Foremost among these applied sciences I would place EDUCATION, the subject of the day. The priority of mention is due not so much to its special or pre-eminent importance, as to its being the most feasible and hopeful of the practical applications of conjoined psychology and logic. I say this, however, with a more express eye to _intellectual_ education. I deem it quite possible to frame a practical, science applicable to the training of the intellect that shall be precise and definite in a very considerable measure. The elements that make up our intellectual furniture can be stated with clearness; the laws of intellectual growth or acquisition are almost the best ascertained generalities of the human mind; even the most complicated studies can be analyzed into their components, partly by psychology and partly by the higher logic. In a word, if we cannot make a science of education, as far as Intellect is concerned, we may abandon metaphysical study altogether. I do not speak with the same confidence as to _moral_ education. There has long been in existence a respectable rule-of-thumb practice in this region, the result of a sufficiently wide experience. There are certain psychological laws, especially those relating to the formation of moral habits, that have a considerable value; but to frame a theory of moral education, on a level in a point of definiteness with the possible theory of intellectual education, is a task that I should not like to have imposed upon me. In point of fact, two problems are joined in one, to the confusion of both. There is _first_ the vast question of _moral control_, which stretches far and wide over many fields, and would have to be tracked with immense labour: it belongs to the arts of government; it comes under moral suasion, as exercised by the preacher and orator; it even implicates the tact of diplomacy. I do not regard this as a properly educational question (although it refers to an art that every teacher must try to master); that is to say, its solution is not connected with education processes strictly so called. The _second_ problem of moral education is the one really within the scope of the subject--the problem of _fixing moral bents_ or habits, when the right conduct is once initiated. On this head, some scientific insight is attainable; and suggestions of solid value may in time accrue, although there never can be the precision attainable in the intellectual region. * * * * *