The _first_ educational process which is observable in Nature's Academy, is the stimulating of her pupil to such an exercise of mind upon external objects, as tends powerfully and rapidly to expand and strengthen the powers of his mind. This operation begins with the first dawning of consciousness, and continues under different forms during the whole period of the individual's life. The _second_ educational process, which in its commencement is perhaps coeval with the first, is Nature's stimulating her pupil to the acquisition of knowledge, for the purpose of retaining and using it. The _third_ consists in the disciplining of her pupil in the practical use, and proper application of the knowledge received; by which means the knowledge itself becomes better understood, better remembered, and much more at the command of the will than it was before:-- And her _fourth_ educational process consists, in training her pupil to acquire facility in communicating by language, his knowledge and experience to others. The _first_ of these four general departments in Nature's educational process, _is the developement and cultivation of the powers of her pupil's mind_.--This part of Nature's work begins at the first dawn of intelligence; and it continues through every other department of her educational process. For several months during infancy, sensation itself is but languid. The first indistinct perceptions of existence gradually give place to a dreamy and uncertain consciousness of personal identity.--Pain is felt; light is perceived; objects begin to be defined, and distinguished; ideas are formed; and then, but not till then, reflection, imagination, and memory, are gradually brought into exercise, and cultivated. It is the extent and strength of these faculties, as we shall afterwards see, that is to measure the educational progress of the child; and therefore it is, that the first object of Nature seems to be, to secure their proper developement. The child feels and thinks; and it is these first feelings and thoughts, frequently repeated, that enable it gradually to extend its mental operations. It is in this way only that the powers, of the mind in infants are expanded and strengthened, as there can be no mental culture without mental exercise. While a child is awake, therefore, Nature prompts him to constant and unwearied mental exertion; by which means he becomes more and more familiar with external objects; acquires a better command over his own mind in perceiving and remembering them; and becomes more and more fitted, not only for receiving constant accessions of knowledge, but also for putting that knowledge to use.