come into conflict with the results established--as, for example, in the case of the atomic theory. Here we always find ourselves obliged to give credence to a "thing" or material "substratum" that is set in motion, although, at the same time, the whole scientific programme has had as its aim the resolving of everything material into motions [themselves]: here again we distinguishwith our feeling [that which does the] moving and [that which is] moved,11 and we never get out of this circle, because the belief in things12 has been from time immemorial rooted in our nature.--When Kant says "the intellect does not derive its laws from nature, but dictates them to her" he states the full truth as regards the idea of nature which we form (nature = world, as notion, that is, as error) but which is merely the synthesis of a host of errors of the intellect. [46]To a world not [the outcome of] our conception, the laws of number are wholly inapplicable: such laws are valid only in the world of mankind.
11 Wir scheiden auch hier noch mit unserer Empfindung Bewegendes und Bewegtes.
12 Glaube an Dinge.
20
Some Backward Steps.--One very forward step in education is taken when man emerges from his superstitious and religious ideas and fears and, for instance, no longer believes in the dear little angels or in original sin, and has stopped talking about the salvation of the soul: when he has taken this step to freedom he has, nevertheless, through the utmost exertion of his mental power, to over-
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