However, the main endeavor must always be to let particular observations precede general ideas, and not vice versa, as is usually and unfortunately the case; as though a child should come feet foremost into the world, or a verse be begun by writing down the rhyme!  The ordinary method is to imprint ideas and opinions, in the strict sense of the word, prejudices, on the mind of the child, before it has had any but a very few particular observations.  It is thus that he afterwards comes to view the world and gather experience through the medium of those ready-made ideas, rather than to let his ideas be formed for him out of his own experience of life, as they ought to be.

A man sees a great many things when he looks at the world for himself, and he sees them from many sides; but this method of learning is not nearly so short or so quick as the method which employs abstract ideas and makes hasty generalizations about everything.  Experience, therefore, will be a long time in correcting preconceived ideas, or perhaps never bring its task to an end; for wherever a man finds that the aspect of things seems to contradict the general ideas he has formed, he will begin by rejecting the evidence it offers as partial and one-sided; nay, he will shut his eyes to it altogether and deny that it stands in any contradiction at all with his preconceived notions, in order that he may thus preserve them uninjured.  So it is that many a man carries about a burden of wrong notions all his life long—­crotchets, whims, fancies, prejudices, which at last become fixed ideas.  The fact is that he has never tried to form his fundamental ideas for himself out of his own experience of life, his own way of looking at the world, because he has taken over his ideas ready-made from other people; and this it is that makes him—­as it makes how many others!—­so shallow and superficial.

Instead of that method of instruction, care should be taken to educate children on the natural lines.  No idea should ever be established in a child’s mind otherwise than by what the child can see for itself, or at any rate it should be verified by the same means; and the result of this would be that the child’s ideas, if few, would be well-grounded and accurate.  It would learn how to measure things by its own standard rather than by another’s; and so it would escape a thousand strange fancies and prejudices, and not need to have them eradicated by the lessons it will subsequently be taught in the school of life.  The child would, in this way, have its mind once for all habituated to clear views and thorough-going knowledge; it would use its own judgment and take an unbiased estimate of things.