33. If you would secure the best results of a good school, keep up your enthusiasm, and fire your school with it. "Without enthusiasm," says Chadbourne, "no teacher can have the best success, however learned and faithful and hard-working he may be. Enthusiasm is the heat that softens the iron, that every blow may tell. Enthusiasm, on the part of the teacher, gives life to the student, and an impulse to every mental power. When this is accomplished, there is no more waste in lifting, dragging, or driving. It was the enthusiasm of Agassiz that clothed the commonest things with new life and beauty; that charmed every listener, and transformed the aged and the young, the ignorant and the learned, into joyful learners."

34. In the long summer vacations, flee to the woods or the mountains, where you can rest, think, and absorb vitality from nature. Otherwise there is danger that you may have all your individuality taken out of you by the steady drain of nervous force, and that you may degenerate into a pedagogic machine.

II. SPECIAL DIRECTIONS FOR ASSISTANTS.

1. Carry out, in good faith, the methods and general regulations of your principal.

2. It is not best for you to say you know more than the principal, even if you think so.

3. Do not expect principals to be absolutely perfect; if they were, they would be unsuited to assistants.

4. As far as possible, govern your class yourself. Every time you refer a case of discipline to the principal, you weaken your own authority in the eyes of your pupils.

5. Do not worry your scholars all the year with the threat that they will probably fail to be promoted.

Your duty is, not to discourage pupils, but to encourage them.

6. Do not make it your chief ambition to promote every member of your class; in every class of fifty there must be a few failures, and there will probably be a few that are too young to be advanced.

7. You have no right to expect that any class just pro- . moted from a lower grade into your room is deficient in nothing; therefore, it is not wise for you to make sharp allusions to the shiftlessness of the previous teacher.

8. Consider your class a part of the school as a whole, not as your exclusive possession.

9. A large school must be conducted on strict business principles, in regard to punctuality and promptness on the part of teachers as well as pupils; but it is not desirable to make a hobby of extremely high reports in respect to attendance. Cheerfully excuse both tardiness and absence occasioned by home duties or by sickness in the family.

10. Be patient and forbearing with your pupils when they take up a new study. It is the first trials that are awkward and hard. When you get impatient at slowness or want of comprehension, sit down at your desk and try to write with your left hand, or to read a page upside down. 11. Remember that what your pupils do for themselves makes the strongest impression on their minds.

12. Assign reasonable lessons suited to the capacity, not of the best, but of the average scholars. Look out for essentials, and let non-essentials alone.

13. Divide your class into two sections, and match one against the other. Make up a match between your class and another of the same grade. These matches will awaken a generous spirit of class rivalry.

14. Do not allow your pupils to discover that they can annoy you. If they are noisy, you must keep calm, cool, and quiet, and speak in your lowest tone.

15. Seldom detain your scholars after school for discipline, and never detain them long to study unlearned lessons. "No Learning," says Socrates, as translated by Roger Ascham, “ought to be learned with Bondage; for bodily Labours wrought by Compulsion hurt not the Body; but any Learning learned by Compulsion tarrieth not long in the Mind."

16. In some studies, it may be advisable, before each recitation in a graded class, to allow from five to ten minutes for studying the lesson to be recited.

17. If you assign home lessons, show your pupils how to study those lessons, so that they can learn them without calling for assistance from parents. As a general rule, do not require examples in arithmetic, or any other exercises in writing to be done at home.

18. Do not reprove, but encourage, slow, plodding children. Dr. Arnold says he never was so ashamed in his life as when, after a sharp reproof, a boy turned to him and said, "Why do you speak angrily, sir? Indeed, I am doing the best I can."

19. Exercise all your tact to mould the spirit of your class, so that it shall be exerted on your side in favor of good order and right-doing.

20. Teaching is the work of the teacher; learning is the duty of the pupil. How to rightly combine teaching and learning is the difficult problem that every teacher must try to solve by long-continued study and observation. The scholar's efforts to learn by book-study must be made profitable by good teaching. "Learning without teach

ing," says Ascham's Scholemaster, "makes lubbers, always learning, never profiting."

21. Stand ready to give a fair consideration to new methods in teaching, even if they differ from your preconceived ideas. "The only way in which a human being can make some approach to knowing the whole of a subject," says John Stuart Mill," is by hearing what can be said about it by persons of every variety of opinion, and studying all modes in which it can be looked at by every character of mind. No wise man ever acquired his wisdom in any mode but this; nor is it in the nature of human intellect to become wise in any other manner."

22. Do not expect, even by the very best teaching, to make good scholars out of all your pupils. "No teacher," says Prof. Raumer, "should ever seek, by excessive stimulation, to spur on his pupils to an unnatural point of attainment which most of them can never reach." "I hate by-roads to education," says Dr. Johnson; "endeavoring to make children prematurely wise is useless labor."

23. "Remember the care of your health," says Carlyle. "You are to regard that as the very highest of all temporal things for you. There is no achievement you could make in the world that is equal to perfect health."

III. MANAGEMENT IN GENERAL.

1. First of all, make your school pleasant. The primary condition of a learner is satisfaction in learning. Spencer says, "to enlist pleasure on the side of intellectual performance is a point of the utmost importance." "The first duty towards children," says Buxton, "is to make them happy. Their school may teach them all learning and all righteousness; but if the pupils are not happy, it is a bad school."

2. Make up your mind that you must leave many things untanght; no man or woman ever yet succeeded in teaching everything. Do not expect your pupils to know as much as you do, and do not call them dull or stupid because they fail in things that seem to you to be simple and easy.

3. The less you threaten, the less you find fault, the less you scold, the more friends you will have among the boys and girls, and the better will be your school.

4. Unless you wish to be hated, beware of sarcasm and ridicule. A cutting remark is never forgotten and seldom forgiven.

5. Consent cordially and gracefully, but let your refusals be firm and absolute.

6. Be courteous and polite; you can more easily win children by kindness than drive them by authority.

7. If everything seems to go wrong in school, it is quite probable that you yourself are out of humor or out of health.

8. You will commit a physical sin if you break down your health and induce nervous exhaustion by overwork, worry, or anxiety about your scholars. Your first and highest duty is to work moderately, sleep long and soundly, and keep yourself in high physical condition in order to do the greatest amount of effective work.

9. Bear in mind that your chief work, beyond imparting a small stock of specific knowledge, is to teach your pupils the right way to learn for themselves, just as little children are taught to walk in order that they may go alone.

10. It is only the poorest teachers and the untrained ones that do all the hard work for their pupils. Agassiz