ONE:It is another Cynic trait in Epicurus that he should67 address himself to a much wider audience than the Sophists, or even than Socrates and his spiritualistic successors. This circumstance suggested a new argument in favour of temperance. His philosophy being intended for the use of all mankind without exception, was bound to show that happiness is within the reach of the poor as well as of the rich; and this could not be did it depend, to any appreciable extent, on indulgences which wealth alone can purchase. And even the rich will not enjoy complete tranquillity unless they are taught that the loss of fortune is not to be feared, since their appetites can be easily satisfied without it. Thus the pains arising from excess, though doubtless not forgotten, seem to have been the least important motive to restraint in his teaching. The precepts of Epicurus are only too faithfully followed in the southern countries for whose benefit they were first framed. It is a matter of common observation, that the extreme frugality of the Italians, by leaving them satisfied with the barest sufficiency, deprives them of a most valuable spur to exertion, and allows a vast fund of possible energy to moulder away in listless apathy, or to consume itself more rapidly in sordid vice. Moreover, as economists have long since pointed out, where the standard of comfort is high, there will be a large available margin to fall back upon in periods of distress; while where it is low, the limit of subsistence will be always dangerously near.
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ONE:"But, madame, you do not mean to send that child to Maastricht by itself?"
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ONE:The shrill clatter of the telephone bell tinkled in the next room. The ring was repeated in a few seconds imperiously.Nothing can be more unreasonable than to expect an apprentice engineer to begin by an inductive course in learning and reasoning [3] about mechanics. Even if the mind were capable of such a course, which can not be assumed in so intricate and extensive a subject as mechanics, there would be a want of interest and an absence of apparent purpose which would hinder or prevent progress. Any rational view of the matter, together with as many facts as can be cited, will all point to the conclusion that apprentices must learn deductively, and that some practice should accompany or precede theoretical studies. How dull and objectless it seems to a young man when he toils through "the sum of the squares of the base and perpendicular of a right-angle triangle," without knowing a purpose to which this problem is to be applied; he generally wonders why such puzzling theorems were ever invented, and what they can have to do with the practical affairs of life. But if the same learner were to happen upon a builder squaring a foundation by means of the rule "six, eight, and ten," and should in this operation detect the application of that tiresome problem of "the sum of the squares," he would at once awake to a new interest in the matter; what was before tedious and without object, would now appear useful and interesting. The subject would become fascinating, and the learner would go on with a new zeal to trace out the connection between practice and other problems of the kind. Nothing inspires a learner so much as contact with practice; the natural tendency, as before said, is to proceed deductively.
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