Prior to the ending of this fourth stage, the education of the individual has been finished, and it depends largely upon the previous mode of living, and the manner of thinking whether he may not remain at his best for a while, or must at once begin the descent, from which there is no return. Fortunate, indeed, is he whose "star remains long bright at the zenith." Considering now what constitutes an education and the best means of obtaining it, we can profitably review the principles involved. As Spencer has shown, intellectual, moral, and even physical development for the human being must proceed in one direction--call it what we will. There can be no question that the infant, as an individuality, is homogeneous in its ignorance and positive influence; that the first facts which dawn upon its germinating intelligence are concrete and empirical, and that all of its acts are simple, resulting from comparatively simple stimuli. Education, in its broadest sense, is the development, cultivation, and direction of all the natural powers of man, and its purpose should be to fit the individual for a useful and happy life. Education can come only through the acquisition of knowledge, but knowledge can be obtained in two ways. By knowledge, we mean assurance born of conviction, based upon sufficient evidence, that a mental conception corresponds with that which it represents. The primal way of gaining knowledge is by experience, and undoubtedly this is the most satisfactory and thorough in all cases, where the result of such experience is not of such a nature as to potentially lessen the possibilities of the individual for future usefulness and happiness. Where this would occur, or where, for any reason, such as lack of time or opportunity, it cannot be resorted to, the accurately recorded experience of others can be assimilated through the memory and reasoning faculties, and added to the store of knowledge for the mind's use. In using the second method of acquiring knowledge, we should not only exercise the utmost care in selecting authorities who have a reputation for keenness of perception and truthfulness of narration, but we should not accept their dictum for what seems to be to us contrary to our previous experience, and unsound to our reason and judgment. Unless we are able to follow with our reason their narration of the causes of events, it is of but little avail that we reach their conclusion.