But, secondly, nature plainly indicates a certain order to be observed in the development of the faculties. "First the blade, then the ear, after that the full corn in the ear." So in the human plant. The time for the efflorescence of some of the faculties is in early youth. Other faculties make little growth till near the age of manhood. A wise educator will carefully observe these facts, and not waste his energies and mar his work, either by attempting a premature development of those faculties which God seems to have meant to ripen later, or by neglecting to draw out and train in childhood those faculties which then most naturally and aptly spring into vigorous growth. Youth, for instance, is the season, of all others, when the memory is to be cultivated; the season of all others, when the instinctive principle of faith is to have free play. So, too, the moral and emotional faculties may receive the first germs of their development at a very early stage in the history of the human being. The education of this part of our nature begins, indeed, with the first smile of recognition that passes between the infant and its mother. Other faculties and powers, as the reason and the judgment, for instance, come to maturity nearer the age of manhood, and the normal period for their cultivation is accordingly near the end, rather than near the beginning, of an educational course. It is not, however, my object here to mark out an order for the development of the faculties, but only to note that there is such an order, and that the observance of this order is a most important element in our idea of what education is. The next element in this idea is that a certain proportion and symmetry be observed in the development of the powers. Perhaps it might not be strictly accurate to say that any faculty may be cultivated too highly. Yet there certainly is an excess whenever one faculty or power is cultivated quite out of proportion to the other faculties and powers. A man in Boston a few years ago, by directing his attention exclusively for a long time to the single act of lifting, educated his body to the power of lifting enormous weights. But this power was gained at the expense of agility, grace, and many other bodily qualities quite as important as that of lifting weights. So the mental faculties may become one-sided by injudicious training. The memory may be inordinately developed at the expense of the reasoning power, the reason at the expense of the imagination, the feelings at the expense of the judgment, the mind at the expense of the body, the body at the expense of the mind. In all right education, therefore, the faculties are to be developed, not only in due order, but in due proportion.