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Show a-i'l perfect himself in t!it one. I Many tearlier j fail in their highest ! usefulness through a mistaken am-j am-j hition to entcrsome other grai!e than ; i'.-.c one fur which they arc must fit. j ('hnt)se wisely yoi'.r grade and j that be a living encyclopedia; able I I ) stand before your class independ-; independ-; a;it of a book, expecting no child to answer a cpiestion which yourself (cannot. ie perfect in thit which j you do, or do it not at .ill. He j,-e:r-1 nine an. I not a hypocrite. 3. A teacher must be wc 11 posted j on cm rent events, politics, social j and scientific ni.ttter-i, that he may ; be able to induce living interests in i life and its affairs, in his student i. 1 He should have a general knowledge j of the progress of nations, that he I may answer cttectively incidatital ' questions of general interest. ! lio not confers inefficiency. If ' necessary put off an inquiry for a 1 day, ami then prepare yourself to answer it, tf it takt-s hnlt night. The great point in this world is I vor!:. Learning ij to life and its I tr-.es whr.t the chest of tools and the skill to use them are to the master I mechanic. There ii absolutely no j use for knowledge unless it prepares I us to ifii something. j The knowledge of chopping wood 1 and planting potatoes, it acted on, j is much better than the uiulerstand-j uiulerstand-j ing of t.venty lanuaes, if unused. The teacher mint be always learn-1 learn-1 ing. If he thinks he knows enough, i he has ccasei! to be fit for a teacher. Uioon; obtain more and m ire, to I the end that you may be a center of j diffusion. True education is not 'simply a hoarding of fact there I are thousands of learned fools in I the wor!d--trne education consists ' in the capacity of grasping the facts j and truths of any given situation; j of realizing a-id applying ail avail-j avail-j able means f.ir the good of those interested. Sci'.-ncci aud arU are not end..,! they are simply means. If a teacher studies any branch of learning as an j end, he would better leave the j sclinol -room a:id devote himself to that end. The reaion a sps-ciulist . I is so often a poor teacher is because j he has studied bis specialty for its 1 own sake. A t' iclier would have j studied it as a inea. , of benefitting : I his students. j A go, id teacher is like a magnet; j he attracts to himself the young, ami induces them to look upon him as almost an oracle. Never expjet your students to do anything you are not willing and ready to do yourself. Nuver make excuses for your own short-coming,unles i so obvious and conclusive that the least sympathetic student must see and admit it. Niirer p 1 h vi; of your pupils in the street w ithout a greeting, much less omit it in the school-room. as much a part of the man as the mind; and habits ate more so; therefore there-fore cleanliness, order, and politeness polite-ness are necessary parts of a good education. A teacher must win and keep public respect, or lose his best influence. in-fluence. Tot s ;ndbenot t o fain 1 iar in the community, but practice .;o much rcicrvo as will keep you aloof from that familiarity which breeds contempt. Finally, a t;ae'i;r mat understand and bear in mind that he cannot convey ciyt'u'ug into the soul of a child, Ids work is to mine for and bring to light w.'ut is already ther;; to dig down to the deep caves where all the glorious possibitties of that child's soul lie hidden, and breathe upon them the breath of life, so that they may begin to grow and expand. Show children how to find out thing? for themselves, rather than tell them things. Never be discouraged dis-couraged because immediate results seem small. Work for the future. "Cast your bread upon the waters, and it shall return to you after many days," and remember that bread so returne 1 after many days is exceeding sweet. "Till; TKAC1IKR." A lecture by Prof. K. C. Measer at the Teacher's Institute, Sylvan T.ir i r .' r: ' wv. 1. What he should be, V'ruthe should know, Y.'h it he sh .;! 1 d . The teacher's missi ia is unique, and he, a!) ve ail men, re iires a 'well defined individuality, or he ca:i not be sacces sful in his cd'ing. A mere lesson-giver does not fiil tho require nents of a teacher, and the 'general public i? coming to a realization reali-zation of this fact. The idea gains groun 1 that the teacher's character 'must be strong enough, wi se enough an 1 ire enough to stamp itself jber.eticially on that of the child. -P.) be.M'Uj a thoroughly siicc;;sfu! educator, he must subordinate all (ither aims and pursuits to this o:ie; hi m lit be always studying, always improving, always seeking new ways jio. impart eternal, unalterable truth ,t j y'oang and pla stic minds. , ' Oa acc-v.nt of t'.ui necessary sin often called cranky rnd narrow '.minded; those pecularities which inake him so etn dent as the guide an 1 mould of youth, are often set 'down as weakness; but be not deter-re deter-re 1 thereby, g on in the noble path you have chosen, knowing that what ;yo t do is not for a day or a year, . it is en luring as the heavens, and w'.l! r: .tain throughout the cter n':'-3. ' .Take ni hied, th.-ref ore, thtt the .u i.'iinklng point the finger of scorn at yo.i, but see that what you do be well done. ' tSe!fk:ir.vle.!ge is very nrtoesiary S or a tereher. H-2 sh vald know his 'own valae and strength, and thus "spare hvu.df the heart burnings so often cause I by the misjudgments of others; and avoid many mistakes 'which might injure hij charges or himself. He must set up in his own mind an ideal, a high ideal, of w hat 'a teacher ought to be, and c.on-'stantly c.on-'stantly strive to advance toward it; for without thus, he w ill wander to r.nd fro, and spend his strength for 'naught. Let it not be forgotten that a teacher's magoetic influence is of more importance than the visible advancement of his classes. The silent power of his soul to lead their jjouIs upward, is far more profitable to them than technical information. ' The teacher will by all means avoid becoming "set" or "fixed" in one set of ideas, for then ail real progress is ended. He must be ready for real. improvement, but far removed from fickleness and instability. insta-bility. The golden medium is the fnie rule of a teacher's life. ' 3. Many say a teacher should be a living encyclopedia of informa Hon, ready with a complete and correct cor-rect answer to any and every possible possi-ble question; and this would be very satisfactory, no doubt; but it is not jiecesjary that he should have so lunch at tongue's end. He mut have at command those general principles which point the way to jiarticulars, and then when particu-arj particu-arj are wanted he knows how to find them. Knowledge is of two kinds, general gener-al and formal; and while a certain amount of formal knowledge is necessary, ne-cessary, the general knowledge is of vastly more importance. It is a great mistake to suppose fhat the teacher of a high grade school needs better preparation, or' tleserves a higher salary than he of jhe primary school. The curriculum of one grade is Just as' important as that of another. The primary grade heeds a thorough teacher because there is so much less in what is done, han in how it is done. The perfect brimary teacher stands just as higli on the roll of true honor as the able lecturer on astronomy. ' An oak cpuld not be a willow each t;acher should try to know for what pride his talents are beit fitted, |