wager] TRAINING TEACHERS OF NATURE-STUDY 53 



mental attitudes, encourages sincerity and open-mindedness, and 

 supplies the best conditions for healthy growth. Childrens' inter- 

 ests are spontaneous and overflowing once they be set in motion ; 

 but like the safety match, they must rub against the right combina- 

 tion of mental materials before responding with fire, and those 

 materials are furnished by the mental life of the teacher. That 

 this is only a partial representation of the truth is admitted since 

 the contact may take place through the medium of a book. But 

 it is spirit contacting with spirit. So I would rate this attribute 

 of genuine interest and enthusiasm very high. It is that which 

 inspires or breathes the breath of mental life into others. And how 

 is it to be had, you ask? Verily the answer is plain ; from another 

 spirit afire with enthusiasm and genuine interest. Such are they 

 who are the great teachers, and whose influence is never lost. 

 Genuine interest is essential. 



There is yet another element of training which must not be over- 

 looked, since its importance is paramount. I refer to the mental 

 habit of seeking knowledge first-hand, without prejudice nor regard 

 to the opinions of others. So thoroughly accustomed and habit- 

 uated do pupils become to the use of books as a source of ideas that 

 it is difficult indeed, once they approach the age of maturity, to 

 induce them to rely, even in a small measure, upon their own 

 senses as a source of knowledge. And, after all, nothing other may 

 rightfully be expected when so large a part, if not the whole, of the 

 efforts of the schoolroom consist in getting, or preparing the pupil, 

 to get his ideas from books. That books must ever be at hand is 

 admitted, but their excessive use is obviously a source of weakness. 

 Independence in observation, in judgment, and in action can only 

 be weakened by prolonged subservience to authority. Hence a 

 training to see, to observe critically, to render judgments, to think 

 independently, is of high importance, and the teacher must possess 

 these mental capacities before he may hope to excite them in his 

 pupils. All of which means, obviously, that the preparation of the 

 teacher must include a liberal amount of objective study, vigorous 

 if need be, to shift somewhat the gears upon which the mental 

 machinery is accustomed to operate. That such training should 

 include laboratory and field work is plain. With such training in 

 abundance, it is unlikely that the teacher shall discourse upon the 

 characteristics of a maple tree when one is growing outside the door 

 of the school or try, from a picture to teach the children the 



