eparture when opportunities for development are accessible
later on, as architects set "toothings" at the angles of buildings
that they may be bonded into later constructions. By this means the
names of the more abstruse branches are kept out of sight, and it is
emphasized that the barest elements alone are within reach at present,
so that the permanent impression may be--not "how much I have
learned," but "how little I know and how much there is to learn." This
secures at least a fitting attitude of mind in those who will never go
further, and increases the thirst of those who really want more.

The most valuable parts of philosophy in the education of
girls are:--

1. Those which belong to the practical side--logic, for thought;
ethics, for conduct; aesthetics, for the study of the arts.

2. In speculative philosophy the "disciplines" which are most
accessible and most necessary are psychology, and natural theology
which is the very crown of all that they are able to learn.

General metaphysics and cosmology, and in pyschology the subordinate
treatises of criteriology and idealogy are beyond their scope.

Logic, as a science, is not a suitable introduction, though some
general notions on the subject are necessary as preliminary
instructions. Cardinal Mercier presents these under "propaedeutics,"
even for his grown-up scholars, placing logic properly so called in
its own rank as the complement of the other treatises of speculative
philosophy, seen in retrospect, a science of rational order amongst
sciences.

The "notions of logic" with which he introduces the other branches
are, says the Cardinal, so plain that it is almost superfluous to
enumerate them, "_tant elles sont de simple bon sens_," [1--"Traite
Elfementaire de Philosophie," Vol. I, Introduction.] and he disposes
of them in two pages of his textbook. Obviously this is not so simple
when it comes to preparing the fallow ground of a girl's mind; but it
gives some idea of the proportion to be observed in the use of this
instrument at the outset, and may save both the teacher and the child
from beguiling themselves to little purpose among the moods and
figures of the syllogism. The preliminary notions of logic must be
developed, extended, and supplemented through the whole course as
necessity arises, just as they have been already anticipated through
the preparatory work done in every elementary subject. This method is
not strictly scientific nor in accord