to prevent their being overshadowed and overrun by weeds of indigenous growth. He must discriminate closely and wisely, and be able rightly to adapt his seed to the different soils. A mistake in this particular, would not only jeopard the crop in respect to quantity and quality, but might so injure the soil itself that it would never after produce good fruit or abundantly. Having been so sapped and weakened as to lose much of its natural, inherent, fructifying qualities, it can never after be raised to a healthful state, so exact and nice a work it is properly to dress and seed the youthful mind. The teachers' work requires a knowledge not only of the intellects of his pupils, and of their capacity for intellectual culture, but he must know and understand the strength or weakness of their moral faculties and propensities; for his work also embraces the cultivation of these. And it stops not here. He must attend, and be qualified to attend to the physical education of his pupils. Their health is to be regarded. And they must receive from the schoolmaster, such treatment at least, as will not injure their health. And he is to advise them as to the best mode and means of restoring and preserving it so far as their habits contracted at school may affect it. The teacher's work ends not here. His own conduct and example before his pupils must be such as can be approved. Hence he is to labor incessantly at the great task of self-instruction and self-examination. Personal pride is to be humbled, ambition curbed, selfishness reproved, and all that great family of temptations which constantly beset the human mind, are to be resisted, which will require strength and constant labor to perform.

Such are some of the duties, such is some of the work,

and such its character, to be fulfilled and performed by the educator of youth. In view of them, what then ought his qualifications to be? They must undoubtedly be such as the nature of his employment requires. A judicious writer on this subject has well remarked, that "no school system can be worth any thing, without a full supply of well qualified teachers." But he has omitted to give us a specification of those qualifications. Here is the difficulty. It is difficult to specify them, for several reasons. One is, because they are innumerable. And another is, because of the ever varying demand for these rare gifts, to suit the wants of so great a variety of tempers, morals, passions, propensities, and intellects, as are to be found in every school.

The teacher's instructions to be useful must be exactly suited to the mind of each pupil, and to his capacity to receive instruction. In this connection it may not be improper also to add, that considering the character of our free institutions, and the free toleration of religion and politics, the school teacher at the same time that he may freely enjoy his own peculiar political and religious views, should be wholly devoted to his calling, and entirely free from sectarian influences in his intercourse with his pupils; leaving them to choose for themselves. in these matters, after they shall have arrived to that age, and acquired that knowledge of the world and of the opinions of men in it, which may enable them to judge rightly of what is truth, and what is error, in connection with men's political and religious opinions. But at the same time the school teacher should be a true patriot and christian.

The school teacher must also be a person of profound

learning and deep scientific attainments. Not superficial, or wanting in a knowledge of any thing useful for children to know, or which they ought to learn. He should be judicious as well as learned. His judgment should be quick, strong, and well directed, enabling him to decide the most difficult point, within the sphere of his duties, with exceeding accuracy. His perception should be keen and quick, so that he may never be taken by surprise. He should be upright in his morals, and love his calling. He should be apt to teach, and love to cultivate the principles of virtue and religion.

He should possess strength to govern, and power to lead the idle and disobedient to industry and willing obedience. He should be meek and humble, yet bold and firm, not ostentatious or vain. His knowledge of human nature should, if possible, be unbounded. He should be industrious, loving labor for the sake of the good he can do, as well as to secure a competency. He should be honest, faithful and kind; temperate, patient and just. He should be courteous to his inferiors, as well as his equals and superiors. In fact he should be to his pupils, what Christ was to his followers, a pattern and example. Such is a brief outline of the qualifications deemed important and indispensable prerequisites in the school teacher. In view of them may it not be asked, with propriety, who is sufficient for these things? Who among us is worthy to be selected for the high and responsible duties of school master, with any hope of success. And when it is considered that many hundreds of teachers are annually required in the public schools of this state, who can wonder, that with the limited means afforded them to improve their qualifications, many of the schools should

be supplied with incompetent teachers. Is it not the greater wonder, that so many among us have been found, who can teach at all? And yet at the present moment there is so great a degree of apathy among us on this subject, and so great a want of just conceptions among the people of the existing evil, and of the necessity for improvement, that it is deemed hazardous to propose a plan, looking to the establishment of an institution for the education of teachers. Such an institution is undoubtedly what is most needed to effect this object.

Yet the teachers are not in fault in the matter of unsuitable qualifications, for these are as high as the people have called for. And it may not be expected that they will improve their qualifications until the people call for such improvement. What then is wanting, seems to be, an increased interest and solicitude on the part of those most interested, that the teachers be every way qualified and fitted for their high profession. To effect this, seems to be the great work before us at the present moment. For as soon as the people, or those who have the immediate care and oversight of the schools, shall call for higher qualifications in their teachers, it is believed an inducement will be presented to the teachers themselves, to improve their qualifications.

But it may not be expected that this call will be made, and this demand arise, until those from whom it must come, shall feel, deeply feel the need of improvement. How then shall they be made sensible of this? Surely in this country in no other way than by diffusing light and knowledge on the subject among the masses. For as soon as sufficient light and knowledge is diffused, an interest in the subject will be felt, a deep interest will be

produced, which will create a demand, throughout the length and breadth of the state, calling for teachers whose qualifications shall answer the demand. Then we may look for an effort on the part of those interested, to meet the call. The people must first know what they need, and then they will ask for it, and not till then. The enlightened, and the friends of common schools, must move in this matter.

And here the question arises, how shall they move? The answer is by speaking, writing, and printing. The press must be secured in the work, an agent must be placed in the field who shall visit every part of the state, unless we have such agent in the secretary of this board. A teachers' institute must be formed in each county, on the plan perhaps of those of New York and Massachusetts, and other states, which will secure the aid of the teachers themselves. Public lecturers may be employed, and the people called together and enlightened on the subject. Thus a demand may be created, a loud call will go forth for teachers, well qualified for their business. Then, and not till then, can any great measure for the establishment of schools for the education of teachers be proposed with any hope of success. Looking then to a general diffusion of information among parents and guardians, and those who have the care of the schools, including superintendents, as the first great step to be taken in this state for the improvement of the teachers' qualifications, we come next to consider, whether effectual aid may not be drawn from an association of teachers in cach county under the name of " teachers' institutes." These associations must undoubtedly, for the present, be voluntary, unless it may be deemed advisable to go so far as