difference between blind force and active ingenuity and enterprise in
the management of school. I once knew the teacher of a school who made
it his custom to have writing attended to in the afternoon. The school
was in the country, and it was the old times when quills, instead of
steel pens, were universally used. The boys were accustomed to take
their places at the appointed hour, and each one would set up his pen in
the front of his desk for the teacher to come and mend them. The teacher
would accordingly pass around the school-room, mending the pens, from
desk to desk, thus enabling the boys, in succession, to begin their
task. Of course, each boy, before the teacher came to his desk, was
necessarily idle, and, almost necessarily, in mischief. Day after day
the teacher went through this regular routine. He sauntered slowly and
listlessly through the aisles, and among the benches of the room,
wherever he saw the signal of a pen. He paid, of course, very little
attention to the writing, now and then reproving, with an impatient
tone, some extraordinary instance of carelessness, or leaving his work
to suppress some rising disorder. Ordinarily, however, he seemed to be
lost in vacancy of thought, dreaming, perhaps, of other scenes, or
inwardly repining at the eternal monotony and tedium of a teacher's
life. His boys took no interest in their work, and of course made no
progress. They were sometimes unnecessarily idle, and sometimes
mischievous, but never usefully or pleasantly employed, for the whole
hour was passed before the pens could all be brought down. Wasted time,
blotted books, and fretted tempers were all the results which the system
produced.

The same teacher afterward acted on a very different principle. He
looked over the field, and said to himself, "What are the objects which
I wish to accomplish in this writing exercise, and how can I best
accomplish them? I wish to obtain the greatest possible amount of