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the Means by which Nature may be imitated in Exercising the Principle of Individuation.

       CHAP. V.

       On the Means by which Nature may be imitated in Applying the Principle of Grouping, or Association.

       CHAP. VI.

       On the Methods by which Nature may be imitated in Communicating Knowledge by Classification, or Analysis.

       CHAP. VII.

       On the Imitation of Nature in Teaching the Practical Use of Knowledge.

       CHAP. VIII.

       On the Imitation of Nature in Teaching the Use of Knowledge by means of the Animal or Common Sense.

       CHAP. IX.

       On the Imitation of Nature in Teaching the Practical Use of Knowledge by means of the Moral Sense, or Conscience.

       CHAP. X.

       On the Application of our Knowledge to the Common Affairs of Life.

       CHAP. XI.

       On the Imitation of Nature, in training her Pupils fluently to communicate their Knowledge.

       PART IV.

       ON THE SELECTION OF PROPER TRUTHS AND SUBJECTS TO BE TAUGHT IN SCHOOLS AND FAMILIES.

       CHAP. I.

       On the General Principles which ought to regulate our choice of Truths and Subjects to be taught to the Young.

       CHAP. II.

       On the particular Branches of Education required for Elementary Schools.

       CHAP III.

       On the Easiest Methods of Introducing these Principles, for the first time, into Schools already established.

       THE END.

       NOTES

       THE END.

PREFACE.

       Table of Contents

      The Author of the following pages is a plain man, who has endeavoured to write a plain book, for the purpose of being popularly useful. The philosophical form which his enquiries have assumed, is the result rather of accidental circumstances than of free choice. The strong desire which he felt in his earlier years to benefit the Young, induced him to push forward in the paths which appeared to him most likely to lead to his object; and it was not till he had advanced far into the fields of philosophy, that he first began dimly to perceive the importance of the ground which he had unwittingly occupied. The truth is, that he had laboured many years in the Sabbath Schools with which he had connected himself, before he was aware that, in his combat with ignorance, he was wielding weapons that were comparatively new; and it was still longer, before he very clearly understood the principles of those Exercises which he found so successful. One investigation led to another; light shone out as he proceeded; and he now submits, with full 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.

PRACTICAL ENQUIRY, &c.

       Table of Contents

PART I.

       Table of Contents

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

       Table of Contents

CHAP. I.

       Table of Contents

On the Importance of establishing the Science of Education

       on a solid Foundation.

       Table of Contents

      Education is at present obviously in a transition state. The public mind has of late become alive to the importance of the subject; and all persons are beginning to feel awake to the truth, that something is yet wanting to insure efficiency and permanence to the labours of the teacher. The public will not be satisfied till some decided change has taken place; and many are endeavouring to grope their way to something better. It is with an earnest desire to help forward this great movement, that the writer of the following pages has been induced to publish the result of much study, and upwards of thirty years' experience, in the hope that it may afford at least some assistance in directing the enquiries of those who are prosecuting the same object.

      On entering upon this investigation, it will be of use to keep in mind, that all the sciences have, at particular periods of their history, been in the same uncertain and unsettled position, as that which Education at present occupies;

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