still more rarely, a silk gown, it was paid for in the produce of the dairy, or in home-made cloth. A wedding-gown often lasted until the daughter was ready to wear it on the like occasion.

But the wise and prudent mother in New England educated her daughters most by her own counsels and example, to virtue, and respectability. "Her mouth was opened with wisdom, and on her tongue was the law of kindness." Example, however,-practical example, led the way, and was accompanied by parental counsel. The father did not fail to enforce the counsels of maternal wisdom, by saying, "Be sure, my child, to obey your mother." An eagle eye of watchful care, like the nightly moonbeams, spread its influence over all their steps, and the public eye and opinion were two faithful sentinels, who never slept on the watch. Under such restraints and by such means were female virtues reared and guarded, and that sterling energy of character, of which you speak, was formed. Family government then was general. So was family worship among the serious and moral; who kept the Sabbath, and attended public worship so generally, that if one was absent, the conclusion was, that he was either out of town, or sick. The Revolution, however, changed the New England habits and manners surprisingly, and deplorably.

After the close of the Revolution, in 1783, females over ten years of age, in populous towns, were sometimes, though rarely, placed in the common schools, and taught to write a good hand, compose a little, cipher, and know something of history. The cause of female education was thus considerably advanced. Young women became ambitious to qualify themselves for school-keeping during the summer season, when sons were in the field.

When, at length, academies were opened for female improvement in the higher branches, a general excitement appeared in parents, and an emulation in daughters to attend them. Many attended such a school one or two quarters, others a year, some few longer. From these short periods of attendance for instruction in elementary branches, arose higher improvements. The love of reading and habits of application became fashionable; and fashion we know is the mistress of the world.

When the instruction of females in any of the departments of science was first proposed, it excited ridicule. The man who devoted his time and heart to the work was regarded as an Enthusiast. The cry was-"What need is there of learning how far off the sun is, when it is near enough to warm us ?"— "What, will the teacher learn his pupils to make Almanacs ?”—“When girls become scholars, who is to make the puddings and the pies ?" But these narrow prejudices have almost passed away. Many have since become equally enthusiasts on this subject, and the results of an