Hvmo foetus est anima-rirtns which Bossuet has expressed in the celebrated formula: "Soul and body form a natural whole." A second objection raised against animism is that the soul acts consciously, with reflection, and with volition, and that its essential attributes are not found in most physiological phenomena, which, on the contrary are automatic, involuntary, and unconscious. The contradictory nature of these characteristics has obliged vitalists to conceive of a vital principle distinct from thought Chaufiard, agreeing here with 12 LIFE AND DEATH. Boullier, Tissot, and Stahl himself, does not accept this distinction ; he refuses to shatter the unity of the vivifying and thinking principle. He prefers to attribute to the soul two modes of action : the one which is exercised on the acts of thought, and hence it proceeds consciously, with reflection, and with volition ; the other exercising control over the physiological phenomena which it governs, " by unconscious impressions, and by instinctive determinations, obeying primordial laws." This soul is hardly in keeping with his definition of a conscious, reflecting, and voluntary principle; it is a new soul, a somatic soul, singularly akin to that racJiidian soul which, according to Pfliiger, a well-known German physiologist, resides in each segment of the spinal marrow, and is responsible for reflex movements. Twofold Modality of the Soul. attributed to R. Mayer than to Seguin. The real modern authors of the principle of the conservation of energy, who gave an experimental proof of it, are Colding, of Copenhagen, and Joule, of Manchester.
No abstract
General theory of functions and its application to algebraical and circular functions; infinite series and expansions, especially infinite products and continued fractions considered from the algebraical point of view; Bernoulli's numbers ; spherical and analogous functions. Definite integrals, and Eulerian integrals in particular. Elliptic functions with their applications. HypereUiptic, Abelian, and Fuchsian functions. Differential equations, and equations with partial differences; functional equations ; equations with finite differences ; recurrent series. Arithmetic and theory of numbers ; indeterminate analysis; arithmetical theory of forms and of continued fractions; the division of the circle; complex, ideal, and transcendental numbers. Combinatory analysis; probabilities; calculus of variations; general theory of groups of transformations (omitting Galois groups (A), groups of linear substitutions (B), and groups of geometrical transformations (P); Cantor's theory of aggregates. Geometry and Trigonometry; projective and descriptive geometry; perspective. Conies, quadrics, etc., of the second degree. Algebraic and transcendental curves, surfaces, etc. Complexes and congruences ; connexes ; systems of curves, surfaces, etc.; enumerative geometry. Infinitesimal and kinematic geometry; geometrical applications of the differential and integral calculus to the theory of curves, surfaces, etc. ; quadrature and rectification ; curvature ; asymptotes ; geodesies, lines of curvature ; areas and volumes ; minima surfaces ; orthogonal systems. Geometrical transformations ; homography ; homology and affinity ; correlation and reciprocal polars; birational and other transformations. Geometries; generalities on geometry of n dimensions; non-Euclidean geometry ; analysis situs ; the geometry of situation. APPLIED MATHEMATICS. General Mechanics ; kinematics ; statics, comprising centres of gravity and moments of inertia; dynamics ; mechanics of solids ; friction ; attraction of ellipsoids.
The claims of Herbart on the attention of the teacher are at last being recognised in this country. Not merely is he deserving of study as one of the founders of modern psychology, not merely does he attract our interest as the central object of veneration of a rapidly increasing school in his native country and in the United States, but he also takes up a position apart from most philosophers, in that he actually devoted a large part of his life to the work of teaching, and deliberately applied his psychology to education. To the readers of this Gazette, the opinions of Herbart, who offers us this rare combination of the theorist of the first rank with the successful teacher of boys and men, will be of additional interest when it is realised that he plays somewhat the same rôle as the staunch advocate of Mathematics in the curriculum that Herbert Spencer does for Natural Science. He urges that “for six hours weekly” Mathematics should be “the beginning, middle, and end” of every system of instruction. And the fact that Mathematik is of wider connotation than we should now award to it will not deprive his remarks of much of their value. It will be as well, however, to bear in mind that he includes in this term all that is not comprised in Geschichte.
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