y continuation of the cheerless toils
which have imbittered the past; and the pleasure of taking off the
burden, of surprising the timid, disheartened sufferer by kind words and
cheering looks, and of seeing in his countenance the expression of ease
and even of happiness gradually returning.

(3.) The teacher should be interested in _all_ his scholars, and aim
equally to secure the progress of all. Let there be no neglected ones in
the school-room. We should always remember that, however unpleasant in
countenance and manners that bashful boy in the corner may be, or
however repulsive in appearance, or unhappy in disposition, that girl,
seeming to be interested in nobody, and nobody appearing interested in
her, they still have, each of them, a mother, who loves her own child,
and takes a deep and constant interest in its history. Those mothers
have a right, too, that their children should receive their full share
of attention in a school which has been established for the common and
equal benefit of all.

(4.) Do not hope or attempt to make all your pupils alike. Providence
has determined that human minds should differ from each other for the
very purpose of giving variety and interest to this busy scene of life.
Now if it were possible for a teacher so to plan his operations as to
send his pupils forth upon the community formed on the same model, as if
they were made by machinery, he would do so much toward spoiling one of
the wisest of the plans which the Almighty has formed for making this
world a happy scene. Let it be the teacher's aim to co-operate with, not
vainly to attempt to thwart, the designs of Providence. We should bring
out those powers with which the Creator has endued the minds placed
under our control. We must open our garden to such influences as shall
bring forward all the plants, each in a way corresponding to its own
nature. It is impossible if it were wise, and it would be foolish if it
were possible, to stimulate, by artificial means, the rose, in hope of
its reaching the size and magnitude of the apple-tree, or to try to
cultivate the fig and the orange where wheat only will grow. No; it
should be the teacher's main design to shelter his pupils from every
deleterious influence, and to bring every thing to bear upon the
community of minds before him which will encourage in each one the
development of its own native powers. For the rest, he must remember
that his province is to cultivate, not to c