preliminary step in the evolution of such a system. Owing very largely to the “elective” system that still prevails in the universities of the United States, Philosophy is there (to an extent somewhat inconceivable to the student of the European continent) in the most active competition with other studies, and the success of a professor of philosophy is dependent on the success of his method of presenting his subject to students who all elect studies believed by them to be useful or interesting or practically important. It has long seemed to the writer that there is abundant evidence in the writings of the pragmatists of this inevitable attempt to make philosophy a “live” subject in competition, say, with the other two most popular subjects in American colleges, viz. economics and biology. The importance to the thought of to-day of biological and economic considerations is one of the things most emphatically insisted upon by Professor Dewey in nearly all his recent writings.[293] And both he and James--the fact is only too evident--have always written under the pressure of the economic and sociological interest of the American continent. And even Schiller’s Humanism has become, as we have seen, very largely the metaphysics of the “evolutionary process,” a characterization which we make below[294] as a kind of criticism of the philosophy of Bergson. Our present point, however, is merely that, owing to the generally competitive character of the intellectual life there, this biological influence is felt more acutely in America than elsewhere. The one outstanding characteristic again of every approved academic teacher in the United States is his method of handling his subject, just as the one thing that is claimed for Pragmatism by its upholders is that it is particularly a “methodology” of thought rather than a complete philosophy. To the university constituency of the United States a professor without an approved and successful method is as good as dead, for no one would listen to him. The most manifest sign, to be sure, of the possession of such an effective method on the part of the university lecturer is the demonstration of skill in the treatment of his subject, in the “approach” that he makes to it for the beginner, in his power of setting the advanced student to work upon fruitful problems, and of giving him a complete “orientation” in the entire field under consideration. And then in addition to this he must be able to indicate the practical and the educational value of what he is teaching.