Descartes Evil Demon Argument - 1996 Words

Essay Choice 1 In the First Meditation, Descartes gives us the Evil Demon Hypothesis which serves to give him reason to doubt the existence of everything he perceives and believes. He describes a ‘malicious demon of the utmost power and cunning’ that has the sole purpose of deceiving Descartes (Descartes, 2010: 17). I will argue that his hypothesis has proven to be a strong one because only the cogito provides a way for us to frustrate or trick the evil demon. The Evil Demon Hypothesis is an important component of the Method of Doubt. Descartes used the Method of Doubt to find what is true by withholding assent from all beliefs that are dubitable. However, if Descartes was to scrutinise everything he believed, he would be left with an†¦show more content†¦The Method of Doubt is destructive, not constructive, and aims to destroy and rebuild our knowledge on firm foundations. Once Descartes used the Evil Demon Hypothesis, he was able to remove all prior beliefs which left him with a starting point from where he could rebuild all true knowledge. The hypothesis doesn’t try to prove the existence of the Evil Demon, but rather to prove scepticism of our senses and even our understanding of the simplest concepts like maths and science is correctly placed (SparkNotes Editors, n.d.). Some critics described the hypothesis as a counterweight our ‘habitual beliefs’ (Cottingham, 1976:261). The argument is such a hyperbolic assumption that it puts even our strongest beliefs into doubt. Professor Harry Frankfurt gave an alternative view on the function of the demon. According to him, one role of the demon is to raise the possibility that we make errors in mathematical judgement. More significantly he believed the Evil Demon Hypothesis tried to falsify mathematical knowledge by ‘casting doubt on the objects of mathematics’ (Cottingham, 1976:263). However I believe that the demon’s importance on mathematics is more of a side track from the First Meditations main idea and the main role of the demon is to raise doubts about the external world. By the end of the First Meditation, Descartes had reached a point of total deception. He cannot be sure of what he experiencesShow MoreRelatedDescartes Evil Demon Argument1981 Words   |  8 PagesChoice 1 In the First Meditation, Descartes gives us the Evil Demon Hypothesis which serves to give him reason to doubt the existence of everything he perceives and believes. He describes a ‘malicious demon of the utmost power and cunning’ that has the sole purpose of deceiving Descartes (Descartes, 2010: 17). I will argue that his hypothesis has proven to be a strong one because only the cogito provides a way for us to frustrate or trick the evil demon. The Evil Demon Hypothesis is an important componentRead MoreThe Strengths And Weaknesses Of Descartes Dreaming Argument And Evil Demon Argument1430 Words   |  6 PagesThis essay will attempt to discuss the strengths and weaknesses of Descartes’ dreaming argument and evil demon argument. Through discussion, I will show why the evil demon argument is more plausible than the dreaming argument. The essay will give a brief definition of the two arguments and explain why these arguments are important. Then I will discuss the two arguments, considering both sides and referencing previous work by other philosophers. I will conclude with a short summary of the topics coveredRead MoreDescartes’ Cogito Argument Successfully Shows the Evil Demon Argument is Unsound888 Words   |  4 PagesDoes Descartes’ Cogito argument successfully show that the Evil Demon Argument is unsound? In this essay I will attempt to show that the philosopher, Renà ¨ Descartes’ Cogito Argument successfully proves the Evil Demon Argument to be unsound. By an analysis of the structure of the arguments and what they prove, I will show the evil demon argument to be unsound. An argument is unsound when the premises as false and the argument is invalid. This analysis of both structure and content will eventuateRead MoreEssay about Descartes First Meditation924 Words   |  4 PagesDescartes#8217; first meditation, his main objective is to present three skeptical arguments to bring doubt upon what he considers his basic beliefs. Descartes believes this to be an intricate part of his complete epistemological argument. Descartes skeptical arguments are not intended to be a denial of his basic beliefs. On the contrary, he uses these arguments to help prove one of his main theses, which is the existence of God. One of the main premises that Descartes uses in his proof forRead Mo reAn Analysis Of Descartes And The Dreaming Argument1390 Words   |  6 PagesThis essay will take a look at Descartes Dreaming argument and Evil Demon argument. As well as discussing their weaknesses and strengths to later decide which argument is the best. Despite my belief of subjective truths, the reason for doing this is to establish both arguments on an equal basis and to determine which would be best in an argument. The Dreaming argument first showed up in Descartes First Meditation, where he focusses on the task to educate himself on his own doubt. When meditatingRead MoreDescartes Dreaming Argument And The Demon Argument1112 Words   |  5 PagesIn this essay, I will explore and analyse Descartes’ dreaming argument and his evil demon argument. I will assess both arguments taking into account their validity and soundness whilst also considering the objections that one may have. In order to weigh up these arguments, it is important to understand Descartes’ reasons for formulating them: Descartes’ believes that it is important to be certain of the things that one believes to be true which, in turn, causes him to question the things that heRead MoreAnalysis Of Descartes Dreaming Argument812 Words   |  4 PagesDescartes dreaming argument suggests that perhaps our senses cannot be fully trusted because we cannot be certain we are not dreaming, and this means we therefore cannot be certain of anything. His evil demon argument is similar but uses the idea of an evil demon deceiving you instead of your senses. These sceptical arguments mean that we cannot be certain of anything at all for it may be happening whilst we are dreaming, or we are being tricked into thinking it is happening. I do not agree withRead MoreThe Dream Inside Of A Dream By Christopher Nolan1683 Words   |  7 PagesFinal Paper: Descartes The possibility of having a dream inside of a dream is an idea that has been discussed far and wide. However, before Inception came out in 2010 by director Christopher Nolan, many people in the modern world may not have ever considered this idea. Nonetheless, this idea of â€Å"a dream inside a dream† has been around since 1640, when Rene Descartes published Meditations. In Inception, Christopher Nolan uses Descartes ideas to enhance the storyline of his film. In this paperRead MoreThe Dreaming Argument And The Evil Demon Argument1271 Words   |  6 PagesDescartes organised his ideas on knowledge and skepticism to establish two main arguments, the dreaming argument and the evil demon argument. The dreaming argument suggests that it is not possible to distinguish between having a waking experience and dreaming an experience. Whereas, the evil demon argument suggests that we are deceived in all areas of our experiences by an evil demon. This essay will investigate the valid ity of the arguments and to what extent the conclusion of these arguments isRead MoreThe Mind Argument And The Evil Demon Argument1218 Words   |  5 PagesRenÃ'  Descartes is known to be the â€Å"founder of modern philosophy† aswell as a man who was superior in the scientific revolution. As a catholic and a man of science he wanted to show how the scientific world had space for God and freedom which hence led to the Mediditions published in 1641. In the first meditation Descartes introduces the idea that in order for him to establish anything in the sciences which is â€Å"stable and likely to last† he must build truths of which he can be certain. In order to

Adolescents in Education Free Essays

Studying in college means new life. It allows new experiences and challenges. This can be exciting but it can also be stressful and make someone feel sad as well. We will write a custom essay sample on Adolescents in Education or any similar topic only for you Order Now The role of guide counselor is of great importance regarding the student’s adaptation in academic environment. The realization of student’s professional and personal skills depends a lot on the degree of the success of counselor’s activities. The main aim of this research is to show that today the counselors’ practices still are not perfect. They are some narrow-directed and are composed mostly as the instructions for dealing with a student who is already in stress. Also, the scheme of organization of counselor’s activities which is suggested to make their work more efficient will be proposed. As Kenneth W. Merrel says in his â€Å"Helping students overcome depression and anxiety: a practical guide† (2001): â€Å"Depression, anxiety, and related â€Å"internalizing† problems of children and adolescents have been the focus of increased professional concern during the past two or tree decades. During the majority of the 20th century, relatively little attention was given to these problems†. Meanwhile, recently depression and stress have become rather a common phenomenon of students’ life. For many young adults, the transition from high school to college is one of the most exciting periods of their lives. Normative developmental tasks, such as moving away from home, learning new academic material, forming adult relationships, and managing time and money, can create feelings of independence and generate a sense of mastery and competence unparalleled in earlier adolescence. As educators are well aware, however, these critical tasks can become a source of chronic stress, especially during the freshman year. If left unchecked, such stress can uncover or lead to more serious psychological disorders, which can, in turn, cause social isolation, school failure, and self-destructive behaviors. The Nation’s Voice on Mental Illness (2005) affirms that: â€Å"Most illnesses develop between the ages of 17 to 25, but that’s not to say it can’t start sooner or later than that.†Ã‚   Speaking about American students, NYU Child Study Center (2004) shows also that: â€Å"- depression affects over 19 million American adults annually, including college students. At colleges nationwide, large percentages of students are feeling overwhelmed, sad, hopeless and so depressed that they are unable to function†¦   -eating disorders affect 5-10 million women and one million men nationwide, with the highest rates occurring among college-aged women.    -suicide was the eighth leading cause of death for all Americans, the third leading cause of death for those aged 15-24 years, and the second leading killer in the college population in 1998.    -nearly 50% of American teenagers of high-school age are currently, or have been, sexually active. Everyday, 8,000 teenagers in the United States become infected by a sexually transmitted disease (STD)†¦ † The transition to student life has always been unsettling but being a student is quite different now from 20 years ago. Today we have a mass higher education system, so universities tend to be much larger and less personal.   It’s very rare for students to go through a degree program with the same 20 or 30 people – instead they take different modules with large numbers of different people so it’s hard for them to build up support networks.   And one don’t just have finals now, one have exams twice a year, every year, so the pressure is on from the moment one start until the moment he finishes. The causes of depression are complex. Very often a combination of genetic, psychological and environmental factors is involved in the onset of clinical depression. Common stressors in college life include: greater academic demands, being on your own in a new environment, changes in family relations, financial responsibilities, changes in your social life, exposure to new people, ideas, and temptations, awareness of your sexual identity and orientation, preparing for life after graduation. At times, however, depression occurs for no apparent reason. Whatever the cause is, depression is almost always treatable. But the problem is not only to get rid of the stress but to learn how to manage with it or (what would be the best solution) how to prevent it. The problem is also not only in a great threat for student’s health which is issued by stress but in making a student unable to develop his skills. Hundreds of students, sometimes very gifted ones, suffer because of depression which is a great obstacle on the way of their development as personalities. It must be said that nowdays the net of guide counselors is developed quite well and practically all educational establishments of famous have among their personnel professional psychologists who make a great deal of work. But it also must be noted that in recent years the intensity of so-called â€Å"students’ stress† hasn’t decreased but quite the contrary, it has increased a lot. Therefore, the main task of guide counselors is to learn to reveal the symptoms of depression at its early stage, identify the students who are especially vulnerable to stress form the very beginning of their education and direct their behavior to the safe path. So, as it was already said, the first step in defeating depression is recognizing it. It’s normal to have some signs of depression some of the time. But five or more symptoms for two weeks or longer, or noticeable changes in usual functioning, are all factors that should be evaluated by a health or mental health professional. Depressive illnesses come in different forms. The following are descriptions of the three most prevalent, though for an individual, the number, severity, and duration of symptoms will vary: Major depression is manifested by a combination of symptoms that interfere with one’s ability to work, sleep, eat, and enjoy once pleasurable activities. These episodes can occur once, twice, or several times in a lifetime. Symptoms include: sadness, anxiety, or â€Å"empty† feeling, decreased energy, fatigue, being â€Å"slowed down†, loss of interest or pleasure in usual activities, appetite and weight changes (either loss or gain) ,sleep disturbances (insomnia, oversleeping, waking much earlier than usual), feelings of hopelessness, guilt, and worthlessness, thoughts of death or suicide, or suicide attempts difficulty concentrating, making decisions, remembering, irritability or excessive crying, chronic aches or pain not explained by other physical condition. A less intense type of depression- dysthymia, involves long-term, chronic symptoms that are less severe, but keep you from functioning at your full ability and from feeling well. In bipolar illness (also known as manic-depressive illness), cycles of depression alternate with cycles of elation and increased activity, known as mania. Bipolar disorder is a type of depressive illness that involves mood swings that go from periods of depression to periods of being overly â€Å"up† and irritable. Sometimes the mood swings are dramatic or rapid, but most often they occur gradually, over several weeks. The â€Å"up† or manic phase can include increased energy and activity, insomnia, grandiose notions and impulsive or reckless behavior, including sexual promiscuity. Medication usually is effective in controlling manic symptoms and preventing the recurrence of both manic and depressive episodes. When the depression lasts for two weeks and more or interferes with academic or social functioning it may be clinical depression. Clinical depression is a common, frequently unrecognized illness that can be effectively treated. Clinical depression can affect your body, mood, thoughts, and behavior. It can change your eating habits, how you feel and think, your ability to work and study, and how you interact with people. Clinical depression is not a passing mood, a sign of personal weakness, or a condition that can be willed away. Clinically depressed people cannot â€Å"pull themselves together† and get better. Depression can be successfully treated. With the right treatment, 80 percent of those who seek help get better. And many people begin to feel better in just a few weeks. The notion of stress or depression is connected tightly with alcohol and drugs and suicide intentions. A lot of depressed people, especially teenagers, also have problems with alcohol or other drugs. Sometimes depression comes first and people try drugs as a way to escape it. Other times, the alcohol or other drug use comes first, and depression is caused by the drug itself, or withdrawal from it, or the problems that substance use causes. And sometimes one can’t tell which came first. The important point is that when one has both of these problems, the sooner he gets treatment, the better. Thoughts of death or suicide are usually signs of severe depression. Talking to a professional in this case can get student past those intense feelings and save his life. Suicidal thoughts, impulses, or behaviors always should be taken seriously.   