The inspired Art of Teaching. 333 



to one of my grandchildren, who found another of 

 these shells at low spring-tide on the sands not far 

 from where the other two were found. The shell 

 contained the live animal, leaving no doubt of its 

 living in the bay. This is all the more remarkable, 

 as in the same bay, which has been my hunting 

 ground for many years, I have never noticed a vestige 

 of that shell, dead or alive ; and it should warn us 

 from thinking that we had left nothing behind un- 

 touched, however long or diligently the ground may 

 have been searched by us." 



To be able to enter into and comprehend and 

 appreciate the thoughts of children, is not the gift of 

 every chance comer. To be able, like the pied piper 

 of Hamelin, to draw children after him, a man must 

 have music in himself. It is not by any means every 

 teacher that can conjure even with the charm of 

 natural history. There is an age at which young 

 fingers handle snakes and slugs and black beetles and 

 spiders without any fastidious prejudice, and the cool 

 unconcern of this period of life may be utilized, by 

 those who know how, to make zoological studies and 

 out-of-door pursuits very attractive. But this result 

 is born of sympathy. It comes of its own accord 

 when there is a happy union of sweetness and light 

 in the temperament of the teacher, so that he lures 

 on his young companions by seeming to be receiv- 

 ing help rather than giving it, and, instead of wearying 

 them by pragmatical instruction, kindles their pride 

 as his partners in research. 



How easy it is to teach children a subject and yet 

 leave their minds an almost complete blank in regard 



