he natural and the necessary product of
mental discipline, through which the above described act of
"reiteration," like a golden thread, runs from beginning to end. It is
the fire of intellect, kindled at first perhaps by classical, and
mathematical studies; but which now, collecting force and fuel from
every circumstance of life, glows and shines, long after the materials
which first excited the flame have disappeared.

If then, as we formerly explained, the arts are to derive benefit from
the investigations of science, we are led to the conclusion, that the
wisdom of the Teacher will consist in taking advantage of the principle
which has been here exhibited. He should not speculate nor theorize, nor
go forward inconsiderately in using exercises, the benefits of which are
at least questionable; but he ought implicitly to follow Nature in the
path which she has thus pointed out to him. One chief object with him
should be, the cultivation of the minds of his pupils; and the only
method by which he can attain success in doing so has now been stated.
He must invent, or procure some exercise, or series of exercises, by
which the act of "reiteration" in the minds of his pupils shall be
regularly and systematically carried on.--He must induce them to think
for themselves, and to exercise the powers of their own minds
deliberately and frequently,--in the same manner as we see Nature
operating in the mind of a lively and active child. When he can
accomplish this, he will, and he must succeed; whereas, if he allow an
exercise to be prepared where this act of the mind is absent, he may
rest assured that he is deceiving both himself and the child.--The laws
of Nature are inflexible; and while she will undoubtedly countenance and
reward these who act upon the principles which she has established, she
will as certainly leave those who neglect them to eat the "fruit of
their own doings."--But the pupil, more than the Teacher is the
sufferer. Under the pure discipline of Nature in the infant and the
child, learning is not only their business, but their delight; and it is
only when her principles are unknown, or violently outraged, that
education becomes a burden, and the school-house a prison.

FOOTNOTES:

[1] Note A.

CHAP. III.

_On the Means by which Nature enables her Pupils to acquire Knowledge._

The _second_ stage of the pupil's advance under the teaching of Nature
is that in which she prompts and assists him in