37. THE VIRTUAL DISTINCTION AND THE REAL DISTINCTION.—Now scholastics differ considerably in classifying this, that, or the other distinction, as logical or as real; but this does not prove that it is impossible ever to determine with certitude whether any particular distinction is logical or real. What we are looking for just now is a general test for discriminating, if such can be found. And this brings us to a consideration of the test suggested in the very definitions themselves. At first sight it would appear to be an impracticable, if not even an unintelligible test: “The distinction is real if it exists in the reality—_i.e._ if the reality is _two_ (or more) _beings_, not _one being_—antecedently to, or independently of, the consideration of the mind; otherwise the distinction is logical”. But—it might be objected—how can we possibly know whether or not any object of perception or thought is _one_ or _more than one_ antecedently to, or independently of, the consideration of the mind? It is certainly impossible for us to know what, or what kind, reality is, or whether it is one or manifold, apart from and prior to, the exercise of our own cognitive activity. This, therefore, cannot be what the test means: to interpret it in such a sense would be absurd. But when we have perceived reality in our actual sense experience, when we have interpreted it, got the meaning of it, made it intelligible, and actually understood it, by the spontaneous exercise of intellect, the judging and reasoning faculty: then, obviously, we are at liberty to reflect critically on those antecedent spontaneous processes, on the knowledge which is the result of them, and the reality which is known through them; and by such critical reflection on those processes, their objects and their products, on the “reality as perceived and known” and on the “perceiving” and “knowing” of it, we may be able to distinguish between two classes of contributions to the total result which is the “known reality”: those which we must regard as purely mental, as modes or forms or subjectively constructed terms of the mental function of cognition itself (whether perceptual or conceptual), and those which we must regard as given or presented to the mind as objects, which are not in any sense constructed or contributed by the mind, which, therefore, are what they are independently of our mental activity, and which would be and remain what they are, and what we have apprehended them to be, even if we had never perceived or thought of them. This, according to the scholastics, is the sense—and it is a perfectly intelligible sense—in which we are called on to decide whether the related terms of any given distinction have been merely rendered distinct by the analytic activity of the cognitive process, or are themselves distinct realities irrespective of this process. That it is possible to carry on successfully, at least to some extent, this work of discrimination between the subjective and the