to make. We said that the impression created by the work was decidedly
_conservative_, and this quotation has already borne us out. For without
implying that we could conscientiously make use of every argument here
put into our hands, we may be allowed to say, as the lawyers do in
Westminster Hail, _if this be so_, then it follows that we of the
retrograde, or as we may fairly style ourselves in England--seeing this
country has not progressed so rapidly as France--we of the stationary
party are fully justified in maintaining our position, unsatisfactory
though it may be, till some better and more definite system has been
revealed to us, than any which has yet made its advent in the political
world. If the revolutionary, metaphysic, or liberal school have no
proper office but that of destruction--if its nature be essentially
transitional--can we be called upon to forego this position, to quit our
present anchorage, until we know whereto we are to be transferred? Shall
we relinquish the traditions of our monarchy, and the discipline of our
church, before we hear what we are to receive in exchange? M. Comte
would not advise so irrational a proceeding.

But M. Comte has himself a _constructive_ doctrine; M. Comte will give
us in exchange--what? The Scientific Method!

We have just seen something of this scientific method. M. Comte himself
is well aware that it is a style of thought by no means adapted to the
multitude. Therefore there will arise with the scientific method an
altogether new class, an intellectual aristocracy, (not the present race
of _savans_ or their successors, whom he is particularly anxious to
exclude from all such advancement,) who will expound to the people the
truths to which that method shall give birth. This class will take under
its control all that relates to education. It will be the seat of the
moral power, not of the administrative. This, together with some