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Law, in his Inquiry into the Ideas of Space, Time, Immensity, &c. has attacked him very triumphantly, for this manner of proof, which is stated to be so very repugnant to the school-men. His arguments have been treated with no more ceremony by Thomas D'Aquinas, John Scott, and others of the schools.
§ 4. Perhaps, however, the commonest, and certainly the most dangerous fallacies of this class, are those which do not lie in a single syllogism, but slip in between one syllogism and another in a chain of argument, and are committed by changing the premises. A proposition is proved, or an acknowledged truth laid down, in the first part of an argumentation, and in the second a further argument is founded not on the same proposition, but on some other, resembling it sufficiently to be mistaken for it. Instances of this fallacy will be found in almost all the argumentative discourses of unprecise thinkers; and we need only here advert to one of the obscurer forms of it, recognized by the school-men as the fallacy
The following question is started by one of the school-men: Supposing the whole body of the earth were a great ball or mass of the finest sand, and that a single grain or particle of this sand should be annihilated every thousand years.
If an opinion in an abstruse metaphysical author is referred to, he is probably able to repeat the passage by heart, can tell the side of the page on which it is to be met with, can trace it back through various descents to Locke, Hobbes, Lord Herbert of Cherbury, to a place in some obscure folio of the School-men or a note in one of the commentators on Aristotle or Plato, and thus give you in a few moments' space, and without any effort or previous notice, a chronological table of the progress of the human mind in that particular branch of inquiry.
Browne was a physician of Norwich, where his library, museum, aviary, and botanic garden were thought worthy of a special visit by the Royal Society. He was an antiquary and a naturalist, and deeply read in the school-men and the Christian Fathers.
So if a man's wit be wandering, let him study the mathematics; for in demonstrations, if his wit be called away never so little, he must begin again. If his wit be not apt to distinguish or find differences, let him study the school-men; for they are Cymini sectores. If he be not apt to beat over matters, and to call up one thing to prove and illustrate another, let him study the lawyers' cases.
What kind of Felicity God hath ordained to them that devoutly honour him, a man shall no sooner know, than enjoy; being joys, that now are as incomprehensible, as the word of School-men, Beatifical Vision, is unintelligible. Praise Magnification
Of Fallacies In General. It is a maxim of the school-men, that “contrariorum eadem est scientia:” we never really know what a thing is, unless we are also able to give a sufficient account of its opposite.
Archbishop Fitz-Ralph, John Scotus of Down, William of Drogheda, Professor of both laws at Oxford, are respectable representatives among the last and greatest group of the School-men. Another illustrious name remains to be added to the roll of Irish Scholastics, that of Maurice O'Fihely, Archbishop of Tuam.
The medieval universities and the school-men who taught in them have been particularly blamed for their failure to occupy themselves with realities instead of with speculation.
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