y; it frees him from the incubus of transmitted
opinions and borrowed beliefs, and makes him earn his spiritual
possessions in the sweat of his face,--mindful of Goethe's warning
that "he alone deserves freedom and life who is compelled to battle
for them day by day";--it helps him to see things in their right
relations, to acquire the proper intellectual and volitional attitude
toward his world through an understanding of its meaning and an
appreciation of its values; in short, it strengthens him in his
struggle to win his soul, to become a person. This is its ideal; and
in seeking to realize it, philosophy cooperates with the other studies
in the task of developing human beings, in preparing men for complete
living, and is therefore practical in a noble sense of the term. It
has a high disciplinary value in that it trains the powers of analysis
and judgment, at least in the fields in which it operates. And the
habit acquired there of examining judgments, hypotheses, and beliefs
critically and impartially, of testing them in the light of experience
and of reason, cannot fail to prove helpful wherever clear thinking is
a requisite.

The teacher should keep all these aims in view in organizing his
material and applying his methods. He should not forget that
philosophy is above all things a reflection upon life; he should
endeavor to train his pupils in the art of interpreting human
experience, of grasping its meaning. His chief concern should be to
make _thinkers_ of them, not to fasten upon them a final philosophic
creed,--not to give them a philosophy, but to teach them how to
philosophize. If he succeeds in arousing in them a keen intellectual
interest and a love of truth, and in developing in them the will and
the power to think a problem through to the bitter end, he will have
done more for them than would have been possible by furnishing them
with ready-made formulas. There is nothing so hopelessly dead as a
young man without the spirit of intellectual adventure, with his mind
made up, with the master's ideas so deeply driven into his head that
his intellectual career is finished. The Germans call such a person
_vernagelt_, a term that fitly describes the case. What should be
aimed at is the cultivation of the mind so that it will broaden with
enlarging experience, that it will be hospitable to new ideas and yet
not be overwhelmed by them, that it will preserve inviolate its
intellectual integrity and keep fresh t