1088 PROCEEDINGS OF SECTION J. 
These two sides of the function of education may be taken as 
the chief conditions of this stage of the subject, and as such cannot 
be too clearly stated. 
It is the movement of Nature, as well as her eternal persistence, 
that wins a child’s early regard; it is her endless variety that draws 
the mind forth in spontaneous, delighted perception. 
The first task of the teacher is, then, to show the material he 
presents is not dull and dead. When the matter of a subject is 
proved to be itself motion, then the activity of the mind arises in 
unison with it. 
Examples of failure in study, arising from the inertness of the 
subject as it is presented, are common-place incidents of every 
experience. The writer was acquainted with a young business 
man who was seized with a strong desire to read Theology. The 
books obtained for the purpose were old-fashioned in expression, 
and altogether dull. The consequence was, that after a very few 
minutes reading he invariably went to sleep. In spite of a strong 
exercise of will, and a specially contrived uncomfortable chair, the 
same result continued to be manifested, until at last he gave up, 
believing he was without capacity. 
The truth of the matter was, however, the material of the book 
was so dead to him, his mental gaze could perceive no movement ; 
and like a man looking intently at a button, he fell almost into a 
mesmeric condition. 
The absolute necessity for art in presenting a subject with a life 
and grace of its own can want no stronger proof than the dulness 
and poverty of mind brought on by inadequate teaching. Loss, and 
even suffering, must result if the attraction of Nature be followed 
in a child’s experience by dull inept instruction. 
The second condition for the exercise of this attention—that the 
energy of the scholar shall be maintained by the teacher—is just as 
important, practically and theoretically. 
Sometimes purpose can be aroused by the fear of punishment or 
the prospect of a reward. A dull but ambitious boy can, by the 
promise of a prize, be excited to continuous and successful effort ; 
indeed the progress of most of our primary and secondary schools 
depends largely on such an appeal to the love of distinction, Our 
Universities are not without it, and it enters into the highest fields 
of private duty and public service. 
There is, however, a method, if such it can be called, which leads 
to the result aimed at in a far nobler way. A companionship in 
study or research between teacher and scholar is the highest and 
most unfailing inspiration to purpose. When attention is developed 
by external device or hope of reward, it is apt to fail as soon as the 
restraint is removed or the prize attained ; but when personal 
comradeship in effort has afforded the stimulus to industry, an 
ideal is gained that may retain its power through a life-time. 
