Were it not that moral influences in learning mechanics, as in all other kinds of education, lie at the bottom of the whole matter, the subject of this chapter would not have been introduced. But it is the purpose, so far as possible, to notice everything that concerns an apprentice and learner, and especially what he has to deal with at the outset; hence some remarks upon the nature of apprentice engagements will not be out of place. To acquire information or knowledge of any kind successfully and permanently, it must be a work of free volition, as well as from a sense of duty or expediency; and whatever tends to create love and respect for a pursuit or calling, becomes one of the strongest incentives for its acquirement, and the interest taken by an [19] apprentice in his business is for this reason greatly influenced by the opinions that he may hold concerning the nature of his engagement.
Every great system of philosophy may be considered from four distinct points of view. We may ask what is its value as a theory of the world and of human life, measured335 either by the number of new truths which it contains, or by the stimulus to new thought which it affords. Or we may consider it from the aesthetic side, as a monumental structure interesting us not by its utility, but by its beauty and grandeur. Under this aspect, a system may be admirable for its completeness, coherence, and symmetry, or for the great intellectual qualities exhibited by its architect, although it may be open to fatal objections as a habitation for human beings, and may fail to reproduce the plan on which we now know that the universe is built. Or, again, our interest in the work may be purely historical and psychological; we may look on it as the product of a particular age and a particular mind, as summing up for us under their most abstract form the ideas and aspirations which at any given moment had gained possession of educated opinion. Or, finally, we may study it as a link in the evolution of thought, as a result of earlier tendencies, and an antecedent of later developments. We propose to make a few remarks on the philosophy of Plotinus, or, what is the same thing, on Neo-Platonism in general, from each of these four points of view.
FORE:Thus much for the current prejudices which seemed likely to interfere with a favourable consideration of our subject. We have next to study the conditions by which the form of Greek ethical philosophy was originally determined. Foremost among these must be placed the moral conceptions already current long before systematic reflection could begin. What they were may be partly gathered from some wise saws attributed by the Greeks themselves to their Seven Sages, but probably current at a much earlier period. The pith of these maxims, taken collectively, is to recommend the qualities attributed by our own philosophic poet to his perfect woman:
The antithetical structure of the whole system is reproduced even in the first syllogistic figure, where there is a similar opposition between the first mood, by which alone universal affirmatives can be obtained, and the remaining three, whose conclusions are either negative or particular, or both. And the complicated rules for testing the validity of those syllogisms in which the premises are distinguished as necessary, actual, and possible, are still more obviously based on Aristotles false metaphysical distinctions; so that with the overthrow of those distinctions large portions of the Analytics lose their entire value for modern students.Overhauling the seaplane was not the question.The unhappy man bowed his head trembling,247 and with dull resignation he left the office, strongly escorted.
