THE SPIRIT OF NATURE STUDY 63 



may follow. This guarding of enthusiasm constantly sug- 

 gests points of danger. For example, in addition to the 

 dangers already referred to, the repetition of similar ex- 

 ercises beyond the point of interest is a frequent menace 

 to continuous enthusiasm. Insistence in carrying through 

 an exercise that has been thought useful, but has proved 

 otherwise at the very outset, is similarly of dubious value. 

 In short, when interest is guarded, which has been shown 

 to be essential, enthusiasm is guarded. 



It is a mistake to suppose that enthusiasm any more 

 than interest lives on excitement. Such enthusiasm is un- 

 healthy and cannot be sustained. It is like attempting a 

 continuous Fourth of July. Pupils need different treat- 

 ment; the exuberance of some must be toned down to a 

 safer level; the sluggishness of others must be stimulated 

 into effectiveness. It is apparent that it is no simple thing 

 to secure enthusiasm of the right kind and of the right 

 amount, but it is essential. 



The questions to ask oneself, if a teacher or a student, 

 or to answer for one's pupils, are as follows: Has nature 

 any real attraction for me ? Is it so attractive that I will 

 not be rebuffed easily? Is my enthusiasm in danger of 

 sweeping me off my intellectual balance and submerging 

 me in mere feeling ? Must things be exciting to be inter- 

 esting? Am I looking at nature as a dry book of details 

 and terminology, which it is my duty to read? Honest 

 answers to these questions will go far toward determining 

 whether any effective enthusiasm exists. 



An Open Mind. — This means a teachable mind, one 

 with no prejudices, and ready to receive impressions 

 freely. To come into contact with nature with any pre- 



