INTR OD UCTIOti 



in showing the existence and its connection therewith 

 of earlier phenomena, or the exertion of earlier forces 

 of wider generalization than the one observed, thus 

 linking the phenomena together into systems of 

 greater or lesser similarity. Often this systematic 

 grouping is accepted as an explanation; as such it 

 is valuable, and is sufficient for practical purposes ; 

 what is called the " Study of the Sciences " usually 

 goes no further. If an explanation is sought for 

 still further and further back, it is ultimately found 

 that alternatives are presented, each of which is be- 

 yond our apprehension, or that we cannot form even 

 in idea an explanation thereof. We have approached 

 the question of a FIRST CAUSE. It lies beyond the 

 limit of our faculties. 



In order rightly to understand the philosophy that 

 modern science teaches, and the difference between it 

 and the metaphysics and philosophy of olden times, 

 a short sketch of the decline of learning in the Dark 

 Ages and its subsequent rise into the Scholasticism 

 of the Middle Ages is necessary. The conservation 

 of the literature of antiquity' by the Arabs and the 

 Hebrews, until the Clergy in Europe were capable of 

 utilizing it, is included therein. 



The gross ignorance of the laity and clergy 

 throughout Europe in the 7th, 8th and 9th Centuries 

 was long-continued. Charlemagne in the end of the 



