Page:Calcutta University and Science.djvu/14

Rh ture, and its subtler delicacies and distinctions of expression, affords work for the imagination and the æsthetic faculty, not for the reason ; which in this field is first exercised when language is contemplated in its philologic relations, in which point of view it becomes simply phenomenal, and ranks with other inductive sciences : but in this point of view it is not treated, or but superficially treated in the University course, and indeed other branches of inductive Science are better fitted than Philology to exercise the mind in the processes of comparison, induction, deduction, and verification.

On the courses in Pure and Applied Mathematics we have but little to say ; as laid down for the degree they deal with simple relations of number, space, and force, and are a necessary prelude to Physics, or the Sciences of the more complex phenomena of matter when we meet with force in its protean aspect, affecting our senses differently in such successive moment, thus eluding the grasp of mathematical demonstration, and forcing us to the ultima ratio of experiment to prove, so far as proof is possible, that which must be assumed in Pure Mechanics,—that Force and what we term Matter, (which is possibly a mere synonym for Force,) are indestructible.

Without any desire to criticise by implication the system pursued at the great English Universities, which in spite of the adverse opinion of many modern reformers, is, we think, better adapted to the English character, than the proposed German importation, which manufactures more learned than wise men, more Gelehrte than Verständige, we think the University has advantageously preferred and applied to a pure Mathematical Course. The native mind deals easily enough with mere symbols, but has to rouse itself to a considerable effort, to deal with quantity, as applied to force, &c. and to reason out problems, in which regard must be had to the meaning of a series of symbols, while submitting them to the strict logic of Mathematical analysis. We are informed by a gentleman engaged in this instruction in one of our chief Colleges, that the junior native students have the greatest difficulty in mastering this part of their course, a difficulty which is much enhanced doubtless by their imperfect acquaintance with the language in which they are taught, but which mainly arises from the constitution and habits of the native mind. Nothing can be a stronger proof of the value of applied mathematics as a mental training for the natives of India.

On Mental and Moral Philosophy we need at present say nothing, beyond what we have already remarked in our criticism of the Text-book System, and this ;—that it might be