Avon; Charles A. Goodrich, Berlin; William Marks, Burlington; Francis Gillet, Bloomfield; Jeremiah Rice, Bristol; Henry Nash, Can ton; Solomon Olmsted, East Hartford; Erastus Ellsworth, East Wind-they have done in calling the attention of their readers to the several sor; Edward Hoskins, Enfield; John T. Norton, Farmington; Thaddeus Welles, Glastenbury; Daniel Hemenway, Granby; Luke Wood, Hartland; Bennet F. Northrop, Manchester; Samuel F. Jones, Marlborough; Allen McLean, Simsbury; Jesse Olney, Southington Julius S. Shailor, Suffield; John Francis, Wethersfield; Martin Ellsworth, Windsor. Secretary-Porter H. Snow, Hartford.

THE PUBLIC PRESS OF CONNECTICUT. We feel under great obligations to all our public journals for what measures and movements of the Board. To those who have done more, who have introduced from time to time into their columns remarks of their own, or of correspondents, urging the subject upon the attention of the community, and helping to add new vigor and warmth to public sentiment in relation to this whole matter, we would ac knowledge our particular obligations. May we not hope for their continued and more energetic co-operation? Will not every jourA Resolution requesting the Vice-Presidents of the County Associa-nal of the State-standing as each does at the fountain of public opintion to act as agents of the Journal in their several towns; and another ion-help to make that public opinion more enlightened, more alive, recommending the appointment of the School District Committee in the more efficient, in regard to common schools? However discordant and spring, in order to afford more time for selecting and employing Teach- even irreconcileable their opinions may be on other subjects, let this be ers for the winter school, were adopted. regarded as a common field to labor in-as a common interest to promote-as a common blessing to enjoy and perpetuate. We shall continue to forward our paper to all our public journals. We cannot ask or expect them to send theirs in exchange, but we should be glad to receive every number which contains any thing in reference to our common schools, or to popular education in general.

The Rev. Mr. Brooks then delivered another very interesting lecture, on the subject of the Prussian Schools.

From this lecture, it appeared that schools are established by law in every parish in the kingdom; and every child is obliged to attend and receive an education; that these schools are under the inspection of a board created by the government, and responsible to higher boards in the several provinces, all of which are under the control of a minister of public instruction at Berlin, who gives his exclusive attention to this subject. That there is a regular gradation of schools, from the parish school to the university, through the several provinces, and none are admitted to any higher seminary, without having passed through the lower schools. The studies prescribed and the mode of treating them were likewise detailed at length.

SCHOOLS IN SALISBURY.-LETTER FROM JUDGE
CHURCH.

In that kingdom, no one can be appointed a teacher without undergoing a rigid examination, and without having been educated at the reg-ed that many years ago, when he was a teacher in the common schools ularly constituted teachers' seminaries.

The great advantages of this system of education, are efficiency, uniformity, thorough intellectual and moral culture, and the effects produced in forming a sober, orderly, and intelligent people. It was stated that, since the introduction of this system, pauperism and crime had diminished in Prussia thirty-eight per cent., and that especially, juvenile delinquencies were exceedingly rare.

The Convention then passed a vote of thanks to Mr. Brooks for his addresses, and adjourned.

ASSOCIATIONS OF TEACHERS.

The formation of these associations has been very generally recommended, and we are glad to learn that they are coming into existence in many towns in this State. Unless several of the Teachers are located for some length of time, in the place where they now are, we would recommend that they make their association a branch of the Town Association. It will save much complexity of organization. That these associations may promote the usefulness of schools, is the uniform experience of the States about us. They are coming into existence, all over France, under the encouragement and recommendation of the Minister of Public Instruction. They have been and still are found important aids in the promotion of education in Holland. "These societies or associations, are numerous," says a traveller in Holland.-"They are generally of a local character. Eight, ten, or more schoolmasters residing near each other, form an association for the discussion of subjects connected with education, and report through their secretaries to the editor of the Contributions,' (a periodical devoted to Common School education) who publishes what he thinks is likely to be of general benefit. There are at present upwards of two hundred of these Societies, and above two thousand schoolmasters are thus associated. In a report to the king, made by the Minister of Public Instruction, in the year 1818, these associations are described as having been of the greatest utility."

