tion, are known to be qualified with talents and learning equal to those of the great collegiate foundations: but St. Paul's School has not had kings for its nursing fathers, nor queens for its nursing mothers, nor mitred churchmen for its founders, nor noble and powerful patrons with the beneficial contingencies of settled or expectant patronage; and therefore its teachers, though with equal qualifications, have not those rewards in prospect to which the instructors of collegiate establishments direct their hopes and expectations. But here we see the Mercers' Company of London, with a just sense of superior deservings, and a generous wish to recompense them, has conferred on the learned and venerable Dr. Roberts 1000l. per annum, to give repose, comfort, and honor (for reward is the highest honor, when it is well deserved,) to the closing years of a long life, the larger portion of which has been passed in the important service of instructing youth; a recompense of which there are very few, if any, examples from the private funds of similar institutions.

Such of the scholars as are destined to the University are sent on exhibitions from a benefaction founded by Lord Camden, which is separate from the estate of the school, and on those arising from the school foundation. They are not limited as to number, and are continued for seven years. The first amount to 100/. and the latter to 50l. per annum.

High Masters of St. Paul's School from its Foundation in the Year 1512.-1512, WILLAM LILY* 10 years.1522, John Ritwyse 10.-1532, Richard Jones 17.--1549, Thomas Freeman 10.-1559, John Cooke 14.-1573, William Malin 8.-1581, John Harrison 15.-1596, Richard Mulcaster 12.-1608, Alexander Gill, sen. 27.-1635, Alexander Gill, jun. D. D. 5.-1640, John Langley 17.1657, Samuel Cromeholme 15.-1672, Thomas Gale, D. D. 15.-1697, John Postlethwayt 16.-1713, Philip Ascough 8.-1721, Benjamin Morland, F. R. S. 12.-1733, Timothy Crumpe 4.-1737, George Charles, D. D. 11.— 1748, George Thicknesse 21.-1769, Richard Roberts, D. D. 45.-1814 J. SLEATH, D. D. F. S. A.

Dr. Samuel Knight, in his Life of Dean Colet, gives a particular account of this eninent teacher, scholar and gramarian, which is followed by the literary biography of his highly qualified successors in the distinguished office of High Master to the year 1724. The characters of those who have succeeded give an equal occasion for the eulogiums of subsequent writers.

For the Annals of Education.

ART. III.-WHAT MAKES SCHOOLMASTERS RUSTY ?*

Nor all schoolmasters; there are some honorable exceptions. But of those whom I have the honor to know, of a few years' standing, eight tenths at least, are abominably rusty. They wear decent coats perhaps, and are well to do in their outer man. But in the furniture of the mind, if you look within, they are sadly old fashioned. The broad brim, and broad flapped waistcoat, look somehow out of place, though they have indeed, a certain antique gravity to recommend them. They, doubtless have studied the "Clothes Philosophy" to some purpose and scorn to seem what they are not.

It seems to me that the business of school keeping, except in circumstances of peculiar advantage, has a natural tendency to dissipate and enfeeble the mind. The teacher is, in his profession, confined to a narrow circle of ideas, that is, they only are necessary for the discharge of his daily duties. These ideas are the food of only young minds, and he is required to make minced meat of them for the use of such. There is here no impulse to improvement, except in the way of simplification. The continual contact with minds of inferior powers drags the teacher heavily down. Literary labor, beyond his daily sphere is not expected of him, and often is looked on with suspicion, as a departure from his appropriate duties. The natural effect of his occupation, is to make him rusty.

He must set himself strongly against this tendency. He can effectually resist it. He must cultivate literature, science, natural history, any thing for which he has a taste, that he may grow. When wearied by the labors of the day, he must not repose in inaction. Spontaneous and strenuous labor is the law and condition of his growth, as of his pupils. He need no more stop at twentyfive or thirty, than they at twelve or fifteen. Let him study day by day as they do, and his progress shall be more healthful than theirs.

I was going to give specific directions in this matter, when I turned to the excellent chapter on the Moral and Intellectual Habits of Teachers, in Mr Gallaudet's excellent edition of Mr Dunn's Manual. It contains what I would have them know and practice, said much better than I should have said it. So give that to your readers, in lieu of my wisdom. Yours, &c.

* We placed the School Teacher's Manual into the hands of a friend, to be noticed according to its merits. We have received from him the above, which we give without comment, and the chapter referred to, with slight

omissions.

MORAL AND INTELLECTUAL HABITS OF A TEACHER.

[From the School Teacher's Manual.]

If it be true, that "mothers and schoolmasters plant the seeds of nearly all the good and evil in the world ;" if it be the great, the universal law of morals, as well as of physics, that" kind shall bring forth after its kind;" then, since the educator can but reproduce his own image; since good and evil are continually "going out of him ;" and by the power of a mysterious assimilation, children become and do, just what he is and does; is scarcely possible, too frequently or earnestly to impress upon his mind, that, while no man ministers at a holier altar, no man stands more in need of an enlarged heart and a purified spirit than himself.

