We have here supposed, that the pupil has been engaged with the very same chapters in each of these several courses;--and that he read the same words in the first course that he read in those which followed. He had to read the whole, although he could retain but little. He had to labour the whole field for the sake of procuring plants, which could have been more certainly and more healthfully raised upon a square yard. His reading for hours has produced no more knowledge than is expressed by the first branch of the supposed analysis; and therefore, if the teacher would but analyse the subject for the child, whether it be a science or a history,--suppose for example, the History of Joseph,--and give his younger pupils no more at first than the simple _outline_ of the story, some very important advantages would be the result. In the first place, the very difficult task of keeping the volatile mind of a child continuously fixed to the subject during the lengthened reading of the whole narrative will be unnecessary;--the irritation and uneasiness which such a lengthened exercise must produce in a child will be avoided;--time will be economised, the labour of the teacher will be spared, and the mind of the child at the close of the exercise, instead of being fagged and prostrated, will be found vigorous and lively. And yet, with all this, the positive result will be the same. The child's knowledge of the subject in this latter case, will in reality be as extensive, and much more distinct and permanent, than in the former. Here is the first step gained; and to attain the second, a similar course must be pursued. Nature, who formed this first branch of the analytical table on the minds of the first class of the children, formed another and more extended branch in the minds of the second class. The teacher therefore has only to take each of the branches which form the first step, and sub-divide them into their natural heads, so as to form a second,--and to teach this to his children in the same manner that he taught them the former. By this means, the first class will now possess an equal degree of knowledge with those who occupied the second;--and by a similar process, the others would advance to the third and the fourth classes according to circumstances. The plan here proposed for imitating Nature by progressive steps, has been tried with undeviating success for many years. Its efficiency, as embracing the principle employed by Nature for the communication of knowledge, has been repeatedly subjected to the most delicate and at the same time the most searching experiments. By its means, in connection of course with the catechetical exercise by which it is wrought, very extraordinary effects have been produced even upon individuals whose minds and circumstances were greatly below the average of common children.