of thought; subjecting all your attainments to the most searching analysis. Thus have you become thoroughly qualified for your various duties. With such preparation and experience it would be presumptuous in me to offer many suggestions respecting the detail of your labors. Those who have entered upon their work with the right spirit, and who honor their vocation as it deserves to be honored, will find new light constantly breaking upon them, and though they may meet with occasional discouragements, they will never despair.

Every Teacher should be possessed not only of various knowledge, but of an elevated character. There should be a sincere homage for truth, a love for what is spiritual. Then will the mind have within it the inspiration of goodness, and there will be around it a purifying and invigorating atmosphere. Good will be accomplished not only by the respect and love which such a character will gain, but by that indefinable spirit which goes forth from an earnest and sincere mind like an electric power.

The true idea of Education must embrace the various capacities which God has imparted. There are animal appetites, intellectual faculties, and moral and spiritual sentiments. That system of Education is sadly defective which does not aim at the harmonious development of the whole nature. There are conflicting tendencies. These are the elements out of which character is to be created. Each power has its purpose. The whole nature, physical, mental, and moral, is a complete system of checks and balances, intended to act upon and regulate each other. When the rational faculties and moral sentiments are brought into right action, they become as a counterpoise and check upon the various propensities, and may thus control and guide them. One great work of Education is properly to develope the whole nature. The Teacher should, as far as possible, become acquainted with the distinctive characteristics of each child, for each child has peculiarities of its own, and may require some distinctive treatment. Who can

question that the Creator has endowed every mind with such gifts, as shall, if properly developed, be for good?

"As great Pythagoras of yore,

Standing beside the Blacksmith's door,
Hearing the hammers, as they smote
The anvils with a different note,

Stole, from the varying tones, that hung

Vibrant on every iron tongue

The secret of the sounding wire

And formed the seven-chorded lyre."

Thus may we by proper study, discover the secret harmony of the Soul, and so attune every power and sentiment and feeling, as to bring from each vibrating string, strains which shall echo the music of heaven.

If I were asked what was the most desirable attainment on the part of a Teacher, I should say, to be able to awaken in the minds of others A LOVE OF KNOWLEDGE and A LOVE OF GOOD

NESS.

The Love of knowledge is something deeper than knowledge itself. If a person has knowledge and no love for it, he will not appreciate its value or derive from it the pleasure which the right reception of it would impart. If a person has the love of knowledge he will value it for its own sake, and be ready to overcome every obstacle which may lie between him and higher attainments. 'If God should hold Truth in one hand, and in the other the ever-active impulse to the pursuit of Truth, and should offer us our choice, it would be wiser to choose the latter,' for that becoming an internal principle would lead us ever, with inquiring and delighted minds, — onward and upward. It is this active impulse this love—which we should seek to awaken in the minds of the Young. There is a mechanical reception of information which may make a good show for a time. There may be a facility of acquisition, which will be after all but an acquisition of words. It will glitter like frost-work and melt as soon. How many who give great pro

mise in their youth, never rise above mediocrity in after years. Why is this? It is because the true spring has never been touched. They were borne onward for a time but it was by an outward force, and when that was gone, they stood still. They had no real love for truth-no aspirations for continued progress. There was no spontaneous feeling within panting to know more than had yet been acquired. Thus the moment that the outward pressure was removed, progress ceased, and so it will ever be unless the love of improvement is kindled within. It is pre-eminently desirable to breathe into the mind that quickening spirit which will impart energy and strength and lead it to put forth vigorously all its powers. It may be said that this cannot be done, and no doubt in some instances it will be found very difficult. However there is a wide contrast in different methods of instruction. Some are good disciplinarians. They drill well-and they force their pupils through a particular routine - but it is all task-work, like the pulling of a dead weight. There are others who awaken curiosity and excite an inward interest. Mind comes in contact with mind, and an air of freshness and joy is thrown over all. What a different effect these two influences must produce! Under the latter the mind itself puts forth its energies and eagerly seizing upon the objects presented, makes them matters of thought and reflection. Wherever such a mind looks, it throws around it a light of its own. The world is filled with beauty, and the universe becomes like a treasure-house of knowledge opening to the inquiring spirit its unbounded wealth. The power of awakening such an interest is difficult, but it is possible. It may be awakened in different degrees, according to the native gifts of the mind-but it should always be the aim of the instructor to lead to this result. There is no attainment greater than to be able to warm and expand the faculties of others. To inspire them with vigor and lead them to an innate love of improvement.

But it is not enough to impart a Love of Knowledge-we

must impart also a Love of Goodness. Education without this will be of little service. Any amount of information would be inadequate to satisfy the mind, unless there were also Virtue. There are spiritual powers and affections which plead for development. We should lead the mind to pant for an Infinite good; to revere the laws of God; to cherish an uncompromising love for the right; to feel an instinctive homage for whatever is just, and pure, and true. We should enlighten the reason, and spiritualize the affections, and christianize the conscience. It may not be in our power always to attain this result, but to accomplish it as far as may be possible, should be the high aim of the teacher. And this may be done without infringing upon the conflicting opinions of religious sects. Goodness is of universal application. It shines down like the light of heaven upon all sincere Christians, and should be prized by them all alike. Each denomination may have its name, like the creeks and bays along our coast, but virtue and holiness are the deep sea whose living waters flow through them all. There are views upon which Christians are divided, but there are many principles which they hold in common, and it is these which should be recognized and inculcated by the Teacher. Thus may the mind of childhood be early impressed by the everlasting beau ty of truth, and its better nature be called forth and strengthened. It is this view of Education which gives dignity and grandeur to the Teacher's office.

The mere creation of a perfect Form, hewn from marble, has given to some men immortality; but what is this to the developing of Mind? What was the achievement of Phidias when he wrought the Olympian Jove, that glory of Grecian Art, compared with the formation of a character, which has the power of thought and feeling, and an undying existence?

tor.

Turn to the Parthenon and look upon the work of the sculpGaze on the forms which seem almost gifted with motion, as if the Artist, while the chisel trembled and glowed in his hand, had imparted to the insensible stone his own kindling

emotions. And then turn to the Teacher in the presence of living, breathing Childhood, fresh with innocent affection; and behold that Teacher giving direction to thought, developing the faculties, opening out for its research inexhaustible mines of wisdom. Which is the grandest, the chiseling of marble, or the culture of Mind? That mind which will still endure, when

"Cloud-capp'd towers, and gorgeous palaces,

The solemn temples, the great globe itself,
Yea, all which it inherit, shall dissolve,
And, like an insubstantial pageant faded,
Leave not a rack behind!"

Such are your important, and I may say sublime duties. May the Source of all wisdom guide and support you in your labors. You will no doubt have your trials, but there is no sphere of worthy action without them, and meeting them with the right spirit will make your labors the more honorable. If you should not accomplish at once all you may desire, be not discouraged. As you scatter the seed of truth, have faith that it will eventually take root.

I might speak of the peculiar importance of your labors at this time, when the most powerful monarchies of the world are shaken, and the desolating storms of Revolution are sweeping over the earth; when at home the tide of foreign emigration is fast rolling in, and many are looking with painful apprehension upon the stability of our institutions; when ques