The Scottish Naturalist. 67 



themselves with all the literature of any given department of 

 Natural History. The kind and amount of knowledge they do 

 possess is too frequently that which is simply superficial and 

 elementary: "extensive" it may be, but it is usually not 

 11 profound." Moreover, it sometimes happens that, such as it 

 is, it has to be acquired subsequent to appointment. In other 

 words, be 'ore attempting to teach others, our Professors have 

 first to educate themselves : and they do so to the same degree, 

 and in the same sense, as the mere schoolmaster. Again, only 

 a very few of our Professors have made real contributions to 

 scientific knowledge — contributions that give them a decided 

 place in the general world of science, and attach to their 

 opinions the weight of authority. Some of them, indeed, hew- 

 ever much they may have written of a so-called " popular" kind, 

 have not added a single fact to science, or assisted in the inter- 

 pretation or explanation of a single natural phenomenon ! 



A man may, however, have a very profound knowledge of a 

 subject, and yet be altogether wanting in Teaching capacity. 

 Ability to teach is indeed frequently a special and valuable en- 

 dowment — combining or involving a number of important 

 qualities. It implies, in the first place, readiness ox fluency 

 in speech : self-confidence and facility in the expression of 

 ideas : command of abundant and appropriate language: clear- 

 ness and attractiveness of style : 



"Concise bis diction, let his sense be clear ; 

 Nor with the weight of words fatigue the ear " : 



earnestness, zeal and enthusiasm : patience with the stupid or dull 

 of comprehension, leading to infinite painstaking: and thorough- 

 ness of work. lie must be capable of maintaining discipline 

 ameng an eminently troublesome race — university students : 

 and he can only do so by possessing the qualities that com- 

 mand the resfect of intelligent youth — such as learning, d'gnity, 

 and manliness. A Professor of Natural Science should, more- 

 over, be youngish or middle aged ; fresh, active, in vigorous 

 health, both of body and mind. Much of his work — such as 

 that conducted in the Laboratory or the Field — is physically 

 exhausting, and requires the best of bodily censt'tutions. Ina- 

 bility to teach properly not unfrequently arises from a Professor 



