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Both the Theaettus and the Cratylus contain allusions to mathematical reasoning, but its full significance is first exhibited in the Meno. Here the old question, whether virtue can be taught, is again raised, to be discussed from an entirely new point of view, and resolved into the more general question, Can anything be taught? The answer is, Yes and No. You may stimulate the native activity of the intellect, but you cannot create it. Take a totally uneducated man, and, under proper guidance, he shall discover the truths of geometry for himself, by virtue of their self-evident clearness. Being independent of any traceable experience, the elementary principles of this science, of all science, must have been acquired in some antenatal period, or rather they were never acquired at all, they belong to the very nature of the soul herself. The doctrine here unfolded had a great future before it; and it has never, perhaps, been discussed with so much eagerness as during the last half-century among ourselves. The masters of English thought have placed the issue first raised by Plato in the very front of philosophical controversy; and the general public have been brought to feel that their dearest interests hang on its decision. The subject has, however, lost much of its adventitious interest to those who know that the priori position was turned, a hundred years ago, by Kant. The philosopher of K?nigsberg showed that, granting knowledge to be composed of two elements, mind adds nothing to outward experience but its own forms, the system of connexions according to which it groups phenomena. Deprive these forms of the content given to them by feeling, and the soul will be left beating her wings in a vacuum. The doctrine that knowledge is not a212 dead deposit in consciousness or memory, but a living energy whereby phenomena are, to use Kants words, gathered up into the synthetic unity of apperception, has since found a physiological basis in the theory of central innervation. And the experiential school of psychology have simultaneously come to recognise the existence of fixed conditions under which consciousness works and grows, and which, in the last analysis, resolve themselves into the apprehension of resemblance, difference, coexistence, and succession. The most complex cognition involves no more than these four categories; and it is probable that they all co-operate in the most elementary perception.

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The word Sophist in modern languages means one who purposely uses fallacious arguments. Our definition was probably derived from that given by Aristotle in his Topics, but does not entirely reproduce it. What we call sophistry was with him eristic, or the art of unfair disputation; and by Sophist he means one who practises the eristic art for gain. He also defines sophistry as the appearance without the reality of wisdom. A very similar account of the Sophists and their art is given by Plato in what seems to be one of his later dialogues; and another dialogue, probably composed some time previously, shows us how eristic was actually practised by two Sophists, Euthydmus and Dionysod?rus, who had learned the art, which is represented as a very easy accomplishment, when already old men. Their performance is not edifying; and one only wonders how any Greek could have been induced to pay for the privilege of witnessing such an exhibition. But the word Sophist, in its original signification, was an entirely honourable name. It meant a sage, a wise and learned man, like Solon, or, for that matter, like Plato and Aristotle themselves. The interval between these widely-different connotations is filled up and explained by a number of individuals as to whom our information is principally, though by no means entirely, derived from Plato. All of them were professional teachers, receiving payment for their services; all made a particular study of language, some aiming more particularly at accuracy, others at beauty of expression. While no common doctrine can be attributed to them as a class, as individuals they are connected by a series of graduated transitions, the final outcome of which will enable us to understand how, from a title of respect, their name could be turned into a byword of reproach. The Sophists, concerning whom some details have been trans77mitted to us, are Protagoras, Gorgias, Prodicus, Hippias, P?lus, Thrasymachus, and the Eristics already mentioned. We have placed them, so far as their ages can be determined, in chronological order, but their logical order is somewhat different. The first two on the list were born about 480 B.C., and the second pair possibly twenty years later. But neither Protagoras nor Gorgias seems to have published his most characteristic theories until a rather advanced time of life, for they are nowhere alluded to by the Xenophontic Socrates, who, on the other hand, is well acquainted with both Prodicus and Hippias, while, conversely, Plato is most interested in the former pair. We shall also presently see that the scepticism of the elder Sophists can best be explained by reference to the more dogmatic theories of their younger contemporaries, which again easily fit on to the physical speculations of earlier thinkers.If a drawing is to be elaborate, or to remain long upon a board, the paper should be pasted down. To do this, first prepare thick mucilage, or what is better, glue, and have it ready at hand, with some slips of absorbent paper an inch or so wide. Dampen the sheet on both sides with a sponge, and then apply the mucilage along the edge, for a width of one-fourth or three-eighths of an inch. It is a matter of some difficulty to place a sheet upon a board; but if the board is set on its edge, the paper can be applied without assistance. Then, by placing the strips of paper along the edge, and rubbing over them with some smooth hard instrument, the edges of the sheet can be pasted firmly to the board, the paper slips taking up a part of the moisture from the edges, which are longest in drying. If left in this condition, the centre will dry first, and the paper be pulled loose at the edges by contraction before the paste has time to dry. It is therefore necessary to pass over the centre of the sheet with a wet sponge at intervals to keep the paper slightly damp until the edges adhere firmly, when it can be left to dry, and will be tight and smooth. In this operation much will be learned by practice, and a beginner should not be discouraged by a few failures. One of the most common difficulties in mounting sheets is in not having the gum or glue thick enough; when thin, it will be absorbed by the wood or the paper, or is too long in drying; it should be as thick as it can be applied with a brush, and made from clean Arabic gum, tragacanth, or fine glue.
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