It is necessary to contact someone he or she trusts: a good friend, academic or resident advisor. All the above mentioned problems referred to students’ stresses and depressions are suggested to be treated by counselors. The counselor is a teacher and psychologist at the same time. The relationship between teacher and learner essentially poses problems of human relations. Teachers bring more than knowledge to the relationship: they are motivators, experts, judges. Teachers and learners share responsibility for learning, and some question whether â€Å"teaching† has occurred if no â€Å"learning† occurred. Studies of teaching that produces the most learning suggest that â€Å"effective† teachers use an analytical and synthetic approach to the subject matter, organize the material well to make it clear, and establish rapport with their students. Most studies identify enthusiasm as important in promoting students’ learning. The key seems to be to make college courses challenging but not threatening. Many stress models emphasize a â€Å"mismatch† between the individual and his or her environment. Both too little and too much stress inhibits learning. Stress is difficult to define because individuals react to it very differently, and a situation that is stressful for one person may not be for another. Further, stressed individuals vary widely in the effectiveness of their coping. The professional or academic adaptation is a kind of social adaptation. Academic adaptation consists of professional and psychological components. The psychological aspect has the leading role as it is the base for all the other stages of human’s socialization. The academic adaptation is an intensive, dynamic and complex process in the course of which the individual elaborates constant skills of adaptation within the demands of his new environment. At the very beginning there is an adaptation to the social environment of high school, and on the senior rates – to the elected trade and profession. Thus, professional adaptation of the student at each subsequent stage includes adaptable abilities and the skills received at the previous stage as a basis. Each subsequent stage is the result of the development of the previous one with qualitatively new formations. It is necessary to point out a number of the initial subjective factors which negatively influence on the process of adaptation and underlying typical difficulties: 1. An insufficient level of actual readiness for the high school program, neglect of many knowledge from rates of school disciplines what leads to backwardness of diligence and inquisitiveness, deficiency of the personal responsibility and educational activity, a low level of spiritual and intellectual potentials. 2. Feebly marked studies skills, insufficiently advanced verbal (abstract) thinking, backwardness of concentration and distribution of attention, ignorance of effective mnemonic receptions, weakness of strong-willed regulation. 3. A low level of culture and moral shown on a background limited life experience and a social maturity; world outlook and social infantilism. 4. Uncertainty in one’s own forces, doubt in an opportunity of successful training in high school Considering professional adaptation of the person as process, using concept â€Å"professional adaptation â€Å", we designate result of this process. Thus, professional adaptation is a result of personal changes during the coordination of professional intentions, qualities of the person and requirements of concrete professional work at adequate reaction to own changes, changes of professional work and the professional environment under influence of the factors generated at inclusion of the person in system of continuous education. Hence, professional adaptation of the person of the student forms a psychological basis of his vocational training. The challenges while getting education are especially important for gifted students. Many gifted youngsters have a heightened sensitivity to their surroundings, to events, to ideas, and to expectations. Some experience their own high expectations for achievement as a relentless pressure to excel. Constant striving to live up to self-expectations-or those of others-to be first, best, or both can be very stressful. With every new course, new teacher, or new school questions arise about achievement and performance, since every new situation carries with it the frightening risk of being mediocre. Striving becomes even more stressful when unrealistic or unclear expectations are imposed by adults or peers. The pressure to excel, accompanied by other concerns such as feeling different, self-doubt (the â€Å"imposter† syndrome), and the need to prove their giftedness can drain the energy of gifted students and result in additional stress. Stress occurs even when everything is going well. Youngsters get tired from their constant efforts and may secretly fear that next time they will not be as successful. Many gifted students accept responsibility for a variety of activities such as a demanding course load; leadership in school activities, clubs, or sports and part-time jobs. Even if it were humanly possible, doing everything well would be physically and emotionally stressful. How to cite Adolescents in Education, Papers

