, 1853-11-26

TLest rGmatks are p culiarly applicable
10 the profession of the educator, which is
essentially one o! detail; which possesses
comparatively few opportunities of public
display with its attendant excitement /;
which presents little variety in the unccas-
ing round Of its duties, aud which, undoubt-
edly, has its full share of trouble and vexa-
ton Unless the educator is able TO rSc
above the details with which he is concerned ;
and as from an elevation, to look down upon
them, so as 10 take n general view of their
relation to one another, and Of tho whole Of
which they are part, whereby alone due
impression of their importance can be made
upon his mind, il can hardly be otherwiS,
than that year by year his aspirations be-
come less elevated, and his performances
more mean, until at length lie sinks down
to mere Journalist, without vital energy
himself, and therefore incapable Of imPaTting
spiritual life TO others.
1t is true such men spare themselves many
notifications that must be endured by those
who have higher objects, and who are con-
stanlly compelled 10 lament the great dis
crepancy between their aims and their per-
formances, their daily shortcomings, slOth-
fulncss and blindedness.
But though the latter are deprived of the
dull rcposc and self-satisfed Indifference of
those who take lower views of duty, they
have ample compensation in the approval OF
their own consciences, in the perception of
their prayers and the abundant fruits Of their
labors Thus these very circumstances,
which to others would be productive Of moth
ing but vexation, are 10 them sources oi
positive pleasure; and many things in them
selves, and viewed apart from the great oh.
jects which they subserve, would b. simply
Troublesome and annoying, become interest
ing and important when considered in their
due relation 10 the system al large. 1t is
only, then, by adopting juster and more ele-
vated ideas respecting their profession, thai
educators can successfully attempt 10 raise
it to its proper emincnce. So long as they
acquiesce in mean and disparaging opinions
relating 10 it, and have no clear conviction
Of its essential dignity and value, SO long
must we expect to see the profession de-
privcd Of its just rights, privileges and in
huNhNAy ahu ho hiNiNOSho hAAlC pNbNNA A'"''
social outcasts. That the opinions we have
here stated are not merely imaginative, but
capable of realization, is proved by the fact
that some educaioas have actually exempli-
fed in their lives and character all tho
qualities which we have described rs con
shutting the ideal Of an educator. Such
men as ABBOTT in America, ARNOLD and
MAYO in England, FELLENBURG and Pas
TALozzI in Switzerland, and JAcoToT 10
Belgium, rescue the profession from the
Glow and lost estate" INTO which the lroach
cry of others had sunk it. They show
what education should be, and may serve
as models for the imitation not servile, but
intelligent and independcnt-of those who
desire to make the profession worthy of its
noble objects, and the reverence and love
whcrewilh their pupils and the world at
large reward them From that, there is
ample encouragement for all who have suf-
llcient knowledge, energy and virtue to
tread in their footsteps.
BERNARD CORNELIUS.
| ViCToRIA l.. October IS53.