he mind free from party bias.

Canon Liddon's argument in favour of Greek as a study.

* * * * *

V.

METAPHYSICS AND DEBATING SOCIETIES.

Metaphysics here taken as comprising Psychology, Logic, and their
dependent sciences.

Importance of the two fundamental departments.

The great problems, such as Free-will and External Perception should be
run up into systematic Psychology.

Logic also requires to be followed out systematically.

Slender connection of Logic and Psychology.

Derivative Sciences:--Education.

Aesthetics--a corner of the larger field of Human Happiness

The treatment of Happiness should be dissevered from Ethics

Adam Smith's loose rendering of the conditions of happiness

Sociology--treated, partly in its own field, and partly as a derivative
of Psychology.

Through it lies the way to Ethics.

The sociological and the ethical ends compared.

Factitious applications of Metaphysical study.

Bearings on Theology, as regards both attack and defence.

Incapable of supplying the place of Theology.

Polemical handling of Metaphysics.

Methodised Debate in the Greek Schools.

Much must always be done by the solitary thinker.

Best openings for Polemic:--Settling' the meanings of terms.

Discussing the broader generalities.

The Debate a light for mastery, and ill-suited for nice adjustments.

The Essay should be a centre of amicable co-operation, which would have
special advantages.

Avoidance of such debates as are from their very nature interminable.

* * * * *

VI.

THE UNIVERSITY IDEAL--PAST AND PRESENT.

The Higher Teaching in Greece.

The Middle Age and Boethius.

Eve of the University.

Separation of Philosophy from Theology.

The Universities of Scotland founded--their history.

First Period.--The Teaching Body.

The Subjects taught and manner of teaching.

Second Period.--The Reformation.

Modified Curriculum--Andrew Melville.

Attempted reforms in teaching.

System of Disputation.

Improvements constituting the transition to the Third Period.

The Universities and the political revolutions.

How far the Universities are essential to professional teaching:
perennial alternative of Apprenticeship.

The Ideal Graduate.

* * * * *

VII.

THE ART OF STUDY.

Study more immediately supposes learning from Books.

The Greeks did not found a