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Show Their silence on all that is nobleat, most effectually judges such teachers. That keen obsemer and bright story teller, Lawrence Oliphant, puts into the mouth of the shrewd oldYankee Aunt, in one of his stories, these words, which precisely apply to and s t y l y judge the case of such teachers as are dumb on a!l the loftiest themes of life : It is amazin' how I seem to know what is in a body, more by what ha ann't" an-" -th,an h" whrt hn anw " " -, "-...... ... Ihr, 60me one urkyr, anlpposo the expreeaions of the lipa a l l fur noblcueag and sin-cerity, htlr the life of rhc teacher due3 nor ?how that this wJmimtiort of rllc Lrrt thinrs is sincere? Gur.r~use the ttueher'n worcls are noble. hut hir t!..nlr i0no1~1~7 ~~ ~ ~~-~ ~~~~ ~.. - WelL my friends, we hive together considered this mbiegt to verv little nurnose. if we are not allkeenly alive-to the poasibility-the daiger of thii state of a&&: But does not the true remedy lie, not in ding the teacher's words less noble, but in making the teacher's life more noble? THE ONOON8CIOU8 INPLUENCB IS XIGBTIEBT. Surely we all uuderstand that the unconscious influence that goes out from uefrom our words, our looks, and our actions, day after day, is really our influence on our fellow-men. The phrase "exert an iniluence" is a very misleadin form of words. It implies that a man's idpence goes out only when he wills to '$exert1, it. As if one could sa to himself, Go to, now! Toda I will produce an effect on my fellow-men b w&t I say and do; but my life ang deeds of yesterday and to-morrow, and sucx times as I forget myself, shall have no effect on others." How often the deep-revealing action that is done when the man is evidently "off his guard9'-the words spoken in the tone and with the manner which show that no effect is designed-are precisely the words which show us the real man. So that the teacher, called on to speak and act before very discerning e es, day after dsy, and often brought face to face with sudden tests of temper and of princl-ple, can not trust to any hastily formed resolutions or hope for any quick accessions of nobility under sudden trial. The noble life must be lived, day after day-the true character must be built by painstaking, daily effo+if the teacher's influence is to be what it should be. You a n not send forth a good and pure influence by sud-denly willing to do so. It must be in the character, this influence, before it can go out upon the young. You must be what you would have your pupils think you. LET TEEM DRINK FROM RONNI,NG WATER, NOT sRON A STAGNANT POOL. I have proposed to speak to you rather of the animus that sbould pervade the teacher's work than of its methods; mther of the teacher's formative lnfluenee on the child than of the teacher's own habits of work. But seen from one point of view these two ideas aln.ays blend. Unless a teacher is constantly acquirin new knowled e himself he a n not be the best medium for imparting knowlefge to others. 5t is not by any means necessary that the teacher's mental work be limited to the mhject he teaches. Indeed, it is sometimes better that it should not be so limited. There are many tendencies t o w d narrowness in the teacher's work. But a subject of study quite outside your own department may help to counteract these tendencies. You will not teach the simplest subject well unless you are yourself acquiring from day to day. A sacred obligation rests upon every man to improve to the utmost the powers of mind God has given him, but a double obligation rests on the teacher to do this far his own sake and for the sake of his pupils. When some one asked Dr. Thomae Arnold, of Rugby, perha s the greatat teacher of our century, why it was that be studied for hours each &y in preparation for teaehing subjyte with which he was entire1 familiar and to clagses of boys, his answer was, That my pupils may not drink A m a stagnant pool, but from a run-nin 8hm." 3nless the teacher is daily a learner, the pupils must suffer. In the intellectual life, as well as in the phenomena of magnetism and electricity, then are "induced currents" which are set in motion by the presence near them of other powerful currents. TOLLGATE, TEAOHEP~. Ir happened to me during a week of hean~riilll mlmrnrr awthrr to rake n journey of se\,~rntll ays, driving rnv h,,wrr thrc,urlr rlre ~ a n l ~ . ~ ~s-llri~k.ra~ .llei ni mu)? of rhc finest c~ilrlrieni n cwc oi ullr gadc" &tare+i n the Xaar, where tlrr ~ ! tdur npike roads |