elation as logical inferences, because his eagerness for accomplish- 

 ment caused him to accept the first theory with a semblance of 

 strength and blinded his judgment for the value of evidence? or 

 shall we say his judgment was blinded because his conclusions were 

 so dear to him that he must give them a foundation in reason at any 

 cost? Or shall we say that from a religious nature and early train- 

 ing his conclusions became beliefs long before he attempted to 

 theorize about them, and that in his theory he simply presents his 

 beliefs and such excuse in reason as he can find for them? 



And shall we explain Locke's conclusions and method of think- 

 ing by saying that his judgment for the value of evidence was over- 

 powered because he was eager to explain for the sake of accom- 

 plishment, or because his conclusions were dear to him and he 

 wished to give them support? Or shall we conclude that his educa- 

 tion made certain conceptions habitual with him, and that he ac- 

 cepted them as the foundation of his theory, without criticism, be- 

 cause he never questioned their self-evidence? 



Perhaps we could explain Darwin's and Lockyer's methods of 

 theorizing by finding that there is a predominately thinking man; 

 and that his keen appreciation of the value of evidence and of clear 

 thinking will not permit of his accepting as facts the conceptions 

 which his education has given him without foundation in evidence; 

 and will not allow of his leaving his conceptions vaguely defined. 

 We may find that the appreciation which such a man has for the 

 value of evidence and for the requirements of sound thinking is 

 such that neither his desire for accomplishment nor his desire that 

 certain things should be proved true can overpower his judgment as 

 a thinking man and cause him to be satisfied with unfounded assump- 

 tions and vaguely defined or unintelligible conceptions. 



The solution of this problem would be of great value. For if 

 trustworthy conclusions could be reached in its solution, education 

 could more exactly aim to correct those tendencies in thinking which 

 cause men to expend great and earnest efforts in creating an un- 

 believable and useless theory, while others more fortunate in their 

 choice of methods, or by education and endowment more wise, with 

 no more effort and no more concern for the truth and human good, 

 create theories which become instruments for the transformation of 

 thought and for the general advancement of human welfare. 



[39] 



