Year: 1868

er see again in their pristine repute. There have
been views in reference to the value Of particu-
lar branches, or courses of study, which have
passed, or are passing away. Such facts teach
us, if we can be taught, that there are times
when We must expect to change,-that there are
practices which We shall be wise to ''let go"
Without attempting to specify these, let us con-
slider some suggestions which may guide US in
deciding what We may be called upon to sacri-
fee.


The spirit of the age, has been often said, is
utilitarian. Education for its own sake seems
to be less sought than it once was. 1t is so,
probably. 1t Is natural. may we not sly, even
reasonable, that it should be so Man certainly
grasps and brings home to his own use, in far
higher degree than one or two centuries ago, the
power over elemental forces given by practi-
cal sci nee What once was chimeIa has be-
come fact in the telegram, and the railway, in
anasthetics and monitors. Minds labor more
in the objective direction than ever before. Re
cluses are Questionable, and meditation must
bring something to pass, or be classed with idle
reyerie. Must not studies feel the influence Of
this same tendency, and meet the same demand
The teacher, then, must let 20 something which
tradition may have rendered dear, if he would
live in sympathy with the present world. He
must reflect that what once was dignihed by the
name Of learning, no longer holds exclusive IL
tie to that honored place. He must ''let go"
what is dear.to his early asso -iations, that he
may be useful in his present lot.


1t follows from the last suggestion, that our
profession must ''let 90" feeling, sometimes
likely to creep upon US, that we are doing
great deal which this world could not get along
without, and that We do not meet with its full
acknowledgment, that We lack due honor | an
not going to assert that tho fact Is otherwise,
but suggest that our mission and our duty do
not require to keep 1t too prominent. We
come to minister, not to be minstered unto. We
may enjoy praise, but We must practise that form
Of self denial which draws its happiness from a
higher source than the hours applause We
may coyet any more excellent way but, if we
cannot walk in It, must still enjoy the straight
path Of duty in which We remain.


One more tendency or fault, rather, it may
be called, 1t is important that we 'let 20, that
Of nauowness. If one thing more than any
other hurts the teacher, it is this We become
weariei by continual repetition Of substantially
the same course Of instruction yet the fatigues
Of daily duty di,incliue US 10 range much from
our appointed path. Months and years pass on
and we are treading the same path nearly in the
same way. The habits Of our mind have become
mechanical. We aid our scholars mechanically.
We examine their lessons mechanically We re-
cord the results Of their work and ours mechan-
c1lly. Improvements in classification tend in
the same direction if not carefully guarded
against. 1t is not easy 10 avoid the pin-making
habits these induce So much reading in a lin
tied time, SO much spelling, so much arithmetic
or geography, and the written formula is com
peted This well done, and all is safe Now
fully believing IN the great advantages Of clas-
sltcation as a means Of common good, it tests the
nioently inclined teacher less than were to be
desired Unless he struggle against its natural
tendencies, he will feel like doing little but what
is nominally appointed him. His course Of daily
life will become CONSTRUCTED, and as all that the
eve can take in Of earth and sky. in its widest
vision, may be shut from it by the interposition
Of pebble or penny, SO may his intellectual
and spiritual vision be rendered equally narrow
by the little mote Of his daily life.


If We can learn to let 60 this painful mar
rowness, and always alert for what is wider than
our own experience, and wiser than our own
couceit improve by the achievements and exam
pie Of others, il viii be t. some good purpose,
that while We have gathered much in our course
of life, we have learned also much 20 ''let %. 80