SCHOOL VISITERS' REPORT.

It will be remembered by those who noticed the proceedings of the Litchfield County Convention, that a resolution was passed, recommending a more thorough visitation and examination of the schools, not only by school visiters, but by teachers, of each other's schools, and that once a year a Convention be held of all the scholars of the several schools. When this resolution was up, Judge Church remarkof Salisbury, all these things were done; and that there had never been that engagedness in parents, teachers, and scholars, since the practice was discontinued. It will be seen by the following letter from Judge Church, that the recommendation of the Convention has been acted upon, and that the most efficient steps have been taken to revive the good old custom in these particulars. We would especially call the attention of those who complain of the inefficiency of our present organized board of visiters, to the steps which have been taken in Salisbury, as well as in some other towns, for making school visiters efficient and responsible.

Salisbury, Nov. 12, 1838.

DEAR SIR,-The School Society in this town at a late meeting directed, that a committee of two of the board of visiters should visit and examine all the schools in the society twice the ensuing season, and make to the board and to the society a particular report, in writing, of the state and condition of each school, to the end that the information thus obtained should be communicated to you: and at the same time agreed to pay this committee at the rate of one dollar per day for the time spent in this service.

The board of trustees was also directed to take such measures, as that the instructers of the district schools in the society should visit and examine each other's schools during the coming winter; and also that there should be a public examination of all the schools at one time, when the schools as well as the several teachers should be publicly addressed on the subject of common school instruction. The result of these experiments will be communicated to you.

With great respect, your obt. servt.

POST MASTERS.-POSTAGE. THE JOURNAL. To post masters, who have thus far rendered us very important service in obtaining subscribers for the Journal, and in forwarding remittances free of postage, as they are authorized to do by the Post Master General, we would express our thanks. Small as the postage may seem in a single instance, still it is a consideration not to be overlooked in the aggregate-especially when it is remembered that the correspondence extends into almost every town in the State-and especially, when it goes to add to the expense of a Journal which does not begin to pay for itself-and when we are now making preparations to publish Extra numbers containing valuable information respecting the School Systems of Prussia-Holland-New York-Massachusetts-and other States,-information which we are bold to say cannot be gained from any one, or half dozen volumes-not at least for four times the subscription price of the Common School Journal. But in undertaking this Journal, and the laboring oar of the Board, we expected to spend and be spent in its service. All we ask is such co-operation as the friends of common schools can give us in their several ways, but if the aid is to be given it should be given now.

It will readily be seen by reference to the law of last session, that "the written Report of their own doings, and the condition of the several schools within their limits for the preceding season of schooling, with such observations as their experience and reflection may suggest,' required of the school visiters, is a different matter from that of making returns to the Board of Commissioners, for which they must prescribe the forms and forward them to the school society's clerk. These returns will embrace the very facts which ought to be reported to each society, but in addition the faithful discharge of duty under this section would call for something more in the way of suggestions of improvement. To have this duty faithfully done, each school society in the State would do well to follow the example of Farmington, of North Stonington, of Watertown, of Salisbury, and other societies in re ducing the number, and making their duties more specific, and compensating them for their time at least. But whether paid or not, we hope that at least one school visiter in each society will be found who will see that these provisions of the law are faithfully complied with. The condition of all the schools in the State cannot be ascertained without the active and faithful co-operation of school vis-be post paid.

iters.

There is an increasing interest in the whole subject-a spirit of inquiry as to what is doing for the education of all the children of a community, both among ourselves and abroad. This interest should be cherished-this spirit of inquiry must be stimulated and gratified, and that now, if we expect much permanent good to be done here. Those who are disposed to sustain this Journal as an instrument in this cause, are requested to do so now. All subscriptions to this Journal must hereafter be paid in advance; and all communications in reference to it

Case, Tiffany & Co., Printers, Pearl street, Hartford.

PUBLISHED UNDER THE DIRECTION OF THE BOARD OF COMMISSIONERS OF COMMON SCHOOLS.

Vol. I.]

HARTFORD, JANUARY, 1839.

