Nor, on the other hand, can it turn itself too directly and intently towards practical applications. All this theory of mental progress from the animate soul to the fullness of religion and science deals solely with the universal process of education: “the education of humanity” we may call it: the way in which mind is made true and real(46). It is therefore a question of intricacy and of time how to carry over this general theory into the arena of education as artificially directed and planned. To try to do so at a single step would be to repeat the mistake of Plato, if Plato may be taken to suppose (which seems incredible) that a theoretical study of the dialectics of truth and goodness would enable his rulers, without the training of special experience, to undertake the supreme tasks of legislation or administration. All politics, like all education, rests on these principles of the means and conditions of mental growth: but the schooling of concrete life, though it may not develop the faculty of formulating general laws, will often train better for the management of the relative than a mere logical Scholastic in first or absolute principles. In conclusion, there are one or two points which seem of cardinal importance for the progress of psychology. (1) Its difference from the physical sciences has to be set out: in other words, the peculiarity of psychical fact. It will not do merely to say that experience marks out these boundaries with sufficient clearness. On the contrary, the terms consciousness, feeling, mind, &c., are evidently to many psychologists mere names. In particular, the habits of physical research when introduced into mental study lead to a good deal of what can only be called mythology. (2) There should be a clearer recognition of the problem of the relations of mental unity to mental elements. But to get that, a more thorough logical and metaphysical preparation is needed than is usually supposed necessary. The doctrine of identity and necessity, of universal and individual, has to be faced, however tedious. (3) The distinction between first-grade and second-grade elements and factors in the mental life has to be realised. The mere idea as presentative or immediate has to be kept clear of the more logico-reflective, or normative ideas, which belong to judgment and reasoning. And the number of these grades in mental development seems endless. (4) But, also, a separation is required—were it but temporary—between what may be called principles, and what is detail. At present, in psychology, “principles” is a word almost without meaning. A complete all-explaining system is of course impossible at present and may always be so. Yet if an effort of thought could be concentrated on cardinal issues, and less padding of conventional and traditional detail were foisted in, much might thereby be done to make detailed research fruitful. (5) And finally, perhaps, if psychology be a philosophical