e employs for attaining her ends. He ought, as far as
circumstances will allow, to arrive at his object by similar means;
chusing similar materials, and endeavouring invariably to work upon the
same model. By honestly following out such a mode of procedure, he must
be successful; for although he can never attain to the perfection of
Nature, yet this is obviously the best, if not the only method by which
he can ever approximate towards it.

PART II.

ON THE GREAT DESIGN OF NATURE'S TEACHING, AND THE METHODS SHE EMPLOYS IN
CARRYING IT ON.

CHAP. I.

_A Comprehensive View of the several Educational Processes carried on by
Nature._

We have seen in the former chapters, that the most probable method of
succeeding in any difficult undertaking is to learn from Nature, and to
endeavour to imitate her. The first great question with the Educationist
then should be, "Does Nature ever teach?" If he can find her so
employed, and if he be really willing to learn, he may rest assured,
that by carefully studying her operations, he will be able to detect
something in the ends which she aims at, and the methods which she
adopts for attaining these ends, that will lead him to the selection of
similar means, and crown him ultimately with similar success.

Now we find that Nature does teach; and in so far as rational beings are
concerned, whether angelic or human, it appears to be her chief and her
noblest employment. In regard to the human family, she no doubt, at a
certain period, intends that the task should be taken up and carried on
by parents and teachers, under her controul; but when we compare the
nature and success of their operations with hers, we perceive the
immense inferiority of their best endeavours, and are obliged to
confess, that in many instances, instead of forwarding her work, they
either mar or destroy it. For in regard to the _matter_ of their
teaching, it may be observed, that they can teach their pupils nothing,
except what they or their predecessors have learned of Nature
before;--and as to the _manner_ in which it is taught, it is generally
so very imperfect, that for their success, teachers are often indebted
in no small degree to the constant interference of Nature, in what is
ordinarily termed the "common sense" of their pupils, for rectifying
many of their errors, and supplying innumerable deficiencies. Of this we
shall by and by have to advert more particularly.

The educational operati