Note 70 — Chapter XX · AUTOMATIC CONTRASTED WITH SCIENTIFIC EDUCATION—Continued.

“To know the truth it is necessary to do the truth.”...

“We rightly seek the meaning of the abstract in the concrete, because we cannot act in relation to the abstract, which is only a representative sign; we must give it a concrete form in order to make it a clear and distinct idea; until we have done so we do not know that we really believe—only believe that we believe it. A truth is best certified to be a truth when we live it and have ceased to talk about it.”—“Body and Will,” p. 49. By Henry Maudsley, M.D. New York: D. Appleton & Co., 1884.

[71] “Prof. Huxley seems to hold that zoology cannot be learned with any degree of sufficiency unless the student practises dissection. In support of this position there are strong reasons. In the first place, the impression made on the mind by the actual objects, as seen, handled, and operated upon, is far beyond the efficacy of words or description. And not only is it greater, but it is more faithful to the fact. While diagrams have a special value in bringing out links of connection that are disguised in the actual objects, they can never show the things exactly as they appear to our senses; and this full and precise conception of actuality is the most desirable form of knowledge; it is truth, the whole truth, and nothing but the truth. Moreover, it enables the student to exercise a free and independent judgment upon the dicta of the teacher.”—“Education as a Science,” p. 303. By Alexander Bain, LL.D. New York: D. Appleton & Co., 1884.