Now, in the form in which this science or discipline has come down to us from the Greeks, there is much that is rather an accident than a part of its essence, and whose presence must be accounted for by some special and local necessity. With no people before or since has rhetoric enjoyed so commanding an influence as with the Greeks, and with none also has the sophistic art produced such great and such pernicious effects. Accordingly, they found it necessary to devote to the analysis of all its arts, delusions, and tortuous windings, and also to the development of the dialectical means for their detection and refutation, a disproportionate degree of attention, which is neither necessary for us nor practically useful. The Hindoos, likewise, have from the most ancient times possessed a scientific system of logic. Indeed it has even been said, that Aristotle, having received from Alexander the Great some of their logical treatises, borrowed from them his own system, or, at least, molded it after them. But from the reasons just adduced, I am disposed to think that, in all probability, the Hindoo logic was much simpler than the Grecian, where the simple end of truth, and the great desideratum of a correct standard thereof, was lost sight of amid an overminute analysis, and the mazes of an endless subdivision of notions. In the routine of our school education logic might, perhaps, be made a highly profitable study if only it were combined with and made to bear upon the history of the gradual development of human thought, and especially the theory of language. And then, since thought and speech are so intimately allied to and dependent on each other, it would be advisable to go a step farther, and extend our logical studies to the theory of imagination, symbolical language and its fundamental rules. In a scientific education, too, a logic of the memory (if we may be allowed the expression) would in all probability be highly useful. For an established law and disposition of our thoughts would greatly facilitate the exercise of memory, and as furnishing rules for the practice, or generally as an exercise of that faculty, would form an excellent basis for scientific education. For the conduct of life, indeed, there is nothing so important or so desirable as a right logic of the conscience, which should detect all the internal delusions of egoism and the still more subtile sophistry of selfishness in every point where the question lies between the righteous truth and a latent falsehood. And this is intimately connected with, or at least leads directly to, the notion of the sound reason which requires before all things a conscientious susceptibility of the truth.