THE CONNECTICUT COMMON SCHOOL JOURNAL WILL BE PUBLISHED EVERY MONTH, AT THE PRICE OF FIFTY CENTS A YEAR, PAYABLE IN ADVANCE. Persons wishing to subscribe, can forward their names and remittances, to the Secretary of the Board at Hartford, or to the Vice-President of the County Association, or to the postmaster of the town in which they reside, who can render the Journal essential service by acting as its agents. Το any Teacher who will forward the names and remittances of four

subscribers, an additional number will be sent.

And to any person who will forward an order and remittances for fifteen numbers, two additional copies will be sent, if desired. All subscriptions to the Journal must begin with the first number. The back numbres will be sent, as long as they can be supplied. Twelve numbers, comprising at least One Hundred and fifty-two closely printed quarto pages, equal to at least Four Hundred octavo ¡pages, will All subscriptions hereafter must be paid in advance, and all letters relative to the Journal must be post paid.

constitute the olume.

schools.

It is proved abundantly by actual experience, that our district schools can be taught and governed well by female teachers of the right character and qualifications, in the winter as well as in the summer, and while lads and young men of eighteen and twenty years of age attend them.

If these positions are correct, and the writer thinks he has shewn them to be so, what are the practical inferences to be drawn from them? One certainly is, that the friends of popular education throughout the State should, in their respective towns, find out the good female teachers of common schools, and sustain them in their employment, and encourage them to continue in it. Their compensation in very many cases, should be raised. We must come up to this part of the work promptly and liberally, with regard to both male and female teachers, or our other efforts will be unavailing. The reasons for this are obvious. If our young men and young women are to be induced to spend their time and money in qualifying themselves to be first-rate teachers, they must see a fair prospect of being remunerated for this expenditure, and also that school-keeping will bear some comparison, as furnishing the means of a liveli hood, and of laying up something at the end of the year, with other occupations.

Raise the wages of good female teachers, and you give an impulse to the whole movement that will be seen and felt at

once.

lence.

[No. 6.

Jand management. Besides, it would create obligations of a very interesting and peculiar kind on the part of the young women themselves. They would see that their past services are appreciated, and that the respectable and influential around them are their friends, and ready to encourage them in their wishes to enlarge the sphere of their usefulness. Such encouragement, delicately and liberally given, has a powerful effect upon the ingenuous and aspiring feelings of a mind sensible to the good opinions of others, and seeking after higher degrees of excelThere is vastly too little of this right sort of patronage, on the part of the older and influential portions of the community bestowed upon the younger in our country. In no department of public utility, would it accomplish more than in that of popular education. Take your teachers by the hand. Let them see that you esteem them highly for their works' sake. Aid them in all their efforts to improve themselves and their schools.— Make the future look inviting to them. Inspire them with a laudable ambition to excel in their profession, and furnish them with the means of doing it. Especially do female teachers need this kind and fostering attention.

SCHOOL BOOKS.

T. H. G.

No complaint is more common than that which is made against the variety of school books. While we are ready to join in lamenting the inconveniences which flow from this source, we are by no means prepared to propose with entire confidence any immediate remedy. Such, however, is the extent of the evil, and the general conviction of it, that the subjeet

seems to demand some notice.

And in the first place we may affirm, probably without the danger of contradiction, that most of the school books now in use contain decided improvements, when compared with those which were in use fifteen years ago. By this we mean, that they are on the whole better adapted to the use of the great boby of teachers, and to the intellects of the mass of pupils. They generally abound more in familiar illustrations, and are written in a more simple style, as well as formed on a more natural plan.

We wish, however, in this place, to remark, that some of the old books possess great merit, and may be preferred, and for good reasons too, by a certain class of teachers, and for more advanced scholars.

There are two great classes of teachers: those who depend chiefly on books for the instruction of their pupils; and those who depend more upon the manner in which they use them, viz. in company with verbal explanations and examples. of these classes of teachers it may in general be said, that they require different books. Hence, while we hear, on the one hand, the majority of teachers, (embracing most of the younger ones.) greatly prefering the analytical school books, and those containing illustrations and simple language, we occasionally meet with a few, and principally those of long experience, expressing great regard for some which were in use twenty or thirty years ago, and for such modern ones as more

or less resemble them.

