of teachers of common schools. By the advice of Gen. Dix, then Superintendent of Common Schools, 8 Academies (one in each of the State Senate Districts,) were selected for the purpose, and furnished with the necessary apparatus, and in 1841, the number of these Institutions was increased to 23. Each of them was required to sustain a department expressly for the instruction of teachers, six months in each year. But, notwithstanding this liberality on the part of the State, it appears from the Report of the Superintendent, that in 1842, in these twenty-three institutions, sustained at an expense to the State of $9,700 per annum, only about 600 pupils were educated for teaching, while the eleven thousand School Districts in the State were in pressing need of competent instructors!

Under these circumstances, the friends of education were led to look for some means which might exert a direct and favorable influence upon the character and qualifications of those employed to teach. In the Fall of 1842, Mr. JAS. S. DENMAN, the intelligent and efficient Superintendent of Schools for Tompkins county, having become satisfied that the greatest deficiency on the part of teachers was the want of the ability to teach, that they knew better what to teach, than how to teach it; and that the greatest defect in the school system, was the want of a uniform course of instruction; recommended to the teachers of that county to organize a "Teachers' Institute," i. e. to assemble and hold a session of two weeks or more, once or twice in each year, for the purpose of a review of the branches they were expected to teach, and of receiving instruction in those branches from experienced and successful teachers; of comparing their own methods of teaching with those of others, and adopting an eclectic, and as far as possible, a uniform mode of instruction to be introduced into all their schools.In accordance with this suggestion, in the month of April, 1843, one hundred teachers assembled at Ithica; they were instructed by the Superintendent himself, by the Hon. SALEM TOWN, A. M., and others; this was the first "TEACHERS' INSTITUTE."

The Teachers of Tompkins county held another session during the Fall of the same year, and some few other Institutes were attended in 1843.

In the year 1844 they were held in nearly half the counties in the State, and more than 2000 Teachers were profiited by the instruction given, and by the experience of their fellow Teachers, and were cheered by their sympathy, and encouraged to higher aspirations and to nobler efforts for usefulness in their high calling.

In 1845, more than thirty Institutes were attended in New York, in which some 3000 Teachers were instructed; two in Ohio-one at Sandusky City, where 100 assembled, and one in Geauga county, attended by 140; four in Massachusetts, under the direction of Hon. HORACE MANN, Secretary of the Board of Education; and four in Rhode Island, conducted by Hon. H. BARNARD, State Commissioner of Schools. During the present year, several have been attended in New York, one at least in Vermont, one in New Hampshire, and one in Geauga county, Ohio, at which 200 assembled.

DUTIES OF PARENTS IN RELATION TO THEIR SCHOOLS.

From an Essay, (which received a prize of $100,00,) written by EDWIN JOCELYN, Principal of the Saltonstall School, Salem, Mass.

1. PARENTS SHOULD SEE THAT COMFORTABLE, CONVENIENT AND ATTRACTIVE SCHOOL HOUSES ARE PROVIDED.

This is generally done, in a manner,—for the law of the land looks to it ;-if it did not, I believe that the omissions would be many. But the school-rooms should be comfortable, convenient, and attractive. A great reformation and improvement have taken place in this Commonwealth, in this particular, within a few years;-yet there are many buildings, yet found here and there, which are used for the purpose, that deserve not the name of school-houses; and are a disgrace to the sacred cause of Popular Education, and to those who suffer their existence. Children will not, likely, be attracted to school, if there they are to encounter the pains of cold, and uncomfortable sittings, when they can shun these sufferings by active sports in the unconfined atmosphere of heaven. No wonder that they often prefer arduous bodily labor, to attendance at school.

An individual from the interior,-one much interested in the advancement of the cause of education,-has informed me, that in country towns, a repair or improvement of the school-house, often experiences more opposition than that of any other improvement of a public nature. Substantial farmers will often strenuously oppose even the repairing of an old, dilapidated school-house. "They went to school in it when it was not much better than it now is;-if it was good enough for them, it is good enough for the children of the present day." Men who acknowledge the importance, and have the pride of a commodious, comfortable and convenient barn and piggery, or even a dog-kennel,-will often show indifference to the condition of the school-house in their district.

"Let me see the school-house of a district, first," says an intelligent and philanthropic traveller, "and I can with great certainty infer the character of the people. This is almost an unerring index of the character of the population,-more so than the church-building is. In riding through the country, if I come upon a neat, commodious school-house, with its ample enclosure, &c., all in keeping, I am certain to find around it, or near it, the thriving village of painted houses, well cultivated farms and substantial farm-houses, and an industrious and intelligent population. On the other hand, if I stumble upon a miserable little shanty-like building, pushed away in some secluded and repulsive spot, like a pest-house or small pox hospital,-within the

Second-those employed to superintend the work of public instruction should be amply remunerated. The compensation should be such as to command the highest abilities, character and attainments, not so scanty and so grudgingly paid as to drive from the employment every thing but drivelling ignorance and inefficiency or stupid indifference. No officers in the State hold a more responsible station, none can confer a greater or more lasting benefit, in a pecuniary, social or moral point of view, than those who intelligently and faithfully perform their duties as the ministers of education.

[FOR THE OHIO SCHOOL JOURNAL.]

UNIVERSAL EDUCATION.

NUMBER II.

QUESTIONS relating to institutions of learning and the progress of science have, from an early period in our country, received some degree of attention. Much has been attempted and much accomplished in accumulating knowledge and providing ampie facilities for the few who delight in a noble culture and elevated intellectual enjoyments. But a question much more grave and deep-reaching has not been sufficiently considered. Shall knowledge be generally diffused? SHALL EDUCATION BECOME UNIVERSAL ?

