Washington.

Aristotle, tutor of Alexander.

and in every polished language of the earth. And yet, his intellectual greatness has achieved for him the least part of his fame. Many philosophers of his own time, in mental vigor and acumen would compare favorably with him. But in moral excellence he stands alone. And when the teachers of other times have lectured to their pupils on the principles of virtue and moral rectitude, and have sought amid the records of the past for some example which should inspire them with enthusiasm in the pursuit and practice of it, they have pointed to Socrates, to the integrity and honor of his life and the sublimity of his death. It is only after the lapse of ages, that we can point to a life so pure and unsullied, that of our own Washington.

But even more intimately connected with the life of the great warrior Alexander, is that of his tutor— the companion of his younger days. When Philip of Macedon desired a teacher, who should conduct the education of his son, he sought the services of Aristotle, an humble citizen of Stagira, who by his skill in the art of teaching had created for himself a reputation that attracted the attention of the king. And though the pupil became the hero of his time, and achieved a glory that rivaled in brightness and splendor the brilliancy of the noon-day sun, and cast for the time in shade and obscurity the teachings

Philosophy of Aristotle.

Bacon.

Remark of Carlyle.

of the humble tutor, yet the period was not far distant when the deeds of the warrior were regarded as mere bold and daring exploits, brutal and bloody in execution, and unimportant in their results, so far as they related to his design, upon the progress of humanity; while the teachings of the tutor have increased to an importance that far transcends that of any other man of ancient times. The systems of Aristotle became universal. In the domain of thought he was the monarch. His philosophy ruled the world for centuries, and even now his treatise on logic is the basis of the text-books in all our colleges. Up to the time of Bacon his philosophical systems bore undisputed sway, and in the field of criticism he can never be supplanted.

Such is the profession, my brethren, to which we belong. Such are the men who have labored in it, whose teachings have been lights to the world that are still clear and bright as time wears on, and with whom we can now claim companionship. Such are the labors which this profession performs among those great agencies that work out the problem of civilization. In its results upon the race every other profession sinks into insignificance beside it. Mr. Carlyle has quaintly but very pointedly asked, "The great event, parent of all others, is it not the arrival of a great thinker in the world ?" It is surely the

Perpetuity of letters.

thought of the world that directs and controls its energies, and it is no less sure that the teacher directs and controls its thought. Those nations that have been most respected and honored, and have left their impress upon the progress of the race, have shown their appreciation of the profession of the teacher.

There are many events in the history of the past, that have for the time excited the most absorbing interest, and have engrossed the attention of prince and people, which have long ago been forgotten, and were not considered of sufficient importance to posterity to form a part of the annals of the times. But if a king has invited to his court an humble schoolmaster, the fact is trumpeted to the ends of the world, and the historian is careful to record it upon his page. The best period in the history of every civilized nation has been that in which the reigning power and the people at large have shown most emphatically their appreciation of the teacher's profession. And well they may; for it is by letters that the glory of a nation is perpetuated. In letters is its memory embalmed.

We have thus far considered the profession of teaching absolutely, irrespective of the character of those who fill its ranks. The object has been to show its dignity from the results which it is designed to accomplish. The dignity of the profession is always

Common School Teachers.

First requisite, capacity.

and everywhere the same. It is unchanging as truth. The ignorance or imbecility of its disciples may tarnish its luster and obscure its brightness, and society may be prevented from reaping those fruits which it is capable of bearing. But still the fault is not in the profession.

I am aware that many whom I see about me are the teachers of our common schools. It may be proper, before concluding, to inquire how the common school teacher, even in his humble sphere, may uphold its dignity and honor

The first claim which he should seek to establish is that of capacity. No man can put confidence in another and intrust to him important duties without assurance of his ability. He should therefore seek first of all liberal culture. He should never be content with proficiency simply in those studies which he is required to teach. The grade of his school may be such that only the common English branches are comprised in the list; but a knowledge of these, however elaborate, should never satisfy him. He can better illustrate to a child the first lessons in arithmetic who has a thorough acquaintance with the higher mathematics, than one who has no knowledge beyond the simple acquirements of the class he instructs. The light of liberal culture throws its rays back upon even the rudiments of knowledge,

Mediocrity.

Trials and perplexities.

Archimedes.

and makes them appear brighter and clearer. The resources for explanation and illustration are at hand, and he has the discretion and judgment to use them intelligently. The teacher who is satisfied with a certificate of perfect qualification in the branches required by law to be taught will soon fall into a stereotype process, and will ere long be left to mediocrity and obscurity, by his more enterprising and ambitious brethren, in a profession whose fundamental idea is progress and development.

There are difficulties and trials which the teacher is constantly obliged to encounter. It is eminently a profession of labor and vexation of spirit. Perplexing questions, involving the knowledge he ought to possess in order to inspire and hold the confidence of scholars and patrons, are constantly arising. But if amid all these harassing cares he has liberal culture, if his mind has felt the strengthening influence of a thorough course in the gymnasium, he has a place on which to stand, from which he can not be moved. He has the spot of solid ground for which Archimedes sighed.

The teacher who expects to become eminent, will also be thoroughly versed in works of a professional character. In each of the other learned professions there are books detailing the theory and the practice of the art, and the young man who desires to enter