THREE:The new pilot waved a reassuring glove at Larry and swerved back toward the end of the island. Larry wondered who he was and what his comrades were doing with him; but Larry, always practical, let the questions wait for their eventual answers and continued to study the half-sunken seaplane.
THREE:We have assumed in our last remark that it is possible to discover some sort of chronological order in the Platonic Dialogues, and to trace a certain progressive modification in the general tenor of their teaching from first to last. But here also the positive evidence is very scanty, and a variety of conflicting theories have been propounded by eminent scholars. Where so much is left to conjecture, the best that can be said for any hypothesis is that it explains the facts according to known laws of thought. It will be for the reader to judge whether our own attempt to trace the gradual evolution of Platos system satisfies this condition. In making it we shall take as a basis the arrangement adopted by Prof. Jowett, with some reservations hereafter to be specified.To learn to chip and file is indispensable, if for no other purpose, to be able to judge of the proficiency of others or to instruct them. Chipping and filing are purely matters of hand skill, tedious to learn, but when once acquired, are never forgotten. The use of a file is an interesting problem to study, and one of no little intricacy; in filing across a surface one inch wide, with a file twelve inches long, the pressure required at each end to guide it level may change at each stroke from nothing to twenty pounds or more; the nice sense of feeling which determines this is a matter of habit acquired by long practice. It is a wonder indeed that true surfaces can be made with a file, or even that a file can be used at all, except for rough work.
THREE:It has been said that, whatever may be the value of his logic, Bacon recalled men from the construction of baseless theories to the study of facts. But, here also, he merely echoes Aristotle, who said the same thing long before him, with much greater terseness, and with the superior authority of one who teaches by example as well as by precept; while the381 merit of reviving Aristotles advice when it had fallen into oblivion belongs to another Bacon, the author of the Opus Majus; the merit of acting on it, to the savants of the Renaissance, to such men as Vesalius, Cesalpino, and Tycho Brahe.Now it was by this side of Platonism that Aristotle also had been most deeply fascinated. While constantly criticising the ideal theory, he had, in truth, accepted it under a modified form. His universal classification is derived from the dialectic method. His psychology and theology are constructed on287 the spiritualistic basis of the Academy, and out of materials which the founder of the Academy had supplied. It was therefore natural that Plotinus should avail himself largely of the Stagirites help in endeavouring to reproduce what a tradition of six centuries had obscured or confused. To reconcile the two Attic masters was, as we know, a common school exercise. Learned commentators had, indeed, placed their disagreement beyond all dispute. But there remained the simpler course of bringing their common standpoint into greater prominence, and combining their theories where this seemed possible without too openly renouncing the respect due to what almost all considered the superior authority of Plato. To which of the two masters Neo-Platonism really owed most is a question that must be postponed until we have made ourselves acquainted with the outlines of the system as they appear in the works of Plotinus.