They know that they have something to do, which, however easy it may be to the teacher, is really difficult for them; and they have to be perplexed and wearied with the work, without having, at last, even the little satisfaction of knowing that the teacher appreciates the difficulties with which they had to contend.
2.

We now come to consider the subject of rendering assistance to the pupil, which is one of the most important and delicate parts of a teacher's work.

The great difference which exists among teachers in regard to the skill they possess in this part of their duty, is so striking that it is very often noticed by others; and perhaps skill here is of more avail in deciding the question of success or failure than any thing besides.

The first great principle is, however, simple and effectual.
_( 1.) Divide and subdivide a difficult process, until your steps are so short that the pupil can easily take them._ Most teachers forget the difference between the pupil's capacity and their own, and they pass rapidly forward, through a difficult train of thought, in their own ordinary gait, their unfortunate followers vainly trying to keep up with them.

The case is precisely analogous to that of the father, who walks with the step of a man, while his little son is by his side, wearying and exhausting himself with fruitless efforts to reach his feet as far, and to move them as rapidly as a full-grown man.
But to show what I mean by subdividing a difficult process so as to make each step simple, I will take a case which may serve as an example.