ition of things; for they are governed by the public opinion of the
district or town they teach in, as much as the statesman is governed by
the public opinion of the country. The voice of the district is silent
on the subject. The committee who examined or engaged them did not
allude to that part of their duty, or inquire into their qualifications
for discharging it. If the teacher goes through the term in harmony, and
succeeds in advancing his pupils in an ordinary degree in the common
branches, he is acknowledged to have accomplished his entire duty.

In attempting to show the manner in which the right development of
character may be blended with the development of the mental faculties,
it might be proper to advert to the method a teacher could pursue with
the greatest success. A very imperfect idea only of any policy can be
given, inasmuch as the duty must be left to his own discretion. No set
plan can be adhered to; neither could text-books be used to advantage.
He should not have an appointed time for such an exercise, nor resort to
formal lectures, nor rely upon the studied maxims which moralists have
framed in the closet, nor depend upon the stereotyped precepts of
philosophers. As the sentiments he inculcates are addressed to the
heart, so also from the heart should they spring. Every one knows that
the events which transpire in and about the school-room furnish too
frequent opportunities for this species of instruction. These acts of
turpitude he should heed, and make the subject of his lessons. Report
comes to him that some of his pupils have been guilty of insulting and
ridiculing an aged and infirm person. He might give them time to reflect
upon the nature of their act, and to decide themselves whether it was
right or wrong. Then let him show the claims which age, combined with
feebleness, has upon our respect and sympathy, and expose the cruelty
and shame of that conduct which would increase its misfortunes. He
learns, perhaps, that a pupil has used profane language during an
intermission. As he requires the school to pause, let him speak in
simple language of the omnipotence and omnipresence of the Creator; of
the commandment which he has ordained, that none should take his name in
vain. By referring to some of the faculties, mental and physical, with
which he has been endowed, let the teacher call forth the gratitude,
not only of that pupil but the whole school, for the wonderful goodness
of their Maker. B