correctly, which it _learns_ by an application of the knowledge which it
is daily realizing. Among the former, or instinctive class, we may rank
the acts of sucking, swallowing, and crying, which are purely acts of
instinct; while among the numerous class belonging to the latter, we
include all those actions which are progressively improved, and which
are really the result of experience, derived from the application of
their acquired knowledge. As an example of these, we may instance the
acts of winking with the eyelids on the approach of an object to the
eye; the avoiding of a blow; the rejection of what is bitter or
unpalatable; the efforts made to possess that which has been found
pleasant; and the shunning of those acts for which it has been reproved
or punished. All these, and thousands of similar acts, are really the
result of a _direct application of previous knowledge_, and which,
without the possession of that knowledge, never are, nor could be
performed.

Mankind in infancy being, in the intention of Nature, placed under the
care of tender and intelligent parents are not provided with many
instinctive faculties. Their physical welfare is at first left
altogether to the care of the nurse; but, from a very early period of
consciousness, they intellectually become the pupils of Nature. Almost
all their actions are the results of experience;--of knowledge acquired,
and knowledge applied. Their attainments at the beginning are no doubt
few;--but, from the first, they are well marked, and go on with
increasing rapidity. The acquisition of knowledge by them, and
especially the application of it, are evident to the most cursory
observer. For example, we see a child cling to its keeper, and refuse to
go to a stranger;--we see it when hungry stretch out its arms, and cry
to get to its nurse;--and when it has fallen in its efforts to walk, it
will not for some time attempt it again. These, and many more which will
occur to the reader, are the results of Nature's teaching;--her
suggestions to her pupil for the right application of its knowledge. The
child has been taught from experience that it is safe and comfortable
with its keeper, and it applies this knowledge by refusing to leave her.
It has learned how, and by whom, its hunger is to be satisfied; and it
applies this knowledge by seeking to be with its nurse. It has learned
by experience, that the attempt to walk is dangerous; and it applies
that knowledge by avoidin