them from the knowledge of these dangerous assertions, until their judgement is ripened, or rather until the doctrines which we wish to inculcate are so firmly rooted in their minds as to withstand all attempts at instilling the contrary dogmas, from whatever quarter they may come?
If we are to confine ourselves to the dogmatical procedure in the sphere of pure reason, and find ourselves unable to settle such disputes otherwise than by becoming a party in them, and setting counter-assertions against the statements advanced by our opponents, there is certainly no plan more advisable for the moment, but, at the same time, none more absurd and inefficient for the future, than this retaining of the youthful mind under guardianship for a time, and thus preserving it—for so long at least—from seduction into error. But when, at a later period, either curiosity, or the prevalent fashion of thought places such writings in their hands, will the so-called convictions of their youth stand firm? The young thinker, who has in his armoury none but dogmatical weapons with which to resist the attacks of his opponent, and who cannot detect the latent dialectic which lies in his own opinions as well as in those of the opposite party, sees the advance of illusory arguments and grounds of proof which have the advantage of novelty, against as illusory grounds of proof destitute of this advantage, and which, perhaps, excite the suspicion that the natural credulity of his youth has been abused by his instructors. He thinks he can find no better means of showing that he has out grown the discipline of his minority than by despising those well-meant warnings, and, knowing no system of thought but that of dogmatism, he drinks deep draughts of the poison that is to sap the principles in which his early years were trained.
Exactly the opposite of the system here recommended ought to be pursued in academical instruction. This can only be effected, however, by a thorough training in the critical investigation of pure reason. For, in order to bring the principles of this critique into exercise as soon as possible, and to demonstrate their perfect even in the presence of the highest degree of dialectical illusion, the student ought to examine the assertions made on both sides of speculative questions step by step, and to test them by these principles. It cannot be a difficult task for him to show the
