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if it proves good, gradually extend its operation as circumstances seem
to require.

By thus cautiously and slowly introducing plans, founded on the
systematic principles here brought to view, a very considerable degree
of quiet, and order, and regularity may be introduced into the largest
and most miscellaneous schools. And this order and quiet are absolutely
necessary to enable the teacher to find that interest and enjoyment in
his work which were exhibited in the last chapter; the pleasure of
_directing and controlling mind_, and doing it, not by useless and
anxious complaints, or stern threats and painful punishments, but by
regarding the scene of labor in its true light, as a community of
intellectual and moral beings, and governing it by moral and
intellectual power. It is, in fact, the pleasure of exercising _power_.
I do not mean arbitrary, personal authority, but the power to produce,
by successful but quiet contrivance, extensive and happy results; the
pleasure of calmly considering every difficulty, and, without irritation
or anger, devising the proper moral means to remedy the moral evil; and
then the interest and pleasure of witnessing its effects.




CHAPTER III.


INSTRUCTION.

[Illustration]

We come now to consider the subject of Instruction.

There are three kinds of human knowledge which stand strikingly distinct
from all the rest. They lie at the foundation. They constitute the roots
of the tree. In other words, they are the _means_ by which all other
knowledge is attained.

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