the help of them to fashion systems and methods far
wiser than any which have yet been formulated. If education be, as they tell us it is, a science as well as an art, it is at least a progressive science. There is no finality in it. Its beat methods have yet to be discovered ; its deepest principles have yet to be revealed. What are the relative values of subjects of study, how best to economise time and strength in teaching, what are the wisest forms of moral discipline, and by what means is the readiest way to be found to the conscience, the understanding, and the sympathies of learners of different ages, —all these are questions as yet only partially answered. Such answers as they have received are, at best, tentative and pro- visional only, and should be accepted as such ; not hardened into creeds and dogmas, but useful for a time, and only till they are abeorbed and superseded by something truer and larger than themselves. It is only by keeping this principle in view that the Training College for higher teachers can rise to the level of its great opportunities, and qualify itself to render the highest service to the community.
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