This is the difference between not being able to remember and not being able to forget. In the former case the so-called knowledge is not a part of oneself; it is not vital. The roots do not penetrate beneath the surface of our minds; they are, as it were, merely stuck on; the mental sap does not circulate. In the latter case the knowledge is real; it is alive and growing; there is a vital connection between it and ourselves. It would be as difficult to tear it from us as it would to have our hearts torn out and still live. =Too Much Kindness.=--An illustration of the same point appears in the following incident. A boy who owned a pet squirrel thought it a kindness to the squirrel to crack all the nuts for it. The consequence was that the squirrel's incisors, above and below, grew so long that they overlapped and the animal could not eat anything. Too many teachers are so kind to their pupils that they crack all the educational nuts for them, with the consequence that the children become passive and die mentally for want of activity. The true teacher will allow his pupils to wrestle with their problems without interruption until they arrive at a conclusion. If some pupil "goes into the ditch" and flounders he should usually be allowed to get out by his own efforts as best he can. Here is the place where the teacher "should be cruel only to be kind." =The Button Illustration.=--Another illustration may help to bring to us one of the characteristics of the really good teacher. When children, we have all, no doubt, amused ourselves by putting a string through two holes of a button and, after twirling it around between our thumbs, drawing it steadily in measured fashion so as to make the button spin and hum. If the string is drawn properly this will be successful; otherwise it will become a perfect snarl. This common experience has often seemed to me to typify two different kinds of school. In one, where there is a great teacher "drawing" the school properly, you will hear, incidentally, the hum of industry, for all are active. A school which may be thus characterized is always better than the one characterized by silence and inaction. A little noise--in fact a considerable noise--is not inconsistent with a good school, and it frequently happens that what we call "the silence of death" is due to fear, which is always paralyzing. =The Chariot Race.=--Still another illustration may help to make clear what is meant by a good school and a good teacher. Lew Wallace, in his account of the chariot race, makes Ben Hur and his rival approach the goal with their horses neck and neck. He says that Ben Hur, in getting the best out of his steeds, _sent his will out along the reins_. A really spirited horse responds to the throb of his driver's hand upon the rein. A good driver gets the best out of his horse; he and his horse are in accord and the horse takes as much pride in the performance as the driver does. This is analogously true of a good school.