The philosophy of the moral feelings

Preface

BY THE AMERICAN EDITOR.

When the editor of this work prepared Dr. Abercrombie's treatise on the Intellectual Powers, for the use of schools, it was his intention to have also prepared the present work in the same way, that the two might furnish teachers with a complete system of metaphysical philosophy. This plan, it was thought, would be conducive to the public benefit, as no scfwol edition of either of these works had then been published. Peculiar circumstances and the pressure of other duties have, however, caused a delay in the preparation of the second volume ; but in the mean time the editor has been gratified at receiving assurances from Dr. Abercrombie of his approbation of the plan, and of the course pursued in the preparation of the other work, and this one is prepared from a copy of the latest London edition, sent out by the author expressly for the purpose.

As this work is intended to be the counterpart to the other, — being prepared on the same plan, and to be used in the same way, — the editor has only to repeat here what was stated in respect to that. The original treatise of the author is published entire, without alterations or omissions ; the author's language being held sacred. The additions which have been made are intended, not to supply any supposed deficiencies in the

PREFACE.

original, but simply to adapt it to a purpose for which the book is in the main admirably suited ; they are intended, as nearly as was possible, to be such additional explanations as the editor conceived that the author would have himself made, if he had had in view, while preparing the book, the purpose to which it is now applied.

The practice of studying such a work as this by formal questions, the answers to which pupils commit to memory, cannot be too severely censured. There seems, however, to be something necessary as a guide to the contents of the page, both for the pupil in reviewing the lesson, and for the teacher at the recitation. That minute and familiar acquaintance, not only with the doctrines taught in the lesson, but with the particular contents of every page and paragraph, so essential in enabling the teacher to ask his questions with fluency, very few teachers have the time to secure. The editor has accordingly added an analysis of the page in the margin. This analysis is given, sometimes in questions, and sometimes in topics or titles, which can easily be put by the teacher into the form of questions if he pleases ; or what will perhaps be better, they can, at the recitation, be given to the pupil as topics, on which he is to state in substance the sentiments of the author.

PREFACE BY THE AUTHOR.

In a former work, the author endeavored to delineate, in a simple and popular form, the leading facts relating to the Intellectual Powers, and to trace the principles which ought to guide us in the Investigation of Truth. The volume, which he now offers to the public attention, is intended as a sequel to these Inquiries ; and his object in it is to investigate, in the same unpretending manner, the Moral Feelings of the Human Mind, and the principles which ought to regulate our volitions and our conduct as moral and responsible beings. The two branches of investigation are, in many respects, closely connected ; and, on this account, it may often happen, that, in the present work, principles are assumed as admitted or proved, which, in the former, were stated at length, with the evidence by which they are supported.

He had two objects chiefly in view when he ventured upon this investigation. The one was to divest his inquiry of all unprofitable speculation, and to show that the philosophy of the moral feelings bears directly upon a practical purpose of the highest moment, — the mental and moral culture of every rational being. The other was to show the close and important relation which exists between vi

PREFACE.

this science and the doctrines of revealed religion, and the powerful evidence which is derived, for the truth of both, from the manner in which they confirm and illustrate each other. These two sources of knowledge cannot be separated, in the estimation of any one who feels the deep interest of the inquiry, and seriously prosecutes the important question — what is truth. If we attempt to erect the philosophy of morals into an independent science, we shall soon find that its highest inductions only lead us to a point beyond which we are condemned to wander in doubt and in darkness. But, on the other hand, by depreciating philosophy, or the light which is derived from the moral impressions of the mind, we deprive ourselves of a most important source of evidence in support of revelation. For it is from these impressions, viewed in connection with the actual state of man, that we learn the necessity, and the moral probability, of a revelation ; and it is by principles existing in the mind that we are enabled to feel the power of that varied and incontrovertible evidence, by which revelation comes to the candid inquirer with all the authority of truth

Edinburgh, May, 1835.

Contents

INTRODUCTION BY THE AMERICAN EDITOR

PRELIMINARY OBSERVATIONS.