It is plain, however, that neither of these opinions should be regarded as decisive, in application to more than one of these classes of teachers. What suits one class, must of necessity be more or less inappropriate to the other. To one who choosAnother thing to be done is, to assist the good female teaches to introduce his pupils to arithmetic or grammar in a way of ers to be still better fitted for their work. Suppose you have in his own, and to drill them on the elements by verbal processes, your town one or more young women of this description, in changeable according to circumstances, may regard the long moderate circumstances, who are anxious to go on with their explanations and inductive lessons in some books as superflueducation, but have not the means. You might advance the ous, and may even be inclined to pronounce them hindrances money necessary to procure for them a year, or certainly six to his classes. Yet, at the same time, those lessons and exmonths' instruction, at some respectable academy, and let it be planations may prove of great daily use in many a neighboring refunded in whole or in part, at convenient seasons afterwards, school, not only to the pupils directly, but also to the youthful when they are engaged in keeping school. Even a generous or ill educated teachers, who, having never before enjoyed equal donation in this way would more than come back, in a short opportunities for becoming really acquainted with the branches time, to your children and youth in their improved instruction

As things exist at present, there is a constant exposure to frequent changes of books in almost every school. Publishers of new books, in order to make them known, send out "If there is any thing in the institutions of a free state, which shows agents, who give away many, and sometimes, at least in other the character of its founders, it is the regard paid to the education of states, have offered to exchange new books for old ones. Each, youth. Religion, morals, enterprise, whatever benefits or adorns soprobably, believes his own books to be the best, and be consci-ciety, rests here on their surest foundation; and where effectual provientious in pressing them into places of others; but it is certainly time that other opinions should be given, and that the sorts of books to be used in our schools should be determined by more disinterested and less variable authority. No doubt many useful changes have been effected by such means; and many perhaps might be cited; but the next book may be a very inferior one; and yet it may be made to supersede that which is now approved.

as to be able duly to read the scriptures, and other good and profitable printed books in the English tongue, being their native language, and in some competent measure to understand the main grounds and principles of the christian religion necessary to salvation; and to give an answer to such plain and ordinary questions, as may by the said deputies, officer or officers, be propounded concerning the same." Delinquents under this law were first warned; if they continued in fault, they were fined; if no reformation followed, the fine was doubled; if it still appeared, that the children or servants of any family were "in danger to grow barbarous, rude and stubborn through ignorance," the court of magistrates is authorized "to proceed as they find cause, either to a greater fine, taking security for due conformity to the scope and intent of this law, or may take such children or apprentices from such parents or masters, and place them for years,-boys till they come to the age of one and twenty, and girls till they come to the age of eighteen years, with such others, who shall better educate and govern them, both for public convenience, and for the particular good of the said children or apprentices."

