course, a special gift, and true builders in the science of education, as in other sciences, are few and far between. But it requires no special gifts to be an intelligent member of a teachers' association, or a reading circle formed for the purpose of discussing problems of life and mind as they affect education. No genuine experience but may here be of value. Though we may not be able to see its precise place in knowledge ourselves, others may, and we may at least have the encouragement of contributing the mortar for the builder's work. My object in this paper has not been to urge that a complete course of psychology should be a necessary part of the training-college curriculum. This truly would be to bind upon the students a burden too heavy to be borne. All I would urge in this connexion is that there are a few well-attested results of general theory with which, in a short course, candidates for diplomas ought to be made familiar, if only to encourage in them a certain attitude of mind towards their future work. My object has been to counteract in some degree the discouraging effects which some recent utterances by our leading psychologists may have produced in the mind of the teaching profession. I confess to quite other hopes from the union in this field of theory and practice. I look forward to a fruitful working alliance between the school teachers, both primary and secondary, in any district, and the education department of the local college or university. I can conceive of these two as bound together in helpful association for the furtherance of organised observation and experiment in educational science. For such experiment and observation no psychical laboratory will be necessary. Every school will be a laboratory or observatory with its one or two skilled observers and recorders. I can conceive of these observations and experiments in every department of education-physical and mental, intellectual and moral, literary and scientific-conducted with all the care of the chemical analyst, with all the safeguards to the children that the anti-vivisectionist could desire, lasting for weeks or months or years, as the case might be. They might then appear in the form of accurate reports to be read before the members of the local association, criticised, recast, and finally sent out through the medium of journals of educational research to fructify perhaps, wherever English is read, in better, more confident methods of teaching. These may only be dreams. Yet when others are dreaming of what may result to material development from the union of physical science with commerce and industry, we may be permitted to see our own visions and dream our own dreams of what good may come to intellectual and moral development from a closer union between mental science and education. I. THE PLACE OF THE CONCEPT IN LOGICAL DOCTRINE. THERE is nothing in which recent logical treatises is recent contrast more strikingly with the older text books than the complete subordination of the concept to the judgment and the almost total disappearance of the discussions that used to find a place under the head of the doctrine of the term. This change is a natural reaction against the attempt to assign an independent place to the concept as prior to judgment. As against the old view that thought begins with concepts and proceeds to judgment and reasoning, the criticism on which it rests is unanswerable. We may, however, admit this without admitting that the last word has been said on the relation of judgment to concept. It is possible that though the ground on which the older logicians rested their claims for the prior and independent treatment of the concept is untenable, and though there is much that is preposterous in the way in which they developed the doctrine of the term, their order of treatment was yet the result of a true instinct as to the ultimate nature of the movement we call thought and knowledge. This paper offers a few considerations in support of this suggestion. Its conclusions could only be justified by the success which might attend |