able to detect fallacies, more logical, and less likely to be led away by
novelties in speculation, or by theories that are unsupported by historic
evidence or that are contradicted by a knowledge of human nature. If we
were tempted to pursue this test, we should be forced to note the seeming
anomaly of a scientific age peculiarly credulous; the ease with which any
charlatan finds followers; the common readiness to fall in with any
theory of progress which appeals to the sympathies, and to accept the
wildest notions of social reorganization. We should be obliged to note
also, among scientific men themselves, a disposition to come to
conclusions on inadequate evidence--a disposition usually due to
one-sided education which lacks metaphysical training and the philosophic
habit. Multitudes of fairly intelligent people are afloat without any
base-line of thought to which they can refer new suggestions; just as
many politicians are floundering about for want of an apprehension of the
Constitution of the United States and of the historic development of
society. An honest acceptance of the law of gravitation would banish many
popular delusions; a comprehension that something cannot be made out of
nothing would dispose of others; and the application of the ordinary
principles of evidence, such as men require to establish a title to
property, would end most of the remaining. How far is our popular
education, which we have now enjoyed for two full generations,
responsible for this state of mind? If it has not encouraged it, has it
done much to correct it?

The other test of popular education is in the kind of reading sought and
enjoyed by the majority of the American people. As the greater part of
this reading is admitted to be fiction, we have before us the relation of
the novel to the common school. As the common school is our universal
method of education, and the novels most in demand are those least worthy
to be read, we may consider this subject in two aspects: the