of which
use is to be made;--there is next an inference, or lesson, drawn from
that idea, or truth;--and there is, lastly, a practical application of
that lesson, or inference, to the present circumstances of the
individual. This part of Nature's educational process,--this
application, or use of knowledge, we have ascertained and proved to be
the great object which Nature designs by _all her previous efforts_.
This part of her work, when completed, forms in fact the great Temple of
Education,--all the others were but the scaffolding by which it was to
be reared.--This is the end; those were but means employed for attaining
it. In proof of this important fact we have seen, that when this object
is successfully gained, all the previous steps have been homologated and
confirmed; whereas, whenever this crowning operation is awanting, all
the preceding labour of the pupil becomes useless and vain, his
knowledge gradually melts from the memory, and is ultimately lost.

The _fourth_, or supplementary process in this educational course as
conducted by Nature, we found to consist in the training of her pupils
to an ability to communicate with ease and fluency to others the
knowledge and experience which they themselves had acquired.--This
ability, as we have shewn, is not instinctive, but is in every instance
the result of education. It is not always the accompaniment of great
mental capacity; nor is it always at the command of those who have
acquired extensive knowledge. Persons highly gifted in both respects,
are often greatly deficient in readiness of utterance, and freedom of
speech. On careful investigation we have seen, that it is attained only
by practice, and by one simple exercise of the mental powers, in which
the thoughts are engaged with one set of ideas, at the same moment that
the voice is giving expression to others. This faculty has been found to
be eminently social and benevolent, and intended, not so much for the
benefit of the individual himself as for the benefit of society. Nature,
accordingly, constrains mankind to do homage to eloquence when it is
employed for others, or for the public;--but strongly induces them to
look with pity or contempt on the person who is always speaking of or
for himself. These facts accordingly have led us to the important
conclusion, that learning and the possession of knowledge are not
intended merely for the person himself, but for the good of society; and
therefore, that edu