creation on
the one hand, and its infinity on the other. The teacher is not to
labour without money, nor to despise it more than other men; and the
public might as well expect the free services of the minister, lawyer,
physician, or farmer, as to expect the gratuitous or cheap education of
their children. While the teacher is educating others, he must also
educate himself. This he cannot do without both leisure and money. The
advice of Iago is, therefore, good advice for teachers: "Go, make money.
* * Put money enough in your purse." The teacher's motives should be
above mere gain; though this view of the subject does not, as some might
infer, lead to the conclusion that he ought to labor for inadequate
compensation.

When George III. was first insane, Dr. Willis was called to the
immediate personal charge of the king. Dr. Willis had been educated to
the church, and a living had been assigned him; but, becoming interested
in the subject of insanity, he had established an asylum, and gained a
distinguished position in his new profession. The suffering monarch was
sadly puzzled to know why Dr. Willis was with him, and how he had been
brought there. The custodian was not very definite in his explanations,
but suggested that he came to comfort the king in his afflictions; and,
said he, "You know that our Saviour went about doing good."--"Yes,"
said the king, "but he never received seven hundred pounds a year for
it." This was good wit, especially good royal wit, because unexpected.
But there is no reason why actual monarchs of England, or coming
monarchs of America, should be treated or taught gratuitously. The
compensation, the living of the teacher, is one thing; the motive may
and ought to be quite different. The teacher should labor in his
profession because he loves it, because he does good in it, and because
he can in that sphere answer a high purpose of existence. These being
the motives of the teacher, he should educate, draw out, corresponding
ones in his pupils.

The teacher is not to create--he is to draw out. Every child has the
germs of many, and, it may be, quite different qualities of character.
Look at the infant. It is so constituted that it may have a stalwart
arm, broad chest, and well-rounded, vigorous muscles; but yet it may
come to adult age destitute of these physical excellences. Yet you will
not say that the elements did not exist in the child. They were there;
but, being neglected, they followed