clever one. They will show, how much, even
in the minutest trifles, truth and fortitude weigh with them. They will
be careful not to stimulate an unwholesome craving for praise in their
pupils. They will look not only to the thing done, but also to the mode
and spirit of doing it. That this spirit and mode may be the means of
generating and guiding future endeavour will be a main object with such
instructors. The dignity of labour, the independence of thrift, the
greatness of contentment, will be themes dwelt upon by them, in their
loving foresight for the future welfare of the infant labourers entrusted
to their care. To endear holy things to these little ones would delight
such teachers far more than to instil the utmost proficiency in any
critical or historical knowledge of the sacred writings. Not that the
two things are in the least degree incompatible. Far from it, indeed!
All I mean to insist on is, that such teachers will perceive what are the
great objects of culture: and how subservient even the best knowledge is
to the apprehension of duty. They will see, too, more clearly the
necessity of bearing in mind the pre-eminence of moral and religious
culture, when they reflect that many of their pupils come from places
which cannot be called homes, where scarcely anything like parental love
sustains or informs them, and where, perhaps, confusion, discontent, and
domestic turbulence prevail.

We may remark, as bearing upon this subject, that singing lessons should
be greatly encouraged in schools. There are several merits connected
with this mode of instruction. It employs many together, and gives a
feeling of communion; it is not much mixed up with emulation; the
tenderest and highest sentiments may be unostentatiously impressed by its
means, for you can introduce in songs such things as you could not
lecture upon; then it gives somewhat of a cultivated taste, and an
additional topic of social interest, even to those who do not make much
proficiency; while to others, who have a natural ability for it, it may
form an innocent and engaging pursuit throughout their lives.

With respect to the intellectual part of teaching, I have not much to
say: and it is a branch of the subject which has engaged, and is
engaging, the attention of men who are much more capable of speaking
about it than I am. The only thing which it occurs to me to mention is,
that one would like to see a great deal of manual teaching, wi