omprehensive view of the educational processes of
Nature, we find them arranging themselves under four great divisions,
blending into each other, no doubt, like the kingdoms of Nature and the
colours of the rainbow, but still perfectly distinct in their great
characteristics.

The _first_ educational process which is observable in Nature's Academy,
is the stimulating of her pupil to such an exercise of mind upon
external objects, as tends powerfully and rapidly to expand and
strengthen the powers of his mind. This operation begins with the first
dawning of consciousness, and continues under different forms during the
whole period of the individual's life.

The _second_ educational process, which in its commencement is perhaps
coeval with the first, is Nature's stimulating her pupil to the
acquisition of knowledge, for the purpose of retaining and using it.

The _third_ consists in the disciplining of her pupil in the practical
use, and proper application of the knowledge received; by which means
the knowledge itself becomes better understood, better remembered, and
much more at the command of the will than it was before:--

And her _fourth_ educational process consists, in training her pupil to
acquire facility in communicating by language, his knowledge and
experience to others.

The _first_ of these four general departments in Nature's educational
process, _is the developement and cultivation of the powers of her
pupil's mind_.--This part of Nature's work begins at the first dawn of
intelligence; and it continues through every other department of her
educational process. For several months during infancy, sensation itself
is but languid. The first indistinct perceptions of existence gradually
give place to a dreamy and uncertain consciousness of personal
identity.--Pain is felt; light is perceived; objects begin to be
defined, and distinguished; ideas are formed; and then, but not till
then, reflection, imagination, and memory, are gradually brought into
exercise, and cultivated. It is the extent and strength of these
faculties, as we shall afterwards see, that is to measure the
educational progress of the child; and therefore it is, that the first
object of Nature seems to be, to secure their proper developement. The
child feels and thinks; and it is these first feelings and thoughts,
frequently repeated, that enable it gradually to extend its mental
operations. It is in this way only that the powers, of the min