con inclination to depart from certain rules, is termed discipline. It is distinguished from culture, which aims at the formation of a certain degree of skill, without attempting to repress or to destroy any other mental power, already existing. In the cultivation of a talent, which has given evidence of an impulse towards self-development, discipline takes a negative,[1] culture and doctrine a positive, part.
That natural dispositions and talents (such as imagination and with, which ask a free and unlimited development, require in many respects the corrective influence of discipline, every one will readily grant. But it may well appear strange that reason, whose proper duty it is to prescribe rules of discipline to all the other powers of the mind, should itself require this corrective. It has, in fact, hitherto escaped this humiliation, only because, in presence of its magnificent pretensions and high position, no one could readily suspect it to be capable of substituting fancies for conceptions, and words for things.
Reason, when employed in the field of experience, does not stand in need of criticism, because its principles are subjected to the continual test of empirical observations. Nor is criticism requisite in the sphere of mathematics, where the conceptions of reason must always be presented in concreto in pure intuition, and baseless or arbitrary assertions are discovered without difficulty. But where reason is not held in a plain track by the influence of empirical or of pure intuition, that is, when it is employed in the transcendental sphere of pure conceptions, it stands in great need of discipline, to restrain its propensity to overstep the limits of possible experience and to keep it from wandering into error. In fact, the utility of the philosophy of pure reason is entirely of this negative character. Particular errors may be corrected by particular animadversions, and the causes of these errors may be eradicated by criticism. But where we find, as in the case of pure reason, a complete system of illusions and fallacies,
- ↑ I am well aware that, in the language of the schools, the term discipline is usually employed as synonymous with instruction. But there are so many cases in which it is necessary to distinguish the notion of the former, as a course of corrective training, from that of the latter, as the communication of knowledge, and the nature of things itself demands the appropriation of the most suitable expressions for this distinction, that it is my desire that the former terms should never be employed in any other than a negative signification.
