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196 instruction proper to the university is of the continuous lecture. But this method presupposes instruction in form of question and answer, in philosophy as well as in other branches. We should consider it a failure to try to teach grammar from the beginning by lectures, as given at the university. It seems as little promising of success to teach logic in this manner. Exercises in logic must be practised as well as must the forms of grammar. By giving a boy a definition of the Subjunctive or of the Ablative Absolute, you will not enable him to write correctly. Similarly by lecturing about the definition or by giving a definition of definition, even when illustrated by examples, you will not enable the student to handle these formulas logically. To a certain extent this applies also to psychology, ethics and civics. The elementary notions must be practised by concrete examples, so that they are ready, and as it were, handy in mind; then it is possible to use them for more complicated operations.

The second reason for not relegating philosophy entirely to the university, has been well stated by Professor Elsperger. "If the gymnasia do not wish to leave to chance the sort of ideas the pupils get from a reading that is often enough desultory, and from intercourse with others, then they need, in the highest classes, a branch of study which gives them the ideas needed. This can be attained only by elementary training in philosophy. Mathematics can do nothing in this direction, the study of Latin and Greek liter-