nd rapidity of execution, but became they work
to a great disadvantage, by working in the wrong way. I have often been
surprised at the dexterity and speed with which some scholars can count
with their fingers, when adding, and yet they could not get through the
sum very, quick--at least they would have done it in half the time, if
the same effort had been made in travelling on a shorter road. We will
therefore study the addition table now, in the class, before we go on
any farther."

* * * * *

The foregoing narratives, it is hoped, may induce some of the readers of
this book to keep journals of their own experiments, and of the
incidents which may, from time to time come under their notice,
illustrating the principles of education, or simply the characteristics
and tendencies of the youthful mind. The business of teaching will
excite interest and afford pleasure, just in proportion to the degree in
which it is conducted by operations of mind upon mind, and the means of
making it most fully so, are, careful practice, based upon, and
regulated by, the results of careful observation. Every teacher then
should make observations and experiments upon mind a part of his daily
duty, and nothing will more facilitate this, than keeping a record of
results. There can be no opportunity for studying human nature, more
favorable than the teacher enjoys. The materials are all before him; his
very business, from day to day, brings him to act directly upon them;
and the study of the powers and tendencies of the human mind is not only
the most interesting and the noblest that can engage human attention,
but every step of progress he makes in it, imparts an interest and
charm, to what would otherwise be a weary toil. It at once relieves his
labors, while it doubles their efficiency and success.

CHAPTER IX.

THE TEACHER'S FIRST DAY.

The teacher enters upon the duties of his office by a much more sudden
transition than is common in the other avocations and employments of
life. In ordinary cases, business comes at first by slow degrees, and
the beginner is introduced to the labors and responsibilities of his
employment, in a very gradual manner. The young teacher, however,
enters, by a single step, into the very midst of his labors. Having,
perhaps, never even heard a class recite before, he takes a short walk
some winter morning, and suddenly finds himself instated at the
desk,--his fifty sch