88 M. J. KENDALL, ESQ., M.A., ON THE TEACHER^S VOCATION. 



of all moral enthusiasms which are parts of religion — say the 

 infection of duty and unworldliness, from masters who are them- 

 selves liable to these diseases. I am afraid it catches other and 

 more serious diseases from worldly men. A teacher's enthusiasm 

 and joy, his earnestness and imselfishness, will not only make 

 him a more efficient teacher, but will call to life similar qualities 

 in his pupil. 



And now I pass to the general question, which I shall treat 

 briefly. We have seen what are the three necessary graces. 

 What other graces of spirit and what intellectual outfit do we 

 look for in a teacher 1 



We cannot wholly dissociate spirit and intellect : their inter- 

 communication are too close and intimate. The man of spiritual 

 gifts will endeavour to move amongst "'the larger intellectual 

 things of life," that he may win his pupils, even amid their 

 childish studies and recreations, to breathe the great air beyond, 

 to touch the great thoughts, to catch the whisper of the great 

 music of the world. On this theme no one speaks to us with 

 a more modern note than Milton. His tractate to Samuel 

 Hartlib might have been written to-day ; he, if anyone, welds 

 things spiritual and intellectual into one organic whole. The 

 teacher will supply his pupils with " such lectures as may 

 lead and draw them in willing obedience, inflamed with the 

 study of learning and the admiration of virtue, stirred up with 

 high hopes of living to be brave men and worthy patriots, dear 

 to God, and famous to all ages, that they may despise and scorn 

 all their childish and ill-taught quahties, to dehght in manly 

 and liberal exercises, ..... and, chiefly by his own example, 

 might in a short space gain them to an incredible dihgence 

 and courage, infuaing into their young breasts such an ingenuous 

 and noble ardour as would not fail to make many of them 

 renowned and matchless men." 



Add to these stirring words the famous definition of a com- 

 plete and generous education as that which fits a man to " per- 

 form justly, skilfully and magnanimously all the offices, both 

 private and pubUc, of peace and war," and we have the teacher's 

 horizon spread before us at its full extent. Milton is here 

 developing what he had learnt from the great Humanists of the 

 ItaHan Renaissance — Vergerius, iEneas Sylvius and the rest 

 of them ; but he assimilates and expands their views in his 

 stately phrase and appHes them to the English character. And 

 let us remember that Milton's education was aimed at action, 



