Another fault, little, if any less destructive of the influence which teachers should possess over their pupils, is their general carelessness in the all-essential duty of striving to convince their scholars that they are really and deeply interested, both as social beings and as christians, in leading their juvenile minds to the sublimest heights of knowledge and virtue. No instructer who fails to do this, whatever may be his or her other qualifications, can possibly succeed well in the main objects of education. They may, indeed, cram their pupils' heads with words, and even get into them a very showy stock of ideas; but in regard to the great, vital principles of human action, _piety and virtue_, these pupils will be in little better condition, as to true moral worth, than so many automata, having the power of uttering articulate sounds, and repeating what they have been taught, but devoid of all generous, benevolent, and virtuous motives of conduct. The notion constantly present to their minds will be, that they pay their money for a quantum of reluctant service, to a selfish and mercenary being, whose constant study is, to perform no more of such service than barely sufficient to secure the pupils' continuance at school, for the sake of the pecuniary compensation alone. Ought there to be any wonder if the scholars themselves, under such circumstances, contract the same selfishness, the same base love of lucre, which they find often so productive of profit, and which they believe to be the governing principle of their teacher's conduct? Should the general propensity to extravagance in the use of money, so fatally common among young people, or their better feelings imbibed at home, protect them from contracting principles similar to those of such instructers, they are in danger of adopting another opinion equally destructive of the chance of deriving intellectual or moral improvement from any school whatever. This is, a firm belief that the whole class of teachers are destitute of every thing like generous and noble sentiments, and are consequently utterly undeserving of deference, respect, esteem, or affection. Another thing which greatly impairs the influence of teachers with their pupils, is the very common practice of giving way to their own faults and bad habits in the presence of their scholars. Those who take upon them to instruct others in practical duties, must so act on all occasions as to be able to say, “_Not only do as I tell you, but do as I do_;” for without good examples in teachers, all their precepts go for nothing, or will be obeyed from no other principle but fear.