Section I. Nature And Importance Of The Science Of The Moral Feel- Ings

Division of the Mental Powers into Intellectual and Moral . 27 Harmony which ought to exist between these classes . 28 Causes by which this harmony is interrupted, and means of

counteracting them 29

Interest of the Science of the Moral Feelings ... 30 Peculiar sources of Knowledge bearing upon it, from the

light of Conscience, and of Divine Revelation . . 32

Section II. First Truths In The Science Of The Moral Feelings

Analogy between First Truths, or Intuitive Principles ot

Belief, in Intellectual, and in Moral Science Classification of First Truths in Moral Science, as impressions arising out of each other, by an obvious chain of relations

1. Perception of the nature and quality of actions, as just or unjust, right or wrong ; and a conviction of duties which a man owes to other men.

viii

CONTENTS.

2. Conviction of the existence and attributes of a

Great First Cause, and Moral Governor.

3. Conviction of Moral Responsibility.

4. Impression of Future Existence.

Importance of these convictions, as intuitive articles of belief 42

THE PHILOSOPHY OF THE MORAL FEELINGS.

Analysis of Man as a Moral Being . . . . 49 I. The Desires, The Affections, and Self-love. It. The Will.

III. The Moral Principle, or Conscience.

IV. The Moral Relation of Man towards the Deity.

PART I. the desires, the affections, and self-love.

SECTION I.

the desires . . . 57

1 . Desire of the Animal Propensities .... 58

2. Desire of Wealth — Avarice .... 59

3. Desire of Power — Ambition 59

4. Desire of Superiority — Emulation ... 60

5. Desire of Society 61

G. Desire of Esteem or Approbation ... 62

7. Desire of Knowledge 65

8. Desire of Moral Improvement .... 65 — Desire of Action . . . . . .67

Importance of a due Regulation of the Desires . 68

SECTION II.

the affections . 70

I. Justice 73

1. Justice to the Interests of others — Integrity . 75

2 Justice to th? Freedom of Action of others . . 75

CONTENTS.

ix

3. Justice to the Reputation of others ... 76

4. Justice in estimating the Conduct and Character of

others 77

5. Justice to the Opinions of others—Candor . . 78

6. Justice to the Feelings of others 79

7. Justice to the Moral Condition of others . . 79

II. Compassion and Benevolence 81

1. Benevolence towards the Distresses of others . 83

2. Benevolence towards the Reputation of others . 84

3. Benevolence towards the Character and Conduct of

others, including Forgiveness of Injuries . . 84

4. Benevolence towards the Feelings of others . . 85

5. Benevolence towards improving the Moral Condition

of others 86

III. Veracity 87

1. The Love of Truth, in the Reception of it . . 88

2. Veracity in delivering statements, including Sincerity 90

3. Truth of Purpose, or Correct Fulfilment of Promises 93

IV. Friendship, Love and Gratitude .... 93

V. Patriotism 95

VI. The Domestic Affections ..... 96

VII. The Defensive Affections, Anger, Jealousy, Re-

sentment 98

Important Influence produced upon the Exercise of the Affections,

By Attention ....... 100

By Habit 104

Feeling of Moral Approbation attached to the Exercise of the

Happiness arising from a due Exercise of the Affections ; —

Influence of Temper . . Ill

Section III. Self-love

Sense in which the term is employed . . . . 115

Tendency of a True and Rational Self-love . . 115

Morbid Exercise of it, — Selfishness .... 120

Disinteiested Conduct and Self-denial .... 120

£ CONTENTS.

Part II. Of The Will

Bimple Volition, — its Origin from one of the Desires or Affections 122

Dperation of Moral Causes on the Will .... 123 Nature of these Causes and Source of the Diversity of their

Operation in Different Individuals .... 125 Circumstances required for the Uniformity of their Operation:

1. Knowledge 128

Truths of Natural and Revealed Religion.

Its influence on Moral Decisions.

3. Moral Habits 136

Origin and Progress of Derangement of Moral Harmony.

