Elementary outline of mental philosophy

Front matter

RECOMMENDATIONS.

From Rev. Dr. Nott, President of Union College, Schenectady, New York.

Though I have not had it in my power to examine the whole of the Elementary Outline of Mental Philosoiihy , and though not entirely subscribing to every proposition laid down, in the portion of the work which I have examined, it gives me pleasure to say, that it is, considering its limits, veiy comprehensive — that it evinces an extensive examination of authors, both ancient and modern — and contains an abstract of whatever is pertinent and valuable in the same. No book of the kind that has fallen under my notice, is better calculated for youth in Schools and Academies, and its production, therefore, may be regarded as a fresh and valuable contribution to the helps already so liberally afforded to the rising generation for becoming acquainted with whatever in that department is desirable to be known. I therefore cheerfully recommend its use to those pursuing an education in all elementary Institutions of learning. Yours, &c.,

Preface

This work is a compilation of opinions, views, and facts, in Mental Philosophy, deemed of importance, by tho writer, to be embodied in an elementary treatise, designed for use in Schools and Academies. In tho preparation of the work, use has been made of Locke^ Stevyart, Brown, Beattie, Abercrombic ; and a number of other works have been more or less consulted, viz : F^dwards, Tappan, Day, Upham, Hedge, Jamicson, &c., (fee, from which many valuable hints and suggestions have been derived.

The writer has sought to employ language capable of being understood by youth of average intellectual endowments, and has, therefore, studied perspicuity more than the graces of a finished style — adopting, in some instances, the statements of the authors consulted. with such variations as seemed requisite to adapt them to the work in hand.

This work has its origin in what is believed to bo a necessity for such a treatise. "The proper study of mankind is man" — a truth, the importance of which does not seem to be impressed upon a majority of minds. There appears to be something quite forbidding, to many, if not to most people, in the term Metaphysics ^ and it is apparently regarded as a profound mysticism, which it is the province of the learned few alone to fathom. Hence Intellectual Science is almost vv'holly

\y PREFACE.

excluded from the minor grade of Schools, and too much so even from High Schools and Academies.

What has greatly contributed to this aversion to the science, and served to exclude its study from Schools and Academies, is, as is believed, a deficiency in books on the subject, adapted to the wants and capacities of most of the pupils ordinarily convened in such Schools. This deficiency, it is the attempt of this performance, partially, at least, to supply.

The writer is well aware, also, that the idea is quite prevalent, that the mature mmd alone is capable of grappling with Intellectual Science. That this is true, to a great extent, hiving in view only the several learned and profound treatises on the subject, may readily be admitted. But that, with proper aids, it is true to the extent supposed, may well be doubted.

A more simple, brief, and elementary view of the subject, may serve to furnish, even to young minds, some just notions of the leading outlines of the science, and some distinct apprehension of the living, active princi()le within them, and thus they may grow up to maturity thinking, rejlccling, reasoning beings, knowing something of themselves, and desiring to know more, and thus be prepared to push their intellectual investigations and studies into the higher and mor^ abstruse points of metaphysical enquiry.

On the other hand, to grow u}> to maturity in profound ignorance of this science, is to remain to a great extent, in self ignorance, and to run the hazard of aC' quiring unfortunate mental habits, creating a disrelish, and even an incompetency for patient, thoughtful, and profitable attention to that science, the acquisition of

PREFACE.

which IS most important to us as intellectual and moral heings.

With all the aids that may be furnished, with all the simplified and elementary treatises that may be multiplied, no " royal high-road" to the attainment of mental science can be opened, which will dispense with patient study and thought. Indeed, it is this latter prerequisite (thought) which renders the study of the mind of such vast importance and utility. If this work shall answer the design for which it was intended, and cause the study to be any more easy, accessible, and alluring to the youthful student, and thus supply the deficiency, which is believed to exist, the writer will feel much compensated for his humble, though toilsome labors in the compilation of it. His effort, such as it is, to prepare a School Book of Mental Science, which shall serve to render the study more attractive, and more general in Schools, is submitted to the candid consideration of the public.

Ravenna, August 16, 1845.

