an increase of good to the great body of the people of this, and of every coming generation.

Another requisite is an increase of interest in this subject on the part of teachers. This end will be naturally and easily attained, if their attention be called to matters of this kind-if the standard of their qualifications be raised-if Geology be added to the list of studies which may be taught in our common schools-they being expected to give instruction in this branch of knowledge, as occasion may require. Now, if those who take charge of our children be thus called to teach this science, and thus become familiar with its outlines, there will be no lack of interest in the subject on their part. We usually remain uninterested in important matters, mainly from our igno. rance of them. If we only master them, we shall be wide-awake enough, as to their importance. So will it be on this point, if due attention be given to it by the teachers of the State, to say nothing of Superintendents who are supposed to be wise at the start, and interested in every branch of inquiry. Only let all the teachers, then, become familiar with this one subject, and, (though no pupil be taught, but still more, if many receive instruction,) an impetus will be given to the study of natural science, the influence of which for good no mortal can duly estimate. These reasons, and others which might be urged, accordingly, indicate the desirableness of a provision in our statutes, authorizing the study of Geology, or still better, of Natural History, in our common schools; requiring teachers to be qualified to give instruction, when desired, in its several branches; and recommending that the elements of this department of knowledge, especially in relation to our own State, be taught to the more advanced pupils. In this connection perhaps it should be remarked that the proposed change is no innovation, in any bad sense of the term, but simply an addition to tho already existing statutes, in entire consistency with the spirit of our school law, and simply aiming to carry it out, by making suitable provision for the education of every child. That essentially the same thing has been long thought of is sufficiently evident, from a recommendation made by Gov. Eaton, so early as 1848. But, even if it were a new thing, did it promise well, it would deserve consideration, and, should it be likely to secure great good, would be worthy of adoption. And it may be added that the point suggested is prospective in its influence and bearing, it not being presumed that every teacher will be at the start perfectly master of the branch in question, any more than of the History of the United States, the study of which is authorized by statute in our common schools; but that each instructor, in having a high standard presented, will constantly strive after a fuller realization of the end proposed.

Still another requisite, necessary to the successful accomplishment of the aim in view (and which may be entered upon at once,) is the gradual formation of a cabinet illustrative of Geology, or rather of the several different departments of Natural History with Geology included. Something of this kind is needed, and may be readily started in each district. As a beginning there is only required a few shelves or cases, in the schoolhouse, for the safe deposit of such specimens, mineralogical, botanical, and the like, as may be found in the neighborhood. In making such a collection, each should have more prominent reference to his own locality, as it is the objects around him, with which he needs especially to become familiar-to learn to recognise, distin. guish, and classify. In this way, without waste of time, and at trifling expense, there can be gradually got together, in each school district, many such objects of natural curiosity, as are peculiar to the immediate vicinity, as well as such others as may be from time to time easily procured from a distance. Thus, there may be formed by slow degrees a choice collection, a unique, and if the teacher have taste in that direction, a well-arranged museum, full of interest to all, and furnishing healthful incitement to the opening mind of every child. Much knowledge of animate and of inanimate nature may be in this wise acquired in early youth, while a foundation is laid for future investigations in a department, which is now alas! almost entirely overlooked in our common schools; which yet, as tending to bring to light the native resources of a country, is of very high importance to the farmer, the mechanic, the merchant, and of no small moment to every intelligent citizen.

One other important requisite to the attainment of the end contemplated is a suitalle text-book. There is need of a single volume, comprising the outlines of Natural History, expressed in succinct, clear and accurate language, and adapted to the wants of pupils in our common schools. So far, however, as I am aware, there is a lack of treatises exactly suited to this purpose. Perhaps no other work would meet the necessities of the case so well for the present, and by its introduction serve as an initiatory step in the direction indicated, as the late Professor Thompson's little manual on the Geography and Geology of Vermont. Indeed, it might well perform a good work for a long while, especially if carefully revised and brought down to the present time.

