advantages which the skilful and devoted teacher has at command, if he desires to employ them. This is enough to define, at least in a preliminary way, the subject-matter of this course of lectures. But now, a few words as to the method of the proposed treatment, and as to the point of view which it is proposed to assume in the effort to carry through successfully this method. Both the method and the point of view have been summarized in the phrase, "Practical Philosophy."
What now is Philosophy? and what can be meant, that is profitable, by the proposal to treat of education from the philosophical point of view? In this country, in these days, the very word has become a term to excite the suspicion of approaching dull weather, with dark clouds overhanging and thick mist around; or else to awaken and strengthen concealed feelings of aversion and even scorn. We are so very "practical" as a nation; and if we will listen at all to the philosophic voice, it must speak in terms of so-called "Pragmatism," of the very latest type. But, my friends, we fail to recognize that, for lack of a knowledge of principles, we have, in business, politics, social betterment, diplomacy, and education, fallen in not a few respects behind the more advanced nations of the civilized world. In answer to the question now before us, I am not proposing to entertain you with any occult doctrines, or hidden cult, or newly dis-