A 2 vh NOTE

To Teachers.— With the questions, arranged to accompanr Iho work, special pains have been taken, that jiot only tlie whole meaning of the text may be developed, but that the uhoie text itself may be brought under the notice and study of the pupil. Some we know, object to the system of questioning entirely, in erhool books, believing that the use of questions in conning the lessons, does not bring into exercise that patient thought and inrestigation which is requisite to the highest development of the mental powers. Others again, believe that only a few questions are desireable, and those merely as suggestions to leading thoughts and topics — uhile yet anoil^er class believe, tliat a full accompaniment of questions are of most essential, if not of indispensable importance.

Each of the three modes of instruction,— namely, without questions, with few questions, and with full questions — has its advantage.?, while it must be admitted, we think, that by far the larger proportion of pupils (probably it will not exceed the truth to say nine-tenths) can be more benefited, and will make greater progress, and more valuable attainments with the aid of many, rather than with few or no questions. To many, wiihnut questions, the task of masteiing a lesson is almost, or quite insurmountably forbidding — while a few leading or general questions would eerve to fix attention upon only a portion of the text — for it is a fact, which it is believed the experience of all teachers w ill go to establish, that the large majority of pupils confine themselves to a Study of the answers called for by the questions, and in this way O large proportion of tlie text not only remains unstudied, but actually unread. It has been the aim in preparing the questions to this wurk, to embrace in them the whole text, so that a study of the work, with the use of the questions, will leave no essentia I o/ Important point untouched, but ail w ill be brought to the obsc/vation and study of the pupil. Teachers, however, need n* t bo bound by the course here marked out, unless they should prefer it. If this little work sJiould arrive at the iionor of being adopted Into school? for use, teachers can pursue that course in giving in* 6tuction from it, which their own experience satisfies them is best. If the more experienced teacher should prefer to regard it simply in the light of a text book, taking it as the basis upon which to simplify by oral illustrations; even in that case, the questions may be of great service to the i upil in aiding him so to master the text, vai

as to bo bsttei prepared to profit by the instructions of his teacher — and the more so, as the questions themselves embi*ace many answers, explanations, and illustrations, calculated to aid in arriving at a more distinct understanding of the principles of the science, embodied in the work. In a system of questions so particular and specific, some repetition, and even in some instances the appearance of juvenility is unavoidable.

This unpretending liltie treatise on a branch of science of the highest importance, is submitted, not without a degree of diffidence, to the consideration of teachers, by a co-worker in the great €eld of instruction, as an earnest attempt, however imperfect may have been its accomplishment, to subserve the general purposes and interests of education.

[nF* It is due to say that the writer, owing to the pressure of unremitting caves, found it necessary to employ another hand to aid in the formation of the questions — and for this purpose has availed himself of the assistance of an individual having the experience of many years as a teacher.

Note. — Owing to the distance of the author's residence from the place of publication, he has been prevented from bestowing that careful attention upon the revised sheets, which is at ail times desirable, and hence^ some errors may possibly have escaped detection — but there are none, it is believed, of material consequence, or which the intelligent reader cannot easily for himself correct. The only typographical errors of consequence yet disco verd are tha following, viz: on page 110, second line from the top of the page, ' for " monitors," read " monitions"— on page 93, eighth line frum the top of the page, for " arises,-' read "arise."

Contents

IVTKOUUCTIOV. TaGIE.

I fttportancc of Mental Science, - - - - 13

Part I

O? THE .Mi.vjj IS Gkmkral, UUAPTF.R I.

J[;jw da wo gain any RnD'-vloJ^o of t;io mind 7 OiJiisciousness, . - - -

1. Priiii iry, - - - -

2, SccoaJary, or Re.loction, -

CIIAPTi^R II.

W'lit Is the mind ? -

I. SUBSTANTIVlTir, ...

II. SiMRlTUAMTir, . . -

III. Sklk-activity. -

CHAPTER III. Olassiiicaiion of Mental Povveri

I. l.VTKLLKCT, . . -

II. SuSCKl'TimUTY, ...

JII. The Will,

23 2!> 21^ 32

37 37 39

42 47 47

CHAPTER I. S«a«ation and Perception

CHAPTER 11.

Memory, . . . -

* CHAPTER III.

Conception, • . . .

G3

Abstraction,

Judgment, or Reason, I. Jntuiiion, II. Reasosixg.

Imagination,

CONTENTS.

CHAPTER IV.

CHAPTER V.

CHAPTER VI.

Pa CI?, - G7

The Desires,

PART III. Of the SUSCEI'TIRIMTY

CHAPTER I.

