राष्ट्रीय शिक्षा प्रणाली एवं भारतीय मानस (श्री अरविन्द - एकात्म शिक्षा दर्शन)

66 NATIONAL EDUCATION
prevalent error by which book know-
ledge of a thing is made the object of
the study instead of the thing itself.
The experience of reasoning and its
errors should be given to the mind
and it should be taught to observe
how these work for itself; it should
proceed from the example to the rule
and from the accumulating harmony
of rules to the formal science of the
subject, not from the formal science
to the rule, and from the rule to the
example.
The first step is to make the young
mind interest itself in drawing inferen-
ces from the facts, tracing cause and
effect. It should then be led on to
notice its successes and its failures and
the reason of the success and of the
failure ; the incorrectness of the fact
started from, the haste in drawing
conclusions from insufficient facts, the

TRAINING LOGICAL FACULTY 67
carlessness in accepting a conclusion
which is improbable, little supported
by the data or open to doubt, the in-
dolence or prejudice which does wish
to consider other possible explanations
or conclusions. In this way the mind
can be trained to reason as correctly
as the fallibility of the human logic
will allow, minimising the change of
error. The study of formal logic
should be postponed to a later period
when it can easily be mastered in a
very brief period, since it will be only
the systematising of the art perfectly
well-known to the student.

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