servation, and, of course, it condensed the future into the immediate and the present. After that epoch passed, the fiscal condition of the country, the momentous questions connected with the organization of a new government, without model or precedent in the history of mankind, and, at a later period, the agitations of party, have engrossed the time and enlisted the talents of men most interested in elevating the character of the people, and most competent to do it. It cannot be denied, too, that for years past the public eye has been pointed backwards to the achievements of our ancestors, rather than forwards to the condition of our posterity; as though the praise of dead fathers would provide adequately for living children. The public voice, the public press, and the public mind have been prolific of that doubtful virtue, which substitutes empty commendations of what is good, for earnest efforts to procure it. After the more important institutions of the country had been "The course of legislation in Connecticut, and in the united colony settled, and an abundant accumulation of the means of subafter 1665, shows conclusively, that neither the prospect of advantage sistence had bestowed leisure, it would naturally happen that a from education, nor the dread of penalties, was sufficient to secure the portion of public talent and resources would be set at liberty, proper execution of the laws respecting schools. Accordingly, the se- and left to choose new spheres of action and new objects of lect-men of every town were to see that none "suffer so much barbarism bounty. But here arose various philanthropic enterprises, in any of their families," as not to "teach their children and apprentices whose objects lie beyond the limits of our own territory. Had so much learning, as may enable them perfectly to read the English tongue;" and by a subsequent statute, it was made the duty of the grand- it not been for their claims to the precedence, it may be prejurymen in each town, once a year, at least, "to visit suspected families sumed that no inconsiderable portion of that self-sacrificing and satisfy themselves, whether all children under age and servants in spirit and that copious stream of wealth, so bountifully exsuch suspected families, can read the English tongue, or be in a good pended upon other causes, would have found a congenial procedure to learn the same." Still later it was enacted, that "if any sphere of activity in cultivating the moral and intellectual be unable to do so much," that is, to teach their children and apprentices wastes within our own borders. We have lately heard many to read the English tongue, "that then at the least, they procure such of the men, who have been foremost in these works, speak of children and apprentices to learn some short orthodox catechism, without book, that they may be able to answer to the questions that shall be their past conduct, in language which said, "These things propounded to them out of such catechism, by their parents, or masters, ought we to have done, but not to have left the others undone." or ministers, when they shall call them to an account of what they have And even those munificent contributions in aid of different delearned in that kind;" and all who were found delinquent were subject- partments of learning, made amongst ourselves, and to be exed to heavy penalties. These are specimens of the early laws of New pended amongst ourselves, have been confined, with one recent Haven and Connecticut on the subject of schools. From this detail it is and praiseworthy exception, to the higher literary institutions manifest, that the introduction of the common school system was a work of the country. Though their beams have been vivifying and of time, and of unwearied effort. By perseverance, however, the bene- nourishing, yet they have been shed rather on the solitariness fits of education were finally perceived and acknowledged by all; a of the summits of society than through the populousness of its school was brought to every man's door; the poor, and even the slave, were within the reach of instruction; and hence, for nearly a century valleys. and a half, a native of Connecticut of mature age, unable to "read the English tongue," has been looked upon as a prodigy.

"The source of the wide-spread and incalculated benefits of popular education in America, may be traced, without danger of error, to a few of the leading puritans; and among these, the founders of the little colony of New Haven deserve a most honorable place. Hubbard says, "They," the people of New Haven, "made many attempts, all along from the first to the last of their being a distinct colony-even such as were above their strength,-to promote learning by public schools."To the vigorous and patient efforts of these men, we are indebted for this effectual mode of really benefitting the many; and it may not be too much to say, that if the early pilgrims, more particularly of Massachusetts and Connecticut, had not struggled and toiled for this great object, and if they had not been immediately succeeded by men who had imbibed a large portion of the same spirit, the school-system of New Eng

Passing by many causes which have conduced to the same end, we shall mention but one more. In no other country was ever such a bounty offered upon industry and practical talent as in ours. Skill, sagacity, the results of intellectual applicacation, have won a large portion of the prizes of fame and of opulence. It has been as though an officer had been sent to every house, to seek out and to impress whatever could be made available for outward and material prosperity. Hence wealth, possessions, whatever makes up the external part-the body, if we may so speak-of human welfare, have advanced with unparalleled success; while a general amelioration of habits, and those purer pleasures which flow from a cultivation of the higher sentiments, which constitute the spirit of human welfare, and enhance a thousand fold the worth of all temporal possessions, these have been comparatively neglected. Perhaps it is the order of nature that a people, like an individual, shall first provide for its lower and animal wants,-its food, its raiment, its shelter,-but the demands of this part of our nature should be watchfully guarded, lest in the acquisition of sensuThe causes here assigned by Mr. Mann, in the Massachu-al and material gratifications we lose sight of the line which setts School Journal, to account for the abatememt of interest in the common schools of that State, will be found to have operated just as powerfully with us.

land would not now exist."

CAUSES WHICH HAVE CONTRIBUTED TO AN
ABATEMENT OF INTEREST IN OUR

COMMON SCHOOLS,

That the general interest once felt in regard to our common schools has subsided to an alarining degree of indifference, is a position not likely to be questioned by any one who has compared their earlier with their later history. This is not to be attributed to any single cause, but to the co-operation of many. First, perhaps, in the series, came the life struggle of the Revolution. Education is principally concerned with the future. Its eye is fixed on a remote object, whose magnitude only makes it visible in the distance; for it is with our moral as with our natural vision, the dimensions of the vast are reduced by the remoteness to the size of the minute in proximity; as in the case of the astronomer, who, while looking at the sun, saw an animal of huge limbs and immense bulk rushing up on one side, and soon overshadowing and darkening its whole surface, which proved to be only a fly crossing the upper lens of his telescope. The Revolutionary struggle was one for self-pre

separates competence and comfort from superfluity and extravagance, and thus forget and forfeit our nobler capacities for more rational enjoyment.