Chapter II

The AFrrcTioNS, Benevolent and Malevolent Affociions, Uniting and Defensive A flections,

Calm and Violent Allections, Anger, - - . - -

Hatred, . . - -

Revenge, - - . -

Admiration, . - - -

Vanity, - . . - -

Arrogance, - - - -

Insolence, . - - -

Benevolence,

Esteem, „ . - - .

Reverence, Veneration, . . - .

Contempt, - . . -

Disdain, . . - -

Scorn, - . - -

Despair, -

Gratitude, - - - -

Jealousy, - - - - •

Gladness, . . - .

Mirth, - . - .

Exultation, - . . ■

CONTE^;TS.

Haplurc, Ecstasy,

SOKKOW,

Page.

- 103 103

102—103 103

- 103 103

- 103 103

- 103 103

PART IV. Of Th k Will, - CIIAFrEll I

Ambiguity of Teums, Will.

Volition, Clx;)ic(S rreforencc, Artaclioas, Lovo, - Heart, Disposition, Desire, Inclmatisii, Propensity, Purpose,

CHAPTER II.

Volitions, . - - .

I. lUPEKATIVE,

II. Immanknt, . . -

III. .':>i;3oIiUI.NATE, -

IV. Pkeuomunant.

CHAPTER lil.

Frcctlotn of the Will,

I. What is mkaNt ey it, 11. Puoor, - . - -

Somnanibulisai, ...-.- 165

SECTION III. insanilv» .-.-.-- 174

SEC'I ION IV.

SpectKil Illusions, . . - - » IS$

ELEMENTARY OUTLINE

OF

MENTAL PHILOSOPHY.

Introduction

1. The science of mind receives, generally, too liule attention. Its value is not sufficiently appreciated. ^'Know th3^self," enters too slightly into the purposes i_of men. Erroneous and mistaken views of the ends, objects and aims of the science prevail. Prejudices founded in misconception, exist against it. The term metaphysics, is regarded as a hard, if not a cabalistic word. Metaphysical speculations are viewed with aversion. The belief is entertained that they are employed on subjects beyond the reach of the human faculties. The opinion is also cherished, that such investigations can have no practical relation to the affairs of life. We live in a day whose leading, characteristic spirit is evidently utilitarian. Hence arises a great dislike for the exact and abstract sciences.

Questions. — 1. What is said of the eeience of mind? How is it appreciated ? What enters loo slightly into the purposes of men ? What erroneoui5 views prevail ? What prejudices exist against it ? How is the term metaphysics regarded ? Define cabalistic ? A71S. Containing an occult, or hidden meaning. How are metaphysical speculations viewed ? What belief is cntertain- T'd 1 And what opinion cherished 7 What («pirit is prevalent 1 What is the result ?

14 ELEMEMMARY OUTLINE OF

2. The learned nonsense of the schools has contributed not a little to the unpopularity of mental science. The absurdities of the ScJiolasiic Philosophy it is true, have passed away. T'Ke influence of warm and voluminous discussions, on many frivolous points, involving childish weakness, may still remain, to excite prejudice against metaphysical enquiries. Hence' may arise the notion of thoir inutility. During the period, des-'griated as that of the School Philosophy, lengthened discussions were had on such points as the following :

3. Can the Deity exist in imaginary as well as in real spa,ce ? Dogs the Deity love an angel which does not, but which m.a]/ possibly exist, better than an insect in real existence ? Is the essence of mind distinct from its existence ?- Or, in other words, can its essence exist, v/hen it has no actual existence *? Can angels see objects in the dark ? Can they pass from point to point in space, and not pass through the spaco between 1

4. Such was the frivilous character of the specula- ■ lions of the schools — as useless, as trifiing — evolving no principle, eliciting no truth — and foreign to the scope of true philosophical enquiry. At a later period, the science was encumbered with other vagaries, as-

2. What has rendered mental science so unpopular ? What is meant by Scaools, as used here ? A71S. The seminaries for teaching logic, inetaphysics and theology:,, (school divinity) which v/ere established in the miuule ages, and which were characterized by academical disputations and subtleties of reasoning; or the learned men who were engaged in discussing mere points in metaphysics or theology. What has now passed away ? What may still remain ? What do they excite ? What is the effect ?

3. What questions did they discuss .'b/ring the penou of Be Philosophy ? Are they important 1 Did (hey elicit truth 1 To what v.'ere they foreign ?

