ssness of mere pretended
interest in their good.

* * * * *

I am aware that this book may fall into the hands of some, who may take
little interest in the subject of this chapter. To such I may perhaps
owe an apology, for having thus fully discussed a topic, in which only a
part of my readers can be supposed to be interested. My apology is this.
It is obvious and unquestionable that we all owe allegiance to the
Supreme. It is so obvious and unquestionable, as to be entirely beyond
the necessity of proof, for it is plain that nothing but such a bond of
union, can keep the peace, among the millions of distinct intelligences
with which the creation is filled. It is therefore the plain duty of
every man, to establish that connexion between himself and his Maker,
which the Bible requires, and to do what he can to bring others to the
peace and happiness of piety. These truths are so plain that they admit
of no discussion and no denial, and it seems to me highly unsafe, for
any man to neglect or to postpone the performance of the duty which
arises from them. A still greater hazard is incurred, when such a man
having forty or fifty fellow beings almost entirely under his influence,
leads them, by his example, away from their Maker, and so far, that he
must in many cases hopelessly confirm the separation. With these views I
could not, when writing on the duties of a teacher of the young, refrain
from bringing distinctly to view, this, which has so imperious a claim.

CHAPTER VI.

THE MT. VERNON SCHOOL.

There is perhaps no way, by which teachers can, in a given time, do more
to acquire a knowledge of their art, and an interest in it, than by
visiting each others schools.

It is not always the case, that any thing is observed by the visiter,
which he can directly and wholly introduce into his own school; but what
he sees, suggests to him modifications or changes, and it gives him, at
any rate, renewed strength and resolution in his work, to see how
similar objects are accomplished, or similar difficulties removed, by
others. I have often thought, that there ought on this account, to be
far greater freedom and frequency in the interchange of visits, than
there is.

Next, however, to a visit to a school, comes the reading of a vivid
description of it. I do not mean a cold, theoretical exposition of the
general principles of its management and instruction, for these are
essentially th