and weight associated with certain appearances, the possession of particular forms and colours by particular persons, the production of special sounds by animals of special aspects, are phenomena which it observes for itself.  In manhood too, when there are no longer teachers at hand, the observations and inferences hourly required for guidance must be made unhelped; and success in life depends upon the accuracy and completeness with which they are made.  Is it probable, then, that while the process displayed in the evolution of humanity at large is repeated alike by the infant and the man, a reverse process must be followed during the period between infancy and manhood? and that too, even in so simple a thing as learning the properties of objects?  Is it not obvious, on the contrary, that one method must be pursued throughout?  And is not Nature perpetually thrusting this method upon us, if we had but the wit to see it, and the humility to adopt it?  What can be more manifest than the desire of children for intellectual sympathy?  Mark how the infant sitting on your knee thrusts into your face the toy it holds, that you too may look at it.  See when it makes a creak with its wet finger on the table, how it turns and looks at you; does it again, and again looks at you; thus saying as clearly as it can—­“Hear this new sound.”  Watch the elder children coming into the room exclaiming—­“Mamma, see what a curious thing,” “Mamma, look at this,” “Mamma, look at that:”  a habit which they would continue, did not the silly mamma tell them not to tease her.  Observe that, when out with the nurse-maid, each little one runs up to her with the new flower it has gathered, to show her how pretty it is, and to get her also to say it is pretty.  Listen to the eager volubility with which every urchin describes any novelty he has been to see, if only he can find some one who will attend with any interest.  Does not the induction lie on the surface?  Is it not clear that we must conform our course to these intellectual instincts—­that we must just systematise the natural process—­that we must listen to all the child has to tell us about each object; must induce it to say everything it can think of about such object; must occasionally draw its attention to facts it has not yet observed, with the view of leading it to notice them itself whenever they recur; and must go on by and by to indicate or supply new series of things for a like exhaustive examination?  Note the way in which, on this method, the intelligent mother conducts her lessons.  Step by step she familiarises her little boy with the names of the simpler attributes, hardness, softness, colour, taste, size:  in doing which she finds him eagerly help by bringing this to show her that it is red, and the other to make her feel that it is hard, as fast as she gives him words for these properties.  Each additional property, as she draws his attention to it in some fresh thing which he brings her, she takes care to mention in connection with those he