The instinct of curiosity,--says M. Hoefer, in his preface to the first series of "Les Saisons,"--is the awakening of the intellectual life: it commences with the lisping of the child, accompanies the adult in every phase of his existence, and, far from becoming extinct with the last throb of the heart, revives before the unknown shadows of the grave. What, then, is there in the whole world of greater importance to follow and direct than the movements and impulses of this curiosity, of these uncertain pulsations of the soul? In this lies the secret of all education; and upon education depends the future of humanity. Unfortunately, he continues, the methods hitherto employed have been absolutely insufficient. And the insufficiency is most notable as regards the imperfect and defective training given to the instinct of curiosity. Observe the child. Of everything which excites his attention, he never fails to ask you the _reason why_. It is thus that he enters into the connexion of "cause" and "effect." It is a sign. But instead of following up this natural indication, and developing the thought by the exercise of the reason, we proceed as if the being under our charge were incapable of reason; we overload the memory of the child with a multitude of words, whose value he cannot understand until later in life, and perhaps never. The true direction of the mind is to proceed from the thought to the word, and not from the word to the thought. It is for want of having recognised and applied this principle that our educational systems have failed so utterly. Let us take, for example, the study of nature. No science, assuredly, ought to prove more attractive to the mind than natural history. Yet mark how repulsive zoology, botany, and mineralogy are made at the very outset, by the dryness of their nomenclatures and the dreariness of their classifications. Undoubtedly, it is necessary to lay down a course of study in the midst of the marvels which everywhere surround us; undoubtedly names are required for the objects which attract our notice. But are not the methods we employ directly opposed to the end we set before ourselves?