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ticularly, if he relies mainly upon the printed questions so often found at the bottom of the page.

The scholar should be encouraged to study the subject; and his book should be held merely as the instrument. "Books are but helps," is a good motto for every student. The teacher should often tell how the lesson should be learned. His precept in this matter will often be of use. Some scholars will learn a lesson in one tenth of the time required by others. Human life is too short to have any of it employed to disadvantage. The teacher, then, should inculcate such habits of study as are valuable; and he should be particularly careful to break up, in the recitations, those habits which are so grossly mechanical. A child may almost be said to be educated, who has learned to study aright; while one may have acquired in the mechanical way a great amount of knowledge, and yet have no profitable mental discipline.

For this difference in children, as well as in men, the teacher is more responsible than any other person. Let him carefully consider this matter.

3. Collateral study. Books to be sure are to be studied, and studied chiefly, in most of our schools. But there is much for the teacher to do toward the growth of the mind, which is not to be found in the school-books; and it is the practical recognition of this fact which constitutes the great difference in teachers. Truth, in whatever department, is open to the faithful teacher. And there is such a thing, even in the present generation, as "opening the eyes of the blind," to

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This education of the heart is confessedly too much neglected in all our schools. It has often been remarked that "knowledge is power," and as truly that "knowledge without principle to regulate it may make a man a powerful villain!" It is all-important that our youth should early receive such moral training, as shall make it safe to give them knowledge. Very much of this work must devolve upon the teacher; or rather, when he undertakes to teach, he assumes the responsibility of doing or of neglecting this work.

The precept of the teacher may do much toward teaching the child his duty to God, to himself, and to his fellow-beings. But it is not mainly by precept that this is to be done. Sermons and homilies are but little heeded in the school-room; and unless the teacher has some other mode of reaching the feelings and the conscience, he may despair of being successful in moral training.

The teacher should be well versed in human nature. He should know the power of conscience and the means of reaching it. He should himself have deep principle. His example in every thing before his school, should be pure, flowing out from the purity of his soul. He should ever manifest the tenderest regard to the law of right and of love. He should never violate his own sense of justice, nor outrage that of his pupils. Such a man teaches by his example. He is a "living epistle, known and read of all." He teaches, as he goes in and out before the school, as words can never teach.

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