ledge now referred to, it may be called rational knowledge.

Empirical knowledge includes all that concerns the qualities and quantities of things, the relations of substances and attributes, and causes and effects, and systems of inductive science. Rational knowledge includes the universal and necessary principles which condition the whole of the mind's operations, which form the foundation of all Philosophy, properly so called, and upon which must rest all firm faith in "things unseen."

The value of what has just been said will be appreciated by the many thinking teachers who lament the materialistic tendencies of some of our modern systems of education. All the knowledge that can be gained through the senses may be, but why should we close up that other fountain of the soul from which comes knowledge richer and purer? It will do us good to remember that "Man cannot live by bread alone."

7. IN ACQUIRING KNOWLEDGE THE MIND FIRST DISTINGUISHES ITS OBJECTS IN KIND, THIEN IN QUANTITY, AND AFTERWARDS IN THEIR RELATIONS. Perhaps the

distinguishing of an object in kind involves somewhat of the processes of distinguishing it in quantity, and in its relations; but the arrangement as expressed is as correct as any serial arrangement of mental phenomena can be, and will be found to have much practical value in the work of education.

A child first noticing objects, retains only that general impression of them which enables him to recognize them among other objects. Long after

wards, it may be, he attends to them more closely, makes accurate measurements of the qualities he observes, or determines their quantities. Still later he learns to inquire into causes, to look for ends, to estimate uses.

Our investigations concerning what is new to us follow the same order. Take a crystal: we first distinguish it from other things; then count its faces, measure its angles, test its structure; and afterwards search for the causes which may have been operative in its formation. Take heat: we bring it under observation as a distinct object; we invent thermometers to measure it, and then busy ourselves in finding a theory that will account for its facts.

The genesis of science is in accordance with the same principle. Astronomy, in its beginnings, consisted of the loose observations ignorant men could make with the unaided vision. In course of time observations became more numerous and more exact until measurements were attempted; and finally the speculations of Copernicus and Galileo, and the great discoveries of Kepler and Newton made the study of the stars, a science. Some facts, belonging to the science of chemistry, must have been possessed by the most ignorant savages; these greatly multiplied would naturally attract the attention of men in more highly civilized communities, who would set about determining their nature, their quantity; and, by-and-by, laws would be discovered and a science begin to emerge from the confused mass of materials. The other sciences have grown up in the same way.

8. THE RATIOCINATIVE FACULTY IN ELABORATING

SYSTEMS OF SCIENCE PROCEEDS INDUCTIVELY OR DEDUC TIVELY, ANALYTICALLY OR SYNTHETICALLY.-I use the expression ratiocinative faculty to designate a specific application of the faculty of the Understanding.

Starting out with the products of the Senses and the Reason, two modes of dealing with them are possible. We can commence with particular phenomena, and proceed to find the general laws which comprehend them. This is Induction. It is a process of involution.

We can commence with general or universal truths, and proceed to find the particular truths which are embodied in them. This is Deduction It is a process of evolution.

All reasoning must be either inductive or deductive. We can take wholes and unfold their parts, or we can take parts and unite them into wholes, but all thinking in judgments must assume one or the other of these forms. Logicians use but two kinds of syllogism, the inductive and the deductive.

Analysis and synthesis are the servants of induction and deduction. Analysis is the separation of a whole into the elements which compose it. Synthesis is the composition of a whole from the parts which belong to it. An observer noticing a phenomenon which he wishes to understand, simplifies it by division, and then infers the law that controls it. Thus his power of induction is aided by analysis. Or he may have discovered a number of different aws relating to phenomena and desire to combine them all into a system of science, and this can be done only by the process of multiplication. Thus his power of induction is aided by synthesis. The

general or universal principles with which deduction begins imply in their very names the existence of special or conditioned principles, from which they can be discriminated only by a process of analysis. Thus analysis aids deduction. A deductive science like Geometry is made up of a system of truths depending upon axioms, definitions, and preceding demonstrations, and is a work of synthesis. Thus synthesis aids deduction.

Systems of science, therefore, must be elaborated by the methods of induction and deduction aided by those of analysis and synthesis, and the methods used in constructing systems of science must also be used in teaching them.

9. THE ACQUISITIVE POWERS OF THE MIND IN GETTING KNOWLEDGE OPERATE ACCORDING TO CERTAIN LAWS OF SUGGESTION.-The laws of suggestion are operative in the search for original knowledge. We begin to make observations upon a particular object, directly it presents itself in another point of view, and then in still another; and thus we are led forward in a series of successive steps. Or from one object, we may pass to another, and then to others, neglecting many but selecting some, which upon an examination of the train will be found to follow one another according to some principle of sugges tion. Series of experiments, too, are mostly carried on in the same way, the first suggesting the second, and the second the third, and so to the end. That the mind thus proceeds in getting knowledge by means of observation and experiment there can be no doubt Suggestion of a different kind may lead

it on from one set of reasonings to another, but still this higher work of the mind may be considered as proceeding according to the same law.

The laws of suggestion are operative in the study of acquired knowledge. It is associated facts that most attract children and most engage their attention. Present them as isolated statements and they will be forgotten, weave them into a narrative or story, and they impress themselves on the memory forever. The advance in study is most rapid where the facts to be learned are systematically arranged, when all the parts of the sciences under consideration follow one another in a logical order.

It follows from what has been said that teachers should understand the laws of suggestion, and take advantage of them in imparting knowledge.

10. THE REPRODUCTIVE POWERS OF THE MIND BY MEANS OF LAWS OF ASSOCIATION ENABLE IT TO RECALL ITS KNOWLEDGE AND TO HOLD IT UP IN VIVID PICTURES BEFORE IT. Every one is aware that his thoughts are not isolated, but that each is a link in a chain. It is proper to speak of a train of thought. Some circumstance suggests a thought, that suggests another, and so on in a ceaseless flow. Or we can hold up before the mind one conception or element of thought, and immediately other conceptions or elements of thought crowd about it and appear in connected or related clusters.

Sir William Hamilton says that "thoughts are associated, or able to excite each other: 1st, if coexistent, or immediately successive in time; 2d, if their objects are conterminous, or adjoining in space;