simple language of the omnipotence and omnipresence of the Creator; of the commandment which he has ordained, that none should take his name in vain. By referring to some of the faculties, mental and physical, with which he has been endowed, let the teacher call forth the gratitude, not only of that pupil but the whole school, for the wonderful goodness of their Maker. By reminding them of his compassion and tenderness, his infinite wisdom and power, let him inspire them with love and reverence for his name. Envy and jealousy he will see prominent in the character of his fairest pupils: let him show that the heart was not made for such feelings; that, if they are nurtured there, no room will be found for noble and generous sentiments. Quarrels will occur in which blows will be dealt lustily: a few simple illustrations will prove that force is a dangerous and imperfect arbiter of justice. If unhappily falsehood prevails, let him make haste to supplant a habit, so fearful and pernicious, though every thing else be laid aside. Let him show the great inconvenience a man must experience in whose word no confidence can be reposed. The fable of the shepherd-boy who gave false alarms to the distant workmen of the approach of wolves, so that when the wolves really came his cries were in vain, will show that lying is unprofitable in the end. But his chief object should be to exhibit the moral turpitude of the habit,--the facility with which it leads to deeper guilt,--the manifold evils which it engenders in the community; and thus to impress upon the minds of his pupils a sacred regard for truth. Such, it might seem, would be the course which a high-minded and zealous teacher would pursue in imparting moral instruction. But, whatever be his method, it is quite certain that a successful performance of his duty in this respect implies great capacity. Extensive learning will not be a sufficient qualification. An accurate and comprehensive knowledge of the sciences may have given vigor to his mind; he may be familiar with the classic pages of Thucydides and Homer, Horace and Livy; he may be versed in the philosophy of history, and yet lack in the essential elements of his art. He must possess native talent, a clear insight of human character, agreeable address, extemporaneous powers of speech. He must be a clear-thinking, conscientious, practical man; and it will be impossible for him to fail in his undertaking. Such a teacher will win the respect and esteem of his pupils: they will imitate his example, and cherish his counsel.