It is not, however, my intention even to enumerate, the various excellences which should adorn the character of the Christian teacher. Three or four general hints, on the cultivation of habits calculated to insure respect and esteem in the world, to facilitate the discharge of school duties,—and to aid in the acquisition of useful knowledge,—is all that I ask permission to offer.

1. Cultivate diligently the habit of rigid self-control. He can never rule others successfully, who has not first learned to govern himself. But self-government is a virtue of no easy attainment; implying, as it commonly does, much painful discipline, and sometimes a degree of mental endurance, which the strongest motives alone, can enable man to bear. It must extend, not only to the government of the temper and passions, but to the regulation of the whole conduct: it must determine the distribution of time; the expenditure of money; the choice of studies; and the selection both of companions and of amusements; and all this, as I before said, implies painful discipline. Without self-govern

ment, however, you can, as a teacher, literally do nothing. Where this is wanting, it is obviously impossible to carry out any settled plan, either for our own good, or for the benefit of others. Carried about by every wind of passion, the wretched victim of ill temper and caprice rejects to-day, that which but yesterday he judged to be above all things desirable; his own irritated spirit kindles irritation in every other

...

bosom; and obstacles unknown to the tranquil and the meek, block up every avenue to the hearts and consciences of those who are under his control.

2. Carefully avoid every thing that is repulsive, even to most sensitive, either in manner or conduct. Be neat in your person. A slovenly appearance degrades a man in the sight of the world, and always lessens the respect he receives from children. A man is fearfully mistaken, if he imagines that any strength of mind, or variety of attainments, will excuse vulgarity, rudeness, or dirt.

care, you

Let me entreat you also, carefully to guard against the formation of certain mental habits, to which your station and employment particularly expose you. You are accustomed to command in the school; and if you do not take great will feel it difficult to brook contradiction out of it. Without incessant watchfulness, you will become arrogant and dogmatic, or pedantic and prejudiced. Such is the natural tendency of constant intercourse with immature minds, looking up to the teacher as an authority. Now all these things are so extremely offensive to intelligent persons, that, if indulged, they will effectually shut you out from society, to which, under other circumstances, you might obtain easy access.

3. Diligently pursue a regular and systematic course of private study; and let it bear as much as possible upon the duties of your particular profession. The great object of all education is to prepare for usefulness. Keep this in mind, and read and study simply with the view of thereby obtaining the power to do more good, in the particular position in which Providence has placed you. A teacher who feels aright on this point, will soon see that it his first duty, to make himself thoroughly acquainted with the elements of knowledge. He cannot be content to read or write ill, in order that he may give more time to mathematics; nor will he consider it any apology for spelling incorrectly, or for being a dull and slow arithmetician, that he is a diligent student of Latin. A man who acts in this foolish and inconsistent way, (and, alas, there are many,) might learn wisdom from the savages. Some Virginian philanthropists once offered to educate a number of American Indians: they received the following reply:-" Brothers of the white skin, you must know that all people do not have the same ideas

on the same subjects; and you must not take it ill, that our manner of thinking, in regard to the kind of education which you offer us, does not agree with yours. We have had in this particular, some experience. Several of our young men were, some time since, educated at the northern colleges, and learned there all the sciences; but when they returned to us, we found they were spoiled. They were miserable runners; they did not know how to live in the woods; they could not bear hunger and cold; they could neither build a cabin, nor kill a deer, nor conquer an enemy; they had even forgotten our language; so that not being able to serve us as warriors, or hunters, or counsellors, they were absolutely good for nothing." Too many teachers are like these young savages they may be excellent mathematicians, and good classical scholars; but, alas, they read so ill, write so carelessly, and are withal so unwilling to stoop to the drudgery of communicating the elements of knowledge, to those who can digest nothing else, that as teachers in an elementary school, they are absolutely good for nothing.

Let it, I pray you, be your first object, to be thoroughly grounded in every branch of knowledge you have to teach. The steady, continuous labor which must be gone through, to know any thing whatsoever thoroughly, is an admirable discipline for the mind. Besides, nothing is so prolific as one thing well known; it is an excellent starting point for a thousand others. Study principles; and never rest satisfied until you are so familiar with every thing you profess, and with the steps by which it must be attained, that you can at once ascertain whether your pupils do, or do not understand what you are communicating,-can discover where their difficulties lie,-can clear up that which is obscure,-illustrate that which is but partially understood, and present old truths in new and varied aspects. In this way alone, can you ever hope to be an interesting instructor. For although it be true, that there must be some natural" aptness to teach," in order to communicate knowledge successfully, yet most persons probably owe more to culture, in this respect, than is commonly imagined. No natural talent will enable a man to gain the interest and respect of his pupils so soon, as such a knowledge of his profession, as will enable him quickly to detect an inaccuracy, and to discuss and settle the various questions and difficulties which press upon