INDEX OF SUBJECTS. 



429 



scientific methods, 194-195; utilis- 

 ing existing knowledge, 195-198; 

 ablest specialists encyclopaedic, 196, 

 235; importance of studying older 

 authors and history of science, 197; 

 difficulties of academic teachers, 

 197-198 ; regard for the future, per- 

 sonal equation, 198; personal equa- 

 tion and training, 198-199; course 

 of experimental preparation, 199- 

 201; mental, physiological, and 

 environmental conditions conducive 

 to efficiency and to waste elimina- 

 tion, 201-210; systematic framing 

 of hypotheses, 210-211 ; co-operation 

 in scientific work, 211-215; pro- 

 visional conception as to form en- 

 quiry should assume, 216-236; ob- 

 ject of provisional conception, 216; 

 to level wits, was Bacon's methodo- 

 logical end, 216; a result of an 

 ideal , 217; need of a , 225; 

 follow the leaders, 235; science re- 

 cognises no mere detail, 235-236; 

 precise nature of problem to be in- 

 vestigated, 236-242 ; exact termino- 

 logy and exact conclusions, 242- 

 245; we must become again, but 

 on a higher plane, dialecticians and 

 scholastics, 245; lucidity and ease 

 in expression, 255-256; examination 

 of the reality of alleged divisions, 

 273-282; methodological rules re- 

 lating to environment, 278-279 ; 

 influence of time and of position 

 in space and mind, 279-281 ; keep- 

 ing and consulting records, 282, 

 improving the memory, 283 ; scienti- 

 fic use of the imagination, 283-289 ; 

 continuous methodological control 

 of the thought process, 289-293; 

 erratic workings of the mind, 283 ; 

 rule regarding study of social facts, 

 295-296; search for simplest practic- 

 able case, 296-308 ; need of habitual 

 alertness, 308-312; what obtrudes 

 itself is generally indifferent scienti- 

 fically, 310; desirability of unremit- 

 ting concentration, 312; collecting 

 abundance of leading facts and 

 ascertaining the unlike as well as 

 the like, 313-316; exhausting classes 

 of facts and conditions, 317, and 

 also accompanying uniformities, 

 317-319; need of a critical attitude, 

 of provisional treatment, and of 

 repeated testing, 319-320; Darwin 

 systematically applied logical rules, 

 339; the terms Clear and Distinct, 

 348; residual phenomena, degree 

 sometimes indicates qualitative 



differences, 349 ; parallel and other 

 instances, 355-356; dialectical 

 guides, 356-363; adequate examina- 

 tion, 361; plurality of causes, :{ii2: 

 dialectical model, 363; absolute 

 generalisations, 364; exhausting and 

 consolidating lines of enquiry and 

 aiming at balanced interim state- 

 ment, 366-368; the process of en- 

 quiry must include practical deduc- 

 tions, 381-391; judicious classifica- 

 tion necessary, 392-402; sumnnun 

 genus and inflma species, 392; out- 

 line scheme of the content of know- 

 ledge, 397; example of final state 

 ment, 403-404; preparing a metho- 

 dologically justifiable report, 404- 

 405; each Conclusion refers to all 

 Conclusions, 405-406; need of im- 

 proving the Conclusions, 406; appli- 

 cations of the Conclusions to practi- 

 cal life, 406-410; the Conclusions 

 should be made more especially 

 the foundation of the educational, 

 the industrial, and the moral life 

 of man, 406; perfecting and satisfy- 

 ing human nature as a whole, 410; 

 reasoned summary of Conclusions, 

 410-411; need of open-mindedness, 

 411 ; the Conclusions register the 

 general advance of science, their 

 aim, the body of Conclusions neces- 

 sarily imperfect, 412-413; the sub- 

 stance of the Conclusions, they do 

 not presuppose exceptional abilities, 

 413; pan-human reflection leads 

 necessarily to an ever more per- 

 fected , 413; correct thinking a 

 pan-human product, 414; ultimate 

 and proximate aim of this , 414. 



Metric system, tending to be univers- 

 ally adopted, 157, and as model for 

 scientific language, 385. 



Microscopes, 6, 26, 281. 



Mill, J. S., as absolutist, his logic only 

 applicable to the last stages of an 

 enquiry, 19; his method, 48-53; 

 his debt to Bacon and Herschel, 

 48-49 ; his canons, and their de- 

 fects, 49-51, 115; dependence on 

 Whewell, 52; on causal view of 

 induction, 86,87; his view on the 

 formation of hypotheses, 91-92; 

 his definition of induction, 132- 

 133; on prejudice, 193. 



Mind and matter, 6. 



Molecular world, 58, 245-246. 



Morality, 2, 3, 19, 21, 86, 194, 361, 

 370, 392, 410; rule of conduct, 21. 

 227, 292, 339; in -- also the in- 

 dividual is dependent on acquired 



