The circumstance to which we would especially call attention at present is, the singleness of thought exercised upon the object, during the time that the child is amused by it.--He attends to nothing else, and he will look at nothing else; and were his attention forced from it for a moment, this is evidently done unwillingly; and, when allowed, it immediately returns to the object. It is also worthy of notice, that if, while he is so engaged, we attempt to teach him something else, or in other words, to induce him to divide his attention upon some other new object, the distraction of his mind is at once apparent; we perceive that it is unnatural; and we find by experience that he does not profit by either. Now, from these indications it must be evident, that any interference with this principle of individuation in teaching any thing for the first time, must always be hurtful:--on the contrary, by attending to the principle, and acting upon it in the training of the young, it must be productive of the happiest effects.--While acted upon, under the guidance of Nature, its efficiency and power are astonishing. It is by means of this principle, that the infant mind, with all its imbecility and want of developement, acquires and retains more real knowledge in the course of a few months, than is sometimes received at school afterwards during as many years.--Few things are more cheering in prospect than the knowledge of this fact; for what may we not expect from the _man_, when his education while a _child_ shall have been improved, and approximated to that of Nature!