in each and all these views, we find abundant peculiar excellence and responsibility as a callin is thus seen to be a fashioner of human souls, measurably, into his own likeness. This character of his work indicates, at on the instructor should be. He owes it most noble employment, that he be no intellectual sl fined manners, an uncultivated mind, or an have no business here. They are not the fittin for this most elevated work. The teacher has most responsible and most honorable. Let b then, by his own manly character and his faithf this he will fail to do, unless he is ever diligent improvement. We have said that self-culture has refere habits, the mind, and the heart. Some more sp tion of each of these will be pertinent to the su If the foregoing views are correct, the exte the teacher are not of minor consequence. P copy the teacher, and usually go farther tha addicted to coarseness of any kind. If they a home, they will probably disrespect him; if no likely become confirmed in their own rudeness Some regard for dress, even, is most importan confess, no great admirers of those who are respect; and still less do we respect those who indifference here. We do not think we could with a modern Diogenes. While we should d should feel an almost equal degree of disgus purposely or otherwise should play the philo And worse than any where else is this in th needs to be scrupulous in regard to his person his manners, as well as in his pronunciation language. Fifty, a hundred, and perhaps accustomed to see him some hours every day familiar with all his habits, even the most m careless in his dress, eccentric in his manner worse in his words, some of his pupils, it is to appreciate such qualifications; but a greater n would become his copyists. We shall not b advocating finical exactness; an undue preci among the worst species of affectation, and not tion serves us, entirely unknown to the prof would express most decidedly the belief that ness. Progressive intellectual culture is, if possible, ye essential to the true teacher. He must always be a 1 To be willing to stand still here is to be willing to go bac And yet the temptation to stand still is as great as the y to it is fatal. This may be seen at a glance. The spends hours every day in immediate mental contact wit who are perhaps greatly his inferiors in age and know He is by his position constantly a superior. This con relation, and the consequent feeling which must accomp tend to work out at length an overbearing spirit, conceit pedantic. Hence has sprung that peculiar genius, b Ignorance and Conceit, known in all times as the genuine gogue, and deservedly the butt of ridicule and satire fro time of Solomon downward. We account for the odiu falls upon his luckless head, on the principle that the cari of anything is disagreeable, just in proportion as the thin catured is really excellent and noble. The pedant is th teacher in caricature; hence he becomes the object of gated disgust. There is, we say, in teaching, such a tendency. Th dency brings with it no. necessity, however. It can be resisted. To do this successfully the teacher must grow lectually; and this growth implies an ever-widening spl knowledge. A higher standard of education, indeed, i demanded by public opinion, in common school teachers formerly. The time has happily gone by when the can would answer, provided, by dint of digging, he could k advance of his classes. A considerable degree of cult now required-we hope the demand will be greatly increas in every one who takes charge of a school of any kind. we doubt not that a teacher may, for a time, be tolerabl ful, even if his education is chiefly limited to the studies 1 occasion to teach. But if he stop long here; if he mak bare demands of the school-room the limit of his attainn his mind will contract, his self-conceit dilate, and pedantr grow thriftily on its proper soil. Now, in order to forestall a result, the teacher needs some constant intellectual en ment, calculated to enlarge and discipline his mental po In deciding what this employment shall be, every on course, would consult his own preferences. There are, ever, many branches of knowledge essential to the highes fulness of the teacher, and also in themselves most val more vard. those e true Es ten- i now e the owers. st use able יס truth, how unfit is any one to teach even such ignorant of the powers of the mind and the law As unfit, in truth, as he to build a temple, who the first rudiments of architecture. t Highly useful, also, to the teacher, is some kn classical languages and literature. Our own ve know, is largely indebted to those wonderful 1 whoever would understand the full power of those thus borrowed, must learn them in their birth-pla their kindred. And as to studying those old poets, moralists and historians through translation most part, like looking at the finest landsca twilight, so that he was not very far from the there really never were but two translations and Elijah. Every student, moreover, knows and extensively classical allusions are woven into ure of the finest English literature. We may n perhaps, but it will make the fact no otherwise th great poem of the language is literally full of allu histories and mythologies. Hence the value of so in this direction