for the good that is done, than it does who are the devisers, the agents, or the recipients of it.

Many Common School Conventions have been held in Massachusetts. These have been very useful in awakening public attention, in exposing defects, and in diffusing a knowledge of principles respecting arrangement, organization, &c. Valuable, however, as these conventions have been, they have not proposed, nor, from their nature, have they been able, to add much to the qualifications of teachers, as it respects the means and modes of instruction. But Teachers' Institutes propose, not merely the exposition of principles, but an exemplification and embodiment of them, in practice. The sessions of the Institute cover a period many times as long as that occupied by the convention; and the former embraces a range of objects far more ample and comprehensive than the latter. The Institute may effect less, in interesting the citizens at large; but it will accomplish far more in qualifying teachers for their duty.

Besides the American Institute of Instruction, whose services have been recognized by the State, and whose good influences are well known, Teachers' Associations are organized in several of the counties. Some of them hold meetings annually, and one, the Essex County Teachers' Association,-semi-annually. In no case, however, have their sessions been continued beyond two days, at a time; and, so far as I know, classes for mutual instruction have never been formed, nor has any organization into classes for drill and recitation, ever been attempted. It is obvious that such an organization would be not only the most effective, but the only way, for bringing out the merits and for exposing the errors, belonging to the every-day detail and routine of the schoolroom.

Were a small bonus,-just sufficient to pay an experienced teacher for presiding over and instructing them, and for defraying a few contingent expenses,-to be offered to the teachers, in any county, who would annually assemble for this purpose,— I know not how the same amount of money could be converted into so great an amount of good. For the time being, the Institute would have all the characteristics of a Normal School. The candidates for teaching, coming to its sessions for the express purpose of preparing themselves for immediate duties,

would come with receptive and eager minds; and every body knows how much more living and serviceable is the information which is acquired at the time when it is most needed, and when it supplies the demands of a pressing exigency.

Surely, were such Institutes to be opened here, but few of those who have enjoyed nothing more than common advantages, could be so morally insensible to the great responsibilities of a teacher, as not gladly to avail themselves of such an opportunity for improvement.

Among the most enlightened nations of Europe, as well as in this country, men, celebrated the world over, for their attainments in particular branches of science, are accustomed to meet together, for the purpose of enlarging their common stock of knowledge, and for enkindling the zeal of each other. Of this character, also, is the American Institute, which holds its annual Fairs in New York, for the encouragement of American productions; and the Mechanics' Association in Boston, for improvements in the useful arts. For more than twenty years past, the State has granted bounties to Agricultural Societies, for the advancement of that fundamental interest, in our community, the agricultural; and cannot as much be done for Common Schools, on which all the higher interests of individuals and of the nation are so dependent, as for prosecuting researches into the regions of abstract science, or for perfecting the useful arts of life? Cannot as much be done for improving the children of the Commonwealth, as for improving its breeds of domestic animals?

In several towns in the State, local measures are taken, to enlarge the views and increase the aptitude of teachers. In Salem, an organization embracing all the teachers in the city, has existed for several years. The male teachers, having charge of the higher schools, have proposed to themselves a more liberal and comprehensive object than their own personal improvement. Their practical foresight admonishes them that the character of their own schools must depend, in a great degree, upon the condition of the pupils who enter them, from the primary schools. Hence they see, that increased qualifications, in the primary school teachers, not less than in themselves, will redound to the advancement of their own schools. All

the primary school teachers, therefore, are embraced in their organization; and are invited to participate in their discussions. It was soon found, however, that the female teachers, owing to that modesty and reservedness so appropriate and graceful in the sex, seldom took part in the deliberations. To obviate this difficulty, the following expedient was devised: The name of each teacher is written on a slip of paper and deposited in a box. This box is then committed to an individual selected from among themselves, who is called the depositary or drawing-master. The names are so many lots. At each meeting,— and they are held once a fortnight,-the drawing-master takes a name from the box, makes known, privately, to the owner, that the lot has fallen upon him or her, and before the next ensuing meeting, that individual is expected to furnish the drawing-master with a written essay, on some subject connected with the cause of education. The essay is read publicly by him, and the subject of which it treats is then open for general discussion. Thus, wherever there is a will there is a way, for all those who are sincerely desirous of improving the condition of our schools.

