reversed, either by the agency of other remedies, or by e reactive power of nature herself.

"The enormous quantities of calomel which were given to patients in cholera, during the prevalence of the disease in these countries, were of themselves sufficient to destroy life, even though the individuals to whom they were administered had been, at the time, free from any specific disease. Twenty grains of calomel and two grains of opium, to be repeated every two hours till the symptoms should abate, were directed to be given in the books and pamphlets published on the subject at that period. A physician, who is now a vicar of some parish in England, in a letter published in the London Times newspaper, about two months ago, says that the best remedy he ever saw employed (and it was in New York he had seen it) was twenty grains of opium for one dose. A physician told myself that his dose was forty grains of calomel and two grains of opium. I shall content myself with only one specimen of the extent to which the calomelizing practice has been carried. A man was admitted into the Belfast hospital, whose mouth was nearly hermetically sealed up from the effects of calomel, which had been administered to him for the cure of an alleged attack of cholera, so that no food could be conveyed into his stomach but beef tea, thin gruel, or milk, and these he had to suck in through apertures between his remaining teeth. Such an extensive excoriation and ulceration of the gums, jaws, lips, and cheeks had taken place, from the salivating effects of the calomel, that extensive adhesions had formed between these surfaces throughout their whole extent. His lips and cheeks adhered firmly to the gums and jaws, so that Mr. Moore, the talented and skillful surgeon to the hospital, was obliged to dissect these. parts asunder, to cut out masses of flesh between the inner angles of the jaws, and to stuff the inner sides of the cheeks and lips with lint, soaked in oil, to prevent their re-adhesion to the subjacent parts, and to gag the jaws asunder with cork, till these parts healed. Why unnecessarily inflict such misery?

"I have not only already amply proved that calomel is unnecessary for the cure of cholera, but I have now shown that it is lestructive. I have cured from two to three thousand cases without a single grain of calomel. I have a right, therefore, to form a judgment on the subject. I trust I have now set the bleeding and calomelizing mode of treating cholera at rest; and as I have directed a mode of treating that disease, which, if timely and skillfully employed, will infallibly cure it in every instance, I shall not delay further by noticing any more of the nostrums which have been recommended for its treatment.

"In conclusion, lest any one, from the foregoing remarks, should be deterred from the use of calomel in other diseases where it may be requisite, I would observe, that we do not possess a more safe or a more valuable medicine when skillfully administered, in cases. where its use is proper."

Familiar Table-Talk.

THE title-page on the cover of this journal has, doubtless, often attracted the attention of my readers. It presents a rich Gothic design, in the midst of which the subject of the Journal of Man is illustrated by the Human Brain, flashing a brilliant light through the clouds of darkness and ignorance by which it is surrounded, This indicates our cardinal idea: that true anthropological science must be derived from the brain; and that the light from this source illuminates all departments of knowledge.

In the niches on the right and left, emblematical figures have been placed; while above the arches, a neurological bust presents a compendious illustration of the science.

At the foundation of the arches we observe a horizontal range of the crania of the vertebrated animal kingdom, from the fish to man, illustrating the fact, that the craniological researches of Gall laid the foundation upon which the present anthropological superstruc

ture has been reared.

On the right hand is seen a statue, presenting the entire man as the subject of a science. This statue, curiously divided into different regions, illustrates one of the most important discoveries of the new anthropological system, to wit: that each region of the body connects with a corresponding region of the brain; and that the whole body should be subdivided into the same regions, or organs, as the brain. These regions of the body present an analytical basis for corporeal physiognomy, and explain all the wonderful sympathies between the mind and the body. The importance and extent of these correspondences and physiological connections can scarcely be conceived, until the subject has been developed in detail. On the pedestal of this statue, the human head, surrounded by radii, illustrates the mathematical principles that will, hereafter, be developed.

Above the statue, a globe, moving in the distance, indicates the microcosmal relations of man, and the philosophy of spheres, as applied to the human being-while the fixed star, above the whole, indicates that the principles and applications of the science have a range which extends even beyond our own globe.

On the left hand we observe a skeleton, standing upon a pedestal, where a butter-fly is rising from its chrysalis condition, while, above its head, a cherub is soaring to the stars. In this we perceive that the science is not confined merely to the living, physiological man, but extends from the anatomical foundation of his constitution through the realms of spiritual life. The butter-fly, cherub and star, as emblems of immortality, remind us of the vast regions of psychological science, and trans-material existence, which wait the incursions of experimental philosophy.

BUCHANAN'S

JOURNAL OF MAN.

Vol. 1, No. 5.—MAY, 1849.

ART. I.-EDUCATION.

A TRUE Anthropological System, must necessarily indicate the proper principles and methods of education. I propose, therefore, to sketch the Neurological System of Education, in contrast with the systems which have heretofore been in vogue.

That education is a very imperfect affair at present, no one can deny. It is tyrannical, it is painful, it is imperfect, it is abortive. Children are subjected to a degree of restraint, and to a harsh discipline, which often inspire them with hatred and disgust toward their teachers, their parents, and all who are accessory to the torturing process of "educating." Their wants and their wishes are thwarted; a painful system of constraint deprives them of locomotion, and punishes their natural gayety. Under the pretext of cultivating the intellect, the physical constitution is marred, the body is deprived of its proper development, and even that of the intellect itself is impeded and perverted. The intellect is cultivated-but it is to the neglect of the moral nature, the affections, and all the energies which render the character manly; it is cultivated at the expense, and to the destruction, of the physical health; and this intellect itself, to which all else is sacrificed, has but a feeble, artificial and unhealthy growth.

All this is wrong-all unnecessary. Education, rightly understood, is a natural and delightful process-producing pleasure both in those who bestow and in those who receive: producing unmingled good. Let us look at education as it should be. The brain and the entire constitution of man, present us with a number of parts, spontaneously active, desiring an opportunity for appro

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