Published by Good Press, 2019

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      EAN 4057664569370

Table of Contents

       PREFACE.

       I.

       II.

       ERRORS OF SUPPRESSED CORRELATIVES. [4]

       III.

       THE CIVIL SERVICE EXAMINATIONS [6]

       IV.

       THE CLASSICAL CONTROVERSY. ITS PRESENT ASPECT. [7]

       V.

       METAPHYSICS AND DEBATING SOCIETIES. [12]

       VI.

       THE UNIVERSITY IDEAL—PAST AND PRESENT. [15]

       VII.

       THE ART OF STUDY.

       VIII.

       RELIGIOUS TESTS AND SUBSCRIPTIONS.

       IX.

       THE PROCEDURE OF DELIBERATIVE BODIES. [18]

       Notes and References in connection with Essay VIII., on Subscription.

PREFACE.

       Table of Contents

      The present volume is in great part a reprint of articles contributed to Reviews. The principal bond of union among them is their practical character. Beyond that, there is little to connect them apart from the individuality of the author and the range of his studies.

      That there is a certain amount of novelty in the various suggestions here embodied, will be admitted on the most cursory perusal. The farther question of their worth is necessarily left open.

      The first two essays are applications of the laws of mind to some prevailing Errors.

      The next two have an educational bearing: the one is on the subjects proper for Competitive Examinations; the other, on the present position of the much vexed Classical controversy.

      The fifth considers the range of Philosophical or Metaphysical Study, and the mode of conducting this study in Debating Societies.

      The sixth contains a retrospect of the growth of the Universities, with more especial reference to those of Scotland; and also a discussion of the University Ideal, as something more than professional teaching.

      The seventh is a chapter omitted from the author's "Science of Education"; it is mainly devoted to the methods of self-education by means of books. The situation thus assumed has peculiarities that admit of being handled apart from the general theory of Education.

      The eighth contends for the extension of liberty of thought, as regards Sectarian Creeds and Subscription to Articles. The total emancipation of the clerical body from the thraldom of subscription, is here advocated without reservation.

      The concluding essay discusses the Procedure of Deliberative Bodies. Its novelty lies chiefly in proposing to carry out, more thoroughly than has yet been done, a few devices already familiar. But for an extraordinary reluctance in all quarters to adapt simple and obvious remedies to a growing evil, the article need never have appeared. It so happens, that the case principally before the public mind at present, is the deadlock in the House of Commons; yet, had that stood alone, the author would not have ventured to meddle with the subject. The difficulty, however, is widely felt: and the principles here put forward are perfectly general; being applicable wherever deliberative bodies are numerously constituted and heavily laden with business.

      ABERDEEN, March, 1884.

       II. ERRORS OF SUPPRESSED CORRELATIVES.

      Meanings of Relativity—intellectual and emotional.

      All impressions greatest at first. Law of Accommodation and habit.

      The pleasure of rest presupposes toil.

      Knowledge has its charm from previous ignorance.

      Silence is of value, after excess of speech.

      Previous pain not, in all cases, necessary to pleasure.

      Simplicity of Style praiseworthy only under prevailing artificiality. To extol Knowledge is to reprobate Ignorance.

      Authority appealed to, when in our favour, repudiated when against us.

      Fallacy of declaring all labour honourable alike.

      The happiness of Justice supposes reciprocity.

      Love and Benevolence need to be reciprocated.

      The moral nature of God—a fallacy of suppressed correlative

      A perpetual miracle—a self-contradiction.

      Fallacy that, in the world, everything is mysterious.

      Proper meaning of Mystery.

      Locke and Newton on the true nature of Explanation

      The Understanding cannot transcend its own experience.—Time and Space, their Infinity.

      We can assimilate facts, and generalise the many into one. This alone constitutes Explanation.

      Example from Gravity: not now mysterious.

      Body and Mind. In what ways the mysteriousness of their union might be done away with.

       III. THE CIVIL SERVICE EXAMINATIONS.

       I. HISTORICAL SKETCH.

      First