instance, taught to put forth its strength, and by which it is to be raised from its obscurity.

The people of the United States are, to a good degree, awake to the importance of affording legislative aid to the common and higher schools of the country; and in every state in the Union, public funds are, to a greater or less extent, devoted to this object. The new states seem likely, in this respect, to equal, if not to surpass, the old. The funds which they have appropriated to this purpose, have been chiefly new lands, which are constantly rising in value, and which, in many instances, promise, in a future day, to swell to a very respectable amount.

But while the means of education are brought within the reach of all, it is important that they be not made too cheap. Men are prone to set a small value on that which costs them nothing; and a provision too abundant, instead of stimulating to exertion, may but minister to negligence. The state of Connecticut has, it is believed, at present a greater productive school-fund, in proportion to its population, than any other state in the Union. It amounts to about the sum of two millions of dollars. This fund was not produced by the contributions of its inhabitants, but originated principally from the sale of the Western Reserve, an important part of the state of Ohio, to which it laid claim on the ground of its original charter, and which, by way of compromise, was ceded to it by the United States. In no state could the experiment of an abundant public provision for the support of schools have been tried with greater prospect of success, than in this. Previously to this endowment, the cause of education there was in a prosperous condition, and its population had been taught, from their childhood, to hold it in high estimation. Although no enlightened and patriotic inhabitant of that state would wish that this fund should be reduced in its amount, it is questionable whether the cause of education there has advanced in proportion to the abundance of its resources, and whether the largeness of this provision has not, in some instances, if not generally, contributed to keep the public mind less awake to the subject, than if its inhabitants had been compelled to rely more extensively on their own resources and exertions.

Without some legislative aid, there is reason to apprehend that the advantages of education will not be universally enjoyed; and therefore, every enlightened state will be inclined to make a competent provision for this object. If the common schools of the country need this aid, the higher schools and academies need it still more, as their expenses must necessarily be greater. They are required to carry on the work which is begun in common schools, to prepare members for the higher seminaries of learning, and especially to raise up a generation of teachers for the inferior schools. A number of academies, scattered over every state, should be placed on a respectable and permanent foundation, by a competent pecuniary endowment. This subject has not been overlooked by the legislatures of the respective states. A portion of the public revenue, which has been distributed among the several states of the Union, has been wisely set apart for the advancement of the cause of education. What species of internal improvement can be compared to this? Canals and rail-roads, and other similar works, are indeed of great importance. But these things have a principal reference to the physical wants of men. But physical wants are of minor importance, compared with the intellectual and moral elevation of the human mind. Republics, in a particular manner, must depend upon this intellectual and moral elevation for their highest prosperity. Legislative aid should be so afforded that, instead of producing apathy and indifference on the subject of schools, it may but stimulate to greater exertion. In proportion to the munificence of a public provision, the standard of education should be raised; competent teachers should be employed, and all the preparations for instruction should be on an extended scale. Much on this subject remains to be done; and availing themselves of the legislative aid, there is pressing need that the most gifted minds in the country should combine their strength to bring the schools of the nation, of every grade, and particularly the common schools, to answer the high purposes of their institution.

While it is important that adequate funds should be provided for the support of schools, it is still more important, that due care should be taken that these funds be employed in a prudent, wise, and efficient manner. Thousands and tens of thousands of dollars may easily be wasted, from year to year, and rendered of no avail, for the want of a proper management. That schools should answer the object for which they are designed, nothing is more essential, than that they should be under the instruction of competent teachers; and that suitable provision be made for the preparation and support of such teachers.

The government of a school is a matter of no small difficulty and importance; and to conduct it successfully, requires great sagacity, and a knowledge of human nature, the fruit of much observation and experience. The government of a school is unlike that of any other community. It should be neither despotic nor republican; it should be patriarchal. It bears a greater resemblance to the government of a family than to any other, and yet it differs, in many respects, from this. Children have grown up under the authority of their parents; and where parental government has been in any measure what it should be, obedience to it has become a matter of habit. Children are, moreover, dependent on their parents for their comfort and support, and therefore the authority of a parent is supported by a powerful consideration, which teachers of schools have not at command. If the proper government of a family is a difficult work, as every parent will be ready to acknowledge, the suitable government of a school is a work of still greater difficulty.

Without the maintenance of silence, diligence, and order, it is impossible that the business of education should be successfully prosecuted in schools. But to bring the volatility, and thoughtlessness, and love of ease and of play, so natural to children and youth, to a thorough subjection to these principles, is no easy task. The nature and dispositions of children must be carefully and philosophically studied; different modes of management must be tried, and those which are found by experience to be most successful, must be adopted. Every teacher of a school needs much of the patience of Job, and the meekness of Moses, suitably blended with dignity and authority. He should have an entire control over his own passions; and if he has a natural attachment to children, it will greatly aid him in his work. It should be his aim, by an amiable, dignified, and discreet deportment, to secure both the affection and respect of those committed to his charge.

But a talent for government, however important, will not alone fit a teacher of a school for his station. He needs not only a gifted, but a well-furnished mind. He should not only possess a thorough acquaintance with the text-books which he uses, and be able to explain all their intricacies, and to unravel all their difficulties, but he needs, in addition, a great variety of collateral information, which he may bring to bear on all the subjects of instruction. He should be himself a living, walking, speaking text-book. Every system of teaching which is what it should be, will be a course of familiar lecturing. The teacher should possess a fund of information on a great variety of subjects, and should be perpetually bringing forth, from the treasury of a well-furnished mind, the varied riches of literature and science. The qualifications which have been mentioned are important, not only in the higher seminaries, but also in common schools.