From numerous considerations, it must be evident, that education claims
the first rank among the sciences; and, in that case, the art of
Teaching ought to take precedence among the arts;--not perhaps in
respect of its difficulties, but most certainly in respect of its
importance.

The success of the teacher in his labours, will depend almost entirely
on the extent and the accuracy of the investigations of the philosopher.
The science must guide the art. Experience shews, that where an artist
in ordinary life is not directed by science,--by acknowledged
principles,--he can never make any steady improvement. In like manner,
when the principles of education are unknown, no advancement in the art
can be expected from the teacher. Every attempt at change in such
circumstances must be unsatisfactory; and even when improvements are by
chance accomplished, they are but partial, and must be stationary.--When,
on the contrary, the teacher is directed by ascertained principles, he
never can deviate far from the path of success; and even if he should,
he has the means in his own power of ascertaining the cause of his
failure, and of retracing his steps. He can, therefore, at his pleasure,
add to or abridge, vary or transpose his exercises with his pupils,
provided only that the great principles of the science be kept steadily
in view, and be neither outraged, nor greatly infringed. No teacher,
therefore, should profess the art, without making himself familiar with
the philosophical principles upon which it is founded. In the mechanical
arts, this practice is now generally followed, and with the happiest
effects. The men of the present generation have profited by the painful
experience of thousands in former times; who, trusting to mere
conjectures, tried, failed, and ruined themselves. The mechanics of our
day, instead of indulging in blind theories of their own, and hazarding
their money and their time upon speculation and chance, are willing to
borrow light for their guidance from those who have provided it. They
slowly, but surely, follow in the path opened up to them by the
discoveries of science,--and they are never disappointed.

The unexampled success of the mechanical arts, would, upon the above
principles, naturally lead us to conclude, that the sciences, from which
they have derived all that they possess, must have been cultivated with
corresponding energy. And such is the fact. Since the adoption of the
inductive m