The understanding of these peculiarities of language is calculated to promote the insight and enlightenment in regard to that secret lamp which man is carrying in his brain and with which he lights up the things of this world. The cultivation of the theory of understanding, the critique of reason, has an elementary significance for the elucidation of all things. This is not saying that philosophy, that special science with which we are here dealing, is a universal science in the sense in which antiquity conceived of it. But it is universal nevertheless in the sense in which the alphabet and other primary topics are universal. Every one must use his brains and should therefore take pains to understand its processes. Though the knowledge of these does not make other efforts unnecessary, still it explains many ideas, it elucidates the nature of thinking which every one is doing and which is frequently used in a more ruthless manner than a dog would treat a rag.
The inertia which has prevented the one-sided idealists on the one hand and the one-sided materialists on the other from coming to a peaceful understanding may be traced to one of those slips of the tongue. We lack the right terms for designating the relationship between spiritual phenomena, such as our ideas, conceptions, judgments and conclusions and many other things on one side and the tangible, ponderable, commensurable things on the other. True, the reason for this lack of terms is the absence of understanding, and for this reason the dispute is not one of mere words, although it can be allayed only by an improvement of our terminology.
Büchner, in his well-known work on "Force and Matter," likewise overlooks this point, the same as all prior materialists, because they are as onesidedly insistent on their matter as the idealists are on their idea. Quarrel and strife mean confusion, only peace will bring light. The contrast between matter and mind finds its conciliation in the positive outcome of philosophy which teaches that all distinctions must be reasonable, because neither our instrument of thought nor the rest of nature justify any exaggerated distinctions. In order to elucidate the moot question, nothing is required but the insight that ideas which nature develops in the human brain are materials for the work of our understanding, though not materials for the work of our hands. Philosophy has made material efforts to grasp the understanding and its conceptions and is still making them in the same way in which chemistry is working for the understanding of substances and physics for the understanding of forces.
Substances, forces, ideas, conceptions, judgments, conclusions, knowledge and perceptions, according to the positive outcome of philosophy, must be regarded as differences or varieties of the same monistic genus. The differentiation of things no more contradicts their unity than their unity contradicts their differentiation. Darwin expanded the conception of "species" and thus contributed to a better understanding of zoology. Philosophy expands the conception of species still far beyond the Darwinian definition in teaching us to consider the species as little generalities and the largest genus, the absolute or the cosmos as the all in one, the all-embracing species.
In order to closely connect the worm and the elephant, the lowest and the highest animal, the vegetable and the animal kingdom, the inorganic and the organic, as members of the same species or genus in a reasonable way, we must keep account of the gradations in nature, the transitions, the connecting links and connecting ideas. Embryology, which shows that the life of the highest animal develops through the stages of the animal genus, has greatly promoted the understanding of the common nature of all animals.
"The continuity in the natural gradation of things is perfect, because there are no gradations which are not represented, because there are no differences between the various grades which nature does not fill by an intermediary form.... There is no abrupt difference in nature, no metaphysical jump, no vacuum, no gap in the order of the world," says a well-known author of our times whose name I shall not mention, because I wish to base my argument on the acknowledged facts rather than on names of authorities.
What Darwin taught us in relation to animal life, viz., that there are no fundamental differences between species, that is taught by philosophy in regard to the universe. The understanding of the latter is rendered difficult by the habit of making a transcendental distinction between matter and mind.
VIII UNDERSTANDING IS MATERIAL
Whether we say that philosophy has the understanding for the object of its study, or whether we say that philosophy investigates the method of utilizing subjective understanding in order to arrive at genuine, correct, excellent, objective knowledge, that is only a matter of using different terms for the same process. It makes no difference whether we designate the object of our special science as a thing or as a process. It is much more essential to understand that the distinction between the thing and its action is in this instance of little consequence.