TOWN ASSOCIATIONS FOR THE IMPROVEMENT OF
COMMON SCHOOLS.

We are rejoiced to find that these associations are springing up in every section of the State. They are unequivocal evidence of an awakening public sentiment; and if they embrace the intelligent and efficient friends of our schools, they may accomplish immense good. In addition to what we have before said in relation to them, we present the following suggestions from an article prepared for the last number of the Journalpart of which are uncalled for after what was then said, and what has already been done. Those who enlist in a cause like this, must not be disappointed to find their motives suspected, their exertions unrewarded by those whose professions are loudest in favor of the general object, but who are sure to doubt the wisdom of this or that, or any other specific mode of

accomplishing it. Nay, they will miss the co-operation o
many benevolent, and patriotic, and christian friends, who have
to learn the great but simple truth, that benevolence does not
consist simply in liberal donations of money to be expended on
gigantic enterprizes abroad, but may sometimes be best mani-
fested in personal but obscure offices of kindness at home, in
diffusing the means of intellectual and moral refinement
among those whose "
way wardness may try the temper, or
whose coarse manners may shock our notions of propriety and
decency."

They must therefore expect to labor on, uncheered, suspect ed, and perhaps opposed. They will need to exercise all their independence of mind, and stand firm to the manly resolution to persevere till they accomplish their object-feeling that to be pure and great, indispensable to the public safety as well as to the public happiness and prosperity, and commensurate with all that we hold good for time and for eternity, they must regard themselves enlisted for life among the friends of common schools. Let them attend meetings on the subject as widely and frequently as possible, and they will find their own zeal enlightened and strengthened. Let their plans of organization be as broad and unobjectionable as possible. Try to enlist, if they are not already in the field, the active exertions of the clergy, members of the faculty, and the bar, with intelligent farmers and mechanics-to get together and talk the subject up. Try to reach the hearts of parents through the shortest path their love for their children, by getting children themselves interested in their own improvement.

Raise contributions from those who are able and willing to give, to purchase publications devoted to the subject, and we may here repeat the recommendations of such as we have heretofore noticed. These publications can be employed to advantage by being lent to those who are desirous of informing themselves. If a friend of the cause could induce his influential neighbor to read an education magazine or newspaper, he may soon find his favorite object regarded with greater interest. He may do still more by inviting the editor of a newspaper to copy passages of particular kinds, and thus lay them before a greater number of readers.

that love by co-operating in every effort to promote the physical, moral, and intellectual health of their children.

A committee of publication should be appointed, in order to make known from time to time, the progress and doings of the association, and to encourage and enlighten those who are laboring in other fields.

The board of officers, and the association should hold fre-
quent meetings, transact business of interest, and make its pro-
ceedings known as above suggested. The members, and es-
pecially the officers, should put themselves in the way of im-
proving themselves in the knowledge of the principles and prac-
tice of education, and acquainting themselves with teachers,
their views, feelings, qualifications, methods, &c.
Another primary object of the association should be to pro-
mote the extension of useful knowledge in every convenient
form, the cultivation of taste, and in general, a good appropria-
tion of the leisure hours of all classes. And this should not be
regarded as disconnected from the great object of the associa
tion; it is highly important to its accomplishment, nay, indis-
pensable to its complete success. These means will serve to
enlist that active, hearty, intelligent and laborious co-operation
of many individuals, which is necessary in ascertaining the
condition of the schools, people, and children, and in întrodu-
cing, sustaining, and annually improving the best systems and
methods. We must all agree to bear and forbear with each
other. The best friends of improvement in our schools, and
in the condition of the public taste, intelligence and morals,
may present themselves with ill defined and inadequate con-
ceptions of the various ways in which their services may be
desirable, and of the amount of time, thought and labor, which
they may hereafter have an opportunity to devote to the gene-
ral good in prosecuting them."

WYSE ON TEACHERS AND TEACHERS' SEMINARIES,
AND TEACHERS' LIBRARIES.

