ners of others was implanted for wise purposes, and may be turned to a good account. Says Dugald Stewart, "How many are the accomplishments which children might acquire insensibly by imitation, merely from the habitual sight of good models, and which may thus be rendered to them a second nature, instead of consuming their time afterwards as arts which are to be systematically studied! Of this kind, manifestly, is every thing connected with grace, both in utterance and in gesture; attainments which become altogether impossible, when their place has once been occupied by perverse habits, caught from the contagion of early example, and too deeply rooted in the frame to be eradicated afterwards by any speculative conviction of the ridicule attending them."

Not only are bad manners caught from others, which cost us much time and expense to lay aside, but so ready are we to do what others do, that I think it will not be extravagant to say, that bad example has been the cause of as much evil in this world as depravity itself. We know that most of the knowledge which children possess is acquired by imitating; while young, they learn but little from precept. Authority and imitation are the two great educators of every people. Thus every one who associates with children, as well as teachers, should be careful to give their authority to such things only as are wise, just, and good, and at the same time to lead lives which will make good models for the young to imitate. Parents,

and teachers, and every adult person, have more influence upon children by example than they commonly suppose. For this reason I have said. more on the principle of imitation than some may think necessary.

: Teachers are under a high responsibility, since to them parents have committed the education of their children. They have voluntarily undertaken to assist parents in one of their most important duties, and the parent has confided a trust in them of the highest nature. Parents have incurred considerable expense in furnishing the means for their children's education; and these means they have placed in the hands of the teacher. Whatever these means may be, the teacher promises to use them for the best interest of his scholars. Faithfulness here is expected from the employers, as well as promised by the instructer. Industry, honesty, and a good judgment, are all requisite to make a full and faithful discharge of this engagement. Parents make many sacrifices that their children may receive an education; they wish them to become intelligent and respectable; and they feel a high interest in the improvement of their minds and morals. But the benefit of the advantages which they give their children, and the realization of their wishes, depend, in a great measure, upon the manner in which the teacher performs what is justly expected from him. So far as he has the opportunity of preparing the child to meet the parent's hopes, he is bound to do it;

and while the children are with him, he is responsible for the manner in which they improve their time.

The happiness of parents depends very much upon the character and conduct of their children. But this character and conduct the teacher has taken upon himself to form and direct. He has said, I will qualify your children, as far as the improvement of their minds and the effect of good morals will go, to be not only skilful in their future occupations, but to be dutiful and intelligent members of the family. Those parents, who have only been privileged with a limited education, and who are compelled to devote all their time to obtain a support for their family, are obliged to trust their children's education almost entirely with the teacher. Among mechanics and agriculturists, children receive but very little instruction from their parents. They are sent to school a short time, and the instructions of the schoolmaster are nearly all they ever receive. How deeply responsible is the teacher, when the parent must commit to him the entire education of his children!

Again, another parent watches over the education of his children with the deepest solicitude. He is careful to check every evil propensity; he is anxious that his children imbibe good morals and receive good principles, and he brings them up to do justly, to love each other, and at all times to render strict and willing obedience. This faithful parent has high hopes of his children, for they ap

pear promising; and, to increase their advantages, he sends them to school. Now the teacher, in taking the care of these children, becomes deeply accountable to the parent. It is the teacher's duty to exercise the same watchfulness over them which they receive at home, lest the school should prove an injury to them instead of a benefit. He must keep a close eye upon their habits, and upon the influence which others may have on them. This watchfulness will be necessary, that the new associates and discipline of the school be to them a good, and not (as they are too often with children who receive this attention at home) an evil. In every circumstance the teacher is deeply responsible to the parent for the manner in which he educates his children.

Society expects that teachers will make the children and youth social, honourable, and benevolent members. From this just and reasonable expectation of society, there is resting upon teachers a deep responsibility. The relations between the more aged members of society and those who have the care and education of the rising part, are close, and of the highest interest; for the strength and respectability of any community rest with the intelligence and honesty of its youth; with their virtue and industry rest its happiness and prosperity. The labours, sacrifices, and virtues of the aged and middle-aged, have conferred upon society peace, promise, and liberty; but these blessings must now be entrusted to the children

and youth who are in the hands and under the government and instruction of the schoolmaster. How deeply, then, do the teachers' duties affect the interests of society! How responsible are they, who have the care of those who are not only to make the future communities of the land, but who will either sustain or destroy the honour and happiness of their fathers. We say, then, that teachers are highly accountable to society for the manner in which they educate its youth. The teacher is responsible to society, not only from having the minds and morals of the youth under his direction, but also from holding a station so favourable for making good members of the social community. His school is society in miniature. He may call forth and train all the feelings and passions which will be requisite to make good friends and neighbours in after-life. Children, when together, exercise the same selfish or social nature that they will manifest in a more advanced age; and from the exercises and social intercourse of the school, he may prepare them for the duties and social intercourse of society. This, certainly, greatly increases his obligations, and, taken in connexion with his influence in forming the character, must place the teacher in a relation to society that is one, indeed, of high responsibility.

Teachers are responsible to their country for the manner in which they educate her youth. Men, generally speaking, are good or bad citizens, ac