While, therefore, we advocate the adhesion to scholastic philosophy, as the only safe and really scientific way of procedure in education, we do not close our eyes to the fact that there are several important topics in respect to which discussion is not only allowable, but really necessary. The best philosophical writers living, who are in the main disciples of S. Thomas, differ very much from one another in regard to questions of this sort. Kleutgen, Liberatore, Sanseverino, Tongiorgi, Ramière, and Stöckl may be cited as the most distinguished modern expositors of the doctrine commonly taught in Catholic schools; and the differences among these are well known. A very able writer, who is now publishing a series of articles in this magazine, and who happily combines a profound knowledge of mathematics and physics with his deep metaphysical science, departs, in some instances, from all these, and strikes out a path for himself, in which we are sure that every philosophical reader will watch his progress with the greatest interest. Personally we are disposed to favor the stricter Thomistic doctrine so ably elucidated by Liberatore and Stöckl, and to prefer text‐books of a similar method and doctrine; yet we should not think we were authorized to censure as unsound, in a theological sense, any philosophical work, merely because it might deserve, in our judgment, to be criticised on purely scientific grounds, or to condemn as absolutely unsound, in a purely philosophical sense, a work essentially in accordance with the scholastic system, on account of any particular opinions of its author on topics of difference among Catholic teachers of acknowledged scientific eminence and authority. We are sorry to be obliged to say that, in our judgment, F. Louage’s work cannot be exempted by the most impartial criticism from either theological or philosophical censure for radical unsoundness on most important points, and besides this, that it cannot stand the test of even literary criticism, and is, therefore, wholly unsuitable for use as a text‐book in Catholic schools. We give the author full credit for good intentions, and attribute his failure to accomplish his laudable undertaking simply to the fact that he has attempted a very difficult task, in which very few have achieved a remarkable success, without having duly estimated its arduous nature, and made the requisite preparation for coping with the formidable obstacles in the way of a happy issue. We are bound to sustain the judgment we have pronounced by solid proofs and reasons, in view of the great importance of the subject to Catholic teachers and pupils, and this duty we shall now endeavor to fulfil, in accordance with the sentiment of the trite old philosophical adage: Amicus noster Plato Sed magis amica veritas