taken a high place in the estimation of the world, not because they are more influential in giving a high and noble character to men,-for the elementary teacher has the formation of the character in his own hands-but because there are in these professions, learning, and talent, and character. But why are there not this learning, and character, and talent among teachers? simply because their learning is not appreciated—not rewarded; talent with them has no opportunity of gaining distinction, and character is not always required. Men think more of their wills, or the pleasures of the body, than they do of an education, or the happiness of a well-regulated mind. The reason of this unwise choice is, they have never been educated to the love of knowledge-they have never felt the power and pleasure there is in knowing. Why? They have never had teachers who could develop the mind, and lay open before it the treasures of science. They never had teachers who made the school-room the most delightful place they ever visited-who made the exercise of learning the most agreeable one they ever engaged in. But why have there not been such teachers? There have never been any means or pains taken to qualify them. The teachers have not made instruction their business-their profession. They have not loved their employment-probably disliked it. They became teachers from necessity. This office was not their choice-it was not one that they had been making any preparation for. How

can it be expected that they should make their pupils love knowledge, from the simple, attractive form in which it should be presented.

Men who assume this most difficult, and most responsible of all professions, should avail themselves of all the aids they can obtain. They should examine themselves, and see if they are prepared for their work-whether they have an aptitude to teach, and whether it is probable they will make their business their profession for life. If they intend to make instruction only a temporary thing, a step-stone to something else, a mere filling up of a vacant month, they will have no ambition to excel in this department, but will be desirous of terminating this unpleasant occupation as soon as possible, and of entering into other engagements more profitable. As long as this is the state of things, our school-houses will be furnished with heedless, incompetent teachers. If the character of the instructers is elevated, they must be willing to make their employment their profession. It must be their highest ambition to obtain the name of a good school-master. They must labour to make their office as respected as it is importantas well rewarded as it is useful. Teachers may do this if they will make their business their study, their profession. When any business is made a profession there is a constant accumulation, from experience and experiment, of practical knowledge; the evils that are discovered receive a remedy, and depart to be felt no more—the im

provements that are made continue, and the highest point of excellence of one aged teacher is made the starting point of improvement by his suc

cessor.

The reason why the art of teaching is so little understood is,-there is no instruction in the past. If teaching had been made a profession, there would be a record of the success and the failure of the past, which would contain lessons more valuable to the teacher than all the projected theories and systems in creation; but there has been no book kept; there is no light from the past to throw its rays into the future; no voice to teach, and no decisions to counsel. What was experiment one hundred years ago is experiment still. That which was conjecture then, is uncertainty now. Teachers have had no communication with each other, no exchange of views and sentiments, -no mutual aid; each one has toiled alone; each teacher's practical knowledge has been buried with him-silence rests upon their tombs, and they speak not.

If instruction were made a profession, teachers would feel a sympathy for each other. Members of the same profession become attached by a similarity of efforts and views; and thus the self-denying life of a teacher would become social. He would feel that not only his own honour, but the honour of all his professional brethren, and the respectability of the profession itself, depended

upon a faithful, conscientious discharge of his duties. He would feel that this united effort for the honour and usefulness of his profession, demanded something from him; and he would act as if he had pledged something. This great united effort, this extensive communication of sentiments, would make the teacher feel that the eyes of the world were upon him. He would feel that he had an audience, and that he had competitors. He would see that there was distinction to be gained-that he might be known and honoured.

Unknown or disrespected as he now is, he is conscious of excellences unappreciated, or deficiencies unobserved. He compares himself with his school, and he is proud of his high attainments; he sees himself the oracle of the little world he moves in, and believes that to know more would be useless. The intimacy that the transactions of a united body of men would give him with other teachers, would give him honour for his excellences, or dishonour for his deficiencies. The learning he would meet with would lessen the high opinion he had conceived of his own; and the united intelligence of all would make him perceive that more might be learned.

A united body of men command attention and receive respect for they have power. The deference that is paid to the whole is, in part, transferred to each individual. In the eye of the world, the limited knowledge of any one of the individual parts is enlarged when seen in connexion with

the whole. We say, then, again, let teaching be made a Profession; and let teachers be united for their mutual improvement, and for the respectability and usefulness of their honourable Profession.

SECTION VII.

THE GOVERNMENT AND DISCIPLINE OF A SCHOOL.

A TEACHER Who loves his school, and addresses his pupils with a smiling countenance and a pleasant tone of voice, exerts a much happier influence than he does who governs by blows and punishments. He who allures his pupils into rectitude and industry by an agreeable, winning address, holds a very different relation to them than he would have by exciting fear and using severity. It is the influence obtained over pupils by kindness and sympathy that produces the highest kind of obedience. It is a government of goodness and of affection that disciplines the moral feelings of the subjects; and it is the lively interest and tenderness felt by a teacher for the happiness and improvement of his pupils which exert that kind of influence that is constantly carrying on a moral discipline. A teacher who has the confidence and love of his scholars may almost, if