a different tenure in the two cases are these truths held! How different is the mental training which their possession evinces, the enlightenment by which they are accompanied! In the one case they are lifeless and isolated facts without unity or coherence; in the other case they constitute an organic whole, they are rooted in central principles, evolved by elaborate calculation, linked together by intelligible affinities, and illuminated by the light of reason.
6. If it be true, then, that the end of education is twofold, this, a fortiori, must be true in regard to philosophy, the highest instrument of education; and accordingly the teacher of philosophy has to consider what the proper means are by which the twofold aim of science may be overtaken and its double function performed. He has to consider what these means are, and he has, moreover, to carry them into execution. In regard to the one end, that which consists in the communication of truth or knowledge, it is obvious that this is to be attained simply by the statement of truth, or of what the instructor believes to be such. In regard to the other end, that which consists in the development and cultivation of the student's intelligence (the practical part of the teacher's aim), it is almost equally obvious that this is to be overtaken only by the exhibition of truth in a systematic order and in a reasoned form; or, to express this shortly, the exposition of truth is the means by which the mind is stored, the exhibition of system is
