tter prospects of success. Jesus said, _Suffer the
little children to come unto me, and forbid them not; for of such is the
kingdom of God_. These are they upon whom the teacher is called to
bestow labor. He remembers that Solomon the wise has said, _Train up a
child in the way he should go, and when he is old he will not depart
from it_; and he confidently expects that, with proper parental
co-operation, if he faithfully discharges his duty, and directs his
efforts in accordance with the will of the Great Teacher, his youthful
charge, when arrived at the years of accountability, and in all future
life, will be like "the child Samuel, who grew on, and was in favor both
with the Lord and also with men." No wonder, then, that Channing should
say, "One of the surest signs of the regeneration of society will be
_the elevation of teaching to the highest rank in the community_."

The clerical profession can never equal that of the teacher in moral
sublimity and prospective usefulness until religious teachers come to
direct their attention chiefly to the correct early education of the
young in the Sabbath-schools, but more especially in the common schools
of our country. Then, and not till then, will it be entitled to the
pre-eminence.

Should any teacher, in view of the immense responsibilities of his
calling, be disposed to inquire, as all well may, _Who is sufficient for
these things?_ we would say to him, in the language of Wirt, "Let your
motto be _Perseverando vinces_--by perseverance thou wilt overcome.
Practice upon it, and you will be convinced of its value by the
distinguished pre-eminence to which it will lead you." Especially will
this be true in case the anxious teacher faithfully complies with the
Divine direction, _If any man lack wisdom, let him ask of God, that
giveth to all men liberally, and upbraideth not; and it shall be given
him_.

Parents and citizens generally should be impressed with the truth of the
maxim, "As is the teacher, so will be the school." They should desire
for their own children, and for all others, teachers whose
intellectual, social, and moral habits are, in all respects, what they
are willing their children should form. They should, at least, be well
apprised of this fact: If the teacher is not, in these respects, what
they would have their children become, their children will be likely to
become _what the teacher is_.

There is a story of a German schoolmaster, which shows the low