§ 22. But schools have failed, and instead of keeping to the true object of education, and teaching the foundations, relations, and intentions of all the most important things, they have neglected even the mother tongue, and confined the teaching to Latin; and yet that has been so badly taught, and so much time has been wasted over grammar rules and dictionaries, that from ten to twenty years are spent in acquiring as much knowledge of Latin as is speedily acquired of any modern tongue. § 23. The cause of this want of success is that the system does not follow Nature. Everything natural goes smoothly and easily. There must therefore be no pressure. Learning should come to children as swimming to fish, flying to birds, running to animals. As Aristotle says, the desire of knowledge is implanted in man: and the mind grows as the body does—by taking proper nourishment, not by being stretched on the rack. § 24. If we would ascertain how teaching and learning are to have good results, we must look to the known processes of Nature and Art. A man sows seed, and it comes up he knows not how, but in sowing it he must attend to the requirements of Nature. Let us then look to Nature to find out how knowledge takes root in young minds. We find that Nature waits for the fit time. Then, too, she has prepared the material before she gives it form. In our teaching we constantly run counter to these principles of hers. We give instruction before the young minds are ready to receive it. We give the form before the material. Words are taught before the things to which they refer. When a foreign tongue is to be taught, we commonly give the form, _i.e._, the grammatical rules, before we give the material, _i.e._, the language, to which the rules apply. We should begin with an author, or properly prepared translation-book, and abstract rules should never come before the examples. § 25. Again, Nature begins each of her works with its inmost part. Moreover, the crude form comes first, then the elaboration of the parts. The architect, acting on this principle, first makes a rough plan or model, and then by degrees designs the details; last of all he attends to the ornamentation. In teaching, then, let the inmost part, _i.e._, the understanding of the subject, come first; then let the thing understood be used to exercise the memory, the speech, and the hands; and let every language, science, and art be taught first in its rudimentary outline; then more completely with examples and rules; finally, with exceptions and anomalies. Instead of this, some teachers are foolish enough to require beginners to get up all the anomalies in Latin Grammar, and the dialects in Greek.