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IMaps, piatea, charts, etc., may be filmed at different reduction ratios. Thoae too large to be entirely included in one expoaura ara filmed beginning in the upper left hend corner, left to right and top to bottom, aa many frames as required. The following diegrams llluatrate the method: Les cartes, pienehes, tableaux, etc., pauvant Atra filmto A das taux da reduction diff Arants. Lorsque le document est trop grand pour Atra raproduit an un seul clichA, 11 est fiimA A partir de I'angia aupAriaur gauche, de gauche A droita, et de heut en bas, an pranent le nombre d'imagea nAcassaira. Las diagrammas suivants lllustrent la mAthode. 1 2 3 1 2 3 4 5 6 TI THE RATIONALISM OF METAPHYSICS. ts^ V .■ ^fff 1 1 I I. J» , - I I \ \ • i SUPPLEMENT TO THEOLOGY AND Science of Government. -'^^"\^' Bein^ a "Review of a Booh DT IMMANUEL KANT. CALLED CRITIQUE OF PURE REASON. ' <•» ■ BT KUKLOS {JOHN HAJtniS.) filontxtalt PRINTED BT THE LOVELL PRINTING AND PUBLISHING 00. ST. NICHOLAS STREET. October 1874. \J '^^ll<>^. w'b Entered according to the Act of Parliament of the Don.inion of Canada, in the year one thousand eight hundred and seventy -four, by John Harris, in the Office of the Minister of Agriculture and Statistics at Ottawa. N/ SUPPLEMENT TO THEOLOGY AND THE SCIENCE OF GOVERNMENT. ON THE RATIOXALISM OP METAPHYSICS. Being a review of a book called ICvnt's Cntique of Pure R&ison.^ In noticing this book, bringing it again, pciliaps, prominently before the public, and calling attention particularly to certain passages in it ; we do so under protest. We protest against any supposition that the book in a correct sense belongs to science ; or that it has in itself any value to recommend its reconsideration by the public. On the contrary, we hold it to be a harmful, baneful book wliich has been and still is, directly and indirectly, potent for mischief. In examining and objecting to this book, however, it is not to it only, but to the class of books, doctrines, and opinions which belong to it and to which it belongs. We do not suppose that the ordinary student, or the man of ordinary education, is in much risk of directly con- founding himself by tiie serious endeavour to study and com[)rehend this work as a part of legitimate science. , We feel sure that tlie perusal of a few pages by a person whose mind is in a naturally healthy condition must usually produce a degree of mental nausea sulUcient to protect the ordinary individual from direct injury ; but it by no means follows that such person is not indi- vidually interested in the book, and that he may not receive injury of the most serious description from it. * Criiiqne of Pure Reason, BT Imhanubl Kant, Henry G. Bohn, London, 1860. } Translated from the German Bv J. M. D. Meiklejohn. 15466 4 TIIK RATIONALISM OF WETAPI1VSIC8. Let us consider, with some ntteiition, one way out of several in wliieh he may receive serious injury. A teachiir of some department of knowledge, siu'h as pi»ysi"al science, luis by the evi(hince of superior ability, by tlie clearness of his explanations, by his sincerity, in- dustry, skill and sagacity, gained the conlidence of a number of persons, it may be, of all the membtu-s of a scientilic society, or, perhaps, his reputation may liave ex- tended throughout the town or, even, the whole country to wliich he belongs, or, it may be, that he has earned a world-wide renown, and his name has become re- coiruized throujifhout tiie world of education ami civi- llzation as of a man whose teaching is authoritativ(;, whose credentials are such as to place his propositions almost above controversy, and such that his certitied examination and approval of a doctrine is sullicieut of itself to strongly recommend to the student the accept- ance of that doctrine. Let us suppose that such teacher has directed his attention especially to one department of Natural Science, to physics, for instance, or some other one department, but has investigated and acquired knowledge in other departments of Natural Science also. Having attained his reputation as a teacher of great ability, he becomes desirous to still further extend the area of his knowledge and thereby his ability to instruct : and he proceeds to commence the study of Ideal Science, to which he has hitherto paid scarcely any attention. Now comes the important question. . . Does his science securely rest upon the fundamental basis of sound science ; that is, upon the primary facts of natural and revealed theology ? If not, we say that such an one is in even ureater dan- ger than the intelligent young lad eager for the acquisi- tion of knowledge whose mind is allowed to wander, un- wuided and unprotected, amongst the snares and pitfalls of unsound ideal science. When such a man brings his mind deliberately to the consideration of some system THE RATIONALtSM OF METAPHYSICfJ. •of metapliysics, vvliotlier it bo a modification of K.iiit's transc«Mi(l('Jitiil systoin or sonio other, he will not allow liis iiiiiul to 1)0 repelled from the study by u iiumv repug- nance or distaste in the first instance. And besides, his previously acnpiired knowledge and experience s[>;ire.s iiim the necessity of much of the labour which would have to be underyono by the ine.