The necessity for a treatise of just this kind is doubtless evident to the few who have visited our common schools, and witnessed the lamentable ignorance of pupils, and sometimes of teachers, in respect to the most common matters pertaining to our own State. The importance, also, of a proper work must be evident to us all, when we remember that fitting instruction in the several departments of Natural History, the employment of a suitable elementary treatise on Mineralogy, Botany and Zoology, or, indeed, the proper use of the unpretending manual already referred to, would tend to waken thousands to a consciousness of a world for thoaght and enquiry, always lying before them, but which previously had been, and otherwise would be likely to remain, to them as a sealed book.

It is therefore very clear that something ought to be done on the part of individuals and of the State towards the introduction into our schools of a study, which will lead to a greater familiarity with the facts of nature, particularly as relating to our own territory. Money has been expended from year to year, and with a most judicious and far-seeing policy, for the prosecution of a Geological survey, and an appropriation recently made for the publication of the final report. This will, doubtless, throw light on many points of interest connected with the Geology of Vermont, and tend to develop the native resources of the State. The extent, however, of the benefit actually enjoyed, will depend very much on the preparation of the great body of the citizens to enter into the details, to understand the results arrived at, and appreciate the suggestions made. That all should be in a way to receive a high degree of benefit from this source, is surely desirable; and by no means least, that those should be able to derive advantage from it, who are soon to come upon the stage of active life. It is, indeed, for the interest of the State, as well as of all concerned, that the instruction of the children be of a kind to prepare each for the right use of all means of improvement, and especially of such as will in the end redound most to the general good. Now it is doubtless a fact that some acquaintance with the rocks, minerals, and metals, with the plants, shrubs and trees, with the insects, birds and animals of our neighborhood, must be of far more practical benefit to most in our district schools, and so to the community at large, than a minute knowledge, for instance, of the Geography and History of China or Hindustan, though the latter need not, be neglected, or undervalued. This being so, some provision should be made in this direction, since it is the aim of our common schools to furnish every child with the elements of a good education-to fit such as may enjoy no higher grade of instruction for the duties of their vocation-to lead to the formation of right intellectual habits-to waken in them an interest in those more prominent departments of enquiry, which are useful to all-as well as, generally, to incite a taste for investigation, which will not end with childhood, but go on unfolding and ripening with all the powers of the maturing man.

Since it may seem to some, that the introduction of the study of Geology into our common schools must involve an increase of expenditure, I will conclude with the remark, that, were there no other reason for the measure proposed, it might be urged on the simple ground of economy. The additional outlay need be to each district only the merest trifle. But, even allowing that it may be great, if the noble point aimed at be reached, it must still be on the whole a saving investment. Whatever serves to lead the young into sympathy with the truth, tends to render them stable and discreet, and thus useful members of society. If putting them to school, and bestowing upon them the highest privileges, will give them the right turn, in this wise fitting them to fulfil the responsibilities of an honest calling, the expense is as nothing in comparison with the good accomplished. Can they by any such means be made upright, sober, steadfast, law-abiding citizens, an end is secured, the worth of which cannot be rated in dollars and cents, though at the same time a vast gain is secured to the State, as respects even its material interests. Money thus invested is a wise forestallment-on the maxim that prevention is better than cure-guarding against future rebellions, the If the children of the poor grow up with suppression of which would cost millions. the impression, that they are uncared for and despised-that their education is neg. lected that there is a disposition to trample them under foot-they will be likely to become vagabonds in the community, or outcasts from society; and the little expense that may be saved to day will be far overbalanced by the taxation made necessary toeither for the support of poor-houses, jails and State-prisons, or for the maintenance of a standing army, as our sole protection from the stormy passions of an ignorant, debased and outraged populace. Let the children of the whole State, then, all Though the present outlay be without exception, enjoy the means of instruction.

morrow,

It should be remarked that this was written previous to the appearance of the late Geological Report of the State.

