g the danger. Here the child is wholly as yet
in the hands of Nature; and it is quite evident, that her design in
first enabling the pupil to acquire those portions of knowledge, was,
that she might induce him to apply them for his safety and comfort. No
doubt the mental powers of the child were cultivated and disciplined by
the acquisition of the knowledge, and still more by its application; but
this disciplining of the mind, and accumulation of knowledge, were
evidently a secondary object, and not the primary one. Health and
cheerfulness are gained by tilling the ground; yet the ground is not
tilled for the purpose of securing health and cheerfulness. It is for
the produce of the harvest. So, in like manner, the cultivation of the
child's mind, and the reception of the seeds of knowledge, are merely
means employed for a further end,--the harvest of comfort and usefulness
to be afterwards reaped. From all this we are directly led to the
conclusion, that it is the intention of Nature, that all the knowledge
acquired should be put to use; and therefore, that nothing should be
taught the young, in the first place at least, except that which is
really useful; while the proper use of all that they learn should be
diligently pointed out.

It may appear to some, that this truth is so plain and obvious, as to
require no further illustration or enforcement.--We sincerely wish that
it were so. But long experience justifies us in being sceptical on the
point. And as the establishment of this principle, and a thorough
knowledge of its working, are perhaps of more value than any other truth
in the whole range of educational science, we shall offer a few remarks
on its validity and importance, before proceeding to examine the means
by which Nature carries it into operation.

That knowledge, when once acquired, is intended by Nature to be put to
use, is proved negatively by the well known fact, that almost all our
_mental_ acquirements, when not used, are soon lost. They gradually fade
from the mind, and are at last blotted from the memory. Hence the
disappearance in after life of all the academical and collegiate
acquirements of those youths who move in a sphere where their use is not
required; and of those portions of the early attainments of even
professional men, which are not necessary for their particular pursuits.
By the universal operation of this principle, Nature gives fair warning
of the folly of useless learning; and pla