Influence of Habits upon Character . . 139 Means of Correcting Injurious Moral Habits . 140 Practical Conclusions from these Principles. Important Influence of Moral Habits 141

Necessity and Probability of Divine Aid in Correcting Moral

Derangement 145

Influence of the Mental Operation called Faith . . . 147

Part III. Of The Moral Principle, Or Conscience

Proofs of the Existence of Conscience as a Distinct Principle of the Mind

Nature of its Operation as the Regulating Principle .

Analogy between it and Reason

Its Influence in conveying an Impression of the Moral Attributes of the Deity

Knowledge derived from this Source .

Comparison of the Divine Attributes with the Actual State of Man

Difficulties arising from this Comparison removed only by the Christian Revelation

Mental process by which the Regulating Power of Conscience is Impaired or Lost

CONTENTS.

Influence of this Condition upon the Judgment in regard to

Moral Truth 165

Influence of Attention in Moral Decisions .... 168 Man's Responsibility for his Belief . . . 170 Important relation between Moral Emotions and voluntary Intellectual Processes . . . . 1*71

Appendix To Part III

§ 1. — Of the Origin and Immutability of Moral Distinctions and Theories of Morals .... 176

Origin of our Idea of Virtue and Vice . . . 178

System of Mandeville ISO

of Clarke and Wollaston . . . . 181

System of Utility 182

Selfish System 183

System of Paley 185

Defect of these Systems in not acknowledging the

Supreme Authority of Conscience . . . 188 Objections to the belief of a uniformity of Moral Feeling which have been founded on the practices of

barbarous nations 196

System of Dr. Smith, or Theory of Sympath/ . 198 Province of Reason in Moral Decisions . . . 201 Remarks on the Observations of some late writers respecting the Corruption of Conscience . . 204

2. — Of the Harmony of the Moral Feelings . . 206

Consistency of Character arising from this Harmony, — and Defects of Character to which it is opposed 210

Part IV

of the moral relation of man towards the deity . 215

View of the Divine Character in reference to this Relation 216 Regulation of Moral Feelings which ought to arise out of it;— .217

1. Habitual effort to cultivate a Sense of the Divine

Presence, and to regulate the Moral Feelings and Character by it 217

2. Submission to the Appointments of Providence ♦ 222 xii

CONTENTS.

3. Sense of Moral Imperfection and Guilt, and Suppli-

cation for Mercy, with Reliance on Divine Aid 223

4. Sense of Gratitude, Affection, and Love . . 224 Conduct and Character arising out of this Condition of the

Nature and Operation of Faith 231

Province of Faith in the Philosophy of the Moral Feelings . 234 Truths which are its more Immediate Object . 238 Its influence on the Moral Condition ... 240 Province of Faith in the Scheme of Christianity . . 24C Harmony of Christian Truth with the Philosophy of the

Moral Feelings .

Means of Cultivating it

225 226

Moral Feelings

Introduction

METHOD OP USING THE BOOK.

TO BE CAREFULLY STUDIED BY THE PUPIL AS THE FIRST LESSON.

There are three different and entirely distinct objects in view in the study of Moral Philosophy, and the pupil ought to understand clearly what these objects are at the outset, in order to derive the full advantage of the study.

I. Discipline of mind. By discipline we mean practice and improvement. Now it is of great advantage to the powers of the mind to be practised a little in early life, in thinking and reasoning on metaphysical subjects.

" But what is the precise meaning of the word metapkysical?" the pupil will perhaps ask. In explanation we say that all sensible objects, — that is, all that can be seen or felt, or perceived by any of the senses, — and in fact all others that are of the same nature with them, though they may be so minute or so subtle as to elude the senses, — are called physical Thus earth, air, animals, light, the electric fluid, come within the

How many objects in pursuing- this study ? The first ? Discipline, what ? What included in the term physical ? Examples.

INTRODUCTION.

term physical. The sciences which relate to them are called the physical sciences.