4. At a lat&.'''period witli what was the science pncumbored T for example, the inind cannot act where it is not present, and consequently it cannot perceive external objects themselves, but only their images, which were said to be conveyed through the medium of" the senses, and represented to the mind in a manner similar to tlie representations of images in a camera obscura. Bishop Berkley and others of his school of philosophers, by a very natural application of this theory, contended that if the mind perceives only its own impressions or images, v.-e can derive from our senses no evidence of the existence of the external world; and Flume, pushing the doctrine still farther, contended that we could have as little evidence of the existence of mind itself, and that nothing exists except impressions and ideas.

5. These absurd viev/s, and fanciful and fallacious theories, have been combatted and fully exposed ; and whatever prejudice ^^ey may have been the means of exciting against th#science of mind, to indulge such prejudices now, v/ould be manifestly unjust, since the investigations of intellectual philosophy are nov/ conducted on entirely different and rational " principles, v/hich cannot lead to such monstrous and absurd conclusions.

6. The investigations of true science are now properly limited to those enquiries coming within the scope of human capability. It is at once admitted that there are many things beyond our ken, impossible to be comprehended by finite faculties, and the vain attempt to account for every thing, is given up, as an effort worse than fruitless.

Give an example of tliese vagaries ? Meaning of vagary ? Ans. A whim. What application did Berkley make of this theory T For v.'hat did Hume contend ?

5. Have these fanciful theories been combatted ? Should they create any prejudice against the" science of mind now ? Why ?

6. To what are the investigations of this science now limited ? What is admitted ? What attempt is considersd fruitless T

E 2

16 ELEMEXrARY OUTLINE OE

7. Pvir. Ivocke's great work, the Es3?^Y on the Human Understanding owed its origin to the ielt necessity of an examination of our own abilities, in order to see what objects our understandings are, or are not fitted to deal with, as v/e learn from that eminent author himself. This distinction is of chief importance in the investigations of mental science, as it disencumbers it of the unsound and unphilosophical theories of the scholastic and subsequent philosophers, and places it upon the true basis of rational enquiry — enquiries capable of being grasped and comprehended by the human faculties.

8. The importance of this science deserves to be more generally appreciated, for several reasons, and among them the following :

(1.) It relates to ourselves. A man who despises metaphysical enquiries, must regard his own nature as unworthy of investigation or examination ; w^hile he may perhaps regard the round of the other sciences of the highest importance, and be well instructed therein. What would be thought of a man who should exhibit the strange inconsistency of being well versed in Geography, for example, except that of his own country ? Superficial at best must be that education, which has never turned the thouglits inward, to scan the leading characteristics and wonderful operations, of that immortal principle which presides with such supreme control, in its prison-house of clay.

7. To what did Mr. Locke's work owe its origin ? Of what does this distinction disencumber mental science ? Upon what basis docs it place it ? What is said o fth-ese enquiries ?

8. Why should this science be more generally appreciated ? What is the first reason ? How does a man who despises metaphysical enquiries regard his own nature V Still what may he regard ? "What would such a man be like ? What is said of such a superficial ed-acation ?

MENTAL PHirogOPHY. 17

9. To live under the influence of mere animal proj)ensities, yielding obedience to the grosser corporeal appetites ; never taking cognizance of what passes in our minds, is to live in profound ignorance of the nobler part of our nature, of those high and ennobling intellectual properties, perceptions and faculties bestowed upon us by Him whose creative power called us into, and continues us in being. He who fashioned our bodies, and mysteriously connected therewith that intangible, spiritual essence which we call mind, alone knows the nature of the connection between mind and matter. Vain is the attempt of man to pry into these hidden mysteries. By the term matter, we designate that arrangement of properties which we call bodies, j)Ossessing solidity, figure, extension, divisibility, occ, and material substances are known to us only by these properties. We feel within us a power which thinks, and wills and reasons, and this power, or, as it may be expressed, this arrangement of functions we call mind, and by these functions only is it capable of being known. Mat ter is the jo^j ^jj^^gLdOJAE^^-senses, mind is t he object 0^~""^ 'Wl^fiirui^^'^^ In a strict sense, we are as ignorant of the essential, hidden properties of matter, as of mind. To pry into these deep mysteries, especially by futile theorizing, is foreign to the purposes of true philosophical science, whose legitimate object is the investigation of facts, in relation to both matter and mind.

