at neither the intellect nor the heart are capable of being driven.

I will simply state one case, to illustrate what I mean by the
difference between blind force, and active ingenuity and enterprise, in
the management of school. I once knew the teacher of a school, who made
it his custom to have writing attended to in the afternoon. The boys
were accustomed to take their places, at the appointed hour, and each
one would stick up his pen in the front of his desk for the teacher to
pass around and mend them. The teacher would accordingly pass around,
mending the pens from desk to desk, thus enabling the boys, in
succession, to begin their task. Of course each boy before he came to
his desk was necessarily idle, and, almost necessarily, in mischief. Day
after day the teacher went through this regular routine. He sauntered
slowly and listlessly through the aisles, and among the benches of the
room, wherever he saw the signal of a pen. He paid of course very little
attention to the writing, now and then reproving, with an impatient
tone, some extraordinary instance of carelessness, or leaving his work
to suppress some rising disorder. Ordinarily, however, he seemed to be
lost in vacancy of thought,--dreaming perhaps of other scenes, or
inwardly repining at the eternal monotony and tedium of a teacher's
life. His boys took no interest in their work, and of course made no
progress. They were sometimes unnecessarily idle, and sometimes
mischievous, but never usefully or pleasantly employed; for the whole
hour was past before the pens could all be brought down. Wasted time,
blotted books, and fretted tempers, were all the results which the
system produced.

The same teacher afterwards acted on a very different principle. He
looked over the field and said to himself, what are the objects I wish
to accomplish in this writing exercise, and how can I best accomplish
them? I wish to obtain the greatest possible amount of industrious and
careful practice in writing. The first thing evidently is, to save the
wasted time. He accordingly made preparation for mending the pens at a
previous hour, so that all should be ready, at the appointed time, to
commence the work together. This could be done quite as conveniently
when the boys were engaged in studying, by requesting them to put out
their pens at an appointed and _previous_ time. He sat at his table, and
the pens of a whole bench were brought to him, and, after being
carefully mended