THE DANGERS OF NATURE STUDY 31 



feeling for his work. We simply know that in our school 

 machine, at the points of application, we sometimes get 

 power and sometimes none. And yet there are certain 

 obvious things about a successful teacher that can be ob- 

 served and these ought to be helpful. 



The most obvious thing in a successful teacher of naturef < 

 study is an enthusiasm for the work, and enthusiasm is ', 

 one of the most contagious things in the world. Moreover, 

 the enthusiasm is not assumed, but real; the outward ex- 

 pression of a feeling that the work is important and de- 

 lightful. Without this feeiing, the work becomes a task 

 rather than an inspiration, and in such an atmosphere 

 nature study cannot live. Those who teach this subject, 

 therefore, must feel abundantly encouraged if they have a 

 real love for it, for all the other desirable things will follow; 

 but if they look upon it as an unspeakable drudgery from 

 which they long to be relieved, they should consider thought- 

 fully the purpose and principles of the subject, and see 

 whether a fuller understanding of it may not generate a 

 spark of enthusiasm that experience can fan into a flame. 



Dead Work. — This means that insignificant and trivial 

 things are selected for observation, and when the work is 

 done there has been no real gain. This is a very common 

 pitfall even for the enthusiastic teacher, but it is almost a 

 sure indication of the perfunctory one. When the world is 

 full of important things to be observed, and when observa- 

 tion should accumulate a body of useful knowledge, it is 

 fatuous to waste time and energy upon trifles. 



Just here comes a serious difficulty. How shall teach- 

 ers select important things and reject trivial ones unless 

 they have more training in the sciences ? It does not take 



