and I
do not think that any of you can do it, but you may try. I shall not be
surprised if every answer should contain mistakes."

To the other class say as follows:

"I have prepared an example for you, which I wish you to be very careful
to perform correctly. It is a little longer than those you have had
heretofore, but it is to be performed upon the same principles, and you
can all do it correctly, if you really try."

Now under such circumstances the first class will go to their seats with
ardor and alacrity, determined to show you that they can do work, even
if it is difficult; and if they succeed, they come to the class the next
day with pride and pleasure. They have accomplished something which you
admit it was not easy to accomplish. On the other hand, the second class
will go to their seats with murmuring looks and words, and with a
hearty dislike of the task you have assigned them. They know that they
have something to do, which, however easy it may be to the teacher, is
really difficult for them; and they have to be perplexed and wearied
with the work, without having, at last, even the little satisfaction of
knowing that the teacher appreciates the difficulties with which they
had to contend.

2. We now come to consider the subject of rendering assistance to the
pupil, which is one of the most important and delicate parts of a
teacher's work. The great difference which exists among teachers in
regard to the skill they possess in this part of their duty, is so
striking that it is very often noticed by others; and perhaps skill here
is of more avail in deciding the question of success or failure than any
thing besides. The first great principle is, however, simple and
effectual.

_(1.) Divide and subdivide a difficult process, until your steps are so
short that the pupil can easily take them._

Most teachers forget the difference between the pupil's capacity and
their own, and they pass rapidly forward, through a difficult train of
thought, in their own ordinary gait, their unfortunate followers vainly
trying to keep up with them. The case is precisely analogous to that of
the father, who walks with the step of a man, while his little son is by
his side, wearying and exhausting himself with fruitless efforts to
reach his feet as far, and to move them as rapidly as a full-grown man.

But to show what I mean by subdividing a difficult process so as to make
each step simple, I will take a case which may se