breathes the loftier aspirations; the word Science, discriminating knowledge, is a development of law-prescribing Rome, and it brings more of an air of assurance and authority.

b. A Science proper is confined within narrow and definite limits, and should not be held to go outside the facts that constitute those limits to find either their cause or purpose; on the other hand, if Philosophy says that the whole plan which Science has discovered must have had an origin in a personal intelligence, Science is not competent to deny the claim.

c. Philosophy is ever in search of higher truths, and is the more stimulating; Science seeks greater exactness, and finds out more of the serviceable elements of knowledge.

d. Philosophy seeks the truth for the love of it, yields its opinions reluctantly, makes a difference in the value of different truths, and is conservative; Science is iconoclastic. It guards with equal jealousy every fact within its realm, and is willing to tear down its entire structure for a newly-discovered fact, and build anew to make a fitting place for the foundling.

8. ORDER OF DEVELOPMENT.-The necessities of life must have developed an inquiry after economy of production before the thoughts of men were given to any other consideration. The discovery of principles must have preceded their embodiment in law, and science must always wait on art and philosophy for the elements with which it builds.

9. STAGES OF Science. -a. Every science must have its philosophical stage in which its laws are discovered; its experimental stage, in which its laws are tested and established; and its constructive stage, in which laws are applied, and the elements of the science are arranged in order. The first stage is strictly philosophy, and should

not be named here but that every treatise on any science is compelled to enter extensively into philosophical analysis, to develop the principles on which its laws are founded. It may also suggest that the method of what is called scientific discovery is philosophical or analytical, while the method of scientific proof is synthetic; and thus, in order to complete a scientific thought, analysis and synthesis must be united, as was suggested concerning every complete thought in sections 4 and 11, Introduction.

b. There is, also, what may be called the practical stage of science; that is, a stage in which the science is applied to an art. This is all that can be meant when it is said of any subject that it is both a science and an art. The statement should be enlarged somewhat, and it should be said that every subject worthy the attention of man is alike philosophical, scientific, and practical. What we want to know of a particular treatise is, which of these ends it aims at, for its method must vary with its aim. If it is the aim to apply the laws of a science to the development of the rules of an art, the subject is no longer treated as a science, strictly speaking, but as an art, considered from a scientific point of view. Art, which we found beginning before philosophy, we now find in its complete development, following science; but the test of its rules will still be their actual use.

IO. THE SCIENCE OF EDUCATION.-Education has been largely but an empirical art. Its philosophical aspects, however, have sometimes engaged the brief attention of profound thinkers. During the past few years it has been seeking to emerge from the stage of philosophical inquiry and take the form of scientific laws, that it may furnish a surer basis for the art of methods. One of the greatest reasons for the slow progress of the science is the failure

to find a fundamental principle that could be made the basis of a general law. This failure has not been because the principle was so far to seek, after the philosophy of Kant, but because those who have treated of this subject have mainly had the practical end of education in view, and it has seemed easier to build up a system of methods on the foundation of an established Psychology, than to create a new science, embodying the principles of mental development, and make this a basis for methods. But the lack of unity and completeness in every system proposed has led to an urgent demand for a science adapted to meet the wants of the art, and a study of the processes of mental growth should be abundantly able to satisfy this demand.

CHAPTER II..

EXPLANATION OF TERMS.

BUTE.

N seeking for a general principle for the science of education, the discussion will involve the use of some terms which ought first to be defined.

I. QUALITY, FACULTY, AND ATTRIThese words are applied to the form or mode in which things that are manifest their existence. They are sometimes used interchangeably, but Quality is especially applied to matter, Faculty to mind, and Attribute to Deity. Hardness is a Quality of matter, memory a Faculty of mind, and wisdom an Attribute of Deity.

2. INTUITION.- -a. This word is derived from a word meaning to look upon. It is the act of the mind when brought into the most immediate presence of an object of knowledge. Acts of perception and self-consciousness are Intuitions, and the knowledge immediately gained by these acts is called Intuitive. The word is also sometimes applied to the power of the mind by which such knowledge is gained.

b. This word, and many other words of the same ending, have three classes of application, designating first, an act, secondly, the product of the act, and thirdly, the cause of the act.

c. Two conditions are necessary to constitute an Intuition. First, the object of knowledge must be individual; and secondly, it must be immediately presented to con

sciousness. Whatever knowledge answers these two conditions is Intuitive, however it may be gained. Some hold that there are higher Intuitions than those included in perception and self-consciousness; others give a broader meaning to the word Intuition, while they hold that the mind has conscious relations only to itself in different states. There are other uses of the word which need not be discussed here.

As a

3. ABSTRACTION.-To Abstract is to take away. philosophical term, Abstraction denotes, first, the act of withdrawing the mind from one feature and another of an object presented to it, until all the energy is centered upon a single characteristic. In the second place, it designates a notion of the feature on which the mind is fixed. Elementary principles are the purest Abstractions, for such a notion can not be divided.

4. NOTION, IDEA, IMAGE, CONCEPTION, AND CONCEPT.a. These words are used for the representations the mind makes to itself of objects of thought. These representations come from intuitions, immediate or recalled, with the addition of such conditions as reason may affirm to be fitting or necessary.

b. Image is the most definite of these words. It designates the mental picture of a concrete object, and is either the reproduction of an intuition held vividly before the mind, or a reproduction with such changes or combinations as reason or fancy may suggest.

c. The other terms are used interchangeably, but different writers make specific distinctions to give clearness to particular views. The terms Notion and Idea are the terms of common language. Notion is the more general, and is used of inexact or general representations. Idea is used when a more clearly defined or specific representation is in mind. It has the most important history, per