[1] For brevity’s sake the phrase, thinking in things, is preferred to the more accurate but less convenient expression, thinking in the images of things.
[2] Psychopannychism denotes the doctrine that the soul falls asleep at death, not to awaken until the resurrection.
[3] For this incident the writer is indebted to Superintendent L. H. Jones, of Cleveland, Ohio.
[5] See “How London Lives,” Thomas Nelson & Sons, London.
[6] “Johannes Kepler (1571-1630) was at one time in Prague assistant to the Danish astronomer Tycho Brahe. Unlike Tycho, Kepler had no talent for observation and experimentation. But he was a great thinker, and excelled as a mathematician. He absorbed Copernican ideas, and early grappled with the problem of determining the real paths of the planets. In his first attempts he worked on the dreams of the Pythagoreans concerning figure and number. Intercourse with Tycho led him to reject such mysticism and to study on the planets recorded by his master. He took the planet Mars, and found that no combinations of circles would give a path which could be reconciled with the observations. In one case the difference between the observed and his computed values was eight minutes, and he knew that so accurate an observer as Tycho could not make an error so great. He tried an oval orbit for Mars, and rejected it; he tried an ellipse, and it fitted. Thus, after more than four years of assiduous computation, and after trying nineteen imaginary paths, and rejecting each because it was inconsistent with observation, Kepler in 1618 discovered the truth. An ellipse! Why did he not think of it before? What a simple matter—after the puzzle is once solved! He worked out what are known as Kepler’s laws, which accorded with observation, but conflicted with the Ptolemaic hypothesis. Thus the old system was logically overthrown. But not until after a bitter struggle between science and theology did the new system find general acceptation.”—Cajori’s “History of Physics,” pages 29, 30.
[7] Young’s “The Sun,” pages 43, 44, second edition.
[10] “Actinism,” by Professor Charles F. Himes, pages 18, 19.
[11] Dr. Morrell’s “Elements of Psychology,” quoted by Galloway in “Education, Scientific and Technical,” page 165.
[12] Quoted by Galloway in “Education, Scientific and Technical,” pages 116, 117.
[13] Hinsdale’s “The Language Arts,” pages 17, 18.
[14] Mr. Smiles, “Life of Stephenson,” third edition, page 474, tells how George Stephenson, arguing one evening on the coal question with Dr. Buckland, was quite unable to make good his case. The next morning he talked over the matter with Sir W. Follett, and that illustrious advocate, from the materials supplied by the practical knowledge of Stephenson, was able easily to discomfit the learned dean. Quoted by A. S. Wilkins’s “Cicero de Oratore,” page 105, second edition.
[35] Huxley’s “Discourses, Biological and Geological Essays,” pages vi, vii.
[36] James’s “Psychology,” vol. i., page 264. Of Charles Darwin’s habits of reading, his son says, “I have often heard him say that he got a kind of satisfaction in reading articles which (according to himself) he could not understand. I wish I could reproduce the manner in which he would laugh at himself for it.” Of his scientific reading, this son writes as follows: “Much of his scientific reading was in German, and this was a great labor to him; in reading a book after him, I was often struck at seeing, from the pencil-marks made each day where he left off, how little he could read at a time. He used to call German the ‘Verdammte,’ pronounced as if in English. He was especially indignant with Germans, because he was convinced that they could write simply if they chose, and often praised Dr. F. Hildebrand for writing German which was as clear as French.”—“Life and Letters of Charles Darwin,” vol. i., page 103.
[37] Locke’s “Human Understanding,” vol. ii., page 85.
[38] Lewes’s “Problems of Life and Mind,” Fourth Problem, pages 474, 475.
[39] Lewes’s “Problems of Life and Mind,” Fourth Problem, pages 475-477.
[40] Bautain’s “Art of Extempore Speaking,” pages 68, 69.
[43] “In the name, then, of a sound condition of mind and body, and in the confident hope of obtaining both for France, I call on our people to imitate the people of the United States of North America by making the art of reading aloud the very corner-stone of public education.”—LegouvÉ’s “Art of Reading,” page 145.
[45] Clifford’s “Essays,” page 87. Thus the movements of Sirius led astronomers (Peters and Auwers) to infer the existence of a satellite, which was subsequently discovered by Alvan Clark & Son through the eighteen-inch glass which they were completing for the Chicago Observatory. Similarly, Professor Wright, of Oberlin, carefully studied the Trenton deposits and their relations to the terrace and gravel deposits to the westward, and predicted that similar paleolithic implements would be found in Ohio. Two years afterwards Dr. Mertz found, eight feet below the surface, a true paleolith of black flint at Madisonville, in the Little Miami Valley. Other instances of scientific prediction will occur to the reader.
[46] “Essay on the Human Understanding,” Book IV., Chapter I.
[47] Compayre’s “History of Pedagogy,” page 437, American translation.
[48] “There can be no doubt that Newton was an alchemist, and that he often labored night and day at alchemical experiments. But in trying to discover the secret by which gross metals might be rendered noble his lofty powers of deductive investigation were wholly useless. Deprived of all guiding clues, his experiments were like those of all the alchemists, purely haphazard and tentative. While his hypothetical and deductive investigations have given us a true system of the universe, and opened the way for almost all the great branches of natural philosophy, the whole results of his tentative experiments are comprehended in a few happy guesses, given in his celebrated ‘Queries.’”—Jevons’s “Principles of Science,” pages 505, 506.
[49] “The Senses and the Intellect,” pages 488-524.
