other people ever were. If they are not better nourished, it is because
their food is badly prepared. Whenever we find, either in New England or
in the South, a community ill-favored, dyspeptic, lean, and faded in
complexion, we may be perfectly sure that its cooking is bad, and that it
is too ignorant of the laws of health to procure that variety of food
which is so easily obtainable. People who still diet on sodden pie and
the products of the frying-pan of the pioneer, and then, in order to
promote digestion, attempt to imitate the patient cow by masticating some
elastic and fragrant gum, are doing very little to bring in that
universal physical health or beauty which is the natural heritage of our
opportunity.

Now, what is the relation of our intellectual development to this
physical improvement? It will be said that the general intelligence is
raised, that the habit of reading is much more widespread, and that the
increase of books, periodicals, and newspapers shows a greater mental
activity than existed formerly. It will also be said that the opportunity
for education was never before so nearly universal. If it is not yet true
everywhere that all children must go to school, it is true that all may
go to school free of cost. Without doubt, also, great advance has been
made in American scholarship, in specialized learning and investigation;
that is to say, the proportion of scholars of the first rank in
literature and in science is much larger to the population than a
generation ago.

But what is the relation of our general intellectual life to popular
education? Or, in other words, what effect is popular education having
upon the general intellectual habit and taste? There are two ways of
testing this. One is by observing whether the mass of minds is better
trained and disciplined than formerly, less liable to delusions, better