Obviously this is not so simple when it comes to preparing the fallow ground of a girl's mind; but it gives some idea of the proportion to be observed in the use of this instrument at the outset, and may save both the teacher and the child from beguiling themselves to little purpose among the moods and figures of the syllogism.

The preliminary notions of logic must be developed, extended, and supplemented through the whole course as necessity arises, just as they have been already anticipated through the preparatory work done in every elementary subject.

This method is not strictly scientific nor in accordance with the full-grown course of philosophy; it only claims to have "_le simple bon sens_" in its favour, and the testimony of experience to prove that it is of use.
And it cannot be said to be wholly out of rational order if it follows the normal development of a growing mind, and answers questions as they arise and call for solution.

It may be a rustic way of learning the elements of philosophy, but it answers its purpose, and does not interfere with more scientific and complete methods which may come later in order of time.
The importance of the "discipline" of psychology can scarcely be over-estimated.

With that of ethics it gives to the minds of women that which they most need for the happy attainment of their destiny in any sphere of life and for the fulfilment of its obligations.