the first school is that its searching analysis leaves no mental phenomenon unresolved, and its attraction is the extreme simplicity it can attain. The second school multiplies faculties or original principles, concentrates its attention mainly upon the nature of our understanding, and asserts very strongly the initiative force both of our will and of our intellect. We find this connection between a philosophy based upon the senses, and a morality founded upon utility from the earliest times. Aristotle was distinguished among the ancients for the emphasis with which he dwelt upon the utility of virtue, and it was from the writings of Aristotle that the schoolmen derived the famous formulary which has become the motto of the school of Locke. Locke himself devoted especial research to the refutation of the doctrine of a natural moral sense, which he endeavoured to overthrow by a catalogue of immoral practices that exist among savages, and the hesitation he occasionally exhibited in his moral doctrine corresponds not unfaithfully to the obscurity thrown over his metaphysics by the admission of reflection as a source of ideas. If his opponent Leibnitz made pleasure the object of moral action, it was only that refined pleasure which is produced by the contemplation of the happiness of others. When, however, Condillac and his followers, removing reflection from the position Locke had assigned it, reduced the philosophy of sensation to its simplest expression, and when the Scotch and German writers elaborated the principles of the opposite school, the moral tendencies of both were indisputably manifested. Everywhere the philosophy of sensation was accompanied by the morals of interest, and the ideal philosophy, by an assertion of the existence of a moral faculty, and every influence that has affected the prevailing theory concerning the origin of our ideas, has exercised a corresponding influence upon the theories of ethics.