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"The highest psychical powers of animals resemble the lower psychical faculties

of man.
The brute is devoid of reason, and instinct is a peculiar function of the

material organism, automatic and blind."

Necessity of some recapitulation—Instinct, mode of studying it—The mode
in use generally defective-Reason for this-Results of introspection-
Organic and intellectual memory-List of the mind's higher powers-
Which are common to all mankind-Danger of a special fallacy-Instinct
cannot perform rational acts—But can do what reason cannot do-Mr.
Herbert Spencer's admissions-Mr. Darwin's anecdotes-As to brute ra-
tionality-Parity of psychical nature between very different animals—
Professor Huxley on animal rationality-Mr. Lewes's admissions-John
Müller-Man's lower psychical faculties-List of them-Their relation
to the psychical faculties of brutes—The development of the individual

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"The consequences which flow from the acceptance or rejection of the teach-

ing here advocated are and must be most momentous both to individuals and

the community. Those who reject it are logically driven into extreme and

irrational negation. Its bearing upon conduct is direct, and must necessarily

powerfully affect the future through popular education. Such consequences may

rationally serve to reinforce conclusions before arrived at on other grounds."

Various consequences, speculative and practical-Consequences of contro-

versies before noticed-As to the Ego-As to the will-As to God-The

immortality of the soul-Two phraseologies-Peculiar nature of man's

soul-Consequences of rejecting Theism-Professor Tyndall's teaching-

Mr. Spencer's teaching-Professor Huxley's teaching-Other declarations

-General result-Intolerance of modern infidels-Atheism inconsistent

with toleration-Practical consequences-Is truth necessarily desirable?

-Some propositions with ethical applications-Purity of intention-

Sexual relations-Conduct in public men less influential than teaching

- An objection to legal restrictions on marriage - Consequences as

regards popular education-The Rev. William Mackintosh-A positive

compromise-Need of a belief in future rewards and punishments-Two

ambiguities-Education should stimulate the highest powers-Motives

which move men to act—M. Le Play-Responsibility of public teachers

~Characters of the Agnostic philosophy-Dislike of religion sometimes

induces the acceptance of that philosophy-Conclusion.
pp. 377-421

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