Means of moral growth.-Illustrated.

studies, reflects, invents. Such a man learns more than his pupils. Every time he takes a class through any branch of study, he does it more skillfully, more thoroughly than before. He brings some fresh illustration of it, presents some new view of it, and hence takes a lively interest in it himself, and awakens a new zeal among his pupils. Measuring himself by his new success, he feels a consciousness of growth, of progress. This consciousness is a precious reward.

II. The teacher's employment affords the means of moral growth. Brought constantly in contact with those who need a careful guidance, he feels impelled to earnest effort in order to obtain the mastery over himself, as the best means of gaining complete influence over others. Studying the weak points in their char acter, he is constantly reminded of those in his own, and self-knowledge is the first step toward selfimprovement. Beginning in the feebleness of inexperience, he bolsters up his authority at first by a frequent resort to force; but, as he goes on, he finds himself gradually gaining such ascendency over the vicious as to control them quite as effectually by milder means. At first, easily excited to anger or impatience, he frequently indulged in severe language when it was unnecessary, but by careful discipline he has learned to "set a watch before his mouth and to keep the door of his lips." Encouraged by one victory over himself, he is prepared for another. Having learned by selfdiscipline to control his outward acts, he next attempts the mastery of his thoughts. He soon finds that his

Moral power.-Progress in the art of teaching.

moral power over others is very much increased. Somehow-though perhaps he cannot yet tell the reason why -he finds he can secure obedience with half the effort formerly required,--he gains the love of his pupils more readily,—and, with the exception, now and then, of an extreme case, he finds that he excites a deeper interest than ever before in the whole round of duty among the scholars. Why is this? he asks,-and the consciousness of increased moral power rising up with in him, is a source of the highest satisfaction. Pecu niary emolument sinks into nothing considered as a reward, when compared with a conscious victory over himself.

III. A consciousness of improvement in the art of teaching is another reward. Such improvement will follow as a matter of course from his self-improvement in the particulars just named. As his own mind expands, he feels a new impulse to exert himself to interest others in the subjects he teaches. He soon comes to look upon the work of instruction, not as a mere mechanical business, to be done in a formal way, but as a noble art, based upon certain great principles that are capable of being understood and applied. He employs all his ingenuity to discover the natural order of presenting truth to the mind,-to ascertain the precise degree of aid the learner needs, and the point where the teacher should stop. He studies carefully the proper motives to be presented as incentives to exertion. Interested in his labor as a great work, looking upon his influence as telling upon all future time, he devotes

Pupils' growth of mind.-Immediate results.

himself daily with new zeal, and is rewarded with the consciousness of new success.

IV. The teacher is permitted also to witness the constant growth of mind among his pupils. I say constant, Jecause the teacher is not obliged to labor without seeing immediate results. The minister of religion may sometimes sow the seed of the good word, while the fruit does not appear for a long season. Sometimes a spiritual apathy prevails, so that the most faithful warnings and the most earnest appeals seem to fall powerless upon the conscience; and he is led almost to despair of ever being able to break the deathlike slumber. It is not thus with the teacher. His labor tells immediately upon the young mind. Even while he is yet speaking, he is gratified with observing the soul's expansion as it grasps and assimilates some new idea which he presents. From day to day, as he meets his classes, he sees how they go on from strength to strength,—at first, indeed, with the halting, tottering step of the feeble babe, but soon with the firm and confident tread of the vigorous youth.

A teacher who is for several years employed in his vocation, is often astonished at the rapidity with which the young, who come to him as mere children, grow into men and women, and take their places on the stage of life as prominent actors. Some of them distinguish themselves in the arts; some become noted for their attainments in science; some receive the honors of office and become leaders in civil affairs; some gain eminence as professional men; and very likely a large

66

'They were my pupils."-Useful calling.-Professor Agnew.

portion of them are engaged in the various departments of honorable industry. Wherever they are, and what ever they are, they are now exerting a powerful in fluence in the community. They have grown up under his eye, and have been essentially shaped by his plastic hand. He looks upon them almost with the interest and pride of a father. He counts them as his jewels; and when he hears of their success, their usefulness, and their honors, his heart leaps within him, as he thinks, "they were my pupils." Even though he may have wasted the strength of his best days in the service, what a reward is this for the teacher!

V. The teacher has the consciousness of being engaged in a useful and honorable calling. What though he may not become rich in this world's goods? Who would not prefer above houses and lands,-infinitely above all the wealth of earth, the consciousness of being engaged in a work of usefulness? Man was made for usefulness,--and who would not desire to answer the design of his creation?

My pen is too feeble to attempt to portray the usefulness of the faithful teacher. He educates the immortal mind,-wakes it to thought,-trains it to discipline— self-discipline,-moves it to truth and virtue,—fills it with longings for a more perfect state, and sends it forth to exert its power for good through all coming time! "To this end," in the glowing language of Professor Agnew, "he communicates a knowledge of letters, opens out gradually before the child the book of nature and the literature of the world; he disciplines his mind

Educates the mind.-Trains the affections.-The infant becomes a man.

and teaches him how to gather knowledge from every source; he endeavors to impart quickness and retenveness of memory, to cultivate a refined and wellregulated imagination, to task, and thus to give vigor to his reasoning powers. He points out the appropriate objects of the several affections, and the proper exercise of the passions; he gives lessons to conscience, derived from the pure fountain of God's own revelation, and teaches him to subject his own will to the Highest Will. He instructs him in the various sciences, and thus displays before him worlds of wondrous interest, and invests him with the sources and means of pure enjoyment. He trains him for the sweet sympathies of social life; and unfolds before him the high behests of duty-duty to himself, his fellow-creatures, his family, his God.

"Under such a tuition, behold the helpless infant grown to manhood's prime,-a body well developed, strong, and active; a mind symmetrically unfolded, and powers of intellection closely allied to those of the spirits. in celestial spheres. He becomes a husband and a father; in these, and in all the relations of life, he per forms well his part. Above all, he is a Christian, with well-trained affections and a tender conscience, supremely loving God, maintaining a constant warfare with the world, the flesh, and the devil,-growing up into the stature of a perfect man in Christ, and anticipating the fullness of joy and pleasure for evermore which are at God's right hand. The time of his de parture at length arrives; he has fought the good fight,