Page:Popular Science Monthly Volume 12.djvu/11



EW persons care to study logic, because everybody conceives himself to be proficient enough in the art of reasoning already. But I observe that this satisfaction is limited to one's own ratiocination, and does not extend to that of other men.

We come to the full possession of our power of drawing inferences the last of all our faculties, for it is not so much a natural gift as a long and difficult art. The history of its practice would make a grand subject for a book. The mediaeval schoolmen, following the Romans, made logic the earliest of a boy's studies after grammar, as being very easy. So it was, as they understood it. Its fundamental principle, according to them, was, that all knowledge rests on either authority or reason; but that whatever is deduced by reason depends ultimately on a premise derived from authority. Accordingly, as soon as a boy was perfect in the syllogistic procedure, his intellectual kit of tools was held to be complete.

To Roger Bacon, that remarkable mind who in the middle of the thirteenth century was almost a scientific man, the schoolmen's conception of reasoning appeared only an obstacle to truth. He saw that experience alone teaches anything—a proposition which to us seems easy to understand, because a distinct conception of experience has been handed down to us from former generations; which to him also seemed perfectly clear, because its difficulties had not yet unfolded themselves. Of all kinds of experience, the best, he thought, was interior illumination, which teaches many things about Nature