The schoolteacher has doubtless played no unimportant part in the rehabilitation of the South; but he should not set up as Autocrat of the Universe on a salary of $40 a month, and burden the Asses' Bridge with the idea that he "maketh all things, and without him was nothing made that is made." His ferula may be an Aaron's rod which buds and blossoms; but it does not bear sufficient fruit to furnish a hungry world with necessary aliment. We still crave manna from Heaven and grapes from Hebron. The public pedagogue does not make the laws of trade. His province is to interpret them; and proud may he be of his labor if his proteges do not find it necessary to forget, at the very gateway of a commercial career, that he ever had a name and habitation on the earth. Nor does he frequently alarm the plodding natives by the "introduction of new systems of thought and action." Such "systems" do not spring completely panoplied from the cerebrum of our educational Jove, and stand about on one foot like a lost goose, or country lad, awaiting an introduction. New systems of thought and action are usually the growth of ages, the seed often sown by men we hear not of. When of such sudden development that they require a formal introduction, they are apt to be received with the scant courtesy of a poor relation, the introducer reviled as a crank or condemned as a heretic and crucified. Generally speaking, the professional educator confines himself pretty closely to his birch and his textbooks, being quite content to propagate, as best he may, the ideas of others. Neither the birch nor the text-book, it may be well to remark, constitutes the world's stock of wisdom, but only an incidental furtherance thereto--the key, as it were, by which the treasure is more readily come at. When the schoolmaster has put his pupil in possession of the open sesame he considers his duty done--that he has earned his provender. And perhaps he has. In this day and age it is all that is expected of him, all that he is paid for. He is not required to inculcate wisdom, which is well; for that can no man do. He is not even expected to impart much knowledge; but to put his pupil through a course of mental calisthenics, miscalled education. But even this is by no means to be despised. With mind strengthened by exercise, even in a desert, and lungs developed by football, the youth may be able to delve the harder for knowledge when happily released from the "gerund-grinder," to pray the more lustily to the immortal gods for understanding, which transmutes what were else base metal into ingots of fine gold. There was a time when more was expected of a teacher; but that was before the application of labor-saving machinery to spiritual matters; before colleges became known as places "where coals are brightened and diamonds are dimmed"-- before it became customary to cast potential Homers and Hannibals, Topsies and Blind Toms into the same