METHODS OF INSTRUCTION IN MINERALOGY. 759 



lieve it had materially aided him both in mental discipline and in meth- 

 ods of study. I speak of this simply to fortify my claim that miner- 

 alogy when rightly taught affords in certain directions a most valuable 

 means of intellectual training. 



In most localities, especially in regions of crystalline rocks, the 

 teacher, even with very limited means, can usually procure many 

 specimens of at least a few species, which he can arrange for his stu- 

 dents, and practice them upon in such a manner as to bring into play 

 the required faculties. This method can even be pursued with large 

 audiences, if specimens enough can be obtained. 



Besides exercising the pupils on the selected collection, they should 

 be encouraged to seek the specimens themselves in the field. Every 

 means possible should be taken to develop in them methods of thought 

 and work that will bear fruit in their future life. Far less should be 

 thought of training mineralogists than of training men. 



In giving advanced instruction, the secret seems to be to bring the 

 student up to the level of the instructor ; to see that he has a broad 

 and thorough knowledge of the principles and necessary data of the 

 science ; to point out to him the untrodden fields ; to strengthen and 

 exercise him so that he may walk without the teacher's aid. The great 

 aim should be to render the student independent in his thought and 

 work, to free him from a slavish following after mere weight of au- 

 thority, and to beget in him a desire to seek truth for its own sake. He 

 should be so trained and strengthened that, when away from the instruct- 

 or's aid, he can walk in the untried grounds with a firm and steady step. 



The preceding has not been given as of necessity the most perfect 

 way, but simply as a way for reaching certain results. 



Far more, indeed, depends upon the teacher and his spirit than 

 upon the method, however valuable the latter may be. 



It may also not be amiss to call attention to certain requirements 

 in the teacher. That an original investigator in any science may be a 

 poor instructor in that science is too well known to be disputed, but I 

 believe it to be equally true, that no man can teach any science in 

 spirit and truth — can produce upon his pupils the effect that ought to 

 be produced — unless he has the spirit and knowledge of an investigator 

 himself. In truth, it is confidently believed that no man can be a 

 teacher of the highest order who has not walked in the temple of 

 mystery itself, and wrung from Mother Kature some of her closely- 

 guarded secrets. As well ask one who has only read about disease to 

 properly teach medical students the practice of medicine as to ask one 

 who has only read about any science to give proper instruction to his 

 students in it. Yet this is the thing which the majority of our col- 

 leges are doing, and they fill their chairs as if they thought a thorough 

 training in any science disqualified a man for teaching it. And then 

 we are told that science-teaching is a failure ! Is not the failure more 

 in the teachers chosen than in the subjects ? 



