Excerpt from The Science of Education: Or the Philosophy of Human Culture
To awaken a proper sense of responsibility and duty in such, and to give them a knowledge of those technical details so necessary to their success and usefulness, are the specific objects of this book.
We have not the vanity to suppose, however, that we are an oracle to the profession; nor have we the ambition to become one; neither have we the presumption to dictate special modes, nor to offer our plans to the exclusion of all others. This would be traveling out of the line of policy, as well as of good sense. It would be downright empiricism. But we have endeavored so to present the whole subject of Human Culture, and so to lay open and enforce the principles of right Education and Teaching, that the humblest may understand; so that by a careful study of these principles, every teacher and parent may be able rather to build up his own system, and exercise his own judgment in the special application of them, than to adopt, entirely, the measures of another; for any one can see that to attempt to develop the Teaching Talent by cumbering it with the real or supposed excellencies of special methods exclusively, would be like prescribing special modes of treatment for the cure of all diseases, irrespective of their character or the constitutional peculiarities of the patient. This would be empiricism indeed; since it would deny the privilege of individual judgment, investigation and discovery.
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