and every plant by a name. Like his predecessors, Linnaeus regarded morphology and general theoretical botany only as means to be used for discovering the principles of terminology and definition, with a view to the improvement of the art of describing plants.
We have hitherto spoken chiefly of the manner in which Linnaeus dealt with his subject in matters of detail; in his inner nature he was a schoolman, and that in a higher degree than even Cesalpino himself, who should rather be called an Aristotelian in the strict sense of the word. But to say that Linnaeus' mode of thought is thoroughly scholastic is virtually saying that he was not an investigator of nature in the modern meaning of the word; we might point to the fact that Linnaeus never made a single important discovery throwing light on the nature of the vegetable world; but that would still not prove that he was a schoolman.
True investigation of nature consists not only in deducing rules from exact and comparative observation of the phenomena of nature, but in discovering the genetic forces from which the causal connexion, cause and effect may be derived. In the pursuit of these objects, it is compelled to be constantly correcting existing conceptions and theories, producing new conceptions and new theories, and thus adjusting our own ideas more and more to the nature of things. The understanding does not prescribe to the objects, but the objects to the understanding. The Aristotelian philosophy and its medieval form, scholasticism, proceeds in exactly the contrary way; it is not properly concerned with acquiring new conceptions and new theories by means of investigation, for conceptions and theories have been once for all established; experience must conform itself to the ready-made system of thought; whatever does not so conform must be dialectically twisted and explained till it apparently fits in with the whole. From this point of view the intellectual task consists essentially in this twisting and turning of facts, for the general
