INDEX OF SUBJECTS. 



427 



227; fundamentals, 227; cultural 

 differences due to cultural causes, 

 231; report stage, 231,404-405; 

 super-men and super-civilisation, 

 277; men and women, 277; apparent 

 inferiority of African Negro, 278; 

 result of acceptance of specio- 

 psychic theory, 's cultural na- 

 ture and cultural progress, 284; 

 human life and animal life con- 

 trasted, 285; geographical features 

 influence social features, 317 ; hu- 

 man and animal mentality, 

 and his tools, 350; crucial dis- 

 tinction between and animals, 

 350, 352 ; East and West, 358 ; cul- 

 ture a pan-human product, 378-380; 

 outline scheme of specio-psychics, 

 397, 401-402; the three laws of 

 human life, an explanation of the 

 differential character of , and 

 his consequent main duties, 404; 

 pan-human reflection leads neces- 

 sarily to an ever more perfected 

 methodology, 413. 



Mathematics, 7, 19, 21, 29, 30, 32, 46, 

 108, 118, 150, 182, 267, 297, 306, 

 348/365, 368, 382, 393 ; Bacon's and 

 Descartes' view of , 119; the case 

 for mathematical procedure, 123- 

 128; every science must needs 

 strive to be mathematical, 123; 

 difficulties involved in attaining to 

 complete exactness, 124-125 ; Fara- 

 day's lack of mathematical equip- 

 ment, 125; Francis Bacon on the 

 place of in science and life, 

 126-128; at first avoid, later aim 

 at, mathematical formulation, 129; 

 identity of mathematical with non- 

 mathematical methodology, 130- 

 132 ; the mechanism of mathema- 

 tical invention does not sensibly 

 differ from that of invention in 

 genera], 132. 



Matter and mind, 6. 



Mechanics, 19, 28, 30, 84, 106, 118, 

 194. 



Memory, 366, 411; - - in the un- 

 trained, 26; imperfection of , 34- 

 36; its relation to generalisation, 

 98; wherever we utilise the , we 

 frame hypotheses, 210; keeping 

 and consulting records, and im- 

 proving the experimentally, 282- 

 283; why memory is to-day rela- 

 tively chaotic, 283; and imagina- 

 tion, 283-289. 



Mentality, ascertainment of of 

 animals, 182-183, 195; comparison 

 between human and animal , 



194-195,284-285, 350, 359; animal 

 and human , 268-269. 



Meridians, reduced to one, 157. 



Meteorology, 19, 21, 50, 57, 58, 78, 

 106, 109, 215, 276, 280, 317, 344, 

 345, 361, 382, 393 ; scope of , 17.'! : 

 main problems of , 333. 



Method, evolutionary significance of 

 term, 88, 166. 



Methodology, alleged scope of, 1 ; 

 basis of , 1-3, 7; a product of 

 pan-human civilisation, 3 ; and 

 scientific management, 6, 408-410; 

 and the unity of nature, 7; 

 applies everywhere alike, 9 ; its 

 applicability to biology and socio- 

 logy questioned, 10 (see speciali- 

 sation); final results veil concrete 

 thought, 11, 20; the methodologist's 

 task is to ascertain how man thinks 

 at his best, 12; the methodologist 

 as discoverer, 12-13, 217 ; its limited 

 possibilities for the individual, dis- 

 tinction between methodologist and 

 discoverer, 12-13; why the older 

 logic was absolutist, 17 ; the newer 

 logic is relativist, tentative, and 

 progressive, 17-22; Bacon, Descartes, 

 and J. S. Mill as absolutists, 17-19 ; 

 the concrete process of discovery, 

 19; instinct, sagacity, imagination, 

 unjustifiably alleged as methods, 

 20, 134; progressive stages of proof 

 and of certainty, 20, 52, 162 ; as 

 a progressive science, 20; methodo- 

 logical status of the average man 

 of the distant future, 20, 33, 153, 

 414; internationalisation of , 21; 

 an absolutist will become prac- 

 ticable in the distant future, 21-22; 

 child , 24; of scientifically 

 untrained adult, 24-28; men ignore 

 everything not palpable, obvious, 

 or usable, and also what is distant 

 in space and time, 26 ; average man 

 reasons least unscientifically in his 

 avocation, 27; how the untrained 

 meet perplexing problems, 27-28; 

 indispensability of methodological 

 training, 28; the "scientifically" 

 trained individual, 28-33; theory 

 and practice traditionally acquired, 

 why tradition is a bad teacher, 28 ; 

 degree of knowledge and generali- 

 sation and deduction, comparative 

 and genetic, methods, botanist > 

 judgment in politics or religion. 29; 

 scientists frequently unscientific 

 outside their sphere because of 

 absence of general ,29; histori- 

 cally considered, 32; its commence- 



