The _Dublin Review_ has repeated and sanctioned the observations of F. Dalgairns, and has added something to them equally worthy to be noticed--to wit, that our Catholic text-books of logic need to be improved by incorporating into them the results of the more careful and thorough analysis of the laws of logic which has been made by several English writers. It is very true that, although the English metaphysic is a sorry affair, there have been several very acute logicians among modern English thinkers; as, for instance, Mr. Mill, Mr. De Morgan, and Sir William Hamilton. We suppose that the _Dublin Review_ intends to designate the doctrine of what is technically called the "quantification of the predicate" made known by the two authors last mentioned, simultaneously and independently of each other, as a real discovery in logical science, and an addition to Aristotle's laws. We hope the matter will be further discussed, and that not only English and American writers interested in the subject of philosophical teaching will give it their attention, but Continental scholars also. For our own part, our _rôle_ at present is the modest one of giving hints and provoking discussion, and we therefore abstain from going any deeper than a mere scratch of the rich soil we hope to see well dug and planted before long.
From another and very different quarter, we have found within a day or two a corroboration of several opinions we expressed in our first article. Prof. Seeley, of the University of Cambridge, England, in a little volume of essays, noticed by us in another place, advocates the teaching of logic in English schools, dwells on the importance of teaching history after a better method, and sketches out a plan of improving the instruction given in medium schools and universities, which is well worthy of being read and thought over by those who have the direction of education.
But we will turn now to another and still higher department of education, which embraces the courses of study proper to the university and the schools which are preparatory to it. Beginning with that branch of study which must undoubtedly still continue to form an essential and principal branch of the strictly collegiate education, the classics, we do not hesitate to say that this branch, instead of being less, ought to be more thoroughly and completely cultivated. In so far as Latin is concerned, it is evident that those who aim at anything more than the degree of knowledge requisite for understanding better the modern languages, and the terms which are in common use derived from Latin, or, perhaps, for a more intelligent appreciation of church offices, ought to master the language fully, together with its classical literature. The reasons which prove this statement apply with tenfold force to ecclesiastics, for whom Latin ought to be a second mother-tongue. It is not necessary to give these reasons, for they are well known and fully appreciated by all who are concerned with the collegiate or ecclesiastical education of Catholic youth.