CHAP. IV.

The Duties of Teachers to each other.

IN every case of combined exertion, there are mutual obligations devolving upon the coworkers, 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 superintendant 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 fellow-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. Laboring side by side in the cause of immortal souls; 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 complai→ sant 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 cooperation 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 sepa

rate 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 fre

quently, 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 routine 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 labors, remember to separate as friends, the moment you touch the threshhold of the school room, and suspending for a season the visible partialities of favorites, mingle with the whole body, and feeling the pressure of a general bond, act upon the principle that you are all one.

Especially take care of systematically thinking and acting with a certain party. Endeavour in all cases of diversity of opinion, to act independently and conscientiously. Be very watchful that affection do not impose upon your judgment, and that private attachments