bring order and
coherence into what may seem to the casual onlooker as a disunited
array of phenomena. Philosophical teaching will be the more fruitful,
the more it is inspired by the thought of unity of aim, and the more
consciously the teachers of the different disciplines keep this idea
in mind. That is the reason why philosophical instruction given in a
small college and by one man is, in some respects, often more
satisfactory than in the large university with its numberless
specialists, in which the beginning student frequently does not see
the forest for the trees. It is not essential that the teacher present
a thoroughly worked-out and definitive system of thought, but it is
important that he constantly keep in mind the interrelatedness of the
various parts of his subject and the notion of unity which binds them
together,--at least as an ideal.

And perhaps this notion of the unity of knowledge ought to be made one
of the chief aims of philosophical instruction in the college. The
ideal of philosophy in the sense of metaphysics is to see things
whole, to understand the interrelations not only of the branches
taught in the department of philosophy but of all the diverse subjects
studied throughout the university. The student obtains glimpses of
various pictures presented by different departments and different men,
and from different points of view. Each teacher offers him fragments
of knowledge, the meaning of which, as parts of an all-inclusive
system, the pupil does not comprehend. Indeed, it frequently happens
that the different pieces do not fit into one another; and he is
mystified and bewildered by the seemingly disparate array of facts and
theories crowding his brain which he cannot correlate and generally
does not even suspect of being capable of correlation. To be sure,
every teacher ought to be philosophical, if not a philosopher, and
indicate the place of his specialty in the universe of knowledge; but
that is an ideal which has not yet been realized. In the meanwhile,
the study of philosophy ought to make plain that knowledge is not a
mere heap of broken fragments, that the inorganic, organic, and mental
realms are not detached and independent principalities but kingdoms in
a larger empire, and that the world in which we live is not a chaos
but a cosmos. An introductory course in philosophy, the type of course
given in many German universities under the title "Einleitung in die
Philosophie" and attend