Another term which, as we shall see when discussing the paradoxes of logic, mathematicians are accustomed to apply to thought which is more exact than any to which they are accustomed is “scholastic.”[29] By this, I suppose, they mean that the pursuits of certain acute people of the Middle Ages are unimportant in contrast with the great achievements of modern thought, as exemplified by a method of making plausible guesses known as induction,[30] the bicycle, and the gramophone—all of them instruments of doubtful merit.
[26] Cf. Md, N. S., vol. xiv., October 1905, p. 486.
[27] In Z. S., for example.
[28] See [Appendix G].
[29] Cf. Chapter XXXVII below.
[30] Cf. P. M., p. 11, note.