n.--Hence the great importance of
allowing the young mind to act freely in acquiring new ideas by this
principle of individuation; as without this, all the lessons into which
such ideas shall afterward be introduced, must be in a great measure
lost. Even adults can form no idea of an unknown object, except by
compounding it of something that they already know. And this is at least
equally the case with children; who, till they can group and compare
objects which they have seen, can realize no idea of any thing, however
simple, that has not previously been subjected to the senses.--Hence,
therefore, the importance at this period of a child's education, of
confining the attention chiefly to sensible objects, and of not
confounding his faculties, by too early an introduction of abstract
ideas.

Here then we have been able to detect the method by which Nature
selects, and enables her pupils to prepare the materials of which their
future knowledge is to be compounded. These materials are the ideas of
sensible objects, and their properties and uses; which must be gathered
and stored one by one. By inducing them to attempt to seize even two at
a time, they will most probably lose both, and their powers of
collecting and storing will, by the same attempt, be injured and
weakened. It is by means of this principle of individuation, that, with
the most intense craving for information, and while placed among
innumerable objects calculated to gratify it, the infant and the child
remain perfectly collected, without the slightest appearance of
distraction of mind, or confusion of ideas. With his thirst of knowledge
ardent and constant, it enables him with the greatest delight to add
hourly to his stores of knowledge, without difficulty, without
irritation, and without fatigue.

The application of these truths to the business of education, we shall
attend to in its proper place; in the meantime we may remark, of how
much importance it is, that all knowledge communicated to the young be
simple, and that for some time it consist chiefly of sensible objects,
and their qualities;--objects which they either know, or can have access
to. Abstract subjects are not suited for children, till they can group,
and classify, and compare the sensible objects with which they are
already acquainted. The aim of the teacher, therefore, ought to be,
strictly to follow Nature in this early stage of her operations, and to
furnish food for his pupils, of t