It has, indeed, for a long time been the policy of some States in our country to maintain the obligation and necessity of providing the means of instruction for every child in the land. For two centuries it has been the steady and governing principle in New England that it is the right and duty of the State to furnish means for the instruction of all the youth "in the elements of learning, morals and religion."

The first eminent law-giver of Pennsylvania incor, orated a similar principle with the frame of government prepared for that province in 1682. "Men of wisdom and virtue," says the article, "are requisite to preserve a good constitution, and these qualities do not descend by worldly inheritance, but are to be carefully propagated by a virtuous education of youth."

The sages who framed our present constitution repeatedly asserted that wisdom and virtue in the mass of the people were essential to its perpetuity. The modern legislation of almost every State in the Union has recognised the same principle. And yet in no State, and in no considerable community in our country, have the benefits of ele-mentary education been universal. Like the idea of universal enfranchisement, the principle seems to make but slow progress in subjecting the world to its sway. Perhaps, at the present time, in our own country, with all our increased facilities, in view of the entire population of the country, there is a lower per cent. of real intellectual and moral development than existed ten years ago.

With these facts fully before us, we turn with earnest solicitude to

history and experience for assurances that plans for the universal elevation of man are not altogether impracticable and visionary. Fortunately, a few examples, prominent exceptions, it is true, to the ordi nary history of nations, are before us and before the world for our consolation and encouragement. A few German States have already demonstrated the practicability of making the day-laborer everywhere an intelligent, virtuous citizen, a man of taste and skill, though toiling daily for his daily bread.

But examples, quite as profitable to us, perhaps, examples showing that there is an immense difference between the easy admission that knowledge and virtue are essential to the happiness of man, and that vigorous intrepid spirit which provides for the necessity, are to be found in Russia and the Sandwich Islands. Semi-barbarous Russia a few years since thought proper to provide a system of education for all her people, and in less than ten years a system was in full operation in her vast empire. Tribes of fifty different languages, nations around the Baltic, the Euxine, the Caspian, the Frozen Ocean, and both sides of the Ural Mountains, of every variety or modification that Europe or Asia can furnish,-Tartars of the Kabarda and Crimea, Calmucks and Cossacks from the Don and the Volga, and the various unrestrained hordes of the mountains and plains were, almost at once, brought within the influence of a comprehensive system of civilization and instruction.

But the moral revolution in the Sandwich Islands during the present century, is a still nobler example of enlightened zeal, and excites higher admiration from having started from a lower point. Here, in 1820, was a nation of heathen, without a written language, without any of the arts of civilized life. No where in the living generation of men was there an example of nobler culture, no where a competent instructor of his race. No where in their rude annals was there an ideal standard of excellence and true dignity in man-no where in their superstitious worship any conceptions of the glory and perfection of Deity. Yet by the faithfulness of a few missionaries and the untiring zeal of the people themselves, we find the nation in ten years making considerable pretensions to civilization. A written language was invented, the press introduced, books printed, houses built, schools universally established, and, in twelve years, in 1832, one-third of the entire population was under instruction.

Perhaps the annals of civil history do not afford an example so powerful, so deeply interesting, as this sudden transformation of a people from the degradation of heathenism, to the usages, the refinements, and the delights of civilized life.

Such examples, my countrymen, encourage us to hope that there is nothing in the nature of things opposed to the universal elevation of man, that there are no obstacles in the organization of society but what may be overcome by enlightened zeal and unfaltering energy. Especially may we trust that ignorance and wretchedness will not always exist in our highly favored land. Comparatively, we possess immense resources for elevation and happiness. We have at once a

confines of the highway,-no good enclosure,-weather-beaten and weather-colored, glass broken,-&c. &c. all in keeping;-I wish not to make farther observation-no inquiry as to the character of the people. I am sure to find near, bushy farms, broken fences, wretched farm-buildings, miserable, and misery-making grog-shops, a dirty, filthy country tavern, with ragged loungers in and about it, &c. &c. all in keeping."

2. PARENTS SHOULD SEE THAT A GOOD TEACHER IS EMPLOYED.

A poor teacher,—and they can always be found, at your own price -is undeniably worse, often, than no teacher at all. There are existing difficulties, I know, in the circumstances of the case, in obtaining the necessary number of well educated and experienced teachers for the winter schools of our towns. Preparation at a good normal school will do much to qualify for teaching; yet, after all, experience seems almost indispensable. Pay teachers well for their services, and you hold out an inducement to direct and thorough preparation. Pay well, and, in this matter, as in others in life, the supply will come up to the demand.

Not only should parents take all wise, precautionary measures to obtain the services of a good instructor,-but after his services are secured, they have much to do to keep him a good teacher,--to make him a better one.

3. PARENTS SHOULD VISIT OFTEN THE SCHOOL WHERE THEIR CHILDREN

ATTEND.

It is a prevalent, but mistaken opinion, that teachers, generally, are averse to such visits. Were they very general and frequent, they would subserve the very best purposes. Let a school get accustomed to frequent, informal visits from parents, and all interested in their success, and they will be looked for and desired. It manifests an interest to which they are not generally accustomed, but which is grateful and stimulating. It divests the school-room of that exclusive, isolated, secreted character, which, to its disadvantage, is too generally attached to it. It dissipates that reserve, timidity and shyness which almost necessarily show themselves upon the appearance of a new, unaccustomed face in a school unused to the visits of parents and others. It banishes that trepidation and fear, that consternation and panic, even, which will sometimes seize upon the teacher as well as scholars, when visits from those without, are "few and far between," -regarded not as “angels' visits," but rather those of arch enemies and spies. Teachers who have thought much upon the subject, and have had experience in the matter, I believe, with one voice, will de clare that they would like to have calls of this nature, every hour in the day;-even not object to the constant presence of interested per

sons.