have to be rectified by a lengthy experience; and it is seldom that they
are completely rectified. This is why so few men of learning have such
sound common sense as is quite common among the illiterate.

* * * * *

From what has been said, the principal point in education is that _one's
knowledge of the world begins at the right end;_ and the attainment of
which might be designated as the aim of all education. But, as has been
pointed out, this depends principally on the observation of each thing
preceding the idea one forms of it; further, that narrow ideas precede
broader; so that the whole of one's instruction is given in the order
that the ideas themselves during formation must have followed. But
directly this order is not strictly adhered to, imperfect and
subsequently wrong ideas spring up; and finally there arises a perverted
view of the world in keeping with the nature of the individual--a view
such as almost every one holds for a long time, and most people to the
end of their lives. If a man analyses his own character, he will find
that it was not until he reached a very ripe age, and in some cases
quite unexpectedly, that he was able to rightly and clearly understand
many matters of a quite simple nature.

Previously, there had been an obscure point in his knowledge of the
world which had arisen through his omitting something in his early
education, whether he had been either artificially educated by men or
just naturally by his own experience. Therefore one should try to find
out the strictly natural course of knowledge, so that by keeping
methodically to it children may become acquainted with the affairs of
the world, without getting false ideas into their heads, which
frequently cannot be driven out again. In carrying this out, one must