of education with some degree
of confidence. Judging historically, however, from the experience of
others in breaking up new ground in the sciences, there is good reason
to believe, that the present Treatise goes but a short way in
establishing the science of education. There is yet much to be done; and
others, no doubt, will follow to complete it. But if confidence is to be
placed in history, it appears evident, that they must follow in the same
course, if ever they are to succeed. Nature is our only instructress;
and however much she may have hitherto been neglected, it is only by
following her leadings with a child-like docility, that improvement is
ever to be expected. By so following, however, success is certain. The
prospects of the science at the present moment, both as to its spread
and its improvement, are exceedingly cheering. The field, which is now
being opened up for the labours of the Educationist, is extensive and
inviting; and the anticipations of the philanthropist become the more
delightful, on account of the improvements likely to ensue for carrying
on the work. The errors and failings of former attempts will warn, while
every new discovery will direct in the labour. The virgin soil has even
yet in a great measure to be broken up; and if we shall be wise enough
to employ the implements provided for us by Nature herself, the present
generation may yet witness a rapid and abundant ingathering of blessings
for the world. This is neither a hasty nor a groundless speculation.
There are already abundant proofs to warrant us in cherishing it.
Numerous patches of ground have again and again, under serious
disadvantages, been partially cultivated; and each and all have
invariably succeeded, and produced the first fruits of a ripe, a rich,
and an increasing harvest.

PART III.

ON THE METHODS BY WHICH THE EDUCATIONAL PROCESSES OF NATURE MAY BE
SUCCESSFULLY IMITATED.

CHAP. I.

_On the Exercises by which Nature may be imitated in cultivating the
Powers of the Mind._

In the educational processes of Nature, her first object appears to be
the cultivation of her pupil's mind; and this, therefore, ought also to
be the first concern of the parent and teacher.--The wisdom of this
arrangement is obvious. For as success in a great measure depends upon
the vigour and extent of those powers, their early cultivation will
render the succeeding exercises easy and pleasant, and will greatly
abridge the a