considerable, generously bestow it upon them; and with perfect confidence in divine Providence, look for the promised reward to return after many days, in that increase of thrift and prosperity which an intelligent, honest and hard-handed yeomanry confer on the commonwealth and all its interests. Yes, grant these favors to the young with the unfaltering hope that they will become discerning and industrious, temperate and upright, men and women. Grant these privileges, if you please, on prudential grounds; if you like, grant them as the cheapest in the long run; but grant them, also and above all, because the fundamental idea of our government supposes and requires virtue and intelligence in the people; grant them, indeed and especially, that every child may be so reared up as to make a good member of society, that he may have all the facilities necessary to his becoming an honest and loyal citizen, an intelligent and Christian man, able faithfully to fulfill the duties of his calling, to serve his day and generation with integrity, in whatever sphere it may be his lot to act, and thus to be an honor to the Commonwealth, and a crown of glory to his native land.

These are true and honest words and come from one who, recognizing the neglect of all branches of natural history, as a serious defect in his own early education, has reaped both profit and pleasure from the devotion of a portion of more recent years, to the acquisition of a knowledge of the neglected branches.

I am aware that a proposition to devote any portion of the time of our children in the common schools to the pursuit of such studies as Botany, Geology or Physiology, will be considered by many to be as strange as it is thought to be foolish. There is a prevalent impression that the prime object of the common schools is to qualify children to transact the necessary business of life, and as "Reading, Writing, and Ciphering " are the most direct channels through which this necessary qualification is most rapidly to be attained, therefore the whole time of our schools, and all the efforts of our instructors, must be given to these branches exclusively till a certain proficiency be attained, and them other matters may receive attention. Just here, in this very idea to which I have alluded, is to be found the origin of much of the shortcomings of our schools.

There is no mystery in Arithmetic, for instance, that needs for its acquisition more than one year of the time of an intelligent child, who can read with facility and apprehension; and yet with an average attendance upon our schools of probably some seven or eight years, good scholars in Arithmetic are the exceptions and not the rule. And why? The answer is, because in our haste to impart that capacity "to cipher" which is mistaken for a knowledge of Arithmetic, we neglect truth that we may teach the mere formulas; overlook reasoning in the effort to impress mathematical conclusions; and strive to impart information by impressing facts upon the memory, rather than to bestow by mental discipline a power of thought that shall render knowledge tributary to mind. And thus we fail in many cases most miserably. If we could sever for a time our immediate connection with the schools, and temporarily ignore our deep interest in their administration, the fact that all the years of the boyhood and girlhood of our State are spent in painful efforts to acquire knowledge in the common schools, and yet that a good accountant, or an elegant reader is a rarity in our schools, would be considered the most stupendous humbug of the age.

The intellectual, like the physical appetites of our children, are om nivorous, and variety and diversity of food are absolutely necessary to

robust health. If we would enlarge the scope of our schools, and thus enable ourselves to offer a wider variety to the infinite diversity of mind that will resort to them, we should not only in less time give more knowledge of the branches that have been hitherto allowed to monopolize the time of our schools, but we should stir a new appetite for knowledge, waken new aspirations, and furnish abundant material for their gratification.

In a recent address by Horace Greely, at the State Fair at Rutland, he says:

"Your Popular Education is defective in plan and scope. I may speak wildly, for I have not entered one of your common schools for more than thirty years; but in the four winters during which I enjoyed their advantages, I never saw a treatise on Agriculture nor on any of the subjacent sciences-Geology, Chemistry, or Botany-in any Vermont school-house; nay, I was not there reminded that Agriculture held any definite relation to the knowledge therein imparted, or that the sciences I have named had an existence. I gave hours of my own scanty school time to Arithmetic and other studies holding but a remote and secondary relation to the prac tical business of life, which I have since sadly grudged them. I do not say that these arts were not worth having; I only insist that there were others that I needed more and which would have served me better. How little comparatively has it availed me to journey across two continents, and note the rivers, lakes, mountains, cities, towers, fortresses, cathedrals and battle-fields which illustrate so much of their recent, human history, while that far older and grander history-which treats of profounder convulsions and more stupendous changes-the history imbedded in their soils and graven on their rocks-was almost a sealed book to me! The stones slowly, painfully upraised into a sky-piercing spire, a time-defying pyramid, are objects of legitimate interest; but the vein of quartz projected from earth's central fires by some primeval convulsion through miles of stubborn granite, of toughest basalt-the boulder of a thousand tuns dropped casually by some vast iceberg in the gray dawn of some pre-Adamite antiquity on some sunny plain of the Temperate Zone, and lying there strange and solitary to this hour-I mourn that all this, thro' the misdirection of my school-boy opportunity, though a fountain of profitable. meditation, of rational interest, to so many, is to me only a subject of vain repining, of vague wonder, of ignorant and perhaps blundering allusion.

