operations are less distinct and more varying.

The child first sees material objects. It is taught to name them. It
next learns the qualities of things; as the sweetness of sugar, the
darkness of night, the beauty of flowers. From this it ascends by
gradation to the higher attainments of knowledge as revealed in the
empire of mind, as well as matter. Great care should be taken that this
advancement be easy, natural, and thoro. It should be constantly
impressed with the importance of obtaining clear and definite ideas of
things, and never employ words till it has ideas to express; never name
a thing of which it has no knowledge. This is ignorance.

It would be well, perhaps, to extend this remark to those older than
children, in years, but less in real practical knowledge. The remark is
of such general application, that no specification need be made, except
to the case before us; to those affected proficients in grammar, whose
only knowledge is the memory of words, which to them have no meanings,
if, indeed, the writers themselves had any to express by them; a fact we
regard as questionable, at best. There is hardly a teacher of grammar,
whose self-esteem is not enormous, who will not confess himself ignorant
on many of the important principles of language; that he has never
understood, and could never explain them. He finds no difficulty in
repeating what the books say, but if called upon to express an opinion
of his own, he has none to give. He has learned and used words without
knowing their meaning.

Children should be taught language as they are taught music. They should
learn the simple tones on which the whole science depends. Distinct
impressions of sounds should be made on their minds, and the characters
which represent them should be inseparably associated with them. They