tion  between  these  two  methods  of  investigating  "mind"
is  a  natural  consequence  of  the  development  both  of
modern  science  in  general  and  more  particularly  of  the
application  of  experimental  methods  to  the  study  of
mental  processes  and  mental  growth/  Although  ped-
agogy has  received  much  help  from  various  lines  of
investigation  prosecuted  in  psychological  laboratories,
yet  the  results  attained  are  as  yet  too  detached  and
fragmentary  to  constitute  a  system  of  scientific  knowl-
edge for  the  actual  or  prospective  teacher/  Accord-
followers  of  the  late  William  James.  Many  of  the  articles  in
Monroe's  Cyclopedia  of  Education  are  infected  with  the  same
taint. — It  is  to  be  noted  that  Father  DriscoU  uses  the  term  "idea"
in  the  strict  sense  of  the  scholastic  philosophers,  viz.,  that  of  in-
tellectual concept,  of  immaterial  and  spiritual  representation  of
the  nature  or  meaning  of  an  object.
*  Thai:  experimental  psychology  as  such  is  not  at  all  in  conflict
with  Catholic  tenets  and  the  Catholic  spirit  follows  from  the
establishment  at  Louvain,  in  1891,  of  the  "Institut  de  Philosophic"
under  the  direction  of  Mgr.  (now  Cardinal)  Mercier,  and  from
work  done,  for  example,  at  the  Catholic  University  of  America
by  Drs.  Pace,  Shields,  Moore  and  Ulrich;  and  at  St.  Joseph's
Seminary,  Dunwoodie,  N.  Y.,  by  Dr.  Herrick.  Among  non-Cath-
olics in  the  United  States  to-day  the  most  prominent  exponent
of  experimental  methods  is  Professor  E.  B.  Titchener.
