I have said that the teaching of the natural sciences in our colleges is generally a failure, and it always will be so as long as the present plan is continued. In order to have it successful there must be _the same gradation in teaching them that we have in teaching language and the mathematics_. The college student needs to be prepared for the lectures which he hears on natural philosophy, chemistry, etc., and for his study of those branches, by previous familiarity with the simpler portions of them acquired in the school-room. There is another very important reason for the early introduction of the physical sciences into education. By far the larger portion of pupils in our schools stop short of the college, or even the academy and high school. That they should go forth into the world with no knowledge of the principles that lie at the basis of the arts in which so many of them are to engage is a shame and a wrong, if the communication of such knowledge be indeed practicable, as it undoubtedly is. Even those who are not to engage in these arts will be greatly benefited by this knowledge, because in addition to its constant practical applications in the management of life, it will contribute to their mental power, and, what is no small consideration, to their enjoyment; and it is in fact requisite to constitute them well-informed persons. If the views which I have presented be correct, there should be a series of books on the natural sciences carefully adapted to the different periods of the course of study. Those intended for the young beginner should be exceedingly simple, and should not attempt to present any thing like a full view of the subjects treated. They should deal largely with familiar facts or phenomena. The terminology of science and formal statements of principles, such as we often see in so-called compendiums, should have no place in them, but should be gradually introduced as the series advances, and should be made complete only in the concluding books.