itself to the underlying principles of a practical philosophy of education. In a word, we shall aim to sketch in outline the ethical doctrine of the forms of activity in which the art of teaching well consists.
In the second division of the subject we shall consider the Equipment of the Teacher. Here we shall try to show how the same principles of the teacher's practical philosophy govern that self-culture which fits one for the most rational and successful exercise of these same functions, or forms of activity. Like every other kind of workman, and even much more than most kinds of workmen, the professional teacher demands some special equipment for his special work. In attaining this equipment he must himself be active. The teacher's preparation is a species of conduct; and it is, therefore, a moral affair and falls under the control of the principles of a practical, and a practicable, philosophy. Although, however, this self-preparation of the teacher is a kind of work which stands, often a long distance before, and always at the threshold, of his active life, it is also a preparation which can never be completely finished. The teacher's equipment gives him an everlasting job. His work is never done. His getting ready for this work is never quite complete. Both functions and equipment, therefore, need the ceaseless control of moral principles.
