The Teacher's Library.

teacher's "professional library"; and I am very sure that the idea would seem quite marvellous to many who have devoted years to the business of instruction. But can you see any good reason why a teacher should not have a library? Can you not, indeed, think of many reasons why he should have one? What would be thought of a clergyman, physician, or lawyer, who should enter upon his professional career without first securing a collection of books for general reference as bearing upon the interests of his peculiar calling? Would such a one be likely to succeed, or would he long possess any of that esprit de corps which ought to characterize him? The man who wishes to excel as a sculptor will make any sacrifice to learn what has been said and written in relation to his favorite work. The artist who would prove a workman of no mean repute will practise any amount of selfdenial in order to become the possessor of volumes treating upon his employment. And if they who work on inanimate material are thus interested to increase their knowledge and skill, should they not be equally so who are called upon to fashion and develop that living material which will exist throughout the endless ages of eternity? It is sad, indeed, to reflect that so many engage in teaching who never manifest the least interest in reading. My mind now recurs to the case of two young ladies who engaged in school-keeping under very favorable circumstances. They possessed many desirable qualifications, and, at first, manifested an

How to read.

active interest in their work. But it was only ephemeral. Though they had access to numerous books, they were never known to peruse them. As a consequence, and a very natural one, their interest soon waned. Their first term was quite successful, because the novelty of the work enlisted their interest and efforts. They soon, however, fell into a lifeless, formal routine, and became inefficient teachers, and were obliged to abandon the work. Had they devoted a small portion of their leisure time to the perusal of educational works, their interest would have been kept alive, their zeal increased, and their minds enlarged and improved.

You, I know, need

I rejoice that with you it is otherwise. I have long known the interest with which you have perused all works calculated to increase your general and professional knowledge. no urging on this point, and I will simply offer one or two hints in relation to your reading, for it is quite as important how you read as it is what you read. One person will read a valuable and instructive volume, and be none the wiser, gaining no new ideas, receiving no impressions or hints tending to confirm or modify his former views. He reads carelessly, without reflection and without profit. Another person will arise from the perusal of the same book with enlarged views, better plans, nobler aspirations, stronger purposes.

In reading, therefore, endeavor to obtain something from every work which will make you wiser, stronger, better. To this end, read with a discrimi

Regard Circumstances.

nating, reflecting mind. So far as the book you read is sound and valuable, aim to make its general spirit and views your own; but do not often adopt as your own a specific plan or course, until you have adjusted it to existing circumstances, and proved its general adaptedness to your situation and wants. A course that may have been entirely successful with another, under peculiar circumstances, may result quite differently with you, under circumstances varying but slightly. In order that any scheme may produce precisely the same results, in different times and places, it is not only essential that its operation be under circumstances exactly similar, but also that the moving or operating power be precisely the same;-and such a combination seldom occurs. One man, for example, may use some improved machine with entire satisfaction, and delight in its operation and success, while another may use the same machine and pronounce it worthless, simply because in the manner of using, or of some unusual or peculiar circumstances in relation to his work, he did not understand the principles of the machine sufficiently to adjust it to existing peculiarities. Some slight change in the adjustment of some part of the machine, or in its mode of operation, might have insured its entire success. In all your reading, aim to grasp general views and principles, rather than to adopt some precise and undeviating plan; for your success as a teacher will depend much upon your own efforts, and upon your power to impart a degree of individuality to whatever plans you may introduce.

General Knowledge.

I would not be understood to advise that all your reading be exclusively of a professional bearing. Far otherwise. Let it partake of variety, but never of that trashy and ephemeral literature which is scattered broadcast over the land. Read well-written books, that you may increase your knowledge and discipline your mind. A well-conducted newspaper, may be the medium of much valuable information. I would recommend that you habitually read some good newspaper, with a view to keeping enlightened in regard to the prominent and important events and movements of the day. Read, that you may learn; and learn, that you may teach. Every new attainment, every wise acquisition, every practical idea gained by you, will give you influence over those under your care. Therefore read, that you may increase your ability to instruct and discipline others. Knowledge is power, and a power that every teacher should gain in the highest possible degree.

Be sure to subscribe for, and read, at least one educational periodical. Teachers' Journals are a modern aid. All the monthlies, now in existence, supported by teachers, and devoted to the great interests of popular education, have been established within twelve years, and most of them within five or six years. It is one of the most hopeful signs of the times, that teachers themselves are assuming the editorial charge of these journals, thus insuring a practical character. The monthly receipt and perusal of a well-conducted work of this nature will prove

Teachers' Journals.

beneficial to you. It will bind you to your profession; it will enlighten your mind; it will cheer your heart; it will prove a valuable medium of intercommunication; and in various ways it will be of service. If you have not sufficient interest in your work to induce you to become a subscriber to one of these works, the sooner you abandon the business of teaching, the better it will be for the community. And what I say to you, I would say to all others. No person should assume the employment of teaching, who does not possess enough of professional interest to cause him to aid in the support of a periodical devoted to the great interests of his profession.

Be a Contributor to some Educational Journal. Do this for your own good, and for the good of your profession, ever bearing in mind, that whatever you do for your own improvement will result in the good of your profession, and also that whatever you do for the elevation of your chosen calling will result in your personal benefit. The whole is made up of parts, and the several parts are affected by the general tone and condition of the whole. Do you say you cannot write, that you have not accustomed yourself to it? Then I say you should commence and ascertain whether your inability is real or only imaginary. My impression is, that you will find no difficulties that you will be unable to overcome, no obstacles that will prove insurmountable to a determined spirit. It will do you good to cope with difficulties, strengthen you to