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In other departments of learning ingenious men discuss points of difficulty ; conflicting arguments are accumulated, until the preponderance on one side is such, that the question in debate is considered settled. Others employ themselves in collecting facts, in classifying them, and in deducing general principles. And when all this is done, the important truths of the science, collected from such a variety of sources, and suitably arranged and expressed, are laid before the student, in order that he may become acquainted with them. Very seldom any one thinks it advisable, that the pupil, in the course of an education limited to a very few years, should be obliged to attempt an acquaintance with every scientific tract and book, whether of greater or less value. It is neither desirable nor possible, that he should be made to consult all the Memoirs of Institutes and of Royal Societies; and still less to read the multitudes of half-formed suggestions, which are either struck out in the momentary heat of debate, or are developed from all quarters in the natural progress of the mind. It belongs rather to professional men and to public instructers, to engage in this minute and laborious examination, and to present those, whom they instruct, with the results of their inquiries. It may indeed be desirable to give them some knowledge of the history of a science, and to point out such authors as are particularly worthy of being consulted by those, whose inclination and opportunities justify more particular investigations. But this is all, that is either demanded, or can be profitable in the ordinary course of education. And this is what is attempted to be done in the present work.
It has been my desire and endeavour, as was intimated at the beginning of these remarks, to give a concise, but correct view of the prominent principles in Intellectual Philosophy, so far as they seemed at present to be settled. The statement of these principles is attended with a conspicuous summary of the facts and arguments, on which they are based ; together with occasional remarks on the objections, which have been made from time to time. In selecting facts in confirmation of the principles laid down, I have sought those, which not only had relation to the point in hand, but which promised a degree of interest for young minds. Simplicity and uniformity of style have been aimed at, although in a few instances the statements of the writers referred to have been admitted with only slight variations, when it was thought they had been peculiarly happy in them.
THOMAS C. UPHAM,
Bowdoin COLLEGE, (MAINE,) May, 1828.
Chap. I.-UTILITY OF INTELLEC- III.-ORIGINAL STATE OF THE
Remarks of Mr.Locke on this point 7 Locke's opinions on this subject 28
8 Opinions at the present time
zents in Intellectual Philosophy 14 Meaning of perception, &c.
The reality and certainty of our Sense and perceptions of smell 37
16 Sense and perceptions of taste 38
19 The sense & perceptions of touch 42.
Of the distinction between primary Benefits of the sense of sight 44
* a ground of knowledge
21 Statement of the mode or process
Admission of primary truths agree-
in visual perception
able to rigbt feelings towards Connection which the brain has
the Supreme Being
are twofold, external and internal 59|Importance of having real ideas
twofold origin of our knowledge 60 Origin of the idea of God
the senses and what not 61 || VIII-SIMPLE AND MIXED MODES
Futility of the definitions of the IX-COMPLEX IDEAS OF RELATION
Some ideas must necessarily be Of the susceptibility of perceiving
unsusceptible of definition 69
or feeling relations
Division of our simple ideas 70 Occasions on which feelings of re-
Simple ideas from one sense only* 7! lations may arise
Ideas from more than one sense 72 Of the use of correlative terms 10
Simple ideas from reflection 73 of the great number of our ideas
Simple ideas from both of the above of relation
741 Of proportional relations
sect. || XII.—LANGUAGE. (1) NAT. SIGNS.
Of ideas of Batural relations 107
Cause and effect ideas of relation 109 || Mustrations of the great power
tures and the countenance 139
diversities in mental character 122
Principle of selection and signifi-
cancy of proper names 158
Of generalizations of the same 126 |Of hieroglyphical writing
provement on bieroglyphical
129|| Written marks as signs of sounds 164
Of classifications of objects 130 Formation of syllabic alphabets 165
nection with numbers, &c 131 XV.-RIGHT USE OF WORDS.
Speculations of philosophers 132
Diferent opinions formerly pre- Imperfections of words
133||Not to be used without meaning 167
Of the opinions of the Realists 134 Should stand for distinct ideas
Of the opinions of the Nominalists 135 The same word not to be used at
Style of civilized nations 181 | Associations controlled by an in-
idea of national character 183
intellect &progress of language 184 Habits of perception, &c. 21
the English, &c. languages 186Habits in connection with associa. 21
& Roman character & literat. 187 || Habits of will or volition further
This principle of association the Relation of this principle to the
foundation of antithesis 196 views of Reid & Hartley in re-