formed, the laws governing the association of
ideas, by means of which very gradually ideas proceed to the most
sublime activities, impelling the child to reason. It is he who,
knowing all these things, must build up and enrich the mind. And this
is no easy matter, because, in addition to this difficult work, there
is always the difficulty of difficulties, that of inducing the child
to lend himself to all this endeavor, and to second the master, and
not show himself recalcitrant to the efforts made on his behalf. For
this reason the _moral_ education is the point of departure; before
all things, it is necessary to _discipline_ the class. The pupils must
be induced to _second_ the master's efforts, if not by love, then by
force. Failing this point of departure, all education and instruction
would be _impossible_, and the school _useless_.

Another difficulty is that of economizing the powers of the pupils,
that is to say, utilizing them to the utmost without wasting them. How
much rest is necessary? How long should any particular work be carried
on? Perhaps ten minutes' rest may be necessary after the first
three-quarters of an hour of occupation; but after another
three-quarters of an hour, a pause of fifteen minutes may be required,
and so on throughout the day; finally, a quarter of an hour's rest may
be needed after ten minutes' occupation. But what instruction is best
adapted to the powers of a child during the various hours of the day?
Is it best to begin with mathematics or with dictation? At what hours
will the child be most inclined to exercise his powers of imagination,
at 9 in the morning or at 11?

Other anxieties must assail a perfect teacher! How should he write on
the blackboard so that the children seated at a distance may see? for
if they do not see his work is of no avail. And how much light shall
fall upon the blackboard, in order that all may see clearly the white
characters on the black surface? Of what size should be the script
specially chosen by the master to suit distant vision? This is a
serious matter, because if the child, obliged by discipline to look
and learn from a distance, should put too great a strain upon his
powers of visual accommodation, he may in time become short-sighted;
then the teacher would have manufactured a blind person. A serious
matter indeed!

* * * * *

What consideration has ever been given to the state of anxiety of such
a teacher? To get some ide