INTRODUCTION XI 



a scientist in order to do this. He goes only as far 

 as he knows, and then says to the pupils that he can- 

 not answer the questions which he cannot. This at 

 once raises the pupil's estimation of him, for the pupil 

 is convinced of his truthfulness, and is made to feel 

 — but how seldom is the sensation ! — that knowledge is 

 not the peculiar property of the teacher, but is the 

 right of any one who seeks it. It sets the pupil to 

 investigating for himself. The teacher never needs to 

 apologize for nature. He is teaching because he is an 

 older and more experienced pupil than his pupil is. 

 This is just the spirit, of the teaclier in the universities 

 to-day. The best teacher is the one whose pupils far- 

 thest outrun him. * * * * Now and then, take the 

 children for a ramble in the woods or fields, or go to 

 the brook or lake. Call their attention to the interest- 

 ing things which are met — whether thej' are understood 

 or not — in order to teach them to see, and to find some 

 point of sympathy ; for every one of them will some 

 day need the solace and the rest which this nature -love 

 can give. It is not the mere information which is 

 valuable ; that may be had by asking some one wiser 

 than they, but the inquiring and sympathetic spirit is 

 one's own. 



" The pupils will find their lessons easier to acquire 

 for this respite of ten minutes with a leaf or an insect, 

 and the school -going will come to be less perfunctory. 

 If drawing must be taught, set a good picture before 



