for a city which hath foundations, whose builder and maker is God, who were tempted, and who wandered, destitute and afflicted, the world as yet unworthy, can we doubt that already these tried and faithful spirits, faithful to God and to each other's fraternal love, have long ago renewed their friendship and their common service? H. D. C.

Northumberland, Pa.

INDUSTRIAL EDUCATION.

In the May number of this "Review," Mr. Lowe called attention to some aspects of this important subject. In pursuance of his intention, at that time, we proceed to give such a report as our space will allow of a meeting held in Boston in the latter part of that month, for the purpose of arousing some

specific effort to carry out the law passed by the Legislature of 1872, to promote industrial education in the common schools.

The meeting of which we speak was presided over by Hon. Josiah Quincy, and resulted in the formation of an Association, under the presidency of Rev. Dr. Bartol, whose special object is to be the enlightenment of public opinion on this question, until school committees shall be elected who will act efficiently for the introduction of this reform.

No adequate report of the addresses made on the occasion, by Mr. Quincy and the Rev. Messrs. Bartol and Alger, has reached us. We are able, however, to give the substance of those made by Dr. E. H. Clarke and Rev. Julius Ferrette. Dr. Clarke said,

That to speak on this subject was very apt to incur the charge of materialism; but, that as mind is only manifested through matter, the Divine Mind through the universe about us, and the human mind through and by a human body, it is not materialism to say that the manifestation of spiritual and intellectual power in men and women will depend upon the perfection with which their whole organization is developed, and that to have education industrial as well as intellectual is indispensable to a fair development of the body, of which the brain is the central or controlling organ. The brain guides and governs and co-ordinates all the rest of the organism. But the brain cannot grow by itself alone. Its best development is only possible in connection and harmony with the develop,ment of all the other organs. An overworked or ill-used stomach disturbs and dwarfs the brain as much as disturbance and overwork of the brain deranges the stomach. And of all the organs it can be said that they influence the brain as much as the brain influences them. Industrial schools, therefore, mean a great deal more than industry. They mean education of the brain quite as much as schools devoted only to teaching by books mean education of the brain. This he illustrated by reference to the fact that the majority of the world are right-handed. They are so because the left side of the brain is more developed than the right side, and the nerves which guide and govern the right hand cross from the left side of the brain to the right side; and, on the other hand, by the training and exercise of the hands, the brain in its turn is trained and exercised and developed. How this use of the right hand began in the first place it may not be easy to say, but doubtless now, with its accompaniment and cause (a larger left lobe to the brain), it is transmitted by hereditary descent. It is a fact that the majority of children use the right hand without being taught. The exceptions prove the rule. In the few instances in which children use the left hand most readily the right side of the brain, which governs it, is the largest. Hence one of the

most eminent of living physiologists has strenuously advocated the systematic training of the left hand in children, as a means of developing the right side of the brain, and adding to the intellectual power of the human race. But the hand is not the only organ of the body which affects the brain. The exercise of all the organs does so. At the same time it should be remembered that the excessive use of any organ will develop it to the injury of the rest of the body. Force may be abnormally diverted from the brain to the hand, or to some other bodily organ, and the brain will suffer, or the reverse may take place. Labor of the body, without the mind of the worker directs the labor, will not develop the brain, but make a man a mechanical drudge. Our common schools, therefore, should all involve the processes of our institutes of technology, in which the eye, the ear, the hand, and the feet should be trained equally with the brain proper, not only for the purpose of educating them, but for the purpose of developing the brain through them. Books alone only do half-work in education.

This is but an outline of an able and comprehensive speech. Dr. Clarke illustrated his meaning by saying that a man of fifty years of age, without any education by books, beyond the newspapers, but skilled in manufacturing, agricultural, or other bodily labor would, in his opinion, be more generally intelligent, have more intuition and judgment, and his opinion on any subject be of more worth than that of another man, who had spent all his life in literary and scientific study, but without any exercise of the executive ability in life. Men very learned in books are notorious for being personally helpless, absent-minded, and inefficient in affairs. Their overwrought brains are morbid and unserviceable except in particulars, and even in what they could do best they could not do it so well as if there were a more balanced development of all that constitutes manliness.

That the other speakers had shown that manual labor, far from being degrading, is essential to the perfection of even the highest mind. But is there not a thing more primarily essential than even perfection, namely, existence? When an individual, a family, a civilization, pass away from the world, their perfection, however great it may have been, passes away with them. We cannot value too highly that perfection which, in the individual or in society, results from literary, scientific, and artistic training, and from the enjoyment of the social and material comforts of civilized life.. But whether we look to the history of the civilizations which preceded ours, or to the statistics of our present one, we find in facts the expression of the same law, namely, that education, refinement, civilization, the things which chiefly make life worth having, instead of leading to life, lead to death, to the extinction of the individual, of the family, of the nation possessed of them. Now as in old time, in this country as in the old world, though to a less extent, the upper,

that is, the educated and refined classes,die out. The more educated and refined a man or a woman is, the less likely it is that they will transmit to a posterity their education and refinement and their keener sense of moral principle. The upper classes die out, and the vacancies have to be filled up by the rising of the lower classes, relative barbarians, who, in rising, bring up with them into the higher spheres of society, into the lawyer's office or into the senate chamber, their lower standard of morals, their bad grammar and their spittoons. They, it is true, or their children, will in their turn be fitted by education for the higher sphere of life that they have now reached, but fitted for it only to die of it in their turn, and leave their place to another contingent raised from the lower classes. So that all our efforts to raise the social level by education, instead of securing permanent results, are like so much water thrown into that fabled bottomless barrel: it is always to recommence. It is under the operation of this law that the civilizations which have preceded ours have died; and ours will die under it also, and the present noble population of this country yield its place to immigration, not all of the same high type, unless we who have solved many problems left to us by former ages can solve this also. To find the remedy of an evil we must study its causes. This dying away of the upper classes may be referred to two principal causes, - an economical and a physiological one.

To speak of the economical cause first: A higher education, such as a literary, artistic or professional one, either fits its possessor for no kind of remuneratve labor, or for those kinds of labor which are deemed gentlest and easiest and therefore most desirable. Hence it is in the nature of things that professions and lighter branches of even manual labor should be overcrowded, and that many of those who have been taught no other means of support should be kept a part of their time out of employment, and in mental and material difficulties which make it impracticable for them to marry and have large families. The rich, as a rule, wish to see their children as rich as themselves, and when their few children happen to die, or not to be born, which is frequently the case in one generation or another, a rich family dies out.

But beside this economical cause there is a physiological one. It has been shown how bodily development is indispensable to intellectual and moral development, and no doubt intellectual development is in its turn necessary to the proper rhythmical action and growth of the body. An undue preponderance of intellectual over bodily exercise, much more the complete exclusion of the latter, tends in two or three generations to produc a feeble race, unfit to reproduce itself. What a family which for two or three generations has produced only professors and physicians and lawyers and politicians, or else idle rich, would then require, in order to escape extinction, would be to return for an equal number of generations, at least, to the sphere of manual labor, to take in labor a good tonic bath that would reinvigorate it.

In a well-constituted aquarium the decay, or rather the produce, for