If then, as we formerly explained, the arts are to derive benefit from the investigations of science, we are led to the conclusion, that the wisdom of the Teacher will consist in taking advantage of the principle which has been here exhibited. He should not speculate nor theorize, nor go forward inconsiderately in using exercises, the benefits of which are at least questionable; but he ought implicitly to follow Nature in the path which she has thus pointed out to him. One chief object with him should be, the cultivation of the minds of his pupils; and the only method by which he can attain success in doing so has now been stated. He must invent, or procure some exercise, or series of exercises, by which the act of "reiteration" in the minds of his pupils shall be regularly and systematically carried on.--He must induce them to think for themselves, and to exercise the powers of their own minds deliberately and frequently,--in the same manner as we see Nature operating in the mind of a lively and active child. When he can accomplish this, he will, and he must succeed; whereas, if he allow an exercise to be prepared where this act of the mind is absent, he may rest assured that he is deceiving both himself and the child.--The laws of Nature are inflexible; and while she will undoubtedly countenance and reward these who act upon the principles which she has established, she will as certainly leave those who neglect them to eat the "fruit of their own doings."--But the pupil, more than the Teacher is the sufferer. Under the pure discipline of Nature in the infant and the child, learning is not only their business, but their delight; and it is only when her principles are unknown, or violently outraged, that education becomes a burden, and the school-house a prison. FOOTNOTES: [1] Note A. CHAP. III. _On the Means by which Nature enables her Pupils to acquire Knowledge._ The _second_ stage of the pupil's advance under the teaching of Nature is that in which she prompts and assists him in the acquisition of knowledge.--The importance of this department of a child's education has uniformly been acknowledged;--so much so, indeed, that it has too frequently absorbed the whole attention of the Teacher, as if the possession of knowledge were the whole of education.--That this is a mistake we shall afterwards see; because the value of knowledge must always be in proportion to the use we can make of it; but it is equally true, that as we cannot use knowledge till we have acquired it, its acquisition as a preliminary step is of the greatest importance. Our intention is at present, to enquire into the means employed by Nature, for enabling her pupils to acquire, to retain, and to classify their knowledge; so that, by ascertaining and imitating her methods, we may in some degree share in her success.