Labour well the Minute Particulars, . . .
He who would do good to another, must do it in Minute
     Particulars
General Good is the plea of the scoundrel hypocrite & flatterer:
For Art & Science cannot exist but in minutely organized
     Particulars
And not in generalizing Demonstrations of the Rational Power . . .
General Forms have their vitality in Particulars . . . 
and every Particular is a man . . .  [is a woman . . .]

From W. Blake's Jerusalem.  Chapters 3 & 4.  (Plate 55: 51, 60-63 & Plate 91:29).

 [Teaching may be seen] ". . . as a science, a technology, a craft, or an art . . ." (Freeman & Richards, 1993).
 

  ". . . Science-research provides ready-made specific solutions, theory-philosophy provides ready-made general solutions, and art-craft provides custom-made and self-made solutions. . . " (Zahorik, 1986).
 

  ".  . We can also add teaching as expression of values.  . " (Edge, 1994).

Freeman, D., & Richards, J. C.  (1993).  "Conceptions of teaching and the education of second language teachers."  TESOL Quarterly.  27(2), 193-216.

Paley, M.  (Ed.).  (1991).  William Blake's Jerusalem:  The emanation of the giant albion.  Princeton, NJ:  The William Blake Trust / Princeton University Press.

Zahorik, J.  (1986).  Acquiring teaching skills.  Journal of Teacher Education, 27(2), 21-25.