Bringing Classy Back free essay sample

America was founded by a group of esteemed men who all had one secret which allowed for them to create a successful, longstanding democracy: an education in the classics.Their knowledge of the classical disciplines, including the languages of Greek and Latin, were arguably more influential in the setup of our government than that of the Enlightenment thinkers and philisophes. The founding fathers set up our government based on the Republic of Rome, a democracy like that of Ancient Greece, and even constructed our government buildings to mimic the style of their temples. This country blossomed from a vast understanding of the lessons learned from Classical Civilizations and is only one of the many examples of how the languages and disciplines of Greece and Rome have shaped our modern world.Despite their being the fortuitous foundation of our modern society and, the Classics are slowly disappearing from the American Education System. Ever since the change in the 1960’s with theCatholic Church’s decision to change from Latin mass to English, classical languages have been disappearing from schools in exchange for modern languages (Howe). Even though the classical languages are regarded as outdated, many schools and institutions continue to keep their grasps on the languages and have found that thanks to linguistics and its disciplines, students have been supplied with not only an academic edge, but a competitive edge in the career world. The teachings of Greece and Rome have already brought us so far, but with the furthering ofthe classics in our education, student are better thinkers and are able to see the links in language and the modern world that Greek and Latin provide. We teach history in schools so that we can learn from our pasts and improve upon previous decisions. Not only is it important to have a knowledge of our own nation and its trials, but it is imperative to be able to look at civilizations which, were almost identical to ours, and see which decisions and actions led to their demise; to find parallels in our world and make different choices to prolong a prosperous state. Rome was a civilization almost identical to our own; our constitution and democratic state were created to imitate those of the past. The Roman Empire was one of the longest lasting and most prosperous states of all of human history, looking back tothe origins of their success can help us today create a prevalent and affluent state which can even surpass our predecessors (Casson). Giving students the opportunity to make these connections not only improves their critical thinking skills but also helps them to see how something so old can relate to our modern world. An ed ucation in the classics provides these links; the languages hold so many cultural and historical allusions which are crucial to a deeper understanding. By simply learning these languages, so much can be gained from their literature and documents, which draws allusions to the many distinct intricacies of their world. Understanding the past, especially of the greatest civilizations that have come before, can point us towards a bigger and brighter future. Besides learning about people who lived thousands of years before us, there is more to Latin and Greek than what appears on the surface; English is composed 40% of words derived from Latin and 20% of words from Greek. Our grammatical structures are almost identical learning these languages can help to create a better understanding of our own lingual origins by looking at the foundations; â€Å"Latin grammar as revealing English grammar to the English-speaking student, partly because it shows in a clear light those fundamental relations which in our mother-tongue are obscured by the loss of inflections, partly because the terms of our formal grammar are borrowed from the Latin, and are understood in their full significance only in connection with the study of the language for the analysis of which they were primarily devised. Whatever contributes to the students grasp of the essential elements of vocabulary and structure adds to his power over language as an instrument of thought, and so to his effectiveness as a doer of the days work (Kelsey 26).† Classical languages help create bridges between English and the linguistics of which it is built from. By simply learning Latin or Greek, students are given an opening to see their own language in a different light, and tools for heavier mechanical understanding. A large majority of the more decorated words from English have direct derivatives from the classical languages and give students the upper hand in deciphering the ornate aspects of English. These languages not only provide insight into the classical world, but they directly impact the students knowledge of their own language and deliver the ability to learn many more. Greek was a precursor to most modern European languages, however Latin is the root language to Portuguese, Spanish, Romanian, Italian, French and English. The classical languages create a common ground between these individual dialects and also creates a linguistic link in terms of grammar and composition. The modern languages all have mechanical structures th at reflect back to those of Latin and Greek and therefore make it easier to understand and learn the modern languages by knowing those of which they are derived: â€Å"students learn not just to pay attention to details but to depend on them; over time, they not only learn that a language has a structure to it, but they also internalize the structure of a language more organized than their own. In this way, they better understand the languages they already speak, and when they go on to learn more modern languages they can learn them more efficiently (Connors).