9. How do we live if we yield obedience to our grosser appetites aiid mere animal propensities 1 Who only knows the connection between matter and mind 7 What is said of the attempt to pry into the hidden mysteries ? What is meant by the terra matter ? How are material aubslances known to us ? What power do we feci witliin us 1 W^hat is this arrangement of functions called ? How known 1 What is the object of our senses and our consciousness ? Of what aio we ignorant ? Wliat is foreign to the purposes of tnio philosophical s»cionoe ? 'WHiat is its legitimate object ?

10. In this point of view — ihe investigation of facts, as far as human faculties are capable of eliciting them — the study of mental science is of great moment. By such investigations, while we are led to know m6re of our m.ental constitution, we are thereby enabled to detect, and, to an extent at least, correct any defects therein. Man, in his fallen state, is, at the best, but an imperfect creature ; and as bodily malformations constantly salute the eyes, it should by no means be matter of surprise, that mental distortions also exist — and as the skill of the anatomist may, to a degree, remedy the deformities of the one, so scientific enquiry may aid in correcting the faults of the other. A knowledge of mental science, then, is of vast importance, as affording valuable hints, and extraordinary aid to parents and teachers, in the training and education of children and youth. Parents and teachers hold in their hands, under God, the destinies of the world, through the influence which they exert upon the rising generation. How important, then, that they have some insight into the philosophy of mind, that they may be the better qualified, and more capable to detect and uproot the prurient propensities of youth, and stimulate and invigorate those, in too many cases, weaker powers, that are overmastered by raging passions, but upon the ascendency of which alone can characters of virtue and excellence be established.

10. In what point of view does mental science appear of great moment ? What will such investigations lead us to do ? What is man in his present state of being ? What constantly salute the eyes ? What then should not surprise us ? What will remedy the one and correct the other ? Of what importance is a hnowledge of mental science ? What do parents and teachers hold in their hands ? In what manner ? What knowledge should they possess ? Why ? Upon what alone etxn characters of virtuo and excellence be established ?

MFNTAL THiLOaOPIiV. 19

11. Mental science receives a groat degree Oi^ importance from the fact, that it has an intimate relationship to moral science, and the investigations of each, almost insensibly blend, and run into each other. This is an idea advanced by Stewart. He rcuiarks that the connection between metaphj^sics and ethics is peculiarly close, the theory of morals having furnished, ever sinca the time of Cudworth, several of the most abstruse questions, v/hich have been agitated concerning the general principles, both intellectual and active, of the human frame. Such being the fact, a process of in' vestigation in mental science, must develop, almost insensibly perhaps to the student, feelings of reverential awe, towards that great and infinitely wise Being, the Creator of so wonderful a structure as that of tho human mind. We may look out upon the face of nature and find much to excite our wonder and admiration — we may lift our eyes to the stupendous vault of ) heaven, nlled with wheeling worlds and circlii-ig sys- I terns, and bo led still more to wonder, and adore that { great and incomp^-ehensibie power, which spoke them ( from nothing, into existence, and holds them exactly balanced in boundless space.

12. But when we look within, and take cogni-

11. From vdiat feet does mental seierice roceiva ti f-i'out degrea of impoitance ■? What is Mr. Stewart's remark? Wjjat has «ii3 theory of morals farnishtHl since the time of Cudworth ? Who was Cudworth ? Ans. A learned English divine and philosopher, who published, in iG78, his grand work entitled, " The true intellectual System of the Universe," in which he confuted all tlio Reason and Philosophy of Atheism, and demonstrated its Impossi- Lility. What feelings vvili an investigation of mental science natv;rally develop ? What state of mind is 'naturally prodnced by contemplating the beauties of nature, and the splendor of tho vaulted heavens 1

12. What are the emotions when wo t<irn our eyes vvithin and teks cognizance of tl^ie wond&ifu] stracturo of iha human miud ?

20 SLEWENTARY OUTLINE OP

zance of the v/onderful mechanism, if it may so be called, of the human mind, regard its powers of taking into view, as it were, at a glance, all the glories of the visible creation ; of looking out of its clayey tenement, and glancing from earth to heaven, and from heaven to earth again, (for, in the language of poetical inspiration,

" Row fleet ia a glance of the mind !

