Not that all ethics shall be changed among the civilized races, for there are simple primary and true conceptions which are universally recognized, and are embalmed in all religions. Yet these few universal ideas are but the rudiments of ethics, and no more constitute an ethical system worthy of the name, than the four primary processes of arithmetic constitute a system of mathematical science. The future is to evolve the true ethics, and therewith the educational system that will bring the true ethics into all spheres of human life. In all past time there has been no ethical system competent to establish a perfectly harmonious social state, and no system of education competent to lift society to a _higher_ life. Education as it has been brightens life with literature and art, but does not _elevate_ it. The same old element of poverty, misery, disease, crime, and insanity marches on, hand in hand with the college and the church, as it formerly went hand in hand with the hunting and warring barbarians of the forest. And the dull, blunted conscience of the time, lulled by the softly solemn platitudes of the pulpit and the soulless system of education, rebels not against the old social order. In full view of the past twenty-five centuries, may we not exclaim with Shakespeare's Macbeth: "To-morrow, and to-morrow, and to-morrow Creeps on this petty pace from day to day, To the last syllable of recorded time; And all our yesterdays have lighted fools The dusty way to death." But not to the end of time shall it be. The nineteenth century has seen the glimmering dawn of the true civilization. How it came, what it is, and what it is destined to realize, the JOURNAL OF MAN will attempt to show. SYNOPSIS OF CEREBRAL SCIENCE.[1] [1] Copyrighted, 1887, by Joseph Rodes Buchanan. CHAPTER I. GENERAL PLAN OF THE BRAIN. The brain the centre of life--Its organs not distinctly separated--Its double functions and degrees of energy--Difficulty of nomenclature, chiefly basilar--The pathognomic law--Its application to the brain--The four cardinal directions and four divisions, the coronal, basilar, anterior, and occipital--Their effects on the character and constitution--The method of locating organs--The four groups--The law of antagonism--Its certainty and necessity--Difficulty of expressing it--Correspondence of the English language and the brain--Its limits--Radiating groups of organs--Contrasts of development. The details of cerebral science will be much more easily understood if we begin with a comprehensive view of the entire plan of the functions and structure.