From these circumstances taken together, we perceive, that the grouping of objects, when once they are individually familiar, is never a difficult task, but is rather one of gratification and pleasure;--and we also are taught, that the amount of knowledge thus pleasantly communicated to a child may be most extensive and valuable, while the materials necessary for the purpose, being comparatively few, may be previously rendered familiar with very little exertion. It is the confounding of these two principles in the communication of knowledge, that makes learning appear so forbidding to the young, and prevents that cultivation of the mental powers by their exercises which these would otherwise infallibly produce. By keeping each in its proper place, a child will soon acquire a thorough knowledge of the few elements necessary for the purpose; and these, when acquired, may be grouped by the teacher into thousands of forms, for extending the knowledge, and for invigorating the mind of his delighted pupil. The benevolence and wisdom of this beautiful arrangement in the educational process of Nature, are truly wonderful; and in proportion as it is so, every deviation from it on our parts will be attended with disappointment and evil. If all our ideas were to be acquired and retained by the principle of individuation alone, the memory being without help or resting place, would soon become so overpowered by their number, that our knowledge would be greatly circumscribed, and its use impeded. Of the benefits arising from attention to the principle we have many apt illustrations in ordinary life, among which the various groupings of the ten numeral figures into sums of any amount, and the forming of so many thousands of words by a different arrangement of the letters of the alphabet, are familiar examples. When a child knows the ten numerals, he requires no more teaching to ascertain the precise amount of any one number among all the millions which these figures can represent. The value of such an acquirement can only be appreciated by considering the labour it would cost a child to gain a knowledge of all these sums individually, and the overwhelming burden laid upon his memory if each of the millions of sums had to be remembered by a separate character. By the knowledge and various groupings of only ten such characters, the whole of this mighty burden is removed.