=27. Teachers.= Teaching, in its various branches, would form a large volume; but we will endeavor to take as general, yet comprehensive, a view of the subject as our limits will permit. The instruction of youth has ever been an honorable and useful calling: in an enlightened and refined community an institution of the first class always stands high. The influence of a teacher over her pupils is almost unbounded. Pupils watch the looks and actions of their teachers with a closeness of observation surprising to those unaccustomed to children. A teacher should strive to be consistent, for any palpable inconsistency will greatly lessen the respect of scholars. There are many systems of teaching; many plans; many theories. Much may be learned from visiting schools, and selecting, for one's own use, such improvements as suggest themselves. But the most valuable assistant in teaching is a thorough and extensive knowledge of mental and moral philosophy. They bear directly on the subject. They will prove the best guides, if penetration and judgment, patience and perseverance are used in the application. There are laws governing mind just as there are laws governing matter. Learn the opinions and wishes of parents as far as possible, but always act independently. Never permit yourself to be trammelled by them. The European method of giving instruction is by lectures. The plan is used in the professional schools of our country, and to some extent in our colleges, but in our seminaries, academies, and high schools the method is seldom practised. The inability of a hearer to apply to a lecturer, in case the subject is not understood, or the meaning of the lecturer not rightly apprehended, renders the method as a general thing objectionable to the young and inexperienced. Where students are instructed by lectures, a thorough examination on the lectures should be made the day after, and an explanation given if any parts are not rightly understood. One difficulty with a lecturer to the young is likely to be in gaining their entire attention, and presenting ideas to them in a clear, forcible manner. In the majority of girls' schools no oral instruction is given. Recitations are heard from text books, and frequently the pupils are unable to understand what they, parrot-like, recite in class. We think a combination of the two plans mentioned is best; that is, for the teacher to deliver lectures on some subjects, and hear recitations from text books on others. The more oral instruction given by a competent instructor the better. A teacher needs ability to command order, to promote discipline, and work systematically. A teacher should endeavor to produce harmony and a proper balance among the mental faculties, while they are being expanded. No unnatural and undue prominence should be given to any one of the faculties. Too many exercise the memory only. Those studies that will be most serviceable to a pupil should be pursued.