climb round wherever they wanted, even though it was on his back; and from the moment he did so they all began to recite incomparably better, and it was noted in the teacher's diary that even "the obstinate Savin said a few words."
CHAPTER XXIX
THE SPIRIT OF THE SCHOOL
There is in the school something indefinite, something that is almost independent of the teacher's control, something entirely unrecognized by the science of pedagogy, and yet it constitutes the foundation of the success in our teaching; this is the spirit of the school.
This spirit is amenable to certain laws and to the teacher's negative influence; that is to say, the teacher must avoid certain things in order not to destroy this spirit.
The spirit of the school, for example, is always found in inverse proportion to the compulsion and order required; in inverse proportion to the teacher's interference with the pupil's mode of thought, and in proportion to the number of pupils; in inverse proportion to the duration of lessons, and the like. This school spirit is something which is quickly communicated from one pupil to another, communicated even to the teacher, is apparently expressed in the tones of the voice, in the eyes, in the motions, in the zeal of emulation, it is something perfectly palpable, indispensable, and invaluable, and should, therefore, be the aim of every teacher.
Just as saliva in the mouth is necessary for the digestion, but disagreeable and superfluous without food, so also this spirit of strenuous zeal, wearisome and disagreeable outside of the class, is an indispensable condition for the assimilation of intellectual nutriment. It is impossible to rouse and stimulate this spirit artificially, and, indeed, it is not necessary, since it always comes spontaneously.
