28 The American Geologist. January, 1902. 
on the occasional pupil that he waked up from a lethargy of in- 
attention and lack of interest, but upon the fact that he came 
nearer to producing this-result in all his pupils than any other 
teacher that I have ever known. I have never seen in any other 
classes such a universal desire of the students to do the very 
best work of which they were capable. 
How was this influence exercised? Certainly it was not 
the result of conscious effort upon his part. It was a part of his 
nature. 
Although, as I have said, he completely revolutionized my 
ideas as to an education, I do not remember to have heard him 
say a word upon the subject of education, he never made any 
attempt to point out the advantages of an education, or the 
disadvantages of being without one. In fact the advantages 
and disadvantages, as these terms are commonly understood, 
concerned him but little. He did not care for an education as 
a means of personal advancement. I have rarely seen one 
with so little of the self-seeking element in his character. 
He did have the keenest interest in all things, and an all- 
consuming desire to know this world in which we live. This 
interest was so intense and so genuine that it was contagious, 
the vereist clod of a boy could not long remain in contact with 
it without becoming to a certain extent inspired by it; and 
even the stupid soon became less stupid in his presence. 
Added to this was one of the kindliest and most lovable of 
natures. I do not remember to have ever heard from professor 
Claypole a reprimand or cutting remark intended to hurt the 
feelings of a pupil. Errors and youthful indiscretions of 
course there were, but these were corrected in a way that made 
us all fell that next time we should do better, if such a thing 
were possible. We worked because our interest in the subject 
had been aroused and no matter how interested we became, 
we found that our teacher was more interested, no matter 
how hard we were willing to work, we found that he was will- 
ing to work harder. 
He led us, he never drove us. He was always before us, 
never behind us. We were guided by example, not by precept, 
He apparently took the greatest interest in the work and suc- 
cess of each, and was ready, not to answer our questions, but 
rather to show us how to ask our questions of nature herself 
and how to get her to answer them. 
