and power of the soul will be our willing
servant.

This is Constructive Psychology, and is a normal evolution under both
Natural and Divine Law: "Living the Life that we may know the doctrine."

It is practical, scientific Psychology worked out and demonstrated in the
Laboratory of Life. Religions and Revelations will no longer be mysteries,
but open books; for we shall be in touch with their source and at-one with
their inspiration.

This is what is meant by "The School of Natural Science."

Nor is it an idle speculation, nor merely a thing "devoutly to be
wished."

If the whole nature of man is built and operated under law; if he is, as
he seems to be, an aggregate of all substances, an epitome of all
principles and processes; then it follows that to understand these laws,
processes and correspondences, is to become _master_ of them and of life.

Wonderful as have been the discoveries in nature's finer forces and in
applied science, all that science has discovered or invented, or art has
devised, is like children's toys, when compared with the subtle and
marvelous mechanism of man's organism.

The rhythmic beating of the heart, synchronous with respiration and the
circulation of the blood, are sufficient illustrations. But even this
concerns the vehicle, not the driver; the instrument, not the player upon
this "harp of a thousand strings."

When it comes to the mental and psychical realm, cognition is direct and
immediate. We become "aware" of relations and processes, of sequences and
powers, by intuition, as we are _aware_ of the Self.

This is _apperception_ in its highest sense. Not through the mind, which
is a _process_ and a function, but through that which uses, controls and
dominates the mind, viz.: the Individual Intelligence, the Soul.

In the mind, in daily life, _we_ weigh and measure, reason, choose,
compare, and adjust. In intuition or apperception it is borne in, or comes
like a flash of light, and seems as if "we always knew it."

We may somewhat haltingly describe the process, but we can never impart
the knowledge to another, because it is an _individual experience_. As
easily could another feel, sense, and _realize_ the pain of thrusting our
finger into the fire, as to receive vicariously, from us, a _real_
physical experience.

Here lies the difficulty, often the impossibility, of the teacher or the
Master, in imparting his knowledge.

I am _entirety satisfied_ that by personal effor