ress that has been made in
analyzing the relations between material and psychical phenomena that
vast further advances will be made, and that sooner or later all the
so-called spontaneous operations of the mind will have, not only their
relations to one another, but their relations to physical phenomena,
connected in natural series of causes and effects, strictly defined.
In other words, while at present we know only the nearer moiety of the
chain of causes and effects by which the phenomena we call material
give rise to those which we call mental, hereafter we shall get to the
further end of the series."

The "further end of the series," however, is vastly different from
anything within the mental range of the distinguished professor, whose
ultra materialism led him to revamp the old Cartesian doctrine that
animals were only machines, like clocks or mills, running
automatically, and destitute of sensation, and intelligence.

The science and philosophy of the future will be distinguished by
their mastery of the realm of mind, and the closer approximation of
the human to the Divine, not only in intelligence, but in ethics.

The JOURNAL OF MAN, as the first periodical organ of the new
philosophy, will attempt gradually to initiate the archetypal forms of
thought of the coming period, in which the disappearance of old
philosophy and ethics shall leave room for growth.

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 t