nt for a thousand.
In such a case, even if the owner, from want of capital or any other
cause, can not add the other nine hundred, he ought to know how much of
his power is in fact unemployed, and make arrangements to bring it into
useful exercise as soon as he can. The teacher, in the same manner,
should understand what is the full beneficial effect which it is
possible, _in theory_, to derive from his instructions. He should
understand, too, that just so far as he falls short of this full effect
there is waste. It may be unavoidable; part of it unquestionably is,
like the friction of machinery, unavoidable. Still, it is waste; and it
ought to be so understood, that, by the gradual perfection of the
machinery, it may be more and more fully prevented.

Always bear in mind, then, when you are devoting your time to two or
three individuals in a class, that your are losing a large part of your
labor. Your instructions are conducive to good effect only to the one
tenth or one twentieth of the extent to which, under more favorable
circumstances, they might be made available. And though you can not
always avoid this loss, you ought to be aware of it, and so to shape
your measures as to diminish it as much as possible.

We come now to consider the particular measures to be adopted in giving
instruction.

The objects which are to be secured in the management of the classes
are twofold:

1. Recitation. 2. Instruction.

These two objects are, it is plain, entirely distinct. Under the latter
is included all the explanation, and assistance, and additional
information which the teacher may give his pupils, and under the former,
such an _examination_ of individuals as is necessary to secure their
careful attention to their lessons. It is unsafe to neglect either of
these points. If the class meetings are mere _recitations_, they soon
become dull and mechanical; the pupils generally take little interest in
their studies, and imbibe no literary spirit. Their intellectual
progress will, accordingly, suddenly cease the moment they leave school,
and so cease to be called upon to recite lessons. On the other hand, if
_instruction_ is all that is aimed at, and _recitation_ (by which I
mean, as above explained, such an examination of individuals as is
necessary to ascertain that they have faithfully performed the tasks
assigned) is neglected, the exercise soon becomes not much more than a
lecture, to which those, and those only, will a