The aim of science is to apprehend this purely intelligible world as a thing in itself, an object which is what it is independently of all thinking, and thus antithetical to the sensible world.... The world of thought is the universal, the timeless and spaceless, the absolutely necessary, whereas the world of sense is the contingent, the changing and moving appearance which somehow indicates or symbolizes it.

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.

This science, Geometry, is one of indispensable use and constant reference, for every student of the laws of nature; for the relations of space and number are the alphabet in which those laws are written. But besides the interest and importance of this kind which geometry possesses, it has a great and peculiar value for all who wish to understand the foundations of human knowledge, and the methods by which it is acquired. For the student of geometry acquires, with a degree of insight and clearness which the unmathematical reader can but feebly imagine, a conviction that there are necessary truths, many of them of a very complex and striking character; and that a few of the most simple and self-evident truths which it is possible for the mind of man to apprehend, may, by systematic deduction, lead to the most remote and unexpected results.

We have before us the restoration of that ancient land whose name was a synonym for abundance, prosperity, and grandeur for many generations. Records as old as those of Egypt and as well attested tell of fertile lands and teeming populations, mighty kings and warriors, sages and wise men, over periods of thousands of years. ... A land such as this is worth resuscitating. Once we have apprehended the true cause of its present desolate and abandoned condition, we are on our way to restoring it to its ancient fertility. A land which so readily responded to ancient science, and gave a return which sufficed for the maintenance of a Persian Court in all its splendor, will surely respond to the efforts of modern science and return manifold the money and talent spent on its regeneration.

What else can the human mind hold besides numbers and magnitudes? These alone we apprehend correctly, and if piety permits to say so, our comprehension is in this case of the same kind as God’s, at least insofar as we are able to understand it in this mortal life.