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in the books and lessons through which the usual school studies are to be mastered. 'Make'--said the first of the articles setting forth this thought--'the [form of the] facts and principles of any branch of study as simple as you choose, and unless the order of their presentation be natural--be that order, from observation to laws and causes, in which the mind naturally moves, whenever it moves surely and successfully--the child, except in the rare case of prodigies that find a pleasure in unraveling complexity, will still turn from the book with loathing. He will do so because he must. It is not in his nature to violate his nature for the sake of acquiring knowledge, however great the incentives or threatenings attending the process.' 'The child's mind ... with reference to all unacquired knowledge ... stands in precisely the attitude of the experimenters and discoverers of riper years. It is to come to results not only previously unknown, but not even conceived of. Because their nature and faculties are identical, the law of their intellectual action must be the same.' 'Study is research.' In subsequent articles, it was claimed that the law here indicated is for intellectual education, the one true and comprehensive law; and it was expressed more fully in the words: 'All true study is investigation; all true learning is discovery.' We say, now, that when the first of these articles appeared, the leading thought it contained, namely, that our pupils can and should learn by a process of _re-discovery_, in the subjects they pursue, had not in distinct nor in substantial statement in any way appeared in the educational treatises or journals; and further, that it was not, so far as their uttered or published expressions show, previously occupying the attention of teachers or of educational writers, nor was it the subject or substance of remarks, speeches, or debates, in the meetings of Teachers' Associations. We say further, and because history and justice require it, that in our country, especially in the educational movements in the State of New-York, and in the several national associations of educators, a marked change and revolution in the course of much of the thought and discussion touching matters of education has, since the year 1858, become apparent, and that to the most casual participant or observer, and in the precise direction in which the thought above referred to points. The essential issue itself--the pr
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