Of course, if you have wisely changed all this since my school-boy days, my criticism will be locally inapplicable. But my most recent glances at schools, from Montreal to San Francisco, showed me improvement, indeed, in details, but no radical, comprehensive renovation of system-here a twig pruned and there a new shoot started, but no healthy and vigorous graft inserted. In the new emporium of the farthest West. as well as in the venerable city by the St. Lawrence, I found girls of thirteen tying their brains into hard knots over Algebraic puzzles which, even when duly solved, added nothing to their stock of useful knowledge, while of first truths respecting the elements and constitution of the earth under our feet, the air we breathe, the food we eat, the fluids we imbibe or employ, they were still left in contented and almost total ignorance.

I would change this by choosing for the principal reading-book in every common school a condensed statement of primary truths bearing on Agriculture, like that recently compiled for the State of Massachusetts by Messrs. Flint and Emerson, or a more comprehensive exposition of Kural Economy irradiated by the science of chemistry, like that of Prof. Youmans. I would have these not merely read by the higher grades of pupils of both sexes, but I would have questions on the lesson of the day propounded to every pupil at its close, until each should be rendered master of all the book aims to impart. Then I would confine the mathematical studies of every girl to the four simple rules of arithmetic, and incite no boy to go beyond the rule of three, until after mastering the fundamental laws and truths of Natural Science, thus laying the foundations of a true knowledge of Nature calculated to render every subsequent day's labor on the farm a source of additional knowledge, and every walk or ride at once a lesson and a joy.

With such an outset, I should confidently hope to educate a generation of farmers' sons of whom all the brighter and more aspiring would not desert the paternal hearth, the paternal calling, with the celerity of a hen's ducklings trooping from the nest to the brook, and I should further hope to fix the attention of such sons on problems concerning agriculture of which their fathers will hardly listen with patience to the discussion. Nevertheless, I shall not shrink from delivering my message."

Such language for many years has seemed to be very sensible talk for an agricultural meeting, and by many its absurdity would never be perceived until we attempt as friends of education, to do in the schools precisely what every man's common sense declares should be done somewhere, and can never be thoroughly done elsewhere.

Again, all acquainted with our schools are aware that a prevalent lack of vitality, a sort of listless lifelessness is the one general curse with which they are everywhere afflicted. This is to a great degree attributable to some cause to which I have just alluded. The very act of considering the school as an instrumentality by which a sufficient knowledge of reading and arithmetic to enable pupils to transact in an ordinary way the common business of life is to be imparted, has in itself a tendency to divest the teacher of all enthusiasm and the occupation of the scholars of all power of inspiration. This is not the purpose of the schools of a republican State. The commonwealth needs men and women. It is the business of the schools to educate men and women. To give one the competency to transact ordinary business, is in no sense to educate him for the service of the commonwealth. It has been well said that to educate a man, is to give him complete command of all his powers.

Here then is the true work of the schools; mind, heart, imagination, fancy, and not by any means least, physical strength, all are to be developed to the utmost, and the schools of the State are to be dedicated to this noblest conceivable work of making the growing citizens of the state worthy inheritors of the fruits of the labors and sacrifices of their fathers.

All minds do not with the same aptitude devote themselves to the acquisition of mathematics, hence the effort to constrain, by an iron rule,