Xll INTRODUCTION 



which the teaching of nature study seeks to bring 

 about. You may talk to a boy about the resem- 

 blances between a cat and a tiger, in the hope of 

 developing an interest in the relations of animals ; 

 if so, you are teaching elementary science, and are 

 trying to stimulate his love of truth. Or you may 

 try to get him to look at a cat as an object not to 

 be pelted with stones, but as a living thing, one 

 that responds to affectionate treatment with affec- 

 tion ; if so, you are teaching nature study, and 

 are trying to develop a love of animals. You are 

 making a certain appeal to the intellect in both 

 cases, but in the former, you do not want the boy 

 to consider the cat as an individual at all, for one 

 cat will serve the purpose quite as well as another, 

 since it is the cat as a member of a class in which 

 you wish to interest him ; in the latter, it is the 

 cat as an individual, a being with a capacity for 

 individual pleasures and pains, such as the boy 

 himself is conscious of, that you wish him to have 

 in mind. Succeed ideally in the former attempt, 

 and he will not only be perfectly ready to dissect 

 his cat when dead, but to vivisect it when alive, 

 if he can learn something about it that he wishes 

 to know ; succeeded ideally in the latter, and he 

 becomes the friend of all living things, and will 



