mpire 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 skilfully 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 work, 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 disobey; such a teacher never
can take pleasure in the school. Weariness and dulness must reign in
both master and scholars, when things, as he imagines, are going right;
and mutual anger and crimination, when they go wrong.

Scholars never can be instructed by the power of any dull mechanical
routine; nor can they be 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
th