Differences of temperament between nations are commonly to be noticed; for instance, in comparing the shy and grave Malays with the boisterous Africans. It is an interesting but difficult problem how far such differences are due to inherited race-character, and how far to such social influences as education and custom, and to the conditions of life being cheerful or depressing. Nor has it yet been determined how far emotions are differently expressed by different races, so that it is worth while to notice particularly if their smiling, laughing, frowning, weeping, blushing, etc., differ perceptibly from ours. The acuteness of the senses of sight, hearing and smell, among wild peoples is often remarkable, but this subject is one on which many accounts have been given which require sifting. The skill of savages in path-finding and tracking depends in great measure on this being one of their most necessary arts of life to which they are trained from childhood, as, in an inferior degree, gipsies are with us. The native hunter or guide’s methods of following the track of an animal, or finding his own way home by slight signs, such as bent twigs, and keeping general direction through the forest by the sky and the sheltered sides of the trees, are very interesting, though when learnt they lose much of their marvellous appearance. The testing of the mental powers of various races is an interesting research, for which good opportunities now and then occur. It is established that some races are inferior to others in volume and complexity of brain, Australians and Africans being in this respect below Europeans, and the question is to determine what differences of mind may correspond. Setting aside the contemptuous notions of uneducated Europeans as to the minds of “black-fellows” or “niggers,” what is required is, to compare the capacity of two races under similar circumstances. This is made difficult by the fact of different training. For instance, it would not be fair to compare the European sportsman’s skill in woodcraft and hunting with that of the native hunter, who has done nothing else since childhood; while, on the other hand, the European, who has always lived among civilised people, owes to his education so much of his superior reasoning powers, that it is mostly impossible to get his mind into comparison with a savage’s. One of the best tests is the progress made by native and European children in colonial or missionary schools, as to which it is commonly stated that children of African or American tribes learn as fast as or faster than European children up to about twelve, but then fall behind. Even here it is evident that other causes besides mental power may be at work, among them the discouragement of the native children when they become aware of their social inferiority. The subject is one of great importance, both scientifically and as bearing on practical government.