INTRODUCTION xiii 



quiver with indignation at the infliction of un- 

 necessary pain upon any animal. 



Upon second thoughts, however, it is plain that 

 this illustration suggests more than the truth. It 

 is indeed true that elementary science aims to de- 

 velop an interest in types and classes, while nature 

 study seeks to awaken an interest in objects and 

 individuals. It is also true that the interest which 

 science seeks to arouse is the love of knowledge, 

 while that which nature study would stimulate 

 is some sort of appreciation of an object or an 

 animal. But it is not true that an intense love 

 of knowledge, unaccompanied by the proper de- 

 velopment of the emotional nature, has only bad 

 results, nor is it true that a development of the 

 emotional nature unaccompanied by a proper de- 

 velopment of the intellect, has only results that 

 are good. Develop the intellect abnormally along 

 with the love of knowledge, which is its inevitable 

 accompaniment, and you have indeed trained a 

 being of the temper of Spinoza, who knows no 

 love nor hate, who responds to no enthusiasm ex- 

 cept that which results from the contemplation of 

 the reign of law, who is willing to ehminate all 

 individuality from the universe, to resolve it into 

 the expression of necessary and eternal laws, 



