Manners neglected.-Punctuality a cardinal virtue.

ready to bow to me." The whole secret consisted in this teacher's meeting his pupils in the spirit of kindness.

I would not, however, discourage a teacher from actually inculcating good manners by precept. It should indeed be done. The manners of pupils are too much neglected in most of our schools, and, I am sorry to say, in most of our families. Our youth are growing up with all the independence of sturdy young republicans, —and, in their pride of freedom from governmental restraint, they sometimes show a want of respect for their seniors and superiors, which is quite mortifying to all lovers of propriety. It is the teacher's province to counteract this; and in order to do it well, he should possess the virtue of true courtesy, both in theory and practice.

4. PUNCTUALITY. This, as a habit, is essential to the teacher. He should be punctual in every thing. He should always be present at or before the time for opening the school. A teacher who goes late to school once a week, or even once a month, cannot very well enforce the punctual attendance of his pupils. I once knew a man who for seven long years was never late at school a single minute, and seldom did he fail to reach his place more than five minutes before the time. I never knew but one such. I have known scores who were frequently tardy, and sometimes by the space of a whole hour!

A teacher should be as punctual in dismissing as in opening his school. I know that some make a virtue of keeping their schools beyond the regular hours

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What has now been said, upon the teacher's spirit, the teacher's responsibility, and the teacher's personal habits, will embody perhaps my views upon the character of the individual, who may be encouraged to engage in the work of teaching. Nor do I think the requirements in this department have been overstated. I know, indeed, that too many exercise the teacher's functions without the teacher's spirit as here described, and without the sense of responsibility here insisted on, and with habits entirely inconsistent with those here required. But this does not prove that such teachers have chosen the right calling, or that the children under their care are under safe and proper guidance. It proves rather that parents and school officers have too often neglected to be vigilant, or that suitable teachers could not be had.

.

Let none think of lowering the standard to what has been, or what may even now be that of a majority of those who are engaged in this profession. Every young teacher's eye should be directed to the very best model in this work; and he should never be satisfied with bare mediocrity. EXCELSIOR, the motto of the Empire State, may well be the motto of the young teacher.

Profession advancing, so is the pay.

CHAPTER IV.

LITERARY QUALIFICATIONS OF THE TEACHER.

Since

I AM now about to enter an extensive field. the teacher is to be the life of the school, it is of great consequence that he have within him the means of sustaining life.

As the statutes in many of the states prescribe the minimum of attainment for the teacher, I might perhaps spare myself the labor of writing on this point. Yet in a thorough work on the Theory and Practice of Teaching, this very properly comes under consideration.

The

The profession of teaching is advancing. present standard of acquirement demanded of the teacher, excludes many who were considered quite respectable in their vocation, ten years ago. This may well be so; for within that time, quite an advance has been made in the compensation offered to teachers. It is but reasonable that acquirement should keep pace with the reward of it. Indeed, the talent and attainment brought into the field, must always be in advance of the rate of compensation. The people must be first convinced that teachers are better than they were years ago, and then they will be ready to reward them. In Massachusetts, according to statistics in the possession