were once school-teachers: if a proper reward had encouraged them to remain in that capacity, how visible at this day would be the influence which they would have exerted upon their pupils! It is clear, then, that the only means by which we can retain teachers who have the requisite talent and ability, is by paying them adequate salaries. Then our schools can furnish moral as well as intellectual instruction; and the object which our system of education contemplates can in a great degree be accomplished.

Fully aware that the people are peculiarly sensitive on the subject of taxation, especially when no tangible results are to follow its increase, we do not hesitate to say that the interests of education demand a far greater expenditure of money. The spirit which has characterized the people of the Commonwealth, in their past efforts to advance the cause, promises favorable action on the subject. In an age when astonishing improvements in every art and every science are being developed,—when nature, in her most regal and opposing state, bends to the energy of man,—when countless sums are lavished to gratify and satiate every sense, how mortifying and discreditable that a great moral cause should languish! Even if the contribution which would be required for this purpose could in any way be felt by the poorest citizen, it could not be felt as a burden; for he might regard it as an investment the most profitable and secure,—the income of which would return to his own door full of blessings upon his declining days. When solicited to double the tax which he had formerly paid for school-purposes, regarding his own interest merely, and not that of the public, he might sincerely say, "Yes, out of my limited means I am content to pay freely for such an object. By paying the teacher more, am I not increasing his usefulness? Am I not doing something to bring up my children in knowledge and integrity? Will they not be a greater comfort to me, and more happy and prosperous themselves? Besides, in a few years, much mischief in the community may be diminished, and there will be a smaller tax on me and mine to support criminals and prisons. If all are taught to do their duty as citizens, I shall not suffer for their neglect of doing so." Though the correctness of his reasoning will be admitted, the argument in this behalf should be placed on higher grounds than individual prosperity. The benefits to be derived by the public as exhibited in the abatement of many social evils,—in the diffusion of rational happiness,—in the gains of honest industry, such should be the inducements to this worthy undertaking.

In conclusion, we submit that for reasons too apparent to be alluded to, and too urgent to be disregarded, more attention should be devoted to the true aim and purpose of education,—to a more complete operation of the system. More than the past has needed, will the future require the benefits which it unfolds. Let the teacher's vocation be elevated, and advantages will accrue to the State, compared with which, exuberant harvests, a thriving commerce, and an overflowing treasury, will be but small resources. We should form a wise and generous precedent in this matter, below which indifference will not suffer us to fall. We should engage in the enterprise with a determination to carry it forward to the highest degree of success. It may be "absurd to expect, but it is not absurd to pursue, perfection."