committed to his care; in the absence of which, every effort to affect the heart will be powerless, and every expectation of success vain and delusive.

But it is time that I brought this letter to a close; and yet how few and imperfect, after all, are the suggestions it contains, when viewed in relation to the extent and importance of the subject on which it treats! The work is, in fact, gigantic. There is so much to do, that can never be put down on paper; so much depends upon seizing the right moment, and so much upon adapting the mode pursued, to the exigencies of the time, and the disposition of the child; such a nice sense of justice and of propriety, is required on the part of the teacher; so much ingenuousness and benevolence; such unceasing vigilance; such unwearied patience; so much self-government and self-denial ; so much tact; such a knowledge of human nature ; so much skill in rewarding; so much wisdom in punishing; that I have again and again been led to excļaim, in penning these thoughts, "Who is sufficient for these things?" Under the weight of difficulties so many, and responsibilities so burdensome, a conscientious man could never be sustained, if it were not for the thought, that HE whom we serve, "knoweth our frame, and remembereth that we are dust ;" that he kindly accepts the most imperfect services, if rendered in dependence upon him, and with a desire for his

glory; and that he will at length say, emphatically, in relation to this service," Inasmuch as ye did it unto one of the least of these," my little ones, "ye did it unto me."

LETTER VII.-TO THE SAME.

MORAL AND INTELLECTUAL HABITS OF

A TEACHER.

But

I have already attached so much importance to a teacher's embodying in his own character the truths he is endeavoring to inculcate, that I almost feel unwilling again to advert to the subject. if it be true, that "mothers and schoolmasters plant the seeds of nearly all the good and evil in the world ;" if it be the great, the universal law of morals, as well as of physics, that "kind shall bring forth after its kind;" then, since the educator can but reproduce his own image; since good and evil are continually "going out of him;" and by the power of a mysterious assimilation, children become and do, just what he is and does; it is scarcely possible, too frequently or too earnestly to impress upon his mind, that, while no man ministers at a holier altar, no man stands more in need of an enlarged heart and a purified spirit than himself.

It is not, however, my intention even to enumerate, the various excellences which should adorn

the character of the Christian teacher. You know the apostolic injunction :-"Whatsoever things are true; whatsoever things are honest; whatsoever things are just; whatsoever things are pure; whatsoever things are lovely; whatsoever things are of good report; if there be any virtue, and if there be any praise, think on these things." (Phil. iv. S.) Three or four general hints, on the cultivation of habits calculated to insure respect and esteem in the world, to facilitate the discharge of school duties, and to aid in the acquisition of useful knowledge,-is all that I ask permission to offer.

1. Cultivate diligently the habit of rigid self-control. He can never rule others successfully, who has not first learned to govern himself. But selfgovernment is a virtue of no easy attainment; implying, as it commonly does, much painful discipline, and sometimes a degree of mental endurance, which the strongest motives alone can enable a man to bear. It must extend, not only to the ́ government of the temper and passions, but to the regulation of the whole conduct: it must determine the distribution of time; the expenditure of money; the choice of studies; and the selection both of companions and of amusements; and all this, as I before said, implies painful discipline. Without self-government, however, you can, as a teacher, literally do nothing. Where this is wanting, it is obviously impossible to carry out any settled plan,

either for our own good, or for the benefit of others. Carried about by every wind of passion, the wretched victim of ill-temper and caprice rejects to-day, that which but yesterday he judged to be above all things desirable; his own irritated spirit kindles irritation in every other bosom; and obstacles unknown to the tranquil and the meek, block up every avenue to the hearts and consciences of those who are under his control.

2. Carefully avoid every thing that is repulsive, even to the most sensitive, either in manner or conduct. Be neat in your person. A slovenly appearance degrades a man in the sight of the world, and always lessens the respect he receives from children. A man is fearfully mistaken, if he imagines that any strength of mind, or variety of attainments, will excuse vulgarity, rudeness, or dirt. Need I add, avoid altogether the use of tobacco and snuff? These habits, to say nothing of the expense, which is by no means inconsiderable, or of the injury which they often do to health, which is much more than is commonly suspected, furnish a most pernicious example to be constantly before the eyes of children, who are influenced vastly more by example than by precept. Think of all the scholars in a school using this filthy weed. What would be its aspect? Why should the teacher indulge habits that he reprobates among his scholars!

Let me entreat you also, carefully to guard against the formation of certain mental habits, to