36/58 He thinks he addresses his pupils in the right manner, and overlooks altogether the real peculiarities in which the power to interest the young depends. He talks to them in simple language, and wonders why they are not interested. He certainly is _plain_ enough. He is vexed with them for not attending to what he says, attributing it to their dullness or regardlessness of all that is useful or good, instead of perceiving that the great difficulty is his own want of skill. These three evils are sufficient to deter the teacher from the practice. |