with planetary
evolution, therefore, the easiest and most natural. We must never lose
sight of one great, central, primal fact. It is this. The mind of the
child, which is to be unfolded, is the production of the cosmic
universe; therefore, cannot be in fundamental antagonism with it. It
follows, then, that if children gather their sensations, images,
concepts, ideas, and thoughts, directly from the phenomena of that
universe, they will acquire a kind of knowledge, so real, so superior,
that it will stand the test of an eternity. It is actual knowledge!
There is no theory, no speculation, no guesswork about it!

The sciences, are facts regarding the phenomena of the universe,
classified and arranged in an orderly manner. All facts of every kind,
naturally fall into the domain of some one of the sciences.

Man, as the highest expression of the planet, in his three-fold nature,
becomes the gleaner, the classifier, and the repository of these facts.
A beautiful exposition of the clever handiwork, of the law of action and
re-action. As a cosmic unit of the larger cosmos, the more perfect his
knowledge of the universe, the more complete, is his store of knowledge
in relation to himself.

Children, in order to become properly equipped students, must, when
ready to take up the sciences, be prepared to determine what the actual
sensations are, out of which the different possible images of the
sciences are composed. To achieve the most thorough education possible,
they must know the actual number of concepts in each science, and
precisely the images out of which they have arisen! They will then be
prepared, to collect and classify, the mentative data of the sciences.
That is, they will be able to determine for themselves, experimentally,
the sensations, images, concepts, ideas and thoughts, which belong to
each one.

Practice in this useful training, will lead the pupil, to the higher,
wider generalizations of thought, which belong to the domain of pure
reason. In the work of classification, by detecting differences, a
knowledge of the inductive process is gained. Similarly, by detecting
likenesses, a knowledge of deductive reasoning is acquired.

The body, like the brain, being composed of a co-operative colony of
more or less intelligent cells, is an important part of the mind, which
responds to educational training. True education, then is a development
of both mind and body, in accord with the law of natural evolution,