Education as a Science, first published in 1878, presents a systematic treatment of the process of education, seen as a logically cogent and scientifically valid method for the development of a person: it thus must encompass not only basic cognitive skills such as grammar and arithmetic, but also include instruction in morality, art and literature.
Particular attention is given to the prevailing circumstances and routines that together ensure successful education, and a detailed discussion of the step-by-step process of learning that aims not at the accumulation of information, nor at the acquisition of unspecific ‘skills’, but at the training of the intellect, will and emotions in total. In this respect, Education as a Science may be of use to the contemporary educationist struggling to affirm many of the prevailing attitudes towards learning.
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