But there are certain other realities with which we are conversant, that lie beyond these, as it were, and are of a different nature altogether : — the powers and faculties of the mind, various moral truths, the principles of duty, and other similar topics. They are totally different in their very nature from the others. They can neither be seen nor heard nor handled They are in no place, and have no relation to time You cannot illustrate them by models or by diagrams. In fact the whole field in which they lie is entirely beyond, as it were, the material creation. Hence they are called meta-physical ; the affix meta having the force of beyond.

Now it is highly conducive to the health and vigor of the mental powers, to have them occupied in some degree in youth upon these metaphysical inquiries. For in entering upon this field, the mind is compelled to draw itself off from the external and visible creation, and turn back upon itself; and the power of attention and abstraction, which are thus cherished, are of great value in all the pursuits and occupations of life. Then too the various moral and metaphysical distinctions which the mind must learn to discern, exercise and strengthen its powers of discrimination, more than almost any other discipline. This exercise is therefore one of the great objects which should be aimed at in such a study.

II. A second object which is to be gained by the study of Moral Philosophy, is the formation of correct opinions on the subject of human duty. It is more important that our opinions in respect to right and wrong should be correct, than on any other subject whatever. If our minds are thoroughly imbued with

Can all physical objects be perceived by the senses ? Examples of objects not physical. How different ? Meaning of meta. Meaning of metaphysical. Effect of metaphysical studies. Discrimination. Second object ? Comparative importance of sound opinions in morals.

INTRODUCTION.

sound general principles, we shall be continually and almost instinctively applying them to the various situations and circumstances in which we are placed. Our conduct will thus be steady — the result of fixed principle, instead of springing from the mere impulse of feeling. The pupil ought to study such a work as this with this object very steadily and very distinctly in view. Your opinions in respect to what is right and wrong in human conduct are now to be moulded and formed. Your principles are to be fixed. The frame work of a moral system is to be constructed, around which your future character is to be in a great measure formed, and by which your principles and opinions on almost all other subjects are to be modified. No argument is necessary to show that, in this view of the case, the study of Moral Philosophy is one of the most important studies of life.

III. The third great object to be regarded in the pursuit of this study is its direct practical bearing upon the heart and conduct of the pupil. How far it may prove conducive to such an end, will depend very much, — altogether, in fact, — upon the spirit and temper with which it is commenced. "Do I really wish," should the pupil ask himself, — " Do I really wish to learn my duty for the purpose of doing it ? Do I really, honestly wish, while 1 live in this world, to conform my conduct more and more to the principles of rectitude? to make it my rule to do always what is right, because it is right? and to live with the constant object in mind of endeavoring to please my great Creator and Benefactor, by obeying his commands and complying with his will?" If you commence such a study as this with these desires, and go on through chapter after chapter of the work, looking constantly for light to shine upon your path of daily duty, — the study will be found to have a very powerful and permanent influence in the formation of your character.

Effect upon the conduct, what. Third object ? Its accomplishment depends upon What '/ Questions ?

INTRODUCTION.

These three objects then should be kept by the pupil constantly in mind, as he proceeds with this study. — intellectual discipline, the formation of correct opinions, and practical improvement. If these three objects are thus aimed at and secured, the class will have found the time devoted to this study hours most profitably spent.

The directions to be given in respect to the mode of studying the book, are substantially the same with those contained in the introduction to the other work. We repeat them here, for even if the pupil has already used that text-book, his mind should be refreshed with these directions, on commencing this, and they will be still more necessary to classes who may use this first.

And in the first place I must remark that Moral Philosophy, like Intellectual Philosophy, is not intended to be an easy study. Its very difficulty is the source of one of the great benefits, the mental discipline, which is to be obtained from it. These metaphysical studies are intended as a sort of intellectual gymnastics, in which the tasks ought indeed to be brought fairly within the powers of the pupil, but they ought nearly to equal those powers, so as to call them into active and vigorous exercise, or the end will be lost, [f, therefore, the writer of a treatise on such a subject comes down so completely to the level of the young as to make the study mere light reading, he fails entirely of accomplishing what ought to be his highest aim. He destroys the difficulty and the advantage together. It is indeed true, that a very useful book may be written for children, with the design of merely giving them information on some subjects connected with the philosophy of mind and of morals. It might be entertaining, and to a considerable degree instructive, but it would answer none of the important purposes which ought to be in view, in the introduction of such a study

Recapitulation of the objects. Is this study intended to be an easy one ? Why not ? The study difficult. Why ? Gymnastics. 'Difference between reading and study on this subject.

