It may be a mere dream that, as Goethe feigns of Makaria in his romance(79), there are men and women in sympathy with the vicissitudes of the starry regions: and hypotheses of lunar influence, or dogmas of astrological destiny, may count to the present guardians of the sciences as visionary superstitions. Yet science in these regions has no reason to be dogmatic; her function hitherto can only be critical; and even for that, her data are scanty and her principles extremely general. The influences on the mental mood and faculty, produced by climate and seasons, by local environment and national type, by individual peculiarities, by the differences of age and sex, and by the alternation of night and day, of sleep and waking, are less questionable. It is easy no doubt to ignore or forget them: easy to remark how indefinable and incalculable they are. But that does not lessen their radical and inevitable impress in the determination of the whole character. “The sum of our existence, divided by reason, never comes out exact, but always leaves a marvellous remainder(80).” Irrational this residue is, in the sense that it is inexplicable, and incommensurable with the well-known quantities of conscious and voluntarily organised life. But a scientific psychology, which is adequate to the real and concrete mind, should never lose sight of the fact that every one of its propositions in regard to the more advanced phases of intellectual development is thoroughly and in indefinable ways modified by these preconditions. When that is remembered, it will be obvious how complicated is the problem of adapting psychology for the application to education, and how dependent the solution of that problem is upon an experiential familiarity with the data of individual and national temperament and character.