motives in idea are weak. In both cases, actual pleasure and pain must be the chief governing motives.

85. School punishments should be exemplary rather than remedial, in their first intent. Their first purpose should be to preserve the school organization, rather than to work a reform in the pupil's character.

Under this view, a pupil may be punished, even though it be sure that he will not be individually benefited; just as a murderer may be hanged for the state's sake alone.

FITNESS FOR TEACHING.

86. Fitness for teaching involves two factors: natural aptness and acquired ability; under this last term is to be included the results of experience.

Poeta nascitur, non fit, is a general formula, Poeta, standing for lawyer, merchant, physician, carpenter, teacher or farmer. Freely translated, the formula means this: Eminent success in any department of labor is conditioned on an innate predilection for it.

"Natural abilities are like natural plants, that need pruning by study."—(Bacon.)

87. Natural aptness for teaching is especially indicated by two qualities: the love of knowledge, and governing ability.

He who is fond of knowledge and is conscious of possess. ing it, naturally desires to impart it to others.

A school must be brought under the teacher's control before it can be successfully instructed. For some, discipline is easy, because it is natural; for others, it is difficult or impossible, because it is unnatural.

88. No one can become a good teacher who is not a good student.

One chief purpose of instruction is to create and foster a zeal for study; but the teacher can not impart a warmth that he does not feel.

The teacher's knowledge should comprehend much more than the subject-matter of his daily lessons; and constant acquisition should be a law of his life.

89. The good disciplinarian is one born to rule, one to whom has been given a marked degree of co-ordinating and executive ability.

The mind can not be instructed unless it be in a fit attitude or posture; but children, especially in masses, will not voluntarily assume and keep this posture.

Order, promptness, and respect for the proprieties of life, are among the best fruits of good instruction; they are invaluable both as an end and as means.

90. Whatever be a teacher's natural ability, it should be supplemented and perfected by professional study.

Society may as properly require a preparatory training of the teacher, as of the lawyer, the physician, or the divine; it has as clear a right in the first case as in the others, to protect itself from empiricism.

Professional teachers should be men of science; their power of prevision should enable them to construct wisely and well; and the power of revision, to reconstruct on a rational basis. This reconstructive ability should determine three things: existing defects; their cause, and their cure.

91. Teaching is mainly an empirical art; many of its processes are aimless, and many of its methods are irrational and absurd; it has scarcely an established principle, but its sources of ultimate appeal are tradition and authority.

Familiar examples of contradictory methods may be seen. in Reading and Geography.

The general consequences of this empiricism are: waste of time, waste of material, and results poor in quantity and quality.

92. The teacher's professional preparation is rational method.

In point of mere learning, the teacher is not distinguishable from the scholar; for "The one exclusive sign that a man is thoroughly cognisant of anything, is that he is able to teach it."-(Aristotle.)

It is not mere knowledge that forms the teacher, but knowledge methodically employed for predetermined ends.

93. There are two grades of professional preparation for teaching, corresponding to two well defined grades of professional work.

All who supervise the work of instruction require a knowledge of method as based on law, or method with its explanation.

For the greater number of teachers, all the professional preparation that can now be expected, is dogmatical instruction in method.

94. Attendance on a good school is in itself a training in method.

To be the subject of a teacher's art, is to unconsciously learn his methods.

Training in a school of a given grade, may unfit for teaching in a school of a different grade.

95. Progressive self-improvement in method is the duty of every teacher.

The means of self-improvement are the following: the study of one's own practice with a view to its amendment; observing the methods of other teachers; the study of Educational Science through educational literature.

96. Technical preparation of the second grade may be made in normal schools.

It is held by some that academic instruction is an essential part of normal school training; that a teacher's knowledge should be of a different quality from that of a mere student.

97. Professional instruction in the principles of educa

tion and of teaching, is now given in some of the principal Universities of Great Britain and the United States.

By Science of Teaching" is meant a compact body of doctrine, clearly defined, definitely enunciated; not loose discussions on Psychology, having only very general and remote bearings on the art of instruction.

The successful pursuit of this Science presupposes a considerable knowledge of Psychology and Logic; some degree of the philosophical spirit; and a mind already trained into habits of accurate thinking.

ON THE ADVANTAGES AND DISADVANTAGES OF THE TEACHER'S CALLING.

98. In some of its aspects, Teaching is a desirable employment; there are valid reasons why it may be deliberately chosen as a permanent occupation. But there are also some disadvantages connected with it that ought to be attentively considered.

Before choosing a calling, its respective advantages and disadvantages should be carefully weighed. This will induce a more thorough preparation, will assure a greater amount of prospective benefits, and will forearm against incidental evils.

99. Teaching offers a wide field for doing good, and thus commends itself to the humane and the benevolent.

Getting on in the world" is conditioned on intelligence and virtue.

Intelligence involves a trained mind and a furnished mind. The grounds of duty must be made clear to the intellect before a consistent and sufficient rule of life can be formed.

The habit of correct thinking is one of the surest safe guards against the ills of life.

A love for reading and study, and a confirmed taste for investigation in any field of natural history, are most potent preoccupations against the encroachments of vice.

The pleasures of a cultivated intellect and of a refined taste, are among the purest known to the human soul.

100. Teaching offers an exhaustless field for self-improvement, and for those pleasures that are derived from the companionship of noble books.

The prime element of a constitutional fitness for teaching, is to be imbued with the scholarly spirit.

The teacher will not only gain knowledge for its own sake, but will delight in gaining that he may have the pleasure of giving.

With respect to breadth of scholarship, the general teacher has an advantage over the teacher of a special study.

Teaching is favorable to the study of mental science, and to the cultivation of the philosophical spirit.

Teachers have rare opportunities for the independent study of educational science; theories may here be brought to the test of actual practice.

101. Teachers, if worthy of their calling, find cordial admission to the society of the cultivated and the refined.

The inspiration and help coming from this source are one of the chief consolations of life, one of its greatest blessings.

Teachers should fortify the place now accorded them in society by continually raising the grade of their literary attainments.

102.

Daily association with inferior minds, tends to lower the intellectual tone of the teacher.

This is but the consequence of the general law that we insensibly become like those with whom we associate.

The necessary routine work of the school tends to arrest intellectual activity.

The chief defense against this danger is the stimulus of books, and the inspiration that comes from intercourse with superior minds.