Sir William Hamilton's Fragnienlfi of r/iilonop/ip. 83 



to enable us to judg-c iiccnrately of this system. Sir William HamilYon 

 compares it with all those wliicli the history of philosophy has handed 

 down to us. He judges of it in relation to the opinions of Descartes, 

 Locke, Malebranehe, and Leibnitz ; and, with this vigorous analysis be- 

 fore us, it is not difficult to allow ourselves to be drawn over to the opi- 

 nion of lleid, much more popular in France than that of Brown, but of 

 which a more accurate estimate will be formed by an acquaintance with 

 this curious discussion, one which has been so often renewed in the field 

 of the history of philosophy. 



It will be seen that Sir William Hamilton, although a disciple of Reid, 

 can judge of him with impartiality ; that he can divest himself of all the 

 influence of sect ; and that, while he assigns in this analysis the prefer- 

 ence to Reid's system, he does not believe it to be free from important 

 defects ; accordingly', the treatise in question is rather intended to refute 

 Brown than to exalt Reid. We have seen with pleasure some pieces of 

 tlie former of these writers collected at the end of this article under the 

 form of extracts from his lectures. These extracts form so many vouchers 

 calculated to throw light on the discussion. 



The fragment on Logic, which follows that on Reid and Brown, is but 

 of accessory interest, notwithstanding the importance of the subject. The 

 author undertakes the task of passing in review the most remarkable 

 works published in England of late years on the teaching of this science. 

 It is a minute critical detail, which only makes us acquainted with the 

 names of some of tlie professors in the University of Oxford. We here 

 learn that, according to Sir William Hamilton's testimony, the study of 

 logic has been singularly neglected in the universities of Great Britain. 

 These criticisms are preceded by some general considerations on logic 

 and its importance in the study of philosophy, which divest this treatise 

 of any thing of a technical character which might otherwise have belonged 

 to it. 



But the best fragment we have noticed in the volume is that in which 

 the author treats of the study of Mathematics. The field which this 

 question opens up is sufficiently vast to merit a serious attention ; our 

 author has accordingly devoted to it nearly a hundred pages in this me- 

 moir, where the subject is thoroughly discussed. This treatise was writ- 

 ten on occasion of the publication of a work entitled Thoiightts on the 

 Study of Mathematics as part of a Liberal Edfcation, by the Rev. Wil- 

 liam Whewell ; Cambridge, 1885, 



Do mathematics favour the superior development of the mind .'* Do 

 the}' form it by enlarging its faculties .'' Such is the question treated of 

 in this Memoir and answered in the negative. Adducing the testimony of 

 a great number of authors, and the support of numerous examples. Sir 

 William Hamilton undertakes to prove, in opposition to the authority of 

 the Cambridge professor, that mathematics do not afford a general edu- 

 cation to the mind. This opinion, which is maintained by modern Ger- 

 man professors of eclclirily, is likewise thai nf Voltaire and Franklin, 