The following extracts are from a very valuable treatise, entitled
Education Reform, by Mr. Wyse.

But all this will be of little avail without willing and competent teachers. If knowledge and virtue depend upon methods, and methods again upon the manner in which they are applied, still more do both depend upon the individual to whom their application is intrusted. The difference between a good and a bad school, between an instructed and ignorant pupil, between education and no education, is just the difference between a good and a bad teacher. Better, far better there was no education going on at all, than education under the guidance of ignorance or immorality. Not to teach, is only the absence of good; that this truth, acknowledged in every other department of society, is to misteach, is positive evil. Yet such is our perfect inconsistency, denied, at least, practically, in this of education. Who thinks of trusting his apprentice to a novice in the craft, or the training of his horse to an ignorant horsebreaker? It is miserable imbecility to talk of teaching, much less of education, when we have no assurance that we have teachers or educators at all.

But should such measures appear slow in producing effectsthere is one important one which will be rapid and of great utility. Let the Teachers be visited-approached with such marks of respect as their station plainly deserves, and with a cordiality which may win their confidence. Some of them may he humble individuals, retired in obscure walks, where they have never dreamed of aiming at popularity or honor, much less of receiving it. Though it may require a little time to convince them, that a man of any prominence in society can feel a strong, uniform and permanent interest in their lowly labors, so generally, so universally underrated; yet, when once persuaded by sufficient experience, that there is one person who sympathizes with them in their difficulties and trials, and apThe first, the very first point then to be placed beyond all chance or preciates their daily task as most respectable, because difficult doubt, in a good system of National Education, the only point which and important; that there is one who loves the school, the can assure either knowledge or virtue, are the intellectual and moral teacher, the pupils, and who esteems their company both hon-qualifications of the teacher. But what are these qualifications? and how are they to be ascertained? If not of the very highest order, they ought orable and agreeable, from that moment the friend of education always to be such as should fully qualify him, especially for the pracneed never feel alone, nor lament the want of opportunities to tical portion of his profession. He should not merely be intelligent, pursue his chosen objects. He has already established an in- but moral; not only moral and intelligent, but fully capable of transfluence, which is in beneficial exercise, even where he is not fusing both his knowledge and morality into the minds of others. The present. The recollection of his last visit bears up the sinking highest attainments are useless without this power; they may be gold, mind of a long neglected teacher; while the anticipation of his but it is yet in ingots. He knows not the art of putting it into circulareturn, or the mere mention of his name, lights up a smile on ination, much less are they to be taken on trust, and least of all on the tion. These are qualities not to be discovered by a half hour's exammany a blooming countenance, and adds vigor to every exer- recommendation of persons disqualified, by ignorance, and prejudice of cise of their busy hands and their active minds. situation, sect, or party, from judging. If examination competitions are bad in the case of professorships, they are worse in that of ordinary teachers. They must, except by miracle, be abused; a far more certain and universal guarantee is essential. They can only be had by the same process by which it is obtained in other professions, by previous special Education. There must be schools for teachers, before you think of teaching. You must educate your educators, before you set about education. It is expensive. But is it necessary? that is the material question. The necessity has been long since admitted; it was recognized, virtually at least, the first hour we talked of Education. But a consideration, not quite so clear, is, how and where are you to Certainly, after having degraded to the lowest level one of the highest obtain pupils for these establishments? That depends upon the state. functions which can be intrusted to man, it is natural we should hear these objections. But the fault is ours, and not theirs. If this were the country it boasts itself to be, if it were a country in which the public really aspired to elevate the human mind, to assign intellectual su

When the association is formed, committees should be early chosen, and composed of men willing to act, as well as talk, to whom should be entrusted certain specified duties. The supervision and visitation of each school should be assigned to gentlemen and ladies of each district, who should be required to give a written account of their visits and remarks, and these should be read and acted on at the general meetings of the association, or at the stated meeting of the officers.

If mothers and others can be found willing to accept the charge, (and we hope they will regard it as a slander, that we have implied that such cannot be found) female committees should be appointed to visit the schools, especially those kept by teachers of their own sex. It is time the mothers of the State, whose love for their offspring is undoubted, should show