32 MICHIGAN ACADEMY OF SCIENCE. 



ties at least normal graduates are adding university study to their 

 preparation, and graduates with a Bachelor's degree are returning to 

 the graduate school to fit themselves for effective work as science 

 teachers in secondary schools. 



In certain university circles too much stress has of late been laid 

 on the ability to investigate to the disparagement of the teaching ability. 

 It is assuredly of vital importance to the teacher's influence that he 

 should lead the way by his contributions to the science which he culti- 

 vates. On the other hand, it is no mean accomplishment to be a teacher 

 of the best type. The teaching ability is as rare as the capacity for 

 research. The good teacher lives in the hearts and lives of his pupils, 

 while his researches may lie in the unwakened slumber of unread 

 scientific transactions. Every teacher, even in a secondary school, 

 should contribute something to this chosen science bv wav of device or 

 invention or discovery; but he should first of all see to it that he does 

 not neglect his preparation as an instructor. Joseph Henry in the 

 Albany Academy made discoveries in electricity that attracted the 

 attention of the scientific world and established his fame. Read his 

 own account of his experiments carried out during the summer vacation 

 because he could not neglect his duties as a teacher in term time. So 

 careful was Faraday in his preparation for his lectures that he in- 

 variably tried every glass stopper in advance to assure himself that 

 none were stuck in the bottles; and Faraday was a prince of experiment- 

 ers and eminent in research. 



The inspiring teacher is a treasure-trove. Like Topsy he is not made;, 

 he grows. But symmetrical growth requires cultivation and nourish- 

 ment. The teacher of genuine power is not one who turns to the pro-, 

 fession as a temporary expedient. He prepares himself for his pro- 

 fession with conscientious fidelity. He must have a broad and catholic 

 intellectual outlook, and should see other subjects than his own in 

 proper perspective and dimensions. He must have the zeal of youth, 

 the insight of maturity, and the wisdom of age. He must be enthu- 

 siastic himself if lie would arouse enthusiasm in others. He must first 

 see clearly all around any topic before he tries to make it clear to his 

 pupils. He must have warm human sympathies and be tolerant of 

 mediocrity even, but he has no call to condone sloth. Devotion and 

 diligence are the price of success. Continuous, persistent work con- 

 quers more difficulties than genius does. If the noblest prizes are for 

 the great, many great rewards remain for the noble. If the pecuniary 

 returns are not large, there are many compensating satisfactions. To 

 help the deserving on the threshold of active life and to see one's 

 pupils grow into places of power and public esteem are compensations 

 for many personal losses. 



No profession requires greater watchfulness as the years advance 

 than the profession of teacher. Most of all the teacher must see to 

 it that he does not forget his own youth and so grow out of sympathy 

 with the young. He needs to lay his course with care and to check 

 it by frequent observations, lest he suddenly find himself far out of the 

 intended path. To age it is permitted not merely to simulate youth but 

 to retain youthful feeling. The fir tree yields not its living, lustrous 

 green to summer's sun nor winter's cold. When one reaches the period 



