The distinction made by Mansel between intuitive and representative consciousness is that of Leibnitz between knowledge as intuitive and knowledge as symbolical: "When I behold a triangle actually delineated. and think of it as a figure with three sides and three angles, etc., according to the idea of it in my mind, my knowledge is intuitive; but when I use the word 'triangle' and know what it means without explicating all that is contained in the idea of it, my knowledge is blind or symbolical." 16 As we may know a triangle either intuitively or representatively, so also may the relations between the conceptions, i. e., the successive acts of reason, be known, either immediately or mediately through language. And this is recognized in the typical series of acts of teaching which we are considering. "It is a principle in the instruction of youth, in universal instruction, also in every activity of the educator, that everything which is to be actively and impassively felt, known, and wished, must have certain events and experiences, and an immediateness for its foundation. Shallow perception,- that which is heard, learned, and perceived, according to words,―answers not, develops not." 17 "All instruction, without exception, must be based on intuition." Especially applicable to geometrical instruction, and to the particular instruction we are considering, is the following from Beneke: "The truthfulness, the intuitiveness and efficaciousness of a universal rule originate only from self-experienced, or, at least, clearly represented and impressively felt individual incidents. . . . The child can associate with words only that of which he has an ideal. So long as he fails to apprehend his intellect and activities, his sensibilities, the endeavors of his will and his opinions, the words referring to them will be mere empty sounds." 18 It is evident that the pupils of Tyndall did "apprehend their intellectual activities," and that the knowledge gained by the gradual evolution of the demonstration was a pure intuition. We may not know, also, that "Books can show you the instructive method, but cannot give you the intuitions themselves.19" With this we may compare the statement of Spencer, that "the func tion of books is supplementary; they form an indirect means to knowledge when direct means fail,-a means of seeing through other men what you cannot see for yourself." "Immediate cognition is of far greater value than mediate cognition. . . . The words contained in books can be rightly interpreted into ideas only in proportion to the antecedent experience of things." 20 These considerations justify the practical remark of the author of a popular text-book, that in

16 Fleming, p. 283. 17 Diesterweg on Intuitional Instruction, German Pedagogy, p. 384. 18 Quoted by Diesterweg as above. 19 Ibid.

20 EDUCATION; quoted by Quick; Educational Reformers, p. 147.

geometry "it depends mainly on the form in which the subject is presented" whether the teaching is successful or not. This paragraph, which has had for its object to show the intuitional character of Tyndall's instruction in geometry, may well close with a protest against some inaccurate characterizations of literary instruction made on page 159 of the present volume of EDUCATION.* The writer says: "In literary culture we feebly and indefinitely grasp ideas by their association with printed words. There is no life, no force, in the object of our study." "In industrial art we are continually stimulated by the presence of the object and the operations we are performing, and our perceptions are clear, positive, and exact." It is evident to the careful reader that the principle around which the writer's mind is hovering, is the superior character of intuitional knowledge, that gained in the actual presence of the object,— the thing presented being viewed, as it were, by the mind, face to face. But the objects of intuition are not of the external world only. In tuitive consciousness is consciousness of an individual object, be it thing, act, or state of mind. The distinctness, clearness, and immediateness of knowledge, so much and justly praised by our author, is characteristic of all intuitional instruction, and not peculiar to industrial, or other, art. Witness Tyndall's description of the mental status of his students; also Herbert Spencer's account of a similar case of the teaching of geometry," and the like experience of hundreds of teachers everywhere.

A third principle of Psychology recognized and applied in the series of teaching acts we are considering, is that the mind, in elaborating its knowledge, naturally proceeds by the method of analysis, from the whole to its parts 22 and not from the parts to the whole. Thus perception begins with masses.23 All development is an advance from the indefinite to the definite.24 In following the demonstration of another, the mind proceeds synthetically, following the trend of thought prescribed beforehand, starting with the definite and particular and proceeding to the definite. But when students construct their own demonstrations, the problem is viewed as whole, and out of the indefinite mass of relations immanent in all the knowledge they have of geometry, they by analysis abstract that which is pertinent to this problem. This is in the nature of an original discovery. A perused, a recited demonstration lacks this element; and as a

*Art. on "Moral Influence of Manual Training." 21 EDUCATION, p. 150.

22 Hamilton: Metaph., p. 498. Also, Now this is what appears to me to take place with children. They first know,-they first cognize,—the things and persons presented to them as wholes;" p. 499.

