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 shapes a block of wood with his axe before he turns it; the blacksmith heats iron before he hammers it; the clothweaver, before he spins his wool, first cleans, washes, cards, and fulls it; the shoemaker, before he sews the shoe, prepares, shapes, and smooths the leather; but who, I ask, lever thinks it necessary that the teacher, in the same way, should make his pupils anxious for information, capable of education, before he begins to place knowledge before them? Teachers almost invariably take their pupils as they find them; they turn them, beat them, card them, comb them, drill them into certain forms, and expect them to become a finished and polished product; and if the result does not come up to their expectations (and I ask you how could it?) they are indignant, angry, and furious. And yet we are surprised that some men shrink and recoil from such a system. Far more is it matter for surprise that any one can endure it at all.

18. This is a suitable place in which to make a few remarks about differences of character. Some men are sharp, others dull; some soft and yielding, others hard and unbending; some eager after knowledge, others more anxious to acquire mechanical skill. From these three pairs of contradictory characters we get in all six distinct divisions.

19. In the first division must be placed those who are sharp-witted, anxious to learn, and easily influenced. These, more than all others, are suited for instruction. There is no need to provide them with what we may term a nutritive diet of knowledge, for, like goodly trees, they grow in wisdom of themselves. Nothing is needed but foresight; for they should not be allowed to hurry on too fast and thus to tire themselves out and wither away before their time.

20. Others are sharp-witted, but inclined to be slow and lazy. These must be urged on.

21. In the third place we have those who are sharp-witted and anxious to learn, but who at the same time are