are the systems of
knowledge possessed by the artist and the musician. Again, a system of
knowledge may be composed wholly or mainly of images--of remembered
ideas, so altered and so modified as to form and fit into a new whole.
Lastly, the elements which go to form the component parts of the system
may be of a conceptual character. Thus we may select the number aspect
of things for consideration and treatment, and so build up and establish
within the mind of the child a number system. But in each and every case
the power at work is the activity of reason, and the end ever in view in
the selection and in the formation of the system is the satisfaction of
some end or interest desired either for its own sake or as a means to
some further and remoter end.

Further, a system of knowledge may differ not only in the nature of the
materials of which it is composed, but also in the mode of its
formation; _i.e._, the nature of the identity which binds part to part
within the system may vary in character. Now it is upon the nature of
the systems which we ultimately form in the mind of the child and upon
the method which we pursue in our process of system or knowledge making
that the resultant character of our education depends.

A system of knowledge may be related as regards its parts by some
qualitative or quantitative bond of identity. All sciences of mere
classification are formed in this way, and the formation of such systems
is in some cases a necessary preliminary to the evolution of the higher
forms of system. But the important point to note is that all such
systems are valuable only as a means to the further recognition, the
further classification, of similar instances. An individual whose mind
was wholly formed in this way might be compared to a well-arranged
museum, where everything is classified and arranged on the basis of
qualitative identity. But manifestly this mere arranging and classifying
of knowledge has only a limited value. Such systems can never be used as
means for the realisation of any practical need of life, can never by
themselves lead us to intrinsically connected knowledge.

A second and higher form of system is established whenever the bond of
connection between part and part is an identity of function or of law.
All language systems are of this nature, and the more highly synthetic
the language the more intrinsic the connection there is between the
parts of the system. Further, it should be noted