† Although Latin and Greek do not have an immediate utilitarian use in our world, they create a state of understanding which can lead to a quicker and more efficient multilingual learner. Teaching students classical languages may not provide them with an immediate edge in the business world, but it creates a state where students can become better learners with an academic edge. Immediate results are highly sought after in the American Education system and Latin does its part in giving its students the upper hand. According to the SAT Total Group Profile Report 2013, students who took the SAT Reasoning Test along with the Latin Subject Test had the highest reported scores in both the Critical Reading and Writing portions of the test. The same students had the second highest scores in the Math section,only a short margin behind students who took the Chinese Subject Test (College Board). The correlation between these scores and the rigor of the language show that Latin produces students who are not only well prepared and advantaged in the linguistic sections of the test, but they are also given skills which prepare them for higher level thinking (Holmes, Keffer). Links between the memorization of grammar charts and structures of these languages even correlate to students math abilities by being able to apply learned skills from Latin to mathematics. Instead o f schools offering SAT and ACT preparatory courses, they should require, or at least offer classical languages. These courses give students a better conceptual grasp of the material on the test instead of just learning the tricks of taking it. The disciplines of Latin not only apply to the language itself, but are extremely influential in a students aptitude in other areas of study. Knowledge in the classics gives students skills to excel in other areas of study, but Latin and Greek also have many applications in the career world. Medical terms are derived from Latin and Greek early medicinal philosophy is that of early Greek and Roman thinkers like Galen and Hippocrates. Biological terms are in latin anyone interested in a higher level science career would be easily advantaged with a knowledge of classical languages. Law terms are in latin, a large majority of studied military strategies originated from Ancient Greek and Roman tactics and battles. Being the foundations of American Government, a knowledge of classical oratory, politics, anddebates are imperative for aspiring politicians (Careers for Classicists). The world is filled with the influence of thee classical language they not only provide students with the academic edge, but also prepares them with expertise that applies beyond the academic world. The Classics are not a facet of an out-dated style of education; they still provide students with multiple advantages that span far beyond being able to speak the language. Replacing Latin and Greek in schools with modern languages reap students of the benefits they would have with these languages and hold them back from achieving the skills that apply far beyond the curriculum. Classics students have a higher respect and understanding of the history and culture,a greater comprehension of English, increased linguistic competence, higher test scores and even additional preparation for higher education along with further areas of study. Bringing the Classical disciplines and languages will improve the capabilities of students while boosting a school’s prestige. Although they may be far from the past, these languages benefit students exponentially more than classes which only teach utilitarian skills and deserve to be brought back into the forefront of education. The classics ar en’t outdated, only underappreciated; if the Classical Languages and disciplines were influential enough to resonate with the founding fathers, they should be enough to prepare our students for the world ahead. Works Cited Careers for Classicists. Classics at Oxford. Oxford University, n.d. Web. 2 Jan. 2014. . Casson, Lionel, and Lionel Casson. Everyday Life in Ancient Rome. Baltimore: Johns Hopkins UP, 1998. Print. College Board, comp. 2013 College-Bound Seniors Total Group Profile Report. Rep. College Board, n.d. Web. 31 Dec. 2014. Connors, Molly. Pro Lingua Latina (In Defense Of The Latin Language). Journal Of Education 188.3 (2007): 85-90.Academic Search Premier. Web. 8 Jan. 2015. Holmes, C. Thomas, and Ronald L. Keffer. A Computerized Method To Teach Latin And Greek Root Words: Effect On Verbal SAT Scores. Journal Of Educational Research 89.1 (1995): 47. Academic Search Premier. Web. 8 Jan. 2015. Howe, Daniel Walker. Classical Education In America. Wilson Quarterly 35.2 (2011): 31-36. Academic Search Premier. Web. 8 Jan. 2015. Kelsey, Francis W. The Value of Latin and Greek as Educational Instruments. Latin and Greek in American Education: With Symposia on the Value of Humanistic Studies. New York: Macmillan, 1911. 26.Hathi Trust Digital Library. Web. 10 Dec. 2014. .