There are many difficulties in the way of the teacher when he tries to acquire desirelessness, and it also requires special consideration from the standpoint of the student.

However much a teacher may be attracted towards any profession or any particular set of ideas, he must so develop desirelessness that while he creates in his pupils an enthusiasm for principles, he shall not cramp them within the limits of any particular application of the principles, or allow their generous impulsesunbalanced by experienceto grow into narrow fanaticism.