a work on logic may be a comparatively
simple thing. It may describe the ways in which men reason when they
reason correctly, and may not go deep into metaphysical questions. On
the other hand, it may be deeply metaphysical.

When we approach the part of logic which deals with the principles and
methods of the sciences, this difference is forced upon our attention.
One may set forth the assumptions upon which a science rests, and may
describe the methods of investigation employed, without going much
below the plane of common thought. As a type of such works I may
mention the useful treatise by Professor Jevons cited earlier in this
chapter.

On the other hand, our investigations may be more profound, and we may
scrutinize the very foundations upon which a science rests. Both the
other works referred to illustrate this method of procedure.

For example, in "The Grammar of Science," we find our author
discussing, under the title "The Facts of Science," such problems as
the following: the Reality of Things; Sense-impressions and
Consciousness; the Nature of Thought; the External Universe; Sensations
as the Ultimate Source of the Materials of Knowledge; and the Futility
of "Things-in-themselves." The philosophical character of such
discussions does not need to be pointed out at length.

[1] "The Principles Of Science," London, 1874, Preface.

[2] English translation, New York, 1905.

[3] Second edition, London, 1900.

VI. ON THE STUDY OF PHILOSOPHY

CHAPTER XXII

THE VALUE OF THE STUDY OF PHILOSOPHY

80. THE QUESTION OF PRACTICAL UTILITY.--Why should men study
philosophy? The question is a natural one, for man is a rational
being, and when the worth of a thing is not at once evident to him, he
usually calls for proof of its worth. Our professional schools, with
the exception of schools of theology, usually pay little attention to
philosophical studies; but such studies occupy a strong position in our
colleges, and a vast number of persons not students in the technical
sense think it worth while to occupy themselves with them more or less.
Wherever liberal studies are prosecuted they have their place, and it
is an honored place. Is this as it should be?

Before we ask whether any given study is of practical value, it is wise
to determine what the word "practical" shall be taken to mean. Shall
we say that we may call practical only such learning as can be turned
to direct account in earning m