or change, his everlasting stop-cock, in the same ceaseless, mechanical, and monotonous routine.  Another is like the little workman in his brighter moments, arranging his invention, and watching with delight the successful and easy accomplishment of his wishes by means of it.  One is like the officer, driving by vociferations, and threats, and demonstrations of violence, the spectators from the galleries.  The other like the shrewd contriver, who converts the very desire to return, which was the sole cause of the difficulty, to a most successful and efficient means of its removal.

These principles show how teaching may, in some cases, be a delightful employment, while in others its tasteless dullness is interrupted by nothing but its perplexities and cares.  The school-room is in reality a little empire of mind.  If the one who presides in it sees it in its true light; studies the nature and tendency of the minds which he has to control; adapts his plans and his measures to the laws of human nature, and endeavors to accomplish his purposes for them, not by mere labor and force, but by ingenuity and enterprise, he will take pleasure in administering his little government.  He will watch, with care and interest, the operation of the moral and intellectual causes which he sets in operation, and find, as he accomplishes his various objects with increasing facility and power, that he will derive a greater and greater pleasure from his work.

Now when a teacher thus looks upon his school as a field in which he is to exercise skill, and ingenuity, and enterprise; when he studies the laws of human nature, and the character of those minds upon which he has to act; when he explores deliberately the nature of the field which he has to cultivate, and of the objects which he wishes to accomplish, and applies means judiciously and skillfully adapted to the object, he must necessarily take a strong interest in his work.  But when, on the other hand, he goes to his employment only to perform a certain regular round of daily toil, undertaking nothing and anticipating nothing but this dull and unchangeable routine, and when he looks upon his pupils merely as passive objects of his labors, whom he is to treat with simple indifference while they obey his commands, and to whom he is only to apply reproaches and punishment when they do wrong, such a teacher never can take pleasure in the school.  Weariness and dullness must reign in both master and scholars when things, as he imagines, are going right, and mutual anger and crimination when they go wrong.

[Illustration:  School Master]

Scholars never can be successfully instructed by the power of any dull mechanical routine, nor can they be properly governed by the blind, naked strength of the master; such means must fail of the accomplishment of the purposes designed, and consequently the teacher who tries such a course must have constantly upon his mind the discouraging, disheartening burden of unsuccessful and almost useless labor.  He is continually uneasy, dissatisfied, and filled with anxious cares, and sources of vexation and perplexity continually arise.  He attempts to remove evils by waging against them a useless and most vexatious warfare of threatening and punishment; and he is trying continually to drive, when he might know that neither the intellect nor the heart are capable of being driven.