to inculcate habits of temperance and prevent those excesses which are the most prolific source of disease. Again, not only the end contemplated by this profession, but the profession itself, in its every-day duties, will make good its place in the comparison. If the framework of society be an exalted theme for study and contemplation; if the revelations of anatomy fill the mind with amazement, much more should the study of the soul, its capacities, its mysterious connection with the body, its susceptibilities and the means of its developments, awaken the same class of emotions. It is true, there are many things to try the patience, and discourage any but the most resolute spirits. Neither does the lawyer always see human nature in its nobler aspects; nor is the business of the physician always in the abodes of the opulent, the refined, and the cleanly; nor is the minister always thanked for the purest acts of benevolence, or cheered with the prospects of imme diate reformation in all those for whom he toils. And, again, it is not denied, that there are narrow-minded, self-conceited ignoramuses in this profession. So, too, has the law its despicable pettifoggers, medicine its wretched quacks, and the ministry itself its Judas Iscariots. But this, as every man of sense fully understands, detracts not from the dignity of the respective professions, nor from the nobleness of their ends. Once more, we regard this profession as an eligible one, because it gives promise of a rich harvest of grateful remembrance to the faithful and disinterested teacher. When Themistocles at the Olympic games witnessed the spontaneous out-gushings of grateful hearts, in view of what he had done to save his country from the Persian yoke, he assured his friends he had that day received a rich reward for all his toils and sacrifices in behalf of Greece; and he was right. Who that has ever done one generous act, that has extended a helping hand to those ready to perish, and has witnessed their expressions of gratitude, has not resolved that the remnant of his days should be devoted to deeds of mercy and benevolence? Who that has once responded to the dictates of a noble charity has not exclaimed, with wonder and delight, truly, "It is more blessed to give than to receive?" Such are the rewards of disinterested benevolence. But there are very few who are so directly and so surely in the way of these rewards as the faithful teacher. His labors, it is true, may not always be appreciated. His efforts for the best good of his pupils may be strenuously opposed, or perseveringly evaded. His disinterestedness may be questioned: his name may be bandied about, and coupled with the most opprobrious epithets; he may even be insulted to his face, and every attempt be made to thwart his plans and exhaust his patience. This, I presume, is more or less the experience of every teacher. At the same time, not all scholars demean themselves thus. There are always enough, in every school, who will so far appreciate judicious efforts for their good, as to furnish no mean encouragement to perseverance. But it is not in present esteem that the teacher is to look for the great reward of his labors. Seed of this kind is not of so speedy a growth, nor can fruit of so rich and durable a flavor so speedily come to maturity. God has not connected such inestimable rewards with such trifling services. The teacher must persevere in his labors of love. He must set his face, like steel, against the discouragements of his office, neither harboring impatience, nor giving place, even for a moment, to vexation. He must, by every possible means, by kindness, and by authority, by coercion, even, if need be, aim to subdue the most obstinate, arouse the most stupid, give stability and decision to the wayward and capricious, check every tendency to vice and impurity, inspire a generous love of that which is virtuous and pure, and awaken in the minds of the most careless an unquenchable thirst for knowledge and intellectual culture. When all this shall have been done, and done for years, who can tell what a glorious reward awaits such a man in the future history of his pupils? From their various callings and pursuits in life they shall come up to greet him as their benefactor. One from his exalted position on the Bench, or in the halls of legislation, another glowing with the eloquence of the Bar, another whose heart has been warmed, and whose lips have been made eloquent with the sacred truths of Holy Writ, another from his toils and researches into the history of the past, all these, and more than these, shall greet him with no ordinary tokens of regard; and, whilst in tones too earnest to be feigned they shall exclaim, "To you, to you, sir, we are indebted for the beginning of those aspirations which have resulted in our present happiness and prosperity," the warm pressure of the hand, the earnest and thankful expression of the countenance, and, not unfrequently, the starting tear shall attest the sincerity of their words, and bespeak emotions which words shall in vain attempt to express. Others, again, from the midst of the abundance which industry and enterprise have thrown around them, or from their own happy firesides, shall turn a thought now and then to the blighted hopes and ruined prospects of the more heedless and vicious associates of their early years, shall tremble in view of the gulf which they have themselves so narrowly escaped, and hasten to their early guide to express to him their heartfelt gratitude for the assistance he has rendered them in avoiding the shoals of life, and gaining the safe and quiet harbor of prosperity and happi ness. ---- Is this a fancy picture? Has not every faithful teacher, rather, who has been in the profession ten years, known something of this in his own history? Has he not in the looks, in the language, and sometimes in the form of epistles, received tokens of grateful remembrance which have done his heart good, and banished every feeling of impatience arising from the monotony and trials of his peculiar calling? and has he not set these down as some of the happiest moments of his life? Teaching, again, is an eligible profession because it presents a wide field for the cultivation of the most enlarged benevolence, and gives promise of the most extensive usefulness. Indeed, this is more than implied in the topics already considered; a circumstance attributable rather to the necessary connection of the topics themselves than to any design to allude to it there as a motive to influence choice. The view we now propose to take of it, is the one just named. And here permit me to remark, that, as a field for purely benevolent effort, this profession has been greatly underrated. In some quarters, there seems to be an impression that, in order to be purely benevolent in all our aims and acts, one must necessarily enter the Christian ministry. By those who entertain this view, teaching is ranked as a mere business employment, where money is at once the motive and the reward. That this view of the case is an erroneous one, I need not attempt to prove. As I have said before, so I say here, I have no invidious comparisons to draw between this and other pursuits, as a means of doing good. There is no legitimate calling in which a man may not do good, if he will. The wretched, the sinful, and the exposed, are all around us, and we are not likely soon to be in want of opportunities to benefit our fellow men, to the full extent of our ability, whatever may be our pursuit in life. At the same time, there can be no doubt that some pursuits are more directly favorable to this object than others; and of those which may justly claim preeminence, our own is certainly one. Nor do I think the field is so very circumscribed as to invite only men of moderate talents. The most exalted talents, the most ample resources, geniuses, if you will, will here find abundant employment for all their gifts. The ignorant are to be instructed, to be taught to love useful knowledge, and not to shrink from the effort necessary to acquire it. The wayward are |