ite. During the winter months, while the
principal common schools in our country are in operation, it is sad to
reflect how many teachers come home, every evening, with bewildered and
aching heads, having been vainly trying all the day, to do six things at
a time, while He, who made the human mind, has determined that it shall
do but one. How many become discouraged and disheartened by what they
consider the unavoidable trials of a teacher's life, and give up in
despair, just because their faculties will not sustain a six-fold task.
There are multitudes who, in early life, attempted teaching, and, after
having been worried, almost to distraction, by the simultaneous pressure
of these multifarious cares, gave up the employment in disgust, and
forever afterwards wonder how any body can like teaching. I know
multitudes of persons to whom the above description will exactly apply.

I once heard a teacher who had been very successful, even in large
schools, say that he could hear two classes recite, mend pens, and watch
his school, all at the same time; and that, without any distraction of
mind, or any unusual fatigue. Of course the recitations in such a case
must be memoriter. There are very few minds however, which can thus
perform triple or quadruple work, and probably none which can safely be
tasked so severely. For my part, I can do but one thing at a time; and I
have no question that the true policy for all, is, to learn, not _to do
every thing at once_, but so to classify and arrange their work, that
_they shall have but one thing to do_. Instead of vainly attempting to
attend simultaneously to a dozen things, they should so plan their work,
that only one will demand attention.

Let us then examine the various particulars above mentioned in
succession, and see how each can be disposed of, so as not to be a
constant source of interruption and derangement.

1. _Whispering and leaving seats._ In regard to this subject, there are
very different methods, now in practice in different schools. In some,
especially in very small schools, the teacher allows the pupils to act
according to their own discretion. They whisper and leave their seats
whenever they think it necessary. This plan may possibly be admissible
in a very small school; that is, in one of ten or twelve pupils. I am
convinced, however, that it is very bad here. No vigilant watch, which
it is possible for any teacher to exert, will prevent a vast amount of
mere