Do we wish that any one organ in particular shall attain to perfection, we must condemn the others to inaction. We castrate men to change their voices; it is astonishing that the barbarous idea of depriving them of sight has not been found out also for the purpose of rendering them musicians, since it is well known how acute the sense of hearing is in the blind. The child, who should be destined to music, ceteris paribus, would make a much more rapid progress, were his ears to be assailed by harmonious sounds only, and every thing removed which might be capable of exercising his other senses. It is a truth, then, that our superiority in such or such an art and science, may almost always be measured by our inferiority in other respects; and that this general maxim which the greater number of the ancient philosophers have insisted on, but which many of our modern ones would willingly overturn, has for its foundation one of the great laws of the animal economy, and will ever be as immutable as the base on which it rests. VI. _Of the education of the animal life as to duration._ The education of the organs of the animal life, is prolonged for a time which we cannot determine, as it is influenced by such a variety of circumstances; but the peculiarity of this education consists in its being the business of each age, to bring to perfection certain organs in particular. In childhood, the senses more especially are educated; every thing seems to relate to the development of their functions. Environed with bodies which are new to him, the little individual seeks to know them all; he maintains in a sort of perpetual expectation those organs by which his connexions with what is near him are established, and undoubtedly his sensibility is excessively developed. His nervous compared with his muscular system, is proportionally very great; accordingly for the dissection of the nerves, we always prefer the bodies of children. With the education of the senses, the improvement of the functions of the brain which relate to sensation is necessarily connected. In proportion, then, as the sum of the sensations becomes enlarged, the memory and imagination begin to come into play. The age which follows infancy, is that of the education of those parts of the brain in which these faculties are seated.--It is then, that there have existed a sufficient number of antecedent sensations for the exercise of the memory, and for the discovery of the type of those illusory sensations which it is the business of the imagination to assemble. On the other hand, the little activity of the judgment at this epoch is much in favour of the energy of these two faculties; and then the revolution which puberty brings on, the taste which it develops, and the desires which it creates, contribute very much to extend the sphere of the latter of them.