s.

=Problems of philosophy and the development of thought to be emphasized,
rather than the historical sequence=

We should recommend that every student in the college devote at least
three hours a week for four terms to the study of psychology, logic,
ethics, and the history of philosophy. In case not all these
fundamental courses can be taken, the student will most likely derive
the greatest benefit by giving a year to the study of the history of
philosophy, or one term to the introduction to philosophy, where he
has only that much time at his disposal. It seems easier, however, to
arouse a philosophical interest in the average student through a study
of the basal philosophical questions from the standpoint of
contemporaneous thinking than through the study of the history of
philosophy. He is generally lacking in the historic sense, and is apt
to be wearied and even confused by the endless procession of systems.
This is particularly the case when the teacher fails to emphasize
sufficiently the progressive nature of philosophical thinking in its
history, when he regards this as a mere succession of ideas rather
than as a more or less logical unfolding of problems and solutions--as
a continuous effort on the part of the universal mind, so to speak,
to understand itself and the world. A course in the introduction to
philosophy acquainting the student with the aims of philosophy and its
relation to other fields of study, and placing before him an account
of the most important problems of metaphysics and epistemology as well
as of the solutions which have been offered by the great thinkers,
together with such criticisms and suggestions as may stimulate his
thought, will awaken in him a proper appreciation of a deeper study of
the great systems and lead him to seek light from the history of
philosophy.

=Methods of instruction=

The place and relative worth of the various methods of instruction in
the province of philosophy will, of course, depend, among other
things, upon the character of the particular subject taught and the
size and quality of the class. In nearly all the introductory
philosophical branches in which the classes are large the lecture
method will prove a valuable auxiliary. In no case, however, should
this method be employed exclusively; and in formal logic, it should be
used rather sparingly. Ample opportunity should always be given in
smaller groups for raising questions and discussing important is