Compared with the speed of its flight, The tempest itself lags behind,

And the awift winged arrowa of light.")

when we thus, we repeat, take cognizance of this wonderful structure, we feel impressed with the.trutir, that the incomprehensible power and wisdom of creative energy is more fully unfolded in the creation of the human mind, than in all the material universe tCKgether, having fully in view, in making this declaration, the wonders brought to view by the researches of natural science, and all the glories of creation, unfolded by astronomical discoveries. How impressive then must be the lessons taught us, in investigating the science of mind; with what reverence, with what adoration shall we be forced to contemplate its adorable Author, the great First Cause of all things.

12. The importance of mental science is vastly magnified, when we come to consider the value of the mind, the human soul, this indestructible fabric, as immortal as he who formed it. This consideration is worthy of more than a passing remark, for,

14. (2.) A soul is more important than the whole

VvTiat do we have in view when wo make this declaration ? What lessons are taught us by investigating the science of mind, and xvhat feelings avc excited towards the Great First Cause of all things ?

13. How does the importance of this science become magnified ?

14. Why worthy of more than a papsiiig remark ? Who knows

MINTAL PHILOSOPHY. tl

material universe. He, from whose creative energies sprang this undying, living principle, must be supposed to understand its worth, and he has negatively, but solemnly affirmed its value, in the momentous enquiry : What shall it profit a man if he gain the whole v/orid, and lose his own soul — an enquiry, the full purport of which, eternity alone can unfold to us. Indeed, nothing short of infinite intelligence, can comprehend, in all its extent, the value of that immortal treasure, whose destiny, under him, is committed to our charge ; or how essential to our happiness here and hereaiier, is the culture of our intellectual powers. God created man for high and noble purposes, and endowed him with a livin^g soul of various faculties.

" Man he made of angel form erccf, To hold coinniunion with the hea^'ens abov«. And on his soul impressed his image fair, His own similitude of holiness, Of virtue, truth and love; with reason high To balance right and wrong, and conscience quiok, To choose or to reject; with knowledge great, Prudence and Aviidom, vigilance and strength. To guard all force or guile; and last of all, The highest gifi of Gcd's abundant grace, With perfect, free, unbiased will.'*

15. When we consider that the human mind, like its great Author, is immortal, we are at once conducted to the discovery of a resemblance between it &.nd that mind in whose image it was originally created — a view which greatly enhances its importance, and which should animate us with a desire to become acquainted,

its valiio ? What has he afliruied respecting it ? Who alouo can comprehend the value of the soul in all its extent ? What h e»- rential to our happiness here and hereafter ? For what waa ma* rjeated, and with what endowed ?

15. ^^'hat consideration leads to a di3oo"V"ery of a reeembiaiioe b©t-we«in the btimcn end divins mhrd ? With -w-bv^t do&ir€ shoT.W b3

22 ELEMENTARY OTJTLIME 07

at least, with its leading phenomena, it is mind that gives all of worth, and dignity to man that he possesses. Wonderful as is his physical conformation, much more wonderful is the structure of mind. The body is valueless in the comparison. Abstract from ity its intelligent, undying inhabitant, and the body at once falls into ruins, an inert and worthless mass, returning to its kindred dust. Intrinsically considered, then, the body is of no value. It derives its consequence solely from its association and connection with mind. It is but the engine, if we may so speak, to which the motive power of the soul is applied, in carrying on its various operations, while stationed in a world of probation.

16. That which is immortal must incalculably surpass in value and importance that which is mortal, and perishable. But the body dies, and returns to earth. The soul survives. This asserts its superiority. Yea, more, the earth shall decay, and the elements melt with fervent heat. The soul lives on. What shall it profit a man, if he gain the whole world, and lose his own soul 1 The world itself, then, dv/indies to naught in the comparison of value. Still more: in the progress of the designs of the Almighty, the period v/ill arrive, when the whole material Universe shall have passed away. But the soul will survive, increasing, and ever enlarging in capacity, and through the ever revolving, endless cycles of an incomprehensible eternity, it shall live on, parallel, in point of duration, with the existence of its Maker. The v/hole physical a view of this discovery animate its ? What alone gives dignity to man ? What is said of his physical and mental structure l What does tha body become when the mind leaves it ? From what does it receive its consequence ? What is the body called ? 16, What asserts the superiority of the rouI ? Hoxv long will it creation itself, then, shrinks into insignificance, in tho comparis.^n oi* vakie with a single soui. The proposition, therefore, is established, that the soul — one soul, is more important than the whole material universe.