Worship.-Singing.-Prayer.-Deep feeling.

but what congregation of free men does not present some such?

They awaited in silence the commencement of the service. When the morning hymn was read, they joined in the song, the chorister being a colored man of their own number. They sung as other congregations sing, and my voice joined with theirs. The Scripture was read. They gave a respectful attention. The prayer was begun. Some bowed in apparent reverence at the commencement. Others sat erect, and two or three of these appeared to be the hardened sons of crime. The chaplain's voice was of a deep, perhaps I should say, a fatherly tone, and he seemed to have the father's spirit. He prayed for these "wayward ones," who were deprived of their liberty for their offenses, but whom God would welcome to his throne of mercy. He prayed for their homes, and for their friends who this day would send their thoughts hither in remembrance of those in bonds. He alluded to the scenes of their childhood, the solicitude of their early friends, and the affection of their parents. When the words home, friend, childhood, were heard, several of those sturdy sons of crime and wretchedness instinctively bowed their heads and concealed their faces in their hands; and as a father's blessing and a mother's love were alluded to, more than one of these outcasts from society, were observed to dash the scalding tear from the eye. These men

feel like other men,-why are they here? was again the thought which forced itself upon my mind; and

The question again.-Speculation.—Their teachers.

while the chaplain proceeded to his sermon, in the midst of the silence that pervaded the room, my mind ran back to their educators. Once these men were children like others. They had feelings like other children, affection, reverence, teachableness, conscience,why are they here? Some, very likely, on account of their extraordinary perversity; but most because they had a wrong education. More than half, undoubtedly, have violated the laws of their country not from extraordinary viciousness, but from the weakness of their moral principle. Tempted just like other and better men, they fell, because in early childhood no one had cultivated and strengthened the conscience God had given them. I am not disposed to excuse the vices of men, nor to screen them from merited punishment; neither do I worship a "painted morality," based solely upon education, thus leaving nothing for the religion of the Bible to accomplish by purifying the heart, that fountain of wickedness: yet how many of these men might have been saved to society; how many of them have powers which under different training might have adorned and blessed their race; how many of them may date their fall to the evil influence and poisonous example of some guide of their childhood, some recreant teacher of their early days,-God only knows! But what a responsibility still rests upon the head of any such teacher, if he did not know, or did not try to know, the avenue to their hearts; if he did not feel or try to feel the worth of moral principle to these very fallen ones! And what would be his feelings if he could look back

View to the final Judgment.-Study to know, and to do.

through the distant days of the past, and count up exactly the measure of his own faithfulness and of his own neglect? This the all-seeing eye alone can do,this He who looketh upon the heart ever does!

Teachers, go forth, then, conscious of your responsibility to your pupils, conscious of your accountability to God, go forth and teach this people; and endeavor so to teach, that when you meet your pupils, not in the walks of life merely, not perhaps in the Auburn Prison, not indeed upon the shores of time, but at the final Judgment, where you must meet them all, you may be able to give a good account of the influence which you have exerted over mind. As it may then be forever too late to correct your errors and efface any injury done, study now to act the part of wisdom and the part of love.

Study the human heart by studying the workings of your own; seek carefully the avenues to the affections; study those higher motives which elevate and ennoble the soul; cultivate that purity which shall allure the wayward, by bright example, from the paths of error; imbue your own souls with the love of teaching and the greatness of your work; rely not alone upon yourselves, as if by your own wisdom and might you could do this great thing; but seek that direction which our heavenly Father never withholds from the honest inquirer after his guidance, and though the teacher's work is, and ever must be, attended with overwhelming responsibility, you WILL BE SUFFICIENT

FOR THESE THINGS.

The teacher a model.-Importance of good habits.

CHAPTER III.

PERSONAL HABITS OF THE TEACHER.

THE importance of correct habits to any individual cannot be overrated. The influence of the teacher is so great upon the children under his care, either for good or evil, that it is of the utmost importance to them as well as to himself that his habits should be unexceptionable. It is the teacher's sphere to improve the community in which he moves, not only in learning, but in morals and manners; in every thing that is 'lovely and of good report." This he may do partly by precept, but very much by example. He teaches, wherever he is. His manners, his appearance, his character, are all the subject of observation, and to a great extent of imitation, by the young in his district. He is observed not only in the school, but in the family, in the social gathering, and in the religious meeting. How desirable then that he should be a model in all things!

Man has been said to be a "bundle of habits ;" and it has been as pithily remarked-"Happy is the man whose habits are his friends." It were well if all persons, before they become teachers, would attend carefully to the formation of their personal habits. This.

Cleanliness.-Ablution.-The teeth.-The nails.

unhappily, is not always done,—and therefore I shall make no apology for introducing in this place some very plain remarks on what I deem the essentials among the habits of the teacher.

1. NEATNESS. This implies cleanliness of the person. If some who assume to teach were not proverbial for their slovenliness, I would not dwell on this point. On this point, however, I must be allowed great plainness of speech, even at the expense of incurring the charge of excessive nicety; for it is by attending to a few little things that one becomes a strictly neat person. The morning ablution, then, should never be omitted, and the comb for the hair and brush for the clothes should always be called into requisition before the teacher presents himself to the family, or to his school. Every teacher would very much promote his own health by washing the whole surface of the body every morning in cold water. This is now done by very many of the most enlightened teachers, as well as others. When physiology is better understood, this practice will be far more general. To no class of persons is it more essential than to the teacher; for on account of his confinement, often in an unventilated room, with half a hundred children during the day, very much more is demanded of the exhalents in him than in others. His only safety is in a healthy action. of the skin.

The teeth should be attended to. A brush and clean water have saved many a set of teeth. It is bad enough to witness the deplorable neglect of these im