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mind； we must proportion our design to the material which is presented
to us； and which is； at the same time； sufficient for all our wants。
I understand； then； by the transcendental doctrine of method； the
determination of the formal conditions of a plete system of pure
reason。 We shall accordingly have to treat of the discipline； the
canon； the architectonic； and； finally； the history of pure reason。
This part of our Critique will acplish； from the transcendental
point of view； what has been usually attempted； but miserably
executed； under the name of practical logic。 It has been badly
executed； I say； because general logic； not being limited to any
particular kind of cognition （not even to the pure cognition of the
understanding） nor to any particular objects； it cannot； without
borrowing from other sciences； do more than present merely the
titles or signs of possible methods and the technical expressions；
which are employed in the systematic parts of all sciences； and thus
the pupil is made acquainted with names； the meaning and application
of which he is to learn only at some future time。
CHAPTER I。 The Discipline of Pure Reason。
Negative judgements… those which are so not merely as regards
their logical form； but in respect of their content… are not
monly held in especial respect。 They are； on the contrary； regarded
as jealous enemies of our insatiable desire for knowledge； and it
almost requires an apology to induce us to tolerate； much less to
prize and to respect them。
All propositions； indeed； may be logically expressed in a negative
form； but； in relation to the content of our cognition； the peculiar
province of negative judgements is solely to prevent error。 For this
reason； too； negative propositions； which are framed for the purpose
of correcting false cognitions where error is absolutely impossible；
are undoubtedly true； but inane and senseless； that is； they are in
reality purposeless and； for this reason； often very ridiculous。
Such is the proposition of the schoolman that Alexander could not have
subdued any countries without an army。
But where the limits of our possible cognition are very much
contracted； the attraction to new fields of knowledge great； the
illusions to which the mind is subject of the most deceptive
character； and the evil consequences of error of no inconsiderable
magnitude… the negative element in knowledge； which is useful only
to guard us against error； is of far more importance than much of that
positive instruction which makes additions to the sum of our
knowledge。 The restraint which is employed to repress； and finally
to extirpate the constant inclination to depart from certain rules； is
termed discipline。 It is distinguished from culture； which aims at the
formation of a certain degree of skill； without attempting to
repress or to destroy any other mental power； already existing。 In the
cultivation of a talent； which has given evidence of an impulse
towards self…development； discipline takes a negative；* culture and
doctrine a positive； part。
*I am well aware that； in the language of the schools； the term
discipline is usually employed as synonymous with instruction。 But
there are so many cases in which it is necessary to distinguish the
notion of the former； as a course of corrective training； from that of
the latter； as the munication of knowledge； and the nature of
things itself demands the appropriation of the most suitable
expressions for this distinction； that it is my desire that the former
terms should never be employed in any other than a negative
signification。
That natural dispositions and talents （such as imagination and with；
which ask a free and unlimited development； require in many respects
the corrective influence of discipline； every one will readily
grant。 But it may well appear strange that reason； whose proper duty
it is to prescribe rules of discipline to all the other powers of
the mind； should itself require this corrective。 It has； in fact；
hitherto escaped this humiliation； only because； in presence of its
magnificent pretensions and high position； no one could readily
suspect it to be capable of substituting fancies for conceptions；
and words for things。
Reason； when employed in the field of experience； does not stand
in need of criticism； because its principles are subjected to the
continual test of empirical observations。 Nor is criticism requisite
in the sphere of mathematics； where the conceptions of reason must
always be presented in concreto in pure intuition； and baseless or
arbitrary assertions are discovered without difficulty。 But where
reason is not held in a plain track by the influence of empirical or
of pure intuition； that is； when it is employed in the
transcendental sphere of pure conceptions； it stands in great need
of discipline； to restrain its propensity to overstep the limits of
possible experience and to keep it from wandering into error。 In fact；
the utility of the philosophy of pure reason is entirely of this
negative character。 Particular errors may be corrected by particular
animadversions； and the causes of these errors may be eradicated by
criticism。 But where we find； as in the case of pure reason； a
plete system of illusions and fallacies； closely connected with
each other and depending upon grand general principles； there seems to
be required a peculiar and negative code of mental legislation； which；
under the denomination of a discipline； and founded upon the nature of
reason and the objects of its exercise； shall constitute a system of
thorough examination and testing； which no fallacy will be able to
withstand or escape from； under whatever disguise or concealment it
may lurk。
But the reader must remark that； in this the second division of
our transcendental Critique the discipline of pure reason is not
directed to the content； but to the method of the cognition of pure
reason。 The former task has been pleted in the doctrine of
elements。 But there is so much similarity in the mode of employing the
faculty of reason； whatever be the object to which it is applied；
while； at the same time； its emp