ed by students from all sections of the
university, will help the young student to find his bearings in the
multifarious thought-world unfolded before him and will, at the same
time, put him in the way of developing some sort of world-view later
on.

Philosophical instruction that succeeds in the task outlined above
will have accomplished much. Nevertheless, it cannot attain its goal
unless the student is introduced to the study of the human-mental
world which constitutes a large portion of the field assigned to the
philosophical department: the study of psychology, logic, ethics, and
the history of philosophy. These branches deal with things in which
the human race has been interested from its early civilized beginnings
and with which the young persons entering college have had little or
no opportunity of becoming acquainted. And they deal with a world
which no man can ignore who seeks to understand himself and his
relation to the natural and social environment in which his lot is
cast. A knowledge of the processes of mind (psychology), of the laws
of thought (logic), of the principles of conduct (ethics), and of the
development of man's interpretation of reality (history of philosophy)
will supplement the knowledge acquired by the study of physical
nature, preventing a one-sided and narrow world-view, and will serve
as a preparation for intelligent reflection upon the meaning of
reality (philosophy in the sense of metaphysics).

=Controlling aims in the teaching of philosophy=

All these subjects, therefore, have as one of their aims the training
of the powers of thought (judgment and reasoning); and philosophical
teaching should never lose sight of this. Thinking is a difficult
business,--an art which is practiced, to be sure, in every field of
study, but one for which the philosophical branches provide unusual
opportunity and material. It has become a habit with many of recent
years to decry the study of logic as an antiquated discipline, but it
still remains, if properly taught, an excellent means of cultivating
clear thinking; there is no reason why a consciousness of correct
ways of thinking and of the methods employed in reaching reliable
judgments should not prove useful to every one.

We should say, therefore, that the study of philosophy has a high
cultural value: it encourages the student to reflect upon himself and
his human and natural surroundings (society and nature) and to come to
grips with realit