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Evil example to be dreaded.-Consequences.

years, when they ripen into maturity, how will they remember and bless the example they shall have found so safe and salutary.

Responsibility in this matter cannot be avoided. The teacher by his example does teach, for good or for evil, whether he will or not. Indifference will not excuse him; for when most indifferent he is not less accountable. And if his example be pernicious, as too often even yet the example of the teacher is; if he indulges in outbreaks of passion, or wanders in the mazes of deceitfulness; if the blasphemous oath pollutes his tongue, or the obscene jest poisons his breath; if he trifles with the feelings or the rights of others, and habitually violates his own conscience, -what a blighting influence is his for all coming time!

With all the attachment which young pupils will cherish even toward a bad teacher, and with all the confidence they will repose in him, who can describe the mischief which he can accomplish in one short term? The school is no place for a man without principle; I repeat, THE SCHOOL IS NO PLACE FOR A MAN WITHOUT PRINCIPLE. Let such a man seek a livelihood anywhere else; or, failing to gain it by other means, let starvation seize the body, and send the soul back to its Maker as it is, rather than he should incur the fearful guilt of poisoning youthful minds and dragging them down to his own pitiable level. If there can be one sin greater than another, on which heaven frowns with more awful displeasure,

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Avoid sectarianism.-Common ground.-Exemplified.

When I say religious training, I do not mean sec tarianism. In our public schools, supported at the public expense, and in which the children of all de nominations meet for instruction, I do not think that any man has a right to crowd his own peculiar notions of theology upon all, whether they are acceptable or not. Yet there is common ground which he can occupy, and to which no reasonable man can object. He can teach a reverence for the Supreme Being, a reverence for his Holy Word, for the influences of his Spirit, for the character and teachings of the Savior, and for the momentous concerns of eternity. He can teach the evil of sin in the sight of God, and the awful consequences of it upon the individual. He can teach the duty of repentance, and the privilege of forgiveness. He can teach our duty to worship God, to obey his laws, to seek the guidance of his Spirit, and the salvation by his Son. He can illustrate the blessedness of the divine life, the beauty of holiness, and the joyful hope of heaven;-and to all this no reasonable man will be found to object, sc long as it is done in a truly Christian spirit.

If not in express words, most certainly his life and example should teach this. Man is a religious being. The religious principle should be early cultivated. It should be safely and carefully cultivated; and, as this cultivation is too often entirely neglected by parents, unless it is attempted by the teacher, in many cases it will never be effected at all.

Of course all those points which separate the com

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Inexcusable indifference.-The honest inquirer may hope.

rushes to this great work, as the unheeding "horse rusheth into the battle," not knowing whither he goeth. Alas, how many there are who enter this profession without the exercise of a single thought of the responsibleness of the position, or of any of the great questions which must in their schools for the first time be presented for their decision! How many there are who never reflect upon the influence of their example before the young, and are scarcely conscious that their example is of any consequence! Such, in the highest sense, will fail of success. How can they be expected to go right, where there is only one right way, but a thousand wrong? Let such persons pause and consider, before they assume responsibilities which they can neither discharge nor evade. Let such ask with deep solicitude, "Who is sufficient for these things?"

But to the young person really desirous of improvement; to him who has taken the first and important step toward knowledge, by making the discovery that every thing is not already known; to him who sees beforehand that there are real difficulties in this profession, and who is not too proud or self-conceited to feel the need of special preparation to meet them; to him who has some idea of the power of example in the educator, and who desires most of all things that his character shall be so pure as to render his example safe; to him who has discovered that there are some deep mysteries in human nature, and that they are only to be fathomed by careful study; to him who really feels that a great thing is to be done, and who

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