d to hug the delusions
which reason would dispel. We have _no educational system_, no
college, in which the art of reasoning is properly taught, although
the shallow pedantry of Aristotelian logic has assumed to teach the
art of reasoning. The faculties themselves of our colleges do not
understand or practice the true art of reasoning, for if they did,
they would harmonize in opinion as mathematicians harmonize in
calculations, and would lead the onward march of mind continually,
making or accepting discoveries of the highest importance, instead of
standing, as they do, impregnable castles of ancient error in matters
of opinion, though moderately progressive in physical science.

It is for these reasons that popular opinions and opinions of
universities are of little value. Everything else but reason dominates
them. The gift of a founder, the decree of a king, parliament, or
pope, the decision of some ancient conclave of the superstitious and
ignorant, or the imperious will of some interested body of lords,
plutocrats, monks, or political usurpers, establishes the mould in
which opinions are cast; and the soft brains of inexperienced and
unreflective youth are easily compressed into the form of the
established mould, and from that deformed condition they seldom or
never entirely recover true symmetry. Never taught to reason deeply or
accurately, they yield to the sympathetic mesmeric control of social
opinions and impulses, without looking to their origin, Hence the
lamentable fact that in matters of opinion or philosophy, as in social
amusements and fashions, the animal instinct of gregariousness rules,
and men move in masses like herds of sheep or buffaloes.

These considerations prepare us to appreciate justly the value of
former and contemporary opinions in reference to the science of the
brain.

The mystery that surrounded its anatomy was dispelled by Dr. Gall, and
modern scientists have been building upon the foundation laid by him.
It is not necessary now to dwell upon his protracted and careful study
of the comparative development of the brain in men and animals.
Suffice it to say no naturalist was ever more diligent, fearless, and
successful, in the study of nature; and the conclusive evidence of his
success is the fact that no student of nature who travelled after his
footsteps has failed to see what he saw, and recognize Gall as a
grand, original teacher.

Why is it, then, that the reputation of Gall and