found that things went on as well in his absence as in his presence. A mutual confidence, and even friendship, soon sprang up between them, which was of infinite good to the school, and agreeable to both parties. Of the two, Primer, perhaps, derived personally the greater benefit, as it was likely that he should; for Mr. Sanderson, though his inferior in school-matters, had far more knowledge as regarded the principles of the Church-a subject on which Primer, feeling his deficiency, was most anxious to inform himself; and, for this purpose, gladly availed himself of the kind permission of the rector to make free use of his library. What most surprised him, in his present investigation, was the clear light which the Prayer-book throws upon the real doctrine of the Bible; and he wondered how he could so long have shut his eyes to the important practical truths contained in the introduction, preface, rubrics, and various services of that most valuable repository of sound doctrine. It occurred to him that his father and other clergymen of that day had not sufficiently instructed the people in these doctrines, and that no doubt it was owing to this neglect that people had become so ignorant of them, and that separation from the Church, instead of being looked on as a sin, was considered as a right.

The more he read and meditated on these things, the more admirable and practical appeared to him the true Church-system; and, as years passed on, he learned to find a holy comfort in following her guid

ance, and in leading those committed to his care in the same safe and quiet paths.

Under the care of such a man as Joseph Primer the school at Church-Clavering was sure to prosper. And, in addition to the children of the work-people, many of the farmers and small tradesmen in the neighbourhood began to send their children there, so that it soon assumed the character of a middle or commercial school, as well as a mere national school; and Mr. Primer's emoluments were much increased. The peculiar station which he occupied rendered him familiar with all classes of people amongst his neighbours. With the parents of his poorer children he was on terms of the greatest kindness, not only advising them about their children's welfare, but also being frequently consulted by them on their own affairs. He was much looked up to by the respectable farmers and tradespeople; and the rector treated him with marked respect, and often held long conversations with him on various important matters.

It is our intention, in the following chapters, to lay before the reader the sayings and doings of our worthy schoolmaster, now advancing onward in middle life, and having had the advantage of long experience at the head of a flourishing school. We will first explain his principles, and then shew how his principles were carried out in practice.

CHAPTER III.

MR. PRIMER EXPLAINS WHAT IS THE TRUE OBJECT OF EDUCATION, AND WHO HAVE A RIGHT TO TEACH.

Go ye, therefore, and teach all nations.

MATT. Xxxviii. 19.

MR. PRIMER had very high, and, at the same time, very just notions of the dignity of his office. He felt what Niebuhr has well expressed: "The office of a schoolmaster is a thoroughly noble one, and, notwithstanding all the evils which disturb its ideal beauty, truly for a noble heart one of the happiest ways of life."

As the office of schoolmaster is one of great power and authority, so Primer acknowledged it was one of great responsibility. All power, he argued, was from God; and to him every man is responsible for its use. The power of kings over their subjects -the power of magistrates and those set in authority over the people—the authority of parents over their children-of masters over their families-and of schoolmasters over their scholars,- -all these are trusts derived from God, who has by His providence settled and ordained the various functions of the social state.

The authority of the schoolmaster is derived mediately from parents, who commit their children to his care; but, in reality, from the Church, which God has appointed as the instructor of mankind. "I have often wished," he would say, "that I had received a regular license and commission from the Bishop. I should feel more comfortable with such an authority, and do not live without the hope of receiving one some day. But, seeing that the custom of licensing schoolmasters is at present disused, I am happy to rest my authority to teach on that of the parochial minister."

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Why, as to that," said the organist, "people seem to set up schools now-a-days without much caring either for the Bishop or the clergyman."

Primer. "They do so, I conceive, in ignorance of the responsibility which they are taking on themselves, and of the clear directions given both by holy Scripture and the Church in this matter. First consider what is the object of education. If you were asked for a definition, what should you say was its object?"

Brady. "Why, to teach boys, and make them learn; and if they won't learn, flog them well."

Mr. Brady, it will be seen, had not a very exalted notion of the objects of education. However, he expressed, probably, very much the notion which the generality of men have of the schoolmaster's office.

Primer smiled at his friend's answer. "You do

not set my office quite so high as I hoped. Nor do I think you have formed quite an adequate conception of the subject. I should say rather, that the true object of education, in its highest aspect, was to train an adopted child of God to live to His glory.”

"What?" said the worthy organist, in surprise. "Will you be good enough to repeat what you said, as I did not quite understand it?"

Primer. "The object of education, I said, was to train an adopted child of God to live to His glory. A child has been adopted at baptism into God's family; he is made an inheritor of the kingdom of heaven- that is, so sure a title is given him, that nothing but his own wilful sin can wrest it from him; he is endowed with high privileges, and placed in the way of salvation. The object of the Church, whether as represented by the child's parents, or by the sponsors, or the teachers of youth, must be to develope the seed of divine grace, to keep down the evil tendencies of human nature, to lead the child onward in his course, that he may learn to love God and his neighbours, and so pass through things temporal, that he finally lose not the things eternal. Any education which does not tend to this, which aids us not in this, which is the great object of our lives, is a manifest failure. We are none the better for it, but probably rather the worse, inasmuch as we shall have to give account at the last day for all the talents entrusted to us; and the more we have wasted, the more severe will be our reckoning. I