INTRODUCTION.

into literary institutions. It would develop no newreasoning or thinking powers. It would awaken no new intellectual effort.

Such being the nature of these studies, it is plain that it ought not to be commenced by any pupil without a proper understanding of the difficulties, or the qualifications necessary to surmount them. These qualifications are the following:

I. Ability to uncle?' stand the language of the work. It is not a child's book. It was written by a man, and was intended to be read by men. The editor has made no effort to alter it in this respect, so that the book stands on a level, as to its style and language, with the great mass of books intended to influence and interest the mature. It ought to be so; for to be able to understand such writing is necessary for all, and if the pupil is far enough advanced in his education to study metaphysics, it is quite time for him to be habituated to it. Let no pupil therefore, after he is fairly engaged in the study, complain that he cannot understand the lessons. This is a point which ought to be settled before he begins.

The pupil may read as attentively as he pleases. He may make use of a dictionary, or any other similar help. He may make occasional inquiries of a friend ; but if he cannot, with such assistance, really understand the train of thought presented in any lesson, and give a tolerable account of it to his teacher, he had better for the present postpone the study of Moral Philosophy : his mind is too immature.

II. Mental cultivation enough to be interested in the subject of the work. The subjects discussed, and the views presented, are of such a nature, that mere children can take no interest in them. They cannot appreciate them. Unless the mind has made considerable progress in its development, and in its attainments in other branches, and unless it has, in some degree,

Qualifications. First qualification, what? Language of the book. Second qual« fication.

2*

INTRODUCTION.

formed habits of patient attention, it must fail in the attempt to appreciate such a study as this. The pupil, in such a case, after going a little way, will say that the book is dull and dry. He will attribute to the study, or to the mode in which it is treated, a failure, which really results from his own incapacity. He ought to reflect when tempted to make this charge, that it cannot be possible that the study is, in itself, uninteresting: This treatise of Dr. Abercrombie's has been bought and read with avidity by thousands in Great Britain and America, who could have been led to it by no motive whatever, but the interest which the subject inspires. They, therefore, who are not interested in it, after making faithful efforts, fail of being so because their intellects are yet too feeble to appreciate what they read ; and by complaining of the dryness or dullness of the book, they are really exposing their own incompetency to enter into the spirit of it. The teacher ought to take care that his pupils do not commence the work until they are capable of feeling the interest which it is calculated to awaken.

III. A willingness to give to the subject the severe, 'patient and 'persevering study which it demands. Some will wish to take up such a branch merely for the sake of having something hew. Others because their vanity is flattered by the idea that they are studying Philosophy. Others still, because they wish for the honor of being in a class with certain individuals known as good scholars. Beginning with such ideas and motives will only lead to disappointment and failure. The pupil ought to approach this subject with a distinct understanding that though it is full of interest, it will be full of difficulty: that it will try. to the utmost, his powers : and that the pleasure which he is to seek in the pursuit of it is the enjoyment of high intellectual effort. — the interest of encountering and overcoming

Consequences of commencing the study without it. The study really interesting: how proved to be so. Complaints of its dullness show what? Third qualification Wring motives for commencing the study. Proper views of it.

INTRODUCTION.

difficulties, and opening to himself a new field of knowledge, and a new scope for the exercise of his powers.

