INTELLECTUAL CULTURE. 331
Beside all this, I deem it essential that a teacher should possess good breeding. His manners should be both gracious and polite. In this, he should be an example to those he would instruct. Manners, both good and ill, are catching. It were better to expose your children to an infectious disease than to place them under the tutelage of an awkward, crusty, ill-bred teacher. Such a one is very apt to leave his impress upon his scholars, as the waffle-iron is. impressed upon the cake that is baked in it. Polished and gracious manners are also readily copied by children, and thus a well-bred teacher may be reilccted in the demeanor of every member of his school.
I cannot better illustrate my views on this subject than by describing two teachers whom I knew in boyhood. They were both veterans in their vocation. One of them, familiarly known by the name of master Stebbins, was already advanced in years when he took out his buck-handled penknife and began to point out to me the cabalistic mysteries of the spelling book. I remember him well. He had a large blue eye, a mild expression of countenance, and when I first stood before him, looking up to his face with profound awe, I remember how that awe melted away before the kindly smile