asure, of sorrow and joy,
whom the MIND-BUILDER is to train up so that, as far as possible, the
former may be averted and the latter secured.

The teacher, then, must train him in habits of industry and skill, that
work may be pleasant and easy to him, and held in honorable esteem; for
without work, skillfully performed, neither food, clothing, fuel nor
shelter can be obtained in sufficient quantity to avoid poverty and
suffering. Knowledge also must be acquired by the laborer, in order that
the work which is to be skillfully performed may be performed with that
attention to the conditions of mechanical, chemical, electrical, and vital
agencies necessary to render labor productive. A knowledge of the
conditions of mechanics, of chemistry, of electricity, and of vital
phenomena should be imparted by the teacher; and to impart this knowledge,
he must first possess it.

How sublime, then, are the qualifications, natural and acquired, which the
true teacher should possess! How deep should be our reverence for him who,
by his skill and knowledge, is capable, and by his moral qualities
willing, to perform duties so onerous and so difficult. What station in
life can be regarded as more exalted; whose utility can be compared with
that of him who proves himself faithful to the duties he assumes, when he
takes upon himself the office of a teacher of youth?

The question which is ever present to the mind of the true teacher is:
What can I do to insure the happiness of these beings confided to my
charge, whose minds it is given to me to fashion, not according to my
will, but according as my skill and judgment shall, more or less, enable
me to adapt my teachings to their natures? What shall I seek to engrave
upon the clear tablets of their young and tender minds, in order that
their future lot may be a joyous one? Let me illustrate (he will say) my
profession. I will raise it high as the most honored among men, and for my
monument I will say: "Look around; see the good works of those whom I have
taught and trained; they are my memorials!"

Such may, such will become the hope and aspiration common to teachers in
that good day to come, when their labors shall be honored as they deserve;
when parents, in all the different ranks into which society falls, shall
vie with each other in the respect and honor tendered to the teacher,
whose true place in society is at least not beneath that of the Judge.

The teachers to be developed by s