\[>erienced stiident, for the latter toassimilate the iitrange (loctrines,and to become possessed (»f them as a part <»f his own knowledge. lint the man is u justly renowned teacher. The false and mischievous doctrincjs, having mingled in the alembic of liis ndnd with the truths ;ind facts of Natural Science, do not ccnne forth in the same nauseous state in which they are pniseated in such a work as Kant's Criti(|U(! ; they •now hav<; all the advantages of the i»orsuasivt! speech, trained skill, earnestness and experience of the teacher himself, and thus the noxious be the faculty uf rules ; reason maybe distinguished Irom uiHJerstanding as the J'acul/i/ of jitinciples, " Tiie te'-m principle is ambiguous, and commonly signitie.s merely a cognition that maybe employed as a principle ; aUhough it is not in itself, and as regards its proper origin, entitled to the distinction. Every gener.'il proposition, even if derived from experience Ijy the process of induction, may serve as the major in a svliogism ; but it is not for that reason a principle. Mathematical a.xioms (for example, there can be only one straight line between two points,) are geiKM'al d 2>riori cognitions, and are therefore rigiitly dononiiiuvted principles, relatively to the cases which can be subsumed under tiiem. But I cannot, for this reason, suy that I cognize tiiis property uf a straight line frum principles. I cognize it only in j)ure intuition. " Cognition from pi iples, then, is that cogniti(jn in wiiieli I cog- nize the particular in the general by nieans of conceptions. Thus every syllogism is a form of the deduction ot a cogiiitiseqiu,Mit to that process of the intellectual faculty by which the ele- ments of the knowledge are arranged, for it is not an in- coherent and disorderly collection of ideas, but the clear and distinct statement which is said to be understood as a cognition by the mind. When (compound) knowledge is understood by the mind, the whole process of elaborat- ing the matter of intuition (which we tliink is preferably THE RATIONALISM OF METAPUYSICS. 9 expressed as the process of arranging and combining the elements of knowledge) has been completed. It is trne the knowledge may be unsound, the process of arranging may have been badly or incompletely performed and the conclusion or cognition, being disapproved by the judg- ment (reason), may require to be rearranged ; but this is to undo and to repeat the process, not to elaborate or to carry further the process. We opine, for otu-selves, that tmdcntandlwj is a term appli(!able only to compound knowledge, and its use is to express appreciation l)y the mind that theelements of such compourd knowledge have been logically and cohennitly arranged. If the elements were sullicicnt and of su.',h kind as to be capable of com- bining together, then, if the process of arrangement has been complete and perfect, the knowledge (conclusion or cognition) is completely, clearly, and distinctly iimlcr- stood by tlie mind. This is quite an end of the process of elaboration which Kant is iiere treating of ; although it by no nutans follows that such knowledge is sound, is such that the mind may lawfully accept it, or that, having accepted, may retain it. But this considera- tion belongs to the relati(msinp between knowledge and the mind ; and applies e([ually to compound knowledge, already combined and complete, presented from without for acceptfince by the mind. It is quite a distinct con- sideration from that of the process of conipouniling the knowledge from its elenuMits which alone is here brought under consideration by Kant. Wherefore if reason were a process or a part of the process by which the nnnd compounds tlie eh'ments or elaborates the elementary matter of knowledge, reason- ing would necessarily precede understanding, not follow it. The last part of the sentence, " subjecting it to the highest unity of thought," can