=452.= In mathematics, ... and in natural philosophy since mathematics was applied to it, we see the noblest instance of the force of the human mind, and of the sublime heights to which it may rise by cultivation. An acquaintance with such sciences naturally leads us to think well of our faculties, and to indulge sanguine expectations concerning the improvement of other parts of knowledge. To this I may add, that, as mathematical and physical truths are perfectly uninteresting in their consequences, the understanding readily yields its assent to the evidence which is presented to it; and in this way may be expected to acquire the habit of trusting to its own conclusions, which will contribute to fortify it against the weaknesses of scepticism, in the more interesting inquiries after moral truth in which it may afterwards engage.--STEWART, DUGALD. _Philosophy of the Human Mind, Part 3, chap. 1, sect. 3._ =453.= Those that can readily master the difficulties of Mathematics find a considerable charm in the study, sometimes amounting to fascination. This is far from universal; but the subject contains elements of strong interest of a kind that constitutes the pleasures of knowledge. The marvellous devices for solving problems elate the mind with the feeling of intellectual power; and the innumerable constructions of the science leave us lost in wonder.--BAIN, ALEXANDER. _Education as a Science (New York, 1898), p. 153._ =454.= Thinking is merely the comparing of ideas, discerning relations of likeness and of difference between ideas, and drawing inferences. It is seizing general truths on the basis of clearly apprehended particulars. It is but generalizing and particularizing. Who will deny that a child can deal profitably with sequences of ideas like: How many marbles are 2 marbles and 3 marbles? 2 pencils and 3 pencils? 2 balls and 3 balls? 2 children and 3 children? 2 inches and 3 inches? 2 feet and 3 feet? 2 and 3? Who has not seen the countenance of some little learner light up at the end of such a series of questions with the exclamation, “Why it’s always that way. Isn’t it?” This is the glow of pleasure that the generalizing step always affords him who takes the step himself. This is the genuine life-giving joy which comes from feeling that one can successfully take this step. The reality of such a discovery is as great, and the lasting effect upon the mind of him that makes it is as sure as was that by which the great Newton hit upon the generalization of the law of gravitation. It is through these thrills of discovery that love to learn and intellectual pleasure are begotten and fostered. Good arithmetic teaching abounds in such opportunities. --MYERS, GEORGE. _Arithmetic in Public Education (Chicago), p. 13._