As a general fact, there is incontrovertible evidence that the qualifications of teachers are advancing, throughout the State. Still the demand for increased fitness, as made known by the committees' reports, was never more earnest than at present. The existing state of things, in one or two particulars, tends seriously to embarrass committees in the selection of teachers. The number of competitors for employment has greatly increased within a few years. Extended opportunities for education. are giving a tolerable knowledge of the rudiments to a much larger number of persous. An aversion to manual employments, turns away many from the farm, the workshop and other industrial occupations; and these, in the more honorable and lucrative rank which school keeping now holds, are attracted towards this profession as an eligible resource. Another fact bears strongly upon the same point. The average compensation given to teachers is much greater in Massachusetts than in any other State. Hence, in addition to the increased number of applicants springing up amongst ourselves, compa

nies of emigrants from other States are crossing our borders in quest of schools. In some instances, a kind of travelling broker or pedlar from another State, comes amongst us, traversing the country to find vacancies, and hire out unknown schoolmasters. Hence, not only increased difficulty, but increased danger, in making selections, unless the school committees are wary and circumspect, and exercise great judgment in their choice.

In the whole community, there is doubtless, a sufficient number of individuals whom nature has endowed with the high qualifications necessary to a school teacher. So much of opportunity for preparation, and so much of encouragement in the way of social consideration and emolument, should be proffered to this class, that they will be naturally attracted to a calling so intrinsically honorable. But this can hardly be expected while the condition and sentiments of society open so many other and more direct avenues to eminence and fortune. Hence the places of those whom nature has more especially pre-adapted to this sacred work, are occupied by others,-in some instances, by those whom neither nature nor art has tended to prepare for

the service.

SCHOOL REGISTERS.

I wish to call the attention of the Board, for a moment, to the subject of School Registers. So far as I know, there is now no difference of opinion in regard to the expediency of having registers kept in all our schools. Statistics, indispensable to a knowledge of the working of our school system, and to the removal of its defects, can in no other way be obtained. There remains, however, an important question, as to the mode in which the registers shall be provided, and transmitted to the schools. Heretofore, they have been prepared and sent out, in single sheets. This was necessary, at first, in order to facilitate modifications, should any be found necessary in practice. I would now suggest another form, at once cheaper and more useful. It is, the substitution of a book, which will last six, eight, or ten years, instead of sheets designed only for a single year. My reasons are the following: The book-form will be less expensive. It will be less liable to be lost, mislaid or mu

tilated; and hence much time, now spent by the committees, in hunting up the registers, which unfaithful teachers have neglected to return, or in inquiring out facts, which a mutilated register fails to communicate, will be annually saved. A book belonging to each school, will exhibit its condition for a series of years; it will be a means of self-comparison from year to year, and thus form an unexceptionable stimulus to improvement. The want of a permanent register is already so much felt, that several towns are preparing blank books, designed to last several years, for their own use. I am not certain but that the law, as it now stands, would authorize the Board to make the proposed change. Should doubt exist on this point, it is very desirable that such a change should be made in the law, as would empower the Board to supersede a comparatively defective and expensive mode for one both better and cheaper.

USE OF THE BIBLE IN SCHOOLS.

Ever since I have been Secretary of the Board, the inquiry has occasionally been made of me,-perhaps oftener, however, by persons residing out of the State than in it,-to what extent the Bible is used in our schools. Having early ascertained that it was very generally used, I stated the fact, at that time, in one of my Reports to the Board. During the past summer, however, the inquiry has been renewed; and it has sometimes been made in such a way as to indicate an apprehension that this book of our fathers was gradually dropping from the hands of their children. Although I knew personally that its use had been extending ever since the existence of the Board, yet, to put the matter beyond question, I took measures to obtain authentic evidence as to the fact, in regard to every town in the Commonwealth. The result is as follows: Of the 308 towns in the State, the Bible is prescribed by the committees as one of the reading books to be used in the schools, in 258. In 38 towns, it is used, but whether as a devotional or as a reading book, the committees do not say. The committees of nine towns

have not replied to my letter. In three towns, only, it is found that the Scriptures have not been,-or not been generally,used in the schools. The reason assigned by one committee