ded; but let him not hence infer that he is
without influence. Socrates, Plato, and Aristotle, had their triumphs;
but none more distinguished than that of a Massachusetts teacher, who,
at the age of fourscore years, on a festive day, received from his
former pupils--and among them were the most eminent of the land--sincere
and affectionate assurances of esteem and gratitude. The pupil may be
estranged from the master in opinion, for our system does not concern
itself with opinions, political or religious; but the faithful teacher
will always find the evidence of his fidelity in the lives of those
intrusted to his care. No position is more important than the teacher's;
and his influence is next to that of the parent. It is his high and
noble province to touch the youthful mind, test its quality, and develop
its characteristics. He often stands in the place of the parent. He aids
in giving character to the generations of men; which is at once a higher
art and a purer glory than distinguishes those who build the walls of
cities, or lay the foundations of empires. The cities which contested
for the honor of being the birthplace of Homer are forgotten, or
remembered only because they contested for the honor, while Homer
himself is immortal. If, then, the mere birth of a human being is an
honor to a city, how illustrious the distinction of those who guide the
footsteps of youth along the rugged paths of learning, and develop in a
generation the principles of integrity and mercy, justice and freedom,
government and humanity! If in a lifetime of toil the teacher shall
bring out of the mass of common minds one Franklin, or Howard, or
Channing, or Bowditch, he will have accomplished more than is secured by
the devotees of wealth, or the disciples of pleasure. As the man is more
important than the mere philosopher, so is the modern teacher more
elevated than the ancient.

The true teacher takes hold of the practical and elementary, as
distinguished from the learning whose chief or sole value is in display.
Present gratification is desirable, especially to parents and teachers;
but it may be secured at the cost of solid learning and real progress.
This is a serious error among us, and it will not readily be abandoned;
but it is the duty of teachers, and of all parents who are friends to
genuine learning, to aid in its removal. We are inclined to treat the
period of school-life as though it covered the entire time that ought
proper