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An introductory text-book of logic - Mellone, Sydney - Rare Books at ...

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THE GENERAL AIM OF LOGIC. 7<br />

has to do with thought or with language. Wh<strong>at</strong>ely has<br />

been referred to as holding the l<strong>at</strong>ter view. It is true<br />

th<strong>at</strong> when defining Logic he says th<strong>at</strong> it is<br />

&quot;entirely<br />

conversant about language&quot;; but elsewhere he speaks<br />

<strong>of</strong> the processes <strong>of</strong> reasoning i.e., processes <strong>of</strong> thought<br />

as the subject-m<strong>at</strong>ter <strong>of</strong> Logic. No other view can<br />

be seriously taken ; but the stress which is laid on the<br />

verbal expression <strong>of</strong> these processes<br />

varies in different<br />

works.<br />

We cannot entirely separ<strong>at</strong>e the two aspects <strong>of</strong> the<br />

Aoyos; for, while thought is prior to language, thought<br />

could make no progress without embodying itself in<br />

language. As soon as we have an idea there is an<br />

irresistible impulse to give it bodily shape in a word.<br />

The thought is purely inward and in a sense abstract ;<br />

the word has an external existence as a sound or a<br />

written symbol, and is therefore a thing <strong>of</strong> sense ; but<br />

the thought would dissolve again were it not stereotyped<br />

in a word. Hamilton (Logic, vol. i. p. 138) has illus<br />

tr<strong>at</strong>ed this reciprocal dependence as follows. <strong>An</strong> army<br />

may overrun a country, but the country is only con<br />

quered by the establishment <strong>of</strong> fortresses; words are<br />

the<br />

<strong>An</strong>d in tunnelling through<br />

&quot;<br />

&quot;<br />

fortresses <strong>of</strong> thought.<br />

a sandbank it is impossible to proceed until the present<br />

position is made secure by an arch <strong>of</strong> masonry ; words<br />

are such &quot;arches&quot; for the mind.<br />

Questions connected with the foregoing, and deserving<br />

<strong>of</strong> the student s <strong>at</strong>tention, are, the extent to which language<br />

and the<br />

may be a hindrance, as well as a help, to thought ;<br />

reason why spoken language has become universal r<strong>at</strong>her<br />

than gesture language. <strong>An</strong>d we may remark, in passing,<br />

th<strong>at</strong> Grammar, dealing with the thought - structure <strong>of</strong><br />

language, lays stress on the other side <strong>of</strong> the \6yo&amp;lt;;, the<br />

outward expression. Hence Grammar has been called a<br />

&quot;<br />

concrete Logic.&quot;

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