896), Introduction; Aikins's "The Principles of Logic" (N.Y.,
1902), Introduction; and Creighton's "Introductory Logic" (N.Y., 1898),
Preface.

Professor Aikins writes: "Thus, in so far as logic tries to make us
reason correctly by giving us correct conceptions of things and the way
in which their relations involve each other, it is a kind of simple
metaphysics studied for a practical end."

Professor Creighton says, "Although in treating the syllogistic logic I
have followed to a large extent the ordinary mode of presentation, I
have both here, and when dealing with the inductive methods, endeavored
to interpret the traditional doctrines in a philosophical way, and to
prepare for the theoretical discussions of the third part of the book."

John Stuart Mill tried not to be metaphysical; but let the reader
examine, say, his third chapter, "Of the Things denoted by Names," or
look over Book VI, in his "System of Logic."

Professor Sigwart's great work, "Logik" (Freiburg, 2d edition, Volume
I, 1889, Volume II, 1893), may almost be called a philosophy of logic.

CHAPTER XVII, section 69. Compare with Professor James's account of
the scope of psychology the following from Professor Baldwin: "The
question of the relation of psychology to metaphysics, over which a
fierce warfare has been waged in recent years, is now fairly settled by
the adjustment of mutual claims. . . . The terms of the adjustment of
which I speak are briefly these: on the one hand, empirical
investigation must precede rational interpretation, and this empirical
investigation must be absolutely unhampered by fetters of dogmatism and
preconception; on the other hand, rational interpretation must be
equally free in its own province, since progress from the individual to
the general, from the detached fact to its universal meaning, can be
secured only by the judicious use of hypotheses, both metaphysical and
speculative. Starting from the empirical we run out at every step into
the metempirical." "Handbook of Psychology," Preface, pp. iii and iv.

CHAPTER XVIII, section 71. The teacher might very profitably take
extracts from the two chapters of Whewell's "Elements of Morality"
referred to in the text, and read them with the class. It is
significant of the weakness of Whewell's position that he can give us
advice as long as we do not need it, but, when we come to the
cross-roads, he is compelled to leave the matter to the individual
conscience,