ll
confidence in the truth of his general principles and deductions, the
results of more than thirty years' experience and reflection in the
great cause of Education.

He has only further to observe, that the term "NATURE," which
occurs so frequently, has been adopted as a convenient and popular mode
of expression. None of his readers needs to be informed, that this is
but another manner of designating "THE GOD OF NATURE," whose
laws, as established in the young mind, he has been endeavouring humbly,
and perseveringly to imitate.

_Myrtle Bank, Trinity, Edinburgh, 8th May, 1840._

CONTENTS

PART I.

ON THE PRELIMINARY OBJECTS NECESSARY FOR THE ESTABLISHMENT AND
IMPROVEMENT OF EDUCATION.

CHAP. I. Page

On the Importance of establishing the Science of Education on a
solid Foundation, 13

CHAP. II.

On the Cultivation of Education as a Science, 16

CHAP. III.

On the Improvement of Teaching as an Art, 25

CHAP. IV.

On the Establishment of Sound Principles in Education, 32

PART II.

ON THE GREAT DESIGN OF NATURE'S TEACHING, AND THE METHODS SHE
EMPLOYS IN CARRYING IT ON.

CHAP. I.

A Comprehensive View of the several Educational Processes
carried on by Nature, 37

CHAP. II.

On the Method employed by Nature for cultivating the Powers of
the Mind, 45

CHAP. III.

On the Means by which Nature enables her Pupils to acquire
Knowledge, 52

CHAP. IV.

On Nature's Method of communicating Knowledge to the Young by
the Principle of Reiteration, 56

CHAP. V.

On the Acquisition of Knowledge by the Principle of
Individuation, 65

CHAP. VI.

On the Acquisition of Knowledge by the Principle of Association,
or Grouping, 72

CHAP. VII.

On the Acquisition of Knowledge by the Principle of Analysis,
or Classification, 83

CHAP. VIII.

On Nature's Methods of Teaching her Pupils to make us