ecitations are slow and dull, seek the cause first of all in
their own lack of preparation in one of the two lines mentioned.

_b. The teacher's attitude toward his work._--If the teacher looks
upon teaching as a mechanical process; if he looks on the recitation
as "hearing the class recite"; if he realizes nothing of the
opportunities and responsibilities connected with teaching children,
then he can command little interest and no enthusiasm. If, on the
other hand, teaching is to the teacher a joy; if he loves to watch the
minds of children unfold; if he rejoices in his opportunities and
responsibilities as a teacher, then he is sure to develop an interest
which will soon intensify with enthusiasm.

_c. The teacher's health._--All have experienced the mental depression
and lack of interest in things which comes from over-fatigue. The most
interesting occupation palls on us when we are fagged, or when our
vitality is low from derangement of health. A case of indigestion may
sweep us out of our usual cheery mood into a mood of discouragement
and pessimism. Frayed nerves and an ill-nourished or exhausted brain
are fatal to enthusiasm.

Teaching is found to be a very trying occupation on the general
health, and particularly on the nervous system. Many girls break down
or develop a chronic nervous trouble in a few years in the schoolroom.
The combined work and worry prove too much for their strength; and not
infrequently, also, the teacher who boards and carries a cold luncheon
to school fails to secure the right kind of food. This is especially
true in the rural schools. Farmers have enough to eat, but often the
food suitable for men engaged in heavy manual labor is wholly unsuited
for one who works with the brain and does not have a large amount of
out-door exercise.

Nor do teachers always secure enough pure air. The air of schoolrooms
is usually vitiated to such a degree that one on coming in from the
out-door air can detect a foul odor. But the air of a room ceases to
be fit to breathe long before an odor can be detected from its
impurities.

These are some of the chief factors which are proving so fatal to the
health of many of our teachers, and to interest and enthusiasm on the
part of the teacher in his work. Both for the sake of his health and
his work, every teacher should seek to control these three factors as
far as possible. Strain and worry and wear of nerves can be greatly
lessened by careful planning o