I come now to describe a method of studying and reciting the lessons in such a work as this. I say a method, because it is only meant to be proposed for adoption in cases where another or a better one is not at hand. Experienced and skilful teachers have their own modes of conducting such studies, and the recitations connected with them, with which there ought to be no interference. The plan about to be proposed may, however, be of use in assisting teachers who are, for the first time, introducing this study to their schools; and the principles on which it is based are well worthy the attention of every pupil who is about to commence this study.

1. When you sit down to the study of a lesson in this work, be careful to be free from interruption, and to have such a period of time before you, to be occupied in the work, as will give you the opportunity really to enter into it. Then banish other thoughts entirely from the mind, and remove yourself as far as possible from other objects of interest or sources of interruption. The habit into which many young persons allow themselves to fall, of studying lessons in fragments of time, having the book, perhaps, for some time before them, but allowing their attention to be continually diverted from their pursuit, will only lead to superficial and utterly useless attainments. It is destructive to all those habits of mind necessary for success in any important intellectual pursuit. It is especially injurious in such a study as this. Metaphjrsical Philosophy is emphatically the science of thought, and nothing effectual can be done in it without patient, continued, and solitary study.

Method of studying, why proposed. First direction. A common but faulty w**4q

of studying described. Its -effects, what?

INTRODUCTION.

2. Ascertain before you commence any lesson what place it occupies in the general plan of the book, with which, at the outset, you should become very thoroughly acquainted. Nothing promotes so much the formation of logical and systematic habits of mind, and nothing so effectually assists the memory, in regard to what any particular work contains, as the keeping constantly in view the general plan of the book ; looking at it as a whole ^ and understanding distinctly, not merely each truth, or system of truths, brought to view, but the place which it occupies in the general design.

3. This preparation being made, you are prepared to read the lesson, which should be clone, the first time, with great attention and care, and with especial effort to understand the connection between each sentence and paragraph, and those which precede and follow it. It should always be borne in mind, that treatises on such subjects as these present trains of thought and reasoning, not mere detached ideas and sentences. Every remark, therefore, should be examined, not by itself, but in its connections. This should be especially observed in regard to the anecdotes and illustrations with which the work abounds. The bearing of each one on the subject should be very carefully studied. They are all intended to prove some point, or to illustrate some position. After reading such narratives, then, you should not only take care to understand it as a story, but should ask yourselves such questions as these: u Why is this story introduced here? What does the author mean to prove by it ? What principle does it illustrate?

The pupil, too, should avail himself of collateral helps in understanding the lesson. Every geographical, or historical, or personal allusion should be examined with the help of the proper books. If a distinguished individual is mentioned, find the account of his life in a

Second direction. Effects of this practice. Third direction. Connections of the passage. Anecdotes and illustrations, how to be studied ? Collateral helps.

INTRODUCTION.

biographical dictionary. If a place is named, seek it on the map. There is one other direction which I am sorry to say it is absolutely necessary to mention. Look out all the words, whose meaning you do not dictinctly and fully understand, in a dictionary. Strange as it may seem, in nine cases out of ten, a pupil in school will find in his lesson a sentence containing words he does not understand, and, after perplexing himself some minutes with it in vain, he will go to his recitation in ignorance of its meaning, as if he never had heard of such a contrivance as a dictionary. Now the habit of seeking from other books explanations and assistance in regard to your studies is of incalculable value. It will cause you some additional trouble, but it will multiply, many fold, your interest and success.

4. After having thus read, with minute and critical attention, the portion assigned, the pupil should next take a cursory review of it, by glancing the eye over the paragraphs, noticing the heads, and the questions or topics in the margin, for the purpose of taking in, as it were, a view of the passage as a whole. The order of discussion which the author adopts, and the regular manner in which the several steps of an argument, or the several applications of a principle, succeed one another, should be carefully observed. There are the same reasons for doing this, in regard to any particular chapter, as in regard to the whole work. The connection, too, between the passage which constitutes the lesson, and the rest of the book, i. e. the place which it oc( upies in the plan of the author, should be brought to mind again. You thus classify and arrange, in your own mind, what is learned, and not only fix it more firmly, but you are acquiring logical habits of mind, which will be of lasting and incalculable value.