Equally important with the former is it to have the affection of one's pupils. Writers on metaphysics now-a-days dwell much, and very properly, on the influence of the body upon the mind, and the necessity of a healthy condition of the former in order to the full clearness and strength of our intellectual apprehensions. There is a still more intimate connection between our moral emotions and our mental action. The wish is father to the thought, in more senses than that intended by Shakspeare. If the intellect is the seeing power of the soul, the affections are the atmosphere through which we look. The same object may appear to us very differently, as it is seen through the colorless medium of pure intellectual perception, or as it is enlarged and glorified by the mellowing haze of fond affection, or as it is distorted and obscured by the mists of prejudice and hate. When a child has a thorough dislike for a subject or for his teacher, the difficulty of learning is very greatly increased. Not only is the willingness to study weak or wanting, but the very power of mental perception seems to be obstructed. The power of attention, the power of apprehension, the power of memory, the power of reasoning, are all paralyzed by dislike, and are equally vitalized by love and desire. Mental action, in short, is influenced by the state of the heart as much as by the state of the body. If you do not expect great mental efforts from a child that is sickly, burning with fever, or racked with pain, neither may you expect the best and highest results from one whose heart is diseased and alienated, who approaches a subject with feelings of aversion and dislike, whose conceptions are clouded with prejudice. A teacher of great intellectual force, and with an overbearing will, may push forward even a reluctant and a rebellious class with a certain degree of speed. On the other hand, a teacher who enjoys the unbounded love of his scholars, may accomplish comparatively little, on account of lacking the other qualities needed for success. The highest measure of success in teaching is attained only where these several conditions meet,--where the teacher has and deserves the full confidence of the scholars, where he has full confidence in himself, is self-reliant and self-asserting, and where at the same time he has the warm affection of his pupils. Love, after all, is the governing power of the human soul, as it is the crowning grace in the Christian scheme. Love is, in teaching, what sunshine and showers are in vegetation. By a system of forcing and artificial culture, the gardener may indeed produce a few hot-house plants, but for all great or general results, he must look to the genial operations of nature. XVII. GROWING. Children often use the term "grown-up people." By it they mean persons who have come to the age of twenty, or twenty-one, and whose bodily growth is complete. But there are other kinds of growth, besides that of the body.