CHAP. IV.

The Duties of Teachers to each other.

In every case of combined exertion, there are mutual obligations devolving upon the co-workers, on the due discharge of which, the success of their efforts materially depends. This is obviously true of the case in hand. Besides what is due to the children from the teachers, there is much to be observed by the teachers towards each other.

1. They should cultivate a spirit of reciprocal affection.

In addition to the ordinary reasons for brotherly love, which exist in every case, your circumstances supply another of considerable weight. Unity of exertion, certainly calls for unity of affection; for the former without the latter, can exist but in a very feeble degree, and be crowned only with very partial success. Love should be the superintendent of every school. Affectionately devoted to the object of the institution, you should love every one who contributes in the least measure to its success. Worldly, and even wicked associations, lead to strong affection between the united parties: the soldier contracts a strong affection for his comrade who is fighting by his side; the servant who is faithfully devoted to his master's interest, feels a regard for his fellw-servant, in whom he discovers the same fidelity; the traveller forms a growing friendship for the person whom he has incidentally met with on the road,

and with whom he shares the toils and the dangers of the way; even the fraternity of robbers, generates sometimes a sort of affection for each other.

Certainly then, a co-operation so benevolent in its object as that in which you are engaged, and so holy in its acknowledged bond of union, ought to produce a high degree of christian love. Labouring side by side in the cause of the immortal soul; that cause in which the Saviour spent his life, and shed his blood: that cause which from beginning to end is emphatically the cause of love, you should cultivate towards each other no common measure of hallowed friendship. It is not enough that you avoid a state of open enmity; it is not enough that you maintain a kind of complaisant indifference, or a cold and civil distance; all this is very far below that cordial and glowing affection, which should be cherished among the fellow workers in such a cause. This should be the prompt and generous language of one heart to another, "I love you, for your love to these children, and the interests of piety." The teachers of every school should form a holy family; a beautiful fraternity, associated by the bond of affection for the purpose of benevolence, within whose sacred and peaceful circle, envy, jealousy, and strife should never be allowed a place: but which should incessantly exhibit the "good and pleasant sight of brethren dwelling together in unity."

2. There should be cordial and general co-operation in every thing which concerns the institution.

The prosperity of the school at large, is what every individual teacher should keep in view, and which he should seek by the improvement of his own class. It

is of vast importance that you should steadily and permanently remember, that although you have separate and individual duties, yet you have no private and separate interests. The school forms a little community, of which you are a member, and against which it is a sort of high treason to violate its integrity, by setting up the interests of distinct parties. You must all act together. The worst of evils have arisen from the teachers being divided, as is sometimes the case, into little separate associations. These are frequently, perhaps generally, produced by the operation of private friendship. For example, here are two or three of the number who from congeniality of mind, or long intimacy, are on habits of the most friendly intercourse. Forgetting the consequences which are likely to ensue, they take no pains to conceal or suspend their intercourse during the time they are at the school. They are often seen talking to each other, and exchanging the warmest expressions of endeared friendship, while the rest are passed by with cold civilities, or indifference. All this while, a spirit of division is imperceptibly generated. Others, perceiving that they are not to be admitted to the select circle, form parties of their own. During the usual and uninterrupted routinue of ordinary business, no effect peculiarly injurious, perhaps arises; but the very first time that an offence occurs, or a diversity of opinion takes place, the mischief which has been secretly collecting, explodes. Factions are instantly formed with the most exact precision, according to the parties which had been previously composed. Opposition grows strong. The work of division and alienation goes forward. The seeds of lasting discord are

sown, and it is very long before the school recovers the injury.

Take care, therefore, of splitting the teachers into parties. Particular friendships you are not forbidden to form, but at the same time remember that the school is not the place to display them. Even should you walk in company to the scene of your labours, remember to separate as friends, the moment you touch the threshold of the school room, and suspending for a season the visible partialities of favourites, mingle with the whole body, and feeling the pressure of a general bond, act upon the principle that you are all on

Especially take care of systematically thinking and acting with a certain party. Endeavour in all cases of diversity of opinion, to act independently and consci entiously. Be very watchful that affection do not impose upon your judgment, and that private attachments do not influence your public conduct: for if it be seen that in your official duties, you act independently of personal regard, such friendships, however well known, will make no party, and therefore do no harm.

3. Never make the real or supposed faults of one teacher, the matter of conversation with others.

This rule equally extends to official delinquencies and personal offences. There is a most powerful propensity in human nature to what has been denominated with considerable propriety, backbiting; or making the faults of an absent person the subject of familiar conversation. This is a vice so mean, so mischievous, so cowardly; so characteristic of littlenes, as well as of malignity, that every holy man should hate it, and every wise man be ashamed of it. O what wisdom,what mercy

what beauty is there in our Lord's direction! "If thy brother shall trespass against thee, go and tell him his fault, between thee and him alone; if he shall hear thee, thou hast gained thy brother. But if he will not hear thee, then take with thee one or two more; that in the mouth of two or three witnesses every word may be established." If this rule were universally obeyed, three parts of the feuds and quarrels which destroy the peace, and desolate the temporal interests of mankind, would be cut off. "Tell him his fault between thee and him alone;" and of course this must mean, tell him first: let not another know it, till you have tried the effect of this private and personal representation. How often has the harmony of our schools been interrupted by a violation of this simple and beautiful rule! A teacher's faults have been made the matter of free conversation, till the subject swelled by falsehood, and envenomed by malignity, has come to his ears in the most exasperating form. 'Tis quite melancholy to reflect from what slight causes the most serious animosities have arisen, even among those who were professedly teaching a religion of forgiveness; and the grief is increased by considering what small measure of forbearance would at one time have proved sufficient for preventing the whole series of subsequent mischief. It is a difficult point to settle, who is most to blame, and most answerable for the consequences, the person who first commits a fault, or he who by revenging, or publishing it, causes it to extend its baneful effects. If my neighbour be wanton, or wicked enough to throw a kindled firebrand into my dwelling, and I, instead of immediately quenching it, throw it back into his premises, or cast it into the air for the