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feeling and social amenities are cultivated, should be en- 

 couraged. 



The teacher cannot awaken love of books unless he himself 

 continues to be a student. Any one who thinks he knows 

 enough to teach even the humblest class, should never profane 

 the school room by his presence. One who has ceased to be a 

 learner cannot be a good teacher. The more one has discovered, 

 the more he wants to know. The truly learned man feels the 

 greatness of his ignorance and the littleness of his knowledge 

 as but a drop out of the boundless ocean of truth. It has 

 been well said, "the greater the circle of our knowledge, the 

 greater the horizon of ignorance that bounds it. The pride 

 of wisdom therefore is the proof of folly." Arrogance and as- 

 surance are not the fruits of true learning. Yet from the days 

 of Johnson to Dickens " the school master " has been character- 

 ized in our literature as magisterial, opinionated and dogmatical. 

 Associated as teachers are with beginners, or at least inferiors 

 in attainments, seldom called to the grapple of mind with mind 

 as in forensic contests with equals or superiors, there is great 

 danger of imbibing the spirit of conceit and dogmatism, even 

 when only getting deeper in the old ruts. What is dryer than 

 an old, opinionated, self-satisfied, unprogressive school master? 

 He despises "all your new-fangled notions." He glories in the 

 "good old ways." His fluent routine feeds his complacency, 

 though it really enervates his own mind and stupefies his 

 pupils. Whoever either in the college or primary school has 

 ceased to learn, should by all means stop teaching, for children 

 need impulse even more than instruction. Any one who no 

 longer thirsts for higher knowledge, cannot fitly lead even the 

 youngest to its fountain. As a teacher, one must be progressive, 

 or cease to be at all. The mind that stagnates must soon retro- 

 grade, and such a teacher would stultify rather than stimulate 

 his class. Happily there are now many teachers worthy of 

 their work, whose ideal is high, and who are enthusiastic in the 

 life-long work of personal culture. The efficient cooperation of 

 such teachers I confidently anticipate in the efforts now making 

 to stimulate a taste for books, and aiding our youth in the 

 selection of the best books. One who early acquires a taste 

 for reading and a love of bpoks, will realize that his education 



