carefully, since he is well instructed, where, when, and how to act and what to leave alone, that he may meet with no failure. It is true that even an experienced man meets with failure occasionally (indeed it is scarcely possible for a man to take such careful forethought that no error can arise); but we are now discussing, not the abstract question of circumspection and chance, but the art of doing away with chance by means of circumspection.
4. Hitherto the method of instruction has been so uncertain that scarcely any one would dare to say: “In so many years I will bring this youth to such and such a point; I will educate him in such and such a way.” We must therefore see if it be possible to place the art of intellectual discipline on such a firm basis that sure and certain progress may be made.
5. Since this basis can be properly laid only by assimilating the processes of art as much as possible to those of nature (as we have seen in the 15th chapter), we will follow the method of nature, taking as our example a bird hatching out its young; and, if we see with what good results gardeners, painters, and builders follow in the track of nature, we shall have to recognise that the educator of the young should follow in the same path.
6. If any think this course of action petty or commonplace, let him consider that from that which is of daily occurrence and universal notoriety and which takes place with good results in nature and in the arts (the teaching art excepted), we are seeking to deduce that which is less known and which is necessary for our present purpose. Indeed, if the facts from which we derive the principles that form the basis for our precepts are known, we can entertain hopes that our conclusions will be the more evident.
First Principle
7. Nature observes a suitable time.
For example: a bird that wishes to multiply its species, does not set about it in winter, when everything is stiff
