judgment, are handed over to the memory, and afterwards prove our chief--nay, our only--means of obtaining further knowledge.... To serve the end both of sense-perception and of motion, nature has planted in the body a brain, the prince of all our organs, which by spreading its channels through every part of our frame, produces all the effects through which sense passes into motion.” On the point of subordinating rules to the imitation of examples, and learning the arts by practically engaging in them, Mulcaster writes: “Children know not what they do, much less why they do it, till reason grow into some ripeness in them, and therefore in their training they profit more by practice than by knowing why, till they feel the use of reason, which teaches them to consider causes.... When the end of any art is wholly in doing, the initiation should be short, so as not to hinder that end by keeping the learners too long musing upon rules.... We must keep carefully that rule of Aristotle which teaches that the best way to learn anything well which has to be done after it is learned, is always to be a-doing while we are a-learning.” To the question of the best method in linguistic study, Mulcaster was ready to apply this principle of learning directly through practice, and his sense of the proper place of grammatical knowledge is shown in the following passage: “Grammar in itself is but the bare rule, and a very naked thing.... In grammar, which is the introduction to speech, there should be no such length as is customary, because its end is to write and to speak, and in doing this as much as possible we learn our grammar best, when it is applied to matter and not clogged with rules. As for understanding writers, that comes with years and ripeness of intelligence, not by means of the rules of grammar.” It has already been seen that Mulcaster shared fully in the humaner views upon the treatment of children that were beginning to assert themselves in his day; but it is interesting to notice that he based his conviction not only on the general claims of sympathy, but also on grounds of purely educational expediency. “These three things--perception, memory, and judgment--ye will find peering out of the little young souls. Now these natural capacities being once discovered must as they arise be followed with diligence, increased by good method and encouraged by sympathy, till they come to their fruition. The best way to secure good progress, so that the intelligence may conceive clearly, memory may hold fast, and judgment may choose and discern the best, is so to ply them that all may proceed voluntarily, and not with violence, so that the will may be ready to do well and loth to do ill, and all fear of correction may be entirely absent. Surely to beat for not learning a child that is willing enough to learn, but whose intelligence is defective, is worse than madness.... Beating must only be for