"This was accordingly done. A meeting took place next day, equally respectable, and perhaps more numerous than the former, to which the boys were brought from their school, without preparation, or knowing what they were to be asked. They were then more fully and searchingly examined than at first; and there being more time, they were much longer under the exercise. It was then found, that the information formerly communicated was not only remembered, but that the several truths were much more familiar, in themselves and in their connection with each other, than they had been at the former meeting. This had evidently arisen from their own frequent meditations upon them since that time, and their application of the several lessons, either with one another, their parents, or themselves. The medical gentlemen were again present, and professed themselves equally pleased." From the number and variety of these facts, which might be indefinitely extended, it is obvious, that a new path lies open to the Educationist, which, as yet, has been scarcely entered upon. The same amount of success is at the command of every teacher who will follow in the same course, and keep rigidly in the path pointed out to him by Nature. FOOTNOTES: [18] Note P. [19] Note Q. [20] Complete Directory for Sunday School Teachers, vol. i. p. 267, and Effects of the Lesson System, p. 37. [21] Counsellor Jackson, M. P. Secretary to the Kildare Place Society, and Mr Hamilton, brother-in-law to the Duke of Wellington, one of the Committee. CHAP. VII. _On the Imitation of Nature in Teaching the Practical Use of Knowledge._ The third step in the educational process of Nature we have found to be, the training of her pupil to the practical use of his knowledge.--All her other processes, we have seen from numerous circumstances, are merely preparatory and subservient to this; and therefore, the attempt at imitation here by the teacher is of corresponding importance. The practical application of knowledge must be the great end of all the pupil's learning; and the parent or teacher should conduct his exercises and labours in such a manner as shall be most likely to attain it. The powers of the mind are to be cultivated;--but they are to be cultivated chiefly that the pupil may be able to collect and make use of his knowledge:--And knowledge is to be pursued and stored up;--but this is to be done that it may remain at his command, and be readily put to use when it is required. To suppose any thing else, is to suppose something directly opposed to all the indications of Nature, and to the plainest suggestions both of reason and experience.