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have given most study to the subjects, are still divided; it is neither to be expected nor desired that those who do not specially devote themselves to the higher departments of speculation should employ much of their time in attempting to get to the bottom of these questions. But it is a part of liberal education to know that such controversies exist, and, in a general way, what has been said on both sides of them. It is instructive to know the failures of the human intellect as well as its successes, its imperfect as well as its perfect attainments; to be aware of the open questions, as well as those which have been definitively resolved. A very summary view of these disputed matters may suffice for the many; but a system of education is not intended solely for the many: it has to kindle the aspirations and aid the efforts of those who are destined to stand forth as thinkers above the multitude: and for these there is hardly to be found any discipline comparable to that which these metaphysical controversies afford. For they are essentially questions about the estimation of evidence; about the ultimate grounds of belief; the conditions required to justify our most familiar and intimate convictions; and the real meaning and import of words and phrases which we have used from infancy as if we understood all about them, which are even at the foundation of human language, yet of which no one except a metaphysician has rendered to himself a complete account. Whatever philosophical opinions the study of these questions may lead us to adopt, no one ever came out of the discussion of them without increased vigour of understanding, an increased demand for precision of thought and language, and a more careful and exact appreciation of the nature of proof. There never was any sharpener of the intellectual faculties superior to the Berkeleian controversy. There is even now no reading more profitable to students—confining myself to writers in our own language, and notwithstanding that so many of their speculations are already obsolete—than Hobbes and Locke, Reid and Stewart, Hume, Hartley, and Brown: on condition that these great thinkers are not read passively, as masters to be followed, but actively, as supplying materials and incentives to thought. To come to our own cotemporaries, he who has mastered Sir William Hamilton and your own lamented Ferrier as distinguished representatives of one of the two great schools of philosophy, and an eminent Professor in a neighbouring University, Professor Bain, probably the greatest living (authority in the other, has gained a practice in the most searching methods of philosophic investigation applied to the most arduous subjects, which is no inadequate preparation for any intellectual difficulties that he is ever likely to be called on to resolve.
In this brief outline of a complete scientific education, I have
