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the candour of Dr . Paley , he fairly and falty states two arguments against it . He subjoins to these his own reasons for the opinion he supports ; and , having thus placed both sides of rtip subject before the reader ' s
attention , draws his conclusion , and adds some remarks in refutation of the opposing arguments . On this plan he steadily proceeds through aJl the endless ramifications of his moral , metaphysical , political and religious work *
It was also his object , and the habit of the schoolmen , to express their thoughts as simply and as closely as possible * To this merit Aristotle certainly led . The matter of the Stagyrite was puny , and his logic a train of words ; but the direction * and style of mind which he introduced into these discussions , bordered on
mathematical severity , and imparted both to the Arabian and the scholastic intellect a valuable habit , which has given order and precision to our physical and metaphysical inquiries , and preserved them from rhetoric and trite declamation .
In undertaking the task of proving everything , this angelic doctor certainly taught the mind to question every thing . But the schoolmen differed from the ancient academics , whom thus far they resembled , in this material circumstance , that they
never left the mind indecisive . They canvassed both sides of the question , and they were perhaps too willing at any time to debate on either . But in all their logical battles they always
fought for some inference ; both the co mbatants contended for some result . By'this means , they educated the win d to decide as well as to discuss ; and their disputing spirits and neverceasi ng debates , produced at least
See his Summa , passim . —Of this ce ~ grated man I state with pleasure , that ljls fentiments on some points hig-hly interesting- to human welfare , were liberal and Vfl 8 e . He makes the common good the Principle <* f government , vol . ii . p . 96 . He 8 ays > that princes , taking things unjustly , we guilty of rapine , pi 126 . He speaks £ i
uy ot intellect / and even makes it a JJrtue , p . 97 He decides that Jews and enUU * ought not to be compelled to ^ nstianitv - and therefo re , perhaps , huottred the prejudices of liis order against » own judgment , when he added , that ^ etics and apostates miht bep . 21 ^
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this advantage , that they disciplined the human thought to be independent , active , inquisitive and free . Increasing knowledge gradually poured in to correct their extravagancies , and to humble their pride . The jealous vigilance of the ecclesiastical body assisted to produce the same effect .
Their importance diminished as their ignorance became manifest , and as society improved from their discussions . The scholastic philosophy at last declined , as the good sense of the English thinkers increased , and as the treasures of the experimental became accumulated and diffused . The
first blow it received came from Friar Bacon—the last from his ennobled namesake . The great division of the schoolmen , was into Nominalists and Realists ;
the former inclined to scepticism , the latter were the most religious . Our Erigena was the parent of the Nominalists , and Abelard 4 ts * great disseminator in Europe . One of their
chief tenets was the doctrine of t fc ^ e Universals , which ( as already intimated ) was the prototype of the Pantheistic theory . It seems , indeed , to have been a natural corollary to the system of Aristotle . He supposed in all substances an invisible imaginary something , which he called the UTtOKeiusSvov * to which all the visible
properties of the body were united . Fie divided these into his famous ten categories or predicaments . Every
30 The intellect of Europe began to improve so much amid the discussions of the schoolmen , that even in the twelfth century , some of them questioned the utility of the works of Aristotle . Metal , e . 24 . p . 905 . The followers of St . Bernard , imitatingtheir master , attempted to reconcile Plato and Aristotle : but Salisbury truly remarks , that this was laborasse in vanum . P . 816 .
31 His own enumeration of them is—the ov&ioLv , yrfovoy * rj 7 To ; ov , yj < jrgo $ n , tj vov yj tfOTS , yj KSicrQou , yj £ X - ^ tfoisw , 7 } Trd . o" )( £ W . Arist . Cateo- . v . 1 . p . 449 . ed . Buhle . They are well illustrated in the Memoirs of Martin us Sciiblerus , in the coachman ' s description of the two men he 7
saw fighting- for a pri ^ e : u Mark > quoth Cornelius , ci how the follow runs through the predicaments : Men , substantin ; two , quant Has ; fair and black , qualitas ; ser- - jeant and butcher , relatio ; wounded the other , actio et passio ; fig-liting * , situs * sta «^ e , ubi ; two o ^ clock , quando ; blue and red breeches , habitus ?
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History of the Scholastic Philosophy . 209
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Citation
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Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), April 2, 1815, page 209, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/mruc/issues/vm2-ncseproduct1759/page/9/
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