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where risen above the savage condition. Now it does not seem that the animism of the higher nations stands in a connexion so direct and complete with their mental state. It is by no means so closely limited to doctrines evidenced by simple contemplation of nature. The doctrines of the lower animism appear in the higher often more and more modified, to bring them into accordance with an advancing intellectual condition, to adapt them at once to the limits of stricter science and the needs of higher faith; and in the higher animism these doctrines are retained side by side with other and special beliefs, of which the religions of the lower world show scarce a germ. In tracing the course of animistic thought from stage to stage of history, instruction is to be gained alike from the immensity of change and from the intensity of permanence. Savage animism, both by what it has and by what it wants, seems to represent the earlier system in which began the age-long course of the education of the world. Especially is it to be noticed that various beliefs and practices, which in the lower animism stand firm upon their grounds as if they grew there, in the higher animism belong rather to peasants than philosophers, exist rather as ancestral relics than as products belonging to their age, are falling from full life into survival. Thus it is that savage religion can frequently explain doctrines and rites of civilized religion. The converse is far less often the case. Now this is a state of things which appears to carry a historical as well as a practical meaning. The degradation-theory would expect savages to hold beliefs and customs intelligible as broken-down relics of former higher civilization. The development-theory would expect civilized men to keep up beliefs and customs which have their reasonable meaning in less cultured states of society. So far as the study of survival enables us to judge between the two theories, it is seen that what is intelligible religion in the lower culture is often meaningless superstition in the higher, and thus the development-theory has the upper hand. Moreover, this evidence fits with the teaching of prehistoric