of the pencil, but the honor of the victory; and as the honor of the victory might as well be coupled with an object of less, as well as with one of greater value, the next week he divided his two pencils into quarters, and offered to his pupils eight prizes instead of two. He offered one to every five scholars, as they sat on their benches, and every boy then saw that a reward would certainly come within five of him. His chance, accordingly, instead of being one in twenty, became one in five.
Now is it possible for a teacher, after having philosophized upon the nature of the minds upon which he is operating, and surveyed the field, and ingeniously formed a plan, which plan he hopes will, through his own intrinsic power, produce certain effects—is it possible for him, when he comes, for the first day, to witness its operations, to come without feeling a strong interest in the result? It is not possible. After having formed such a plan, and made such arrangements, he will look forward almost with impatience to the next writing-hour. He wishes to see whether he has estimated the mental capacities and tendencies of his little community aright; and when the time comes, and he surveys the scene, and observes the operation of his measure, and sees many more are reached by it than were influenced before, he feels a strong gratification, and it is a gratification which is founded upon the noblest principles of our nature. He is tracing, on a most interesting field, the operation of cause and effect. From being the mere drudge, who drives, without intelligence or thought, a score or two of boys to their daily tasks, he rises to the rank of an intellectual philosopher, exploring the laws and successfully controlling the tendencies of mind.
It will be observed, too, that all the time this teacher was performing these experiments, and watching with intense interest the results, his pupils were going on undisturbed in their pursuits. The exercises in writing were not interrupted or deranged. This is a point of fundamental importance; for, if what I should say on the subject of exercising ingenuity and contrivance in teaching should be the means, in any case, of leading a teacher to break in upon the regular duties of his school, and destroy the steady uniformity with which the great objects of such an institution should be pursued, my remarks had better never have been written. There may be variety in methods and plan, but, through all this variety, the school, and every individual pupil of it, must go steadily forward in the acquisition of that knowledge which is of greatest importance in the business of future life. In other words, the variations and changes admitted by the teacher ought to be mainly confined to the modes of accomplishing those permanent objects to which all the exercises and arrangements of the school ought steadily to aim. More on this subject, however, in another chapter.
I will mention one other circumstance, which will help to explain the difference in interest and pleasure with which teachers engage in their work. I mean the different views they take of the offenses of their pupils. One class of teachers seem never to make it a part of their calculation that their pupils will do wrong, and when, any misconduct occurs they are discontented and irritated, and look and act as if some unexpected occurrence had broken in upon their plans. Others understand and consider all this beforehand. They seem to think a little, before they go into their school, what sort of beings boys and girls are, and any ordinary case of youthful delinquency or dullness does not surprise them. I do not mean that they treat such cases with indifference or neglect, but that they expect them, and are prepared for them. Such a teacher knows that boys and girls are the materials he has to work upon, and he takes care to make himself acquainted with these materials, just as they are. The other class, however, do not seem to know at all what sort of beings they have to deal with, or, if they know, do not consider. They expect from them what is not to be obtained, and then are disappointed and vexed at the failure. It is as if a carpenter should attempt to support an entablature by pillars of wood too small and weak for the weight, and then go on, from week to week, suffering anxiety and irritation as he sees them swelling and splitting under the burden, and finding fault with the wood instead of taking it to himself; or as if a plowman were to attempt to work a hard and stony piece of ground with a poor team and a small plow, and then, when overcome by the difficulties of the task, should vent his vexation and anger in laying the blame on the ground instead of on the inadequate and insufficient instrumentality which he had provided for subduing it.
It is, of course, one essential part of a man's duty, in engaging in any undertaking, whether it will lead him to act upon matter or upon mind, to become first well acquainted with the circumstances of the case, the materials he is to act upon, and the means which he may reasonably expect to have at his command. If he underrates his difficulties, or overrates the power of his means of overcoming them, it is his mistake—a mistake for which he is fully responsible. Whatever may be the nature of the effect which he aims at accomplishing, he ought fully to understand it, and to appreciate justly the difficulties which lie in the way.
Teachers, however, very often overlook this. A man comes home from his school at night perplexed and irritated by the petty misconduct which he has witnessed, and been trying to check. He does not, however, look forward and endeavor to prevent the occasions of such misconduct, adapting his measures to the nature of the material upon which he has to operate, but he stands, like the carpenter at his columns, making himself miserable in looking at it after it occurs, and wondering what to do.
"Sir," we might say to him, "what is the matter?"
"Why, I have such boys I can do nothing with them. Were it not for their misconduct, I might have a very good school."
"Were it not for their misconduct? Why, is there any peculiar depravity in them which you could not have foreseen?"
"No; I suppose they are pretty much like all other boys," he replies, despairingly; "they are all hair-brained and unmanageable. The plans I have formed for my school would be excellent if my boys would only behave properly."
"Excellent plans," might we not reply, "and yet not adapted to the materials upon which they are to operate! No. It is your business to know what sort of beings boys are, and to make your calculations accordingly."
Two teachers may therefore manage their schools in totally different ways, so that one of them may necessarily find the business a dull, mechanical routine, except as it is occasionally varied by perplexity and irritation, and the other a prosperous and happy employment. The one goes on mechanically the same, and depends for his power on violence, or on threats and demonstrations of violence. The other brings all his ingenuity and enterprise into the field to accomplish a steady purpose by means ever varying, and depends for his power on his knowledge of human nature, and on the adroit adaptation of plans to her fixed and uniform tendencies.
I am very sorry, however, to be obliged to say that probably the latter class of teachers are decidedly in the minority. To practice the art in such a way as to make it an agreeable employment is difficult, and it requires much knowledge of human nature, much attention and skill. And, after all, there are some circumstances necessarily attending the work which constitute a heavy drawback on the pleasures which it might otherwise afford. The almost universal impression that the business of teaching is attended with peculiar trials and difficulties proves this.
There must be some cause for an impression so general. It is not right to call it a prejudice, for, although a single individual may conceive a prejudice, whole communities very seldom do, unless in some case which is presented at once to the whole, so that, looking at it through a common medium, all judge wrong together. But the general opinion in regard to teaching is composed of a vast number of separate and independent judgments, and there must be some good ground for the universal result.
It is best, therefore, if there are any real and peculiar sources of trial and difficulty in this pursuit, that they should be distinctly known and acknowledged at the outset. Count the cost before going to war. It is even better policy to overrate than to underrate it. Let us see, then, what the real difficulties of teaching are.
It is not, however, as is generally supposed, the confinement. A teacher is confined, it is true, but not more than men of other professions and employments; not more than a merchant, and probably not as much. A physician is confined in a different way, but more closely than a teacher: he can