he spirit of inquiry. Such a
mind may be safely left to work out its own salvation in the quest for
a _Weltanschauung_.

"Young, all lay in dispute; I shall know, being old."

In emphasizing the need of such central aims in instruction we do not
wish to be understood as not appreciating the utilitarian value of the
philosophical branches and their importance as a preparation for
professional activity. Like all knowledge, these subjects have their
worth not merely as means of developing human personality but also as
means of equipping the student with such knowledge of facts, methods,
and theories as will prove useful to him in his other studies and in
the daily affairs of life. The teacher, the physician, the lawyer, the
clergyman, the artist, the engineer, the business man, will be
benefited by an understanding of the workings of the human mind, of
the laws of human thinking, and of the principles of human conduct. It
is not absolutely necessary, however, in our opinion, that separate
classes specially designed for the different professions be formed in
the colleges; after all, it is the same human mind that operates in
all the fields of human activity, and a knowledge of mental life in
general will serve the purposes of every vocation. Doubtless, courses
in psychology, logic, and ethics, for example, might be offered having
in view the particular needs of prospective members of the various
callings, but such courses would, in order to meet the situation,
presuppose an acquaintance with the respective professional fields in
question which only students well along in their professional studies
could be expected to possess. Courses of this character might
profitably be given for the benefit of professional students who have
already taken the introductory subjects necessary to their proper
understanding.

=Introduction of philosophy in the college course=

It is not easy to determine the most favorable period in a student's
college career at which philosophical subjects should be taught. The
more mature the student is, the more successful the instruction is apt
to be; but this may be said of many other studies. There is no reason
why an intelligent freshman may not begin the study of psychology and
logic and perhaps of some other introductory philosophical branches;
but as a rule better results may be obtained by admitting only such
persons to these classes as have familiarized themselves with
university method