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enjoyment which men find in the active pursuits of life has its origin.

The teacher has the whole field which this subject opens fully before
him. He has human nature to deal with most directly. His whole work is
one of experimenting upon mind; and the mind which is before him to be
the subject of his operation is exactly in the state to be most easily
and pleasantly operated upon. The reason now why some teachers find
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


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