28 Ibid. 24 Spencer, vide Quick; Educational Reformers, p. 230.

great educational authority has pointed out, there is an immense difference, educationally, between an original experiment and a repeated observation.25 Again, when an original demonstration is put in words, "the necessity of communicating a piece of knowledge to others, imposes upon us the necessity of obtaining a fuller consciousness of that knowledge for ourselves. This result is, to a certain extent, secured by the very process of clothing our cogitation in words. For speech is an analytic process; and to express our thoughts in language, it is requisite to evolve them from the implicit into the explicit,—from the confused into the distinct." 26

For the present our inquiries cease. The attempt to refer the excellence of this teaching to an underlying principle or principles is not exhaustive. Many elements of comparison have not been alluded to; the general conclusion may be again stated, however, that the great question of education, as of philosophy," is that of method.

25 Todhunter: Conflict of Studies, p. 17,

26 Hamilton: Logic, p. 481.

Morell: History of Modern Philosophy; the concluding reflection.

WOMEN IN LONDON UNIVERSITY AND IN UNIVERSITY COLLEGE.

BY SARAH K. BOLTON.

England deserves hearty commendation for what she has done for the higher education of women. Cambridge has been liberal, Oxford is following, but London University is the first great institution to give degrees to women. Of course this has been gained, like all other progress in civilization, only after persistent effort.

Queen Victoria set another jewel in her crown when, on March 4th, 1878, she proclaimed, "that we do by virtue of our prerogative royal, and of our special grace, will, grant, and ordain, that all the powers and provisions relating to the granting of degrees and certificates of proficiency shall henceforward be read and

construed as applying to women as well as to men."

The University buildings, 250 feet long and 150 deep, are in Burlington Gardens, and it has been justly said are the finest modern examples in England of enriched Italian architecture. The front has two square towers, between which is a projecting portico, with five entrances. The portico, center, and wings are all surmounted by ornate balustrades, on the pedestals of which are statues of such men as Newton, Milton, Plato, Aristotle, Goethe, Locke, Bacon, Harvey, and Davy. Her Majesty opened the buildings in person in 1870. Earl Granville is the chancellor, and the senate is composed of such men as the Duke of Devonshire, Earl of Derby, Sir John Lubbock, Sir William Jenner, Sir William Gull, J. G. Fitch, Esq. (whose valuable lectures on teaching are used as text-books in some of our colleges), Dr. W. B. Carpenter, and others. The University is in reality a great examining body for some fifty or more colleges. The curriculum is not second to Oxford and Cambridge, and in some respects superior. The medical standard is believed to be unsurpassed. Such renowned scholars as the late Professor Stanley Jevons are examiners in mental and moral science; Professor E. Ray Lankester, in comparative anatomy and zoology; and Professors Henry Morley and A. H. Ward, in English language, literature, and history. In 1879 a lady took honors in Latin, standing in the first class, and also honors in English. To obtain the former, a student must pass an examination for three days of six hours each, in Plautus,

Terence, Lucretius, Virgil, Horace, Juvenal, Persius, Cicero, Livy and Tacitus; be able to put English into Latin as well as Latin into English, and answer any question in analysis. Previous to this, he or she must have passed the Bachelor of Arts examination in all its subjects, arithmetic, algebra, geometry, trigonometry, Latin, Greek, either French or German history, English language and literature. When it is remembered that only two or three out of hundreds stand in the first class, the scholarship of the lady above-mentioned is apparent.

In 1880 the only two in the first class in honors in French were ladies. In the same year, in honors in German, one young lady and four young men were in the first class. All these cases prove that women can excel in the classics. "They may be linguists, but they can never comprehend mathematics." Miss Scott, who sometime since was eighth wrangler at Cambridge, in honors last year at London University for Bachelor of Arts and Bachelor of Science conjointly, took a first class in mathematics. This means an examination for eight days of six hours each in arithmetic, algebra, geometry, trigonometry, mixed mathematics (the composition of forces, mechanical powers, laws of rectilinear motion, and the like), inorganic chemistry, experimental physics, acoustics, heat, magnetism, electricity, optics, general biology, besides a three days' examination for honors in algebra, plain and spherical trigonometry, pure and coordinate geometry, up to and including conic sections, differential and integral calculus, statics of material particles of rigid bodies, etc.; kinetics of material particles, and hydrostatics of gravitating fluids. Other ladies have taken honors in this branch of study. Evidently, then, women may attempt mathematics.

In honors in law, in 1880, Miss Orme stood fourth in the University. A lady has taken the first honor in botany. Several have stood in the first class in mental and moral science, which seems to

be a favorite study with them. As this includes psychology, logic, and ethics, we shall sometime cease to hear that women judge intuitively or by instinct, and shall come to regard them as reasoning human beings. A lady has gained the gold medal in anatomy, one of the most coveted prizes in the medical profession. Another has taken honors in the first division as Bachelor of Medicine, won the gold medal and scholarship in obstetrics, and stood in the first class in Forensic Medicine. Facts like these destroy the arguments against women's ability to become physicians.

Mr. A P. Hensman, of London, writes to the Standard that, at the recent Bachelor of Arts examination in the University, there