334 WRITINGS OF JOSEPH HENRY. 



[1854 



possible, every individual should have the opportunity- 

 offered him of as much mental culture as he is capable of 

 receiving, or desirous of acquiring; notwithstanding com- 

 paratively few may have the industry and perseverance nec- 

 essary to the highest attainment. It is also of the first im- 

 portance, that modes of instruction be examined and 

 thoroughly discussed, in order that what is valuable in the 

 past should be retained, and what is really an improvement 

 in the present, be judiciously and generously applied. 



Having presented some general suggestions in regard to 

 the bearing of education and the efforts of individuals on 

 the progress of humanity, I now propose to offer for con- 

 sideration a few observations on the theory of the process of 

 instruction. 



It may be surprising that the theory of an art so long 

 practiced as that of education should not be definitely set- 

 tled ; but strange as it may appear, the fact is certain that 

 few writers fully agree as to what is the true plan and pro- 

 cess of education. No art can be perfect unless it rests upon 

 a definite conception of fundamental principles; or in other 

 words, unless its theory be well established upon a general 

 law of nature. The laws which govern the growth and opera- 

 tions of the human mind are as definite and as general in 

 their application as those which apply to the material uni- 

 verse; and it is evident that a true system of education must 

 be based upon a knowledge and application of these laws. 

 Unfortunately however psychologists have not classified and 

 exhibited them in a form sufficiently definite to render their 

 application easy, and the directors of education have too 

 often considered merely the immediate practical result which 

 might follow a particular course of training rather than that 

 which would be conducive to the highest development of 

 the individual. In this condition of the theory of educa-- 

 tion, I have myself ventured to speculate upon the subject, 

 and though I may have nothing new of value to offer, it is 

 mj'- duty at this time to make such suggestions as may 

 furnish topics of discussion or serve to illustrate established 

 truths. 



