ESSAY 1. Qualifications of Teachers. "The results of observation and experience in this the noblest, and, in proportion to its value, the least studied of all the arts-the art of teaching,' ought to be digested in a philosophical form, and presented as a regular course of instruction to the future teachers of our youth, in order that their attention may be imperatively drawn to the exercise of a calling, which, hitherto, has unaccountably been thought to require no preparation; and that they may start at the commencement of their labours, from the vantage ground of knowing what has been done and is most approved of, in the principles and practice of their profession." Pillans. A VERY cursory examination of the schools of our country may satisfy an observer that, in general, the qualifications of the teacher are not sufficiently regarded by his employers. In many portions of our country the people seem to have acted on the pernicious, but too prevalent, opinion, that " any body will do for a schoolmaster." Accordingly we find the profession crowded with those who are incompetent for the office. Persons who never speak their native tongue grammatically are employed as masters of grammar schools; and others, of inferior moral and intellectual characters, are intrusted with the moral and intellectual development of youthful minds. The qualification which has too often been B admitted as a passport to the office of teacher, is want of success in other vocations. People have seldom stopped to inquire, whether this may not imply a want of capacity for distinction and usefulness in any profession. Parents should remember that any deficiency in the teacher, whether admitted through an ill judged economy, or a want of reflection, will be a most serious detriment to the children intrusted to his care. It will not only occasion a loss of the money paid for tuition, but a waste of time, and of opportunity for the early development and right direction of the faculties, which can never be wholly repaired. In this view of the subject it would appear that if a competent and faithful teacher is one of the most useful, an incapable or vicious teacher is one of the most useless and pernicious members of society. A teacher should be required to fit himself thoroughly for his profession. Want of success in other occupations should not be admitted as a qualification for this. "If," says a late writer on education, "we think it an advantage in general, (and for obvious reasons it is so) that a youth should make early choice of a profession, why should that of a teacher, so influential on individual and national character, be commonly resorted to, either as a temporary expedient in the way to another, or as a last resource by the broken down and disappointed in every profession? and while there is a prize to run for in all the different race courses of human life, why should it be ne cessary to make up a purse at the expense of the rising generation for the beaten horses in them all?" Though the evil thus adverted to, exists to a certain extent in many parts of our country, it must be acknowledged that it is gradually diminishing. Young men of liberal education, and possessing endowments which would insure distinction in any profession, are now found willing to engage in this. Seminaries, professedly established for the preparation of teachers, have already begun to appear; and what is, perhaps, most encouraging of all, those who are now engaged in the business of instruction are beginning earnestly to avail themselves of every means of improvement in their art, which lies within their reach. It is this last circumstance which has induced the writer to offer, in the ensuing pages, the results of his own reading and experience on the subject. It is not important to attempt a detail of all the necessary qualifications of a teacher. Some of the most essential are obvious to every person who has given the least attention to the matter. Good sense, correct morals, general intelligence, a command of one's temper, a knowledge of character, kind feelings, and a fondness for literary and scientific pursuits, might be severally enlarged upon, and their importance to the teacher's success demonstrated. But while all these are of acknowledged necessity to constitute a good teacher, they may all be possessed without fully quali |