_curriculum_ are so arranged that they can be
successively ascended by the pupil himself with little or no help, they
must correspond with the stages of evolution in his faculties; and
manifestly, if the successive achievements of these steps are
intrinsically gratifying to him, it follows that they require no more
than a normal exercise of his powers.

But making education a process of self-evolution, has other advantages
than this of keeping our lessons in the right order. In the first place,
it guarantees a vividness and permanency of impression which the usual
methods can never produce. Any piece of knowledge which the pupil has
himself acquired--any problem which he has himself solved, becomes, by
virtue of the conquest, much more thoroughly his than it could else be.
The preliminary activity of mind which his success implies, the
concentration of thought necessary to it, and the excitement consequent
on his triumph, conspire to register the facts in his memory in a way
that no mere information heard from a teacher, or read in a school-book,
can be registered. Even if he fails, the tension to which his faculties
have been wound up, insures his remembrance of the solution when given
to him, better than half-a-dozen repetitions would. Observe, again, that
this discipline necessitates a continuous organisation of the knowledge
he acquires. It is in the very nature of facts and inferences
assimilated in this normal manner, that they successively become the
premises of further conclusions--the means of solving further questions.
The solution of yesterday's problem helps the pupil in mastering
to-day's. Thus the knowledge is turned into faculty as soon as it is
taken in, and forthwith aids in the general function of thinking--does
not lie merely written on the pages of an internal library, as when
rote-learnt. Mark further, the moral culture which this constant
self-help involves. Courage in attacking difficulties, patient
concentration of the attention, perseverance through failures--these are
characteristics which after-life specially requires; and these are
characteristics which this system of making the mind work for its food
specially produces. That it is thoroughly practicable to carry out
instruction after this fashion, we can ourselves testify; having been in
youth thus led to solve the comparatively complex problems of
perspective. And that leading teachers have been tending in this
direction, is indicated alike