In working toward such supreme accomplishment, it is necessary to commence at the lowest and easiest steps, and proceed by natural and progressive stages to the higher and more difficult. This law of growth, progress, evolution, unfoldment, by gradual and ever ascending stages, is absolute in every department of life, and in every human accomplishment, and where it is ignored, total failure will result. In acquiring learning, in learning a trade, or in pursuing a business, this law is fully recognized and minutely obeyed by all; but in acquiring Virtue, in learning Truth, and in pursuing the right conduct and knowledge of life, it is unrecognized and disobeyed by nearly all; hence Virtue, Truth, and the Perfect Life remain unpractised, unacquired, and unknown. It is a common error to suppose that the Higher Life is a matter of reading, and the adoption of theological or metaphysical hypotheses, and that Spiritual Principles can be apprehended by this method. The Higher Life is a higher living in thought, word, and deed, and the knowledge of those Spiritual Principles, which are imminent in man and in the universe can only be acquired after long discipline in the pursuit and practice of Virtue. The lesser must be thoroughly grasped and understood before the greater can be known, and practice always precedes real knowledge. The schoolmaster never attempts to teach his pupils the abstract principles of mathematics at the commencement; he knows that by such a method teaching would be vain, and learning impossible. He first places before them a simple sum, and, having explained it, leaves them to do it. When, after repeated failures and ever-renewed effort, they have succeeded in doing it correctly, a more difficult task is set them, and then another and another; and not until the pupils have, through many years of diligent application, mastered all the lessons in arithmetic, does he attempt to unfold to them the underlying mathematical principles. In learning a trade, say that of a mechanic, the boy is not at first taught the principles of mechanics, but a simple tool is put into his hand and he is told how rightly to use it, and is then left to do it by effort and practice. As he succeeds in plying his tools correctly, more and more difficult tasks are set him, until, after several years of successful practice, he is prepared to study and grasp the principles of mechanics. In a properly governed household, the child is first taught to be obedient, and to conduct itself properly under all circumstances. The child is not even told why it must do this, but is commanded to do it, and only after it has so far succeeded in doing what is right and proper, is it told why it should do it. No father would attempt to teach his child the principles of ethics before exacting from it the practice of filial duty and social virtue.