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III. That brilliancy is not to be mistaken for greatness, as true greatness never exists without goodness.

See ROBERT HALL ON BONAPARTE.
FOSTER'S CHARACTER OF HOWARD.

LORD JEFFREY'S WORKS, vol. iv. pp. 551-556.
CARLYLE'S HERO WORSHIP. "THE HERO AS

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CHANNING'S CHARACTER OF NAPOLEON.

ARAGO'S LIFE OF WATT.

240

QUESTION:

Which are of the greater Importance in Education, the Classics or Mathematics?

To give a wide and useful scope to this discussion, it may be as well to let the word "Classics stand for "General Literature," and "Mathematics" for "Science."

The supporters of the Classics might contend that they are of greater value than Mathematics:

I. Because they tend to widen thought, whilst Mathematics tend to concentrate it.

II. Because they lead to the cultivation of all

the faculties of the mind, whilst Mathematics simply exercise the perceptive and reasoning powers.

III. Because they promote the enlargement and spiritualisation of the mind, whilst Mathematics tend to make it mechanical, narrow, and dogmatical.

IV. Because they fill the mind with images of beauty which tend both to mental happiness

and moral goodness, whilst Mathematics simply fill the mind with facts, and close it against all speculative Philosophy.

V. Because they promote inquiry and faith, whilst Mathematics tend to make the mind reject as false whatever cannot be proved by logic to be true.

VI. Because by exercising and stimulating thought, they lead to the elevation of mental over mechanical force, whilst Mathematical science tends to subjugate spiritual to material power.

The defenders of Mathematics might say that they are more beneficial to the mind than the Classics;

I. Because they are the best means we possess of arriving satisfactorily at physical, mental, and even moral, truth.

II. Because, by placing facts in due mutual relation, they form the only sure foundation on which we can build our Knowledge, our Faith, and our Hopes.

III. Because, by cultivating the study of Science, they lead to the discovery of mechanical, mineral, and other material forces, which mere speculation would never hava found out.

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IV. Because, by fixing the mind on fact and proof, they give it firmness, clearness, and solid principles; and render it less liable to be misled.

V. Because, by filling the mind with absolute Knowledge, they form the starting-points to truth; whilst mere speculative thought mostly leads towards bewilderment and error. VI. Because they train the mind into steady, earnest, and continuous habits of thought: and thereby produce patience, constancy, determination, order, quickness of apprehension, foresight, and judgment.

VII. Because they restrain that tendency to credulity, speculative belief, and visionary Philosophy, towards which mere untrained thought generally leads.

See BROUGHAM ON SUBJECTS OF SCIENCE, AS CONNECTED WITH NATURAL THEOLOGY. CHALMERS' CHRISTIAN REVELATION AS CONNECTED WITH MODERN ASTRONOMY. WHEWELL'S ASTRONOMY AND GENERAL PHY

SICS IN REFERENCE TO NATURAL THEOLOGY WHEWELL ON UNIVERSITY EDUCATION.

183-199.

SYDNEY SMITH'S WORKS, vol. i.
pp.
ROBT. HALL ON CLASSICAL LEARNING.
LESLIE ON MATHEMATICAL SCIENCE.
PLAYFAIR ON MATHEMATICAL SCIENCE.

QUESTION:

Are Brutes endowed with Reason?

THE affirmative may be supported by arguments from experience and from analogy.

Reason may be defined to be the power of drawing conclusions from premises; of perceiving differences; and of forming a judgment from ideas derived from observation or memory: and the following (among other) instances may be adduced to show that animals possess this power:

I. If a dog be beaten for stealing meat from a butcher's shop, he will never pass that shop again unless he be compelled: here the recollection of his punishment clearly operates with him as a reason to prevent him from incurring the chance of a second beating. II. If an elephant, a horse, or a dog be injured, he will always recollect the injurer, and it possible punish him: instances of this kind are

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