mind over that of the pupil, by placing
the latter in the most passive and receptive condition, in which the
pupil not only receives the intelligence he gives, but also feels the
influence of his will and principles.

There are four methods by which the influence of the teacher is made
effective: 1st, the power of conviction or reason; 2d, the spirit of
obedience; 3d, the spirit of imitation; and 4th, the spirit of passive
sympathy.

In the first method he addresses the understanding, enabling the pupil
to understand what is best for him. If Socrates had been right in
maintaining that knowledge was the one thing needful to overcome
practical errors, and that men sinned only through ignorance (which
was a very grave mistake), this would be the most effective method of
teaching. But it is effective only with those who are conscientious
and thoughtful, who are seeking to do right, and need only to be
instructed. It is entirely ineffective with the great majority of
wrong doers, whose moral nature and self-control are insufficient to
curb their animalism.

The second method, the spirit of obedience, is the method of religion,
which is far more effective. Jesus and other religious teachers
impress their followers that there is a great and benevolent power,
the power to which we are indebted for our present lives and our hope
of unlimited future happiness,--to which we owe a profound gratitude,
with an unhesitating love and obedience. Our love should not be
withheld from our grand benefactor; and if his wisdom transcends our
own, the wisest thing that we can do is to ascertain what that wisdom
dictates, and obey it implicitly. That which we supremely love and
reverence we delight in obeying.

OBEDIENCE AND IMITATION.

The teacher or parent, therefore, should endeavor to hold something
like the Divine relation to the child,--should show a superiority of
knowledge, an inflexible firmness, an unvarying love, and irresistible
attraction, ever endeavoring to win love, while enforcing the
supremacy of his will, so that obedience may be a pleasure. Thus may a
woman with a masculine strength of will, or a man with feminine
strength of love, develop that willing obedience which insures the
moral elevation of the pupil. But whenever the teacher fails to elicit
both respect and love, his power for good is lost. In this evolution
of good the power of the teacher is vastly enhanced by that of music,
especially in the form of son