ONE:Aristotles objections to the Neo-Pythagorean theory of ideal numbers need not delay us here. They are partly a repetition of those brought against the Platonic doctrine in its338 original form, partly derived from the impossibility of identifying qualitative with quantitative differences.234Improvements, which have totally changed machine fitting during thirty years past, have been of a character to dispense in a great measure with hand skill, and supplant it with what may be termed mental skill. The mere physical effect produced by a man's hands has steadily diminished in value, until it has now almost come to be reckoned in foot-pounds; but the necessity [166] for practical knowledge instead of being diminished is increased.
TWO:The theological interest and the scholastic interest, though not necessarily associated, have, as already observed, a point of contact in their common exaltation of authority. Thus, for our present purpose they may be classified under the more general notion of traditionalism. By this term I understand a disposition to accept as true opinions received either by the mass of mankind or by the best accredited teachers, and to throw these opinions into a form adapted for easy transmission to others. In this sense, traditionalism is Janus-faced, looking on one side to the past and on the other to the future. Now philosophy could only gain general acceptance by becoming a tradition. For a long time the Greek thinkers busied themselves almost exclusively with the discovery of truth, remaining comparatively indifferent to its diffusion. As Plato says, they went their own way without caring whether they took us along with them or not.3 And it was at this period that the most valuable speculative ideas were first originated. At last a strong desire arose among the higher classes to profit by the results of the new learning, and a class of men came into existence whose profession was to gratify this desire. But the Sophists, as they were called,xiii soon found that lessons in the art of life were more highly appreciated and more liberally rewarded than lessons in the constitution of Nature. Accordingly, with the facile ingenuity of Greeks, they set to work proving, first that Nature could not be known, and finally that there was no such thing as Nature at all. The real philosophers were driven to secure their position by a change of front. They became teachers themselves, disguising their lessons, however, under the form of a search after truth undertaken conjointly with their friends, who, of course, were not expected to pay for the privilege of giving their assistance, and giving it for so admirable a purpose. In this co-operative system, the person who led the conversation was particularly careful to show that his conclusions followed directly from the admissions of his interlocutors, being, so to speak, latent in their minds, and only needing a little obstetric assistance on his part to bring them into the light of day. And the better to rivet their attention, he chose for the subject of discussion questions of human interest, or else, when the conversation turned to physical phenomena, he led the way towards a teleological or aesthetical interpretation of their meaning.
Duis bibendum diam non erat facilaisis tincidunt. Fusce leo
neque, lacinia at tempor vitae, porta at arcu. Vestibulum
varius non dui at pulvinar. Ut egestas orci in quam
sollicitudin aliquet.