to every teacher. And then the edge of history, far more extended than the sch always useful to the instructor. For he is espec to know the great science of man; and this m mainly in language and history. These studie priately termed the Humanities in the older they are useful to all, are, on many accounts, es tageous in the business of teaching. In fine, brotherhood, so aptly termed by Cicero, quod vinculum, which runs through and binds togethe ous branches of science, makes them mutually other; so that he who undertakes to teach an will find his capability to do so increased, almost i tion to the extent of his knowledge among the res researches thus into one and another of the knowledge, the teacher will accomplish two n results. He will discharge a debt which he owes ing, and cultivate himself as a man. He will t narrowness of thought and view which so often the pedantic schoolmaster, and which satirists used to the discredit of his profession, and wi self and honor his calling. We are not unaware that we maw he met here wi remainder is needed for physical exercise and social into We admit the difficulty to some extent; still, judging fr has been done, we are convinced that a proper and sy arrangement, in regard to, time, will give considerable nity for so desirable an object. Instances are not wa teachers of the very highest usefulness, making large attainments. Difficult languages have been learned and sciences acquired. We have in our mind at this mome tinguished professor who, years ago, while engaged si each day in teaching boys, began the study of Hebr read the Old Testament through several times in that la Honored female teachers, too, some of whose names are to us as household words, might be named, who have cu most assiduously their own minds while actively engage duties of their chosen employment. Almost all of us k great acquisitions of Dr. Arnold, who, while engaged mar every day in teaching, found leisure time in which, both as and author, he gained high and worthy distinction in the lic of letters. Such examples show us what may be do careful economy of time and rigid adherence to system. show us, too, that the business of instruction does not rily cramp the mental energies, nor prevent their growt that while one is a teacher, he may also become a man and letters. In fact, we think it both the duty and the P of every teacher to be such; and unless we greatly mis will be found true on careful examination, that those t who are doing the most for their own mental improveme as a general rule, the most useful to their pupils. That moral culture, also, is essential to every teacher, needs an argument. The matter is so self-evident as to little or no illustration. In our own State, where from t beginning the cultivation of the heart in all schools h supposed, as a matter of course, to take precedence of other; and where the school laws not only recognize reli the highest and noblest possession possible to the mind, b enjoin it upon the teacher to inculcate piety and Christian love to God, and love to man, here, we say, it is too almost for remark that the teacher should possess high and religious principle. "The business of a schoolm said Dr. Arnold, "no less than that of a parish mini the cure of souls." This may be stating the matter st But true it is, that he must have clean hands and a pure who aspires to this sacred calling. And this moral e should never be suffered to lose anything of its vitality or course. I in the repub- necessa- hardly require he very as been every gion as but also morals, obvious h moral aster,' ister, is Crongly. Leart, ed altar, the words of the Sybil to the compa are a fitting admonition, Procul, o, procul este, We have briefly seen what teaching is, and w It is surely matter of pleasant reflection that teac are coming every year better to understand th of the r calling, and the relations they sustain to of things gives promise of a time not distant, v shall be filled with highly cultivated men and name of teacher shall be suggestive only of t and all good culture. Every teacher is intere result. Let each do his part, and the work accomplished. THE RELATIONS OF TEACHER AN BY AN important means of promoting the useful schools is diffusion of a correct knowledge a relations of teacher and pupil. From the w steady principles respecting these relations, schools is often much abridged. Difficulties arise in school districts, and in schools themsel of definite views on the part of parents and tea the legal rights, powers, and duties of the latt of the extent and limitation of his authority eyes. Access to it is exceedingly difficult. him in the statute book, to which his approach paratively easy. It lies in fragments scatter in a wilderness of judicial decisions spread t States, for though the decisions of courts in not of themselves valid here, there is a wise them in our own courts, and a cautious hesita conflict with them. They have the authority dom if not of positive law. The Committee, times embarrassed in the discharge of their d it extremely difficult to ascertain the limits of er's authority or their own. They cannot alw they are over or within the line of their duty vention of their authority is called for by the e of parents and by the insubordination of in |