ith that commanding
intellectual influence which the teacher should exert in the
administration of his school. He should work with what an artist calls
boldness and freedom of touch. Activity and enterprise of mind should
characterize all his measures if he wishes to make bold, original, and
efficient men.

(7.) Assume no false appearances in your school either as to knowledge
or character. Perhaps it may justly be said to be the common practice of
teachers in this country to affect a dignity of deportment in the
presence of their pupils which in other cases is laid aside, and to
pretend to superiority in knowledge and an infallibility of judgment
which no sensible man would claim before other sensible men, but which
an absurd fashion seems to require of the teacher. It can, however,
scarcely be said to be a fashion, for the temptation is almost
exclusively confined to the young and the ignorant, who think they must
make up by appearance what they want in reality. Very few of the older,
and more experienced, and successful instructors in our country fall
into it at all; but some young beginner, whose knowledge is very
limited, and who, in manner and habits, has only just ceased to be a
boy, walks into his school-room with a countenance of forced gravity,
and with a dignified and solemn step, which is ludicrous even to
himself. I describe accurately, for I describe from recollection. This
unnatural, and forced, and ludicrous dignity cleaves to him like a
disease through the whole period of his duty. In the presence of his
scholars he is always under restraint, assuming a stiff and formal
dignity which is as ridiculous as it is unnatural. He is also obliged to
resort to arts which are certainly not very honorable to conceal his
ignorance.

A scholar, for example, brings him a sum in arithmetic which he does not
know how to perform. This may be the case with a most excellent teacher,
and one well qualified for his business. In order to be successful as a
teacher, it is not necessary to understand every thing. Instead,
however, of saying frankly, "I do not understand that example; I will
examine it," he looks at it embarrassed and perplexed, not knowing how
he shall escape the exposure of his ignorance. His first thought is to
give some general directions to the pupil, and send him to his seat to
make a new experiment, hoping that in some way or other, he scarcely
knows how, he will get through; and, at any rate, if he sh