their work delightful, and some find it wearisomeness and tedium itself,
is that some do and some do not take this view of the nature of it. One
instructor is like the engine-boy, turning, without cessation 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