educated by the teacher. As the teaching of ancient Greece related to a whole character, so the instruction of modern America should compass an entire manhood. The past, alas! has witnessed too many rickety children, whose heads were inordinately large, and whose hearts were as cultureless as Ethiopia. They have finished their arithmetic, and have graduated easy tools of sin and ruin. They have become the swift and polished corrupters of public morals, a work for which their imperfect education so eminently qualifies them.

While sectarianism should forever be kept away from the school-room, a positive morality should ever characterize the precept and example of the teacher, who should hold with reverential hand the Divine Book and eternal matters. It is not to this life alone, nor especially, that his influence extends. The world is a school-room and life is but a school-day, and every man in general, and teachers in particular, instruct for eternity. It is impossible, as it is unwise, to leave this work for the clergy. It is impossible, for children will learn from other sources for weal or woe, and ministers, unless they employ the aid of the teacher and parent, will discover too late that the habits and morals of youth are pre-occupied with evil. What a small proportion, if any, are to-day sufficiently educated for that other life by the pulpit! and how confessedly inferior it is, as a moulding

power, to home and school influence. To each teacher God says, as said Thermuthis to Jochebed, "Take this child and bring him up, and I will give thee thy wages.'

In the

Discipline, fitness for certain spheres, and not pleasure, as an end, is the primary object of terrestrial existence. Dew and damp, sorrow and soil, must cover us, ere we are adapted to celestial vocations. Life's object being to fit, he who does the most is the most successful teacher. Viewed from this stand-point, how incomparably sacred and responsible become the functions of the teacher! performance of his whole duty, he becomes a builder in the "Upper Temple," the finished material for which is furnished from the sanctuary, the homestead, and the school-room. The sheaves of the perfect teacher, though gathered on earth, are lifted to the skies, and form the treasures, not only of the teacher, but of the Deity.

What a power would be given to teaching did the doctrine of agency fully obtain in the intelligence and realization of instructors! Ministers and teachers would find themselves on common ground, and the sacredness of Oriental sages reconsecrate the profession to its ancient and normal realm.

In no department is doctrinal power more palpable than in national sentiment. Trained by the same teachers, the Southern Palmetto and the Northern

Pine would have ever been wedded.

Under their

loving branches the people of a hundred centuries might have dwelt in peace and prosperity, and through the vein-work of railroads and telegraph lines the blood of the North would have found free course in the Southern heart. How few of those who migrated gulf-ward in early life have ever returned in gray hairs, the abettors of universal suffrage and liberty! Cultivated by current views, they unwittingly drank in the subtle poison until they came to differ from their teachers only in the excess to which they carried their hatred of Northern principles. I will not injure the dead, but I will do justice to the living, when saying that men under ground are more responsible for the rebellion than the living of to-day. They have planted and cultivated the Upas of Slavery, from whose accursed boughs nothing can fall but bowie-knives, immorality, and insubordination. There was a philosophy in the ancient custom of exhuming the bones of the wicked, and burning them upon the altars of the living present. The bones of John C. Calhoun as richly merit a public burning as Jeff. Davis deserves a public hanging. The graves of their dead are so many rifle-pits, out of which skeletons are passing ammunition to the armies of Secession. The guilt of today is deeply shared by the men of yesterday, who,

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like the dying locust, have transmitted their animus and idiosyncrasy to coming generations.

Our duty to-day is to shoot every mad dog that is seen in the streets. The question of the origin of his madness cannot, for the present, be taken into public consideration. No matter, though it be the family pet take your best gun, load with your best bullet, and, taking your best aim, nie, at the command of Jehovah, as near the vitals as possible. After the powder has cleared away, and safety has come with quiet death, review attentively the causes which have induced the mania. Remove the conditions which have necessitated the bloody duty.

On the other hand, there is virtue in the patriotism of living Maine and living Massachusetts, but there is equal if not superior virtue in departed Maine and departed Massachusetts. The spirits of the past have girded on the valor and loyalty of the living, and never was there a fitter time to crown the teachers who with their pittances of remuneration have glided into unlaurelled graves. In the forests and fields of Maine, beneath the granite soil of New Hampshire, under the evergreens of Vermont, along the bays of Massachusetts, amid the prairies of the West, they are reposing in the quiet sleep of death, but their spirit is "marching on."

The power of education in the formation of national character can scarcely be overstated. It must suffice

to say, that, had South Carolina been under the same instruction as Rhode Island, these States would have been twin sisters.

The habit of early obedience, which is the basis of allegiance, is greatly dependent on the teacher. The custom of furnishing children always with a reason before and for obedience is productive of great harm, and essentially nullifies the principle. It amounts to making children self-ruling; for if the child cannot see the reason for performing the requisition, the proper authority, as such, is virtually ignored. The child neither can nor does govern himself by sound principles. He must be taught government during the stages of feeling and passion which so signally characterize childhood and youth. In this way man is tutored into obedience to law, and fitted to abide by the best judgment of others. If allowed and stimulated to pass early life according to caprice, manhood will tend in the same direction, and insubordination to rule will be the inevitable result under any system of law. Reason enough should be furnished to evince your right to honor and obedience, and the rest should be left to simple submission. By gradually committing the reins into the hands of advancing maturity, man is prepared both for governing and being governed, two principles which co-exist in every well-constituted mind. As an illustration of this error in full bloom, witness the Southern mind.