piest effect. The sketch thus far given, relates merely to the provisions of government, and the external organization of the system. And here, almost all notices of the subject, if it has been noticed at all, have rested. But, the internal organization, including the government and instruction, will present quite as interesting a view of the subject. A few remarks, therefore, upon the defects of the schools, and suggestions for improvement, will appropriately follow.

Two principal causes have operated from the first establishment of the free schools, to impair and pervert their influence. 1st, Incompetent instructers; 2d, Bad school books. It is not a little surprising, that a public so deeply impressed with the importance of the system of schools, and so resolved to carry it into full operation, by liberal appropriations, should stop short of their purpose, and stop precisely at that point, where the greatest attention and vigilance were essential, to give efficacy to the whole. I do not mean that much good has not been realized; on the contrary, as has been repeatedly remarked, the success of the free school system is just cause of congratulation; but I mean, that their influence has not been the greatest and the best, which the same means, under better management, might produce.

I. The employment of incompetent and inexperienced instructers has probably arisen more from the peculiar situation of the country, than from any neg

ligence or indifference on the subject. So many portunities are open for industrious enterprise, that has always been difficult to induce men to beco permanent teachers. This evil, although a seri one, is one, which cannot at present be remove but its bad effects may be more qualified, by rais the character and acquirements of instructers to higher standard. The whole business of instructio with very few exceptions, has hitherto been perfor ed by those, who have felt little interest in the su ject, beyond the immediate pecuniary compensati stipulated for their services. And even that been too inconsiderable, to render a want of succ in the employment, a subject of much regret. T remark applies to almost all instructers from the p mary schools up to the higher schools; and it has very remote bearing even upon some of the instruct in our colleges. Three classes of men have furnish 1st. Those have u the whole body of instructers. dertaken to teach, who had no better reason for than that the employment is easier, and perhaps little more profitable, than labour. No doubt ma excellent instructers belong to this class. A colle education is by no means essential to a good teach of a primary school. But it must be confessed, th many of this class have been most lamentably de cient in those literary qualifications, which are sential to any instructer; and perhaps, still more d ficient in their notions of decency and propriet which never approach to refinement in manners.

the same degree, the schools may be made a most efficient instrument for improving and elevating the state of society when under the direction of men, who have themselves been properly taught, they may be the means of disseminating or perpetuating grossness in manners, and vulgarity, when under the direction of different characters.

2. A second class are those, who are acquiring, or have attained a publick education; and who assume the business of instruction as a temporary employment, either to afford a pecuniary emolument for the relief of immediate necessities, or to give themselves time to deliberate and choose some more agreeable and profitable profession. This is, probably, the most useful class of instructers; although their usefulness is much impaired by a want of experience and engagedness in the business. The thought that the employment is temporary, and that their ultimate success in life is not much affected by their success as teachers, cannot fail to weaken the motives to exertion, and discourage the sacrifices necessary to the successful teacher. The duties of the instructer are so arduous, under the most favourable circumstances, that he needs all the motives to perseverance, which exclusive devotion to the business, or self-interest can suggest. His prospects of happiness, and respectability in life, therefore, should be more identified with his success as a teacher.

3. The third class is composed of those, who from conscious weakness, despair of success in any

other profession, or who have been more thoroughly convinced by unfortunate experiment, that they cannot attain distinction, perhaps even subsistence, by any other means. There may no doubt be found individuals among this class, who are respectable and useful instructers. But as a class, they are the most exceptionable of the three. To develope the powers of the human mind, in the most successful manner, requires a discrimination and judgment, which, it seldom falls to the lot of men of indifferent talents, to possess. In the science of instruction, there is full scope for the best talents, and the largest acquirements. All the elevated qualities, either of mind or heart, which are necessary to ensure success in any of the professions, are essential to the accomplished instructer. And some qualities are required, which are not so important in any other profession. How can he hope to arrange and adapt the studies of a child, so as to call forth and strengthen the different powers of the mind, in their natural order, and in the most successful manner, who is not capable of enumerating those powers; much less of analyzing them and understanding their mutual relations and dependencies. Such, however, is the present condition of our country, so numerous are the demands for instructers in the primary and higher schools, and so various are the private interests, which will be felt in the selection of them, that it is, probably, too much to expect all to have the discrimination necessary, in order to become accurate.

and original observers of the phenomena of the youthful mind. But we have much to hope from those, who can better appreciate the importance of a correct system from instruction,—from the encouragement of individuals, and the patronage of those large towns, which carry education to its greatest perfection. It is to these sources, we must look for the first examples in improvement.

There is no science, which is so difficult to be reduced to general principles, as that of education,— none where the faithful and patient induction of large experience, is so essential. Although there undoubtedly are some general rules, to which the inexperienced instructer may be referred for direction, yet these are much fewer than is generally imagined. Every mind, especially in its early development, presents exceptions and qualifications to almost every general rule, which can be adopted. So various and multiform are the phenomena of the youthful mind, so intimate the connexion, and so strong the mutual influence, of the powers of the mind, and the affections of the heart, and so fleeting and evanescent is the nature of the evidence, by which all these must be detected and classified, that he must be skilful, indeed, who presumes to offer any thing like a complete analysis. This is not now to be attempted. But from this view of the subject, it would seem, the skill of the instructer is evinced, much more in his ability to detect minute differences, and to call forth those tender and feeble powers, the