The Being upon whom the art and science of the teacher is to be exercised is one to whom food, clothing, fuel, and shelter are needful; possessed of organs of digestion, whose functions should be made familiar to their possessor; of breathing organs, to whose healthful exercise pure air is essential; a being full of life and animation, locomotive--desirous of moving from place to place; an emotional being, susceptible to emotions of joy and sorrow, love and hate, hope and fear, reverence and contempt, and whose emotions should be so directed that their exercise should be productive of happiness to others. He is also an intellectual being, provided with senses by which to receive impressions and acquire a knowledge of external things; with organs of comparison and of reason, by which to render available for future use the impressions received through the senses in the past. Lastly: he is also a social being, to whom perpetual solitude would be intolerable; sympathizing in the pains and pleasures of others, needing their protection, sympathy and co-operation for his own comfort, and desirous of conferring protection upon and of co-operating with them. But, further, he is a being who desires to be loved and esteemed, and finds the greatest charm of existence in the love and esteem he receives; to be loved and esteemed and cared for, he must love, esteem and care for others, and be generally amiable and useful. Such is the Being, susceptible of pain and pleasure, of sorrow and joy, whom the MIND-BUILDER is to train up so that, as far as possible, the former may be averted and the latter secured. The teacher, then, must train him in habits of industry and skill, that work may be pleasant and easy to him, and held in honorable esteem; for without work, skillfully performed, neither food, clothing, fuel nor shelter can be obtained in sufficient quantity to avoid poverty and suffering. Knowledge also must be acquired by the laborer, in order that the work which is to be skillfully performed may be performed with that attention to the conditions of mechanical, chemical, electrical, and vital agencies necessary to render labor productive. A knowledge of the conditions of mechanics, of chemistry, of electricity, and of vital phenomena should be imparted by the teacher; and to impart this knowledge, he must first possess it. How sublime, then, are the qualifications, natural and acquired, which the true teacher should possess! How deep should be our reverence for him who, by his skill and knowledge, is capable, and by his moral qualities willing, to perform duties so onerous and so difficult. What station in life can be regarded as more exalted; whose utility can be compared with that of him who proves himself faithful to the duties he assumes, when he takes upon himself the office of a teacher of youth?