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sharply between facts, theories, and values. But the distinction is plainly of great importance. Very few people know what a fact is. The majority read their opinions into the given matters of experience and mistake what they want to believe for what is so. But one can make little headway in the endeavour to understand experience without constant discrimination between fact and theory. And there is clearly a great difference between that which is and that which may, or ought to be.

The present inquiry will be chiefly based on these distinctions. The reader is already in posses- ion of facts, that is, of experience. He also possesses abundant theories. Modern science describes for him the physical world in which he lives. History narrates man's life in the past.  Moral science sets forth the views of men in regard to what ought to be. Christianity is an inculcation of religious principles. Philosophy is the intelligent co-ordination of all theories. But  there is need of an art of life which shall show man how to live philosophically. This, the most  practical of arts, each man may contribute to by giving thought to the problems and laws of his own experience. What he most needs is a working ideal, a principle by which to apply philosophy more successfully. Hence the importance of ideals, the realisational aspect of religious teaching,