These are duties of universal obli
gations, which are no more and no
less binding upon teachers as in
dividuals than upon other men; but
in view of the publicity and scope
of the teacher’s function, the com
muity has undoubtedly a greater in
terest in the practice of these ordin
ary virtues on the part of its teachers
than on the part of most of its
members. The character and con
duct of most people influence out
side of their own families, only a
small number of adult associates;
but the teachers serves as an ex
ample and guide for large numbers
of observent, susceptible, and imita
tive youth. The conscience of the
teacher sets a standard of conscience
for his pupils; his daily conduct
supplies their most impressive
lesson, and it is his highest function
to develope and train their sense of
duty. The teachers who, as the
result of all his intercourse with his
pupils, has strengthened in their
hearts the authority of the “ 1
ought ” and “ I ought not ” has
rendered them the best service
which one human being can render
to another.
