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.
* * * * *
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.
* * * * *
The art of study.
Study more immediately supposes learning from Books.
The Greeks did not found an Art of Study, but afforded
Quintilian’s “Institutes” a landmark.
Bacon’s Essay on Studies. Hobbes.
Milton’s Tractate on Education.
Locke’s “Conduct of the Understanding”
very specific as to rules of
Watts’s work entitled “The Improvement of the Mind”.
What an Art of Study should attempt.
Mode of approaching it.
Violations of the maxim: Milton’s system.
Form or Method to be looked to, in the chief text-book.
The Sciences. History.
Repudiation of plans of study by some.