oidy become intelligible by a definition of the meaning which it is intended to express by " the highest unity of thought." In the ab- 10 THE RATIONALISM OP METAPHTSICS, sence ot any definition, we would suggest judgment or reason as the coiTect expression ; but then if Kant means judgment why does he say ' the highest unity of thought '? and reason he has described as something, less high, which has already operated and performed its func- tion before the elaborated matter of intuition is subjected to the highest unity of thought. " At this stage of our inquiry, it is my duty to give an explanation of this the highest faculty of cognition, " After some consideration it appears that the word tJds is intended to apply to reason, we have therefore the defini- tion of reason that it is the highest fiiculty of cognition. Now we say that reason is manifestly not a faculty of cognition ; it may be said to be related to or to belong to cognition, but its function is to supervise cognition, to guide, direct and advise the mind in respect to its cogni- tions. A proposition or conclusion which has been cog- nized, and is distinctly understood by the mind, may, nevertheless, be unreasonable ; therefore reason is not a part of cognition and not a necessity to cognition, but it is quite necessary to the mind in order that the quality and character of its cognitions may be determined ; an unreasonable, false, or unsound conclusion in the mind, is a compound cognition which is disapproved by rea- son. " Of reason, as of the und-^rstanding, there is a merely formal, that is, logical use, in which it makes abstraction of all content of cognition ; but there is also a real use, inasmuch as it contains in itself the source of certain conceptions and principles, which it does not borrow either from the senses or the understandinii." That is to say, putting the definition of reason just previously given in its place, the highest faculty of cognition mak«'s ab- straction of all content of cognition ; that is, when used logically but it also has a real use ^inasmuch as it contains in itself the source of certain conceptions and principles.' There seems to lurk beneath this phrase a THE RATIONALISM OF METAPHYSICS. 11 confusion of the elements of knowledge with mental pro- cesses operating upon those elements. The elements of knowledge have been spoken of as tlie matter of intui- tion, and reason has been described as a faculty of the mind by which this matter is elaborated ; are we now to understand that the faculty itself is also the source of the matter (eh>ments) upon which it operates? We say that reason is distinct from the mind, is the intellectual guide and director of the mind, and being such may supply knowledge, or the elements of knowledge, to the mind; but this is very diflerent i'rom affirming reason to be a part of tiie mental organization, namely a faculty thereof by whicli the mind ehiborates the matter of intuition, and then supposing that the faculty itself generates that matter. " The former faculty has been long defined by logi- cians as the faculty of mediate conclusion in contradis- tinction to immediate conclusions (consequent ire mmedi- atife) ; but the nature of the latter, which itself generates conceptions, is not to be understood from tliisdelinition." The former of which two faculties ? There has been but one faculty spoken of— namely, the highest fiiculty of cognition, of which a logical use and a real use have been just noted. Putting this difficulty aside, we are told that "the nature of the latter faculty" (qy, the real use of reason) " is not to be understood from this definition. What definition ? The mediate conclusion ? With respect totiie latter faculty, to the nature of which this definition doesnot apply, we now have the distinct statement that it generates conceptions (The reader may note that this is almost the only distinct statement as yet made.) We will suggest, that perhaps what Kant is here trying to explain, without having first apprehended the condi- tions of the case himself, is that in the process of compounding knowledge, the intellectual faculty of the mind having combined certain elements into a simple cognition or conclusion, may then take this simple con- ■ 12 THE RATIONALISM OP METAPHYSICS. elusion as mi cloment together with other elements, and therewith continue the process of compounding .... thus obt.iining, from the simple-compound, the compound- compound- or complex, and so on. " Now, as a division of reason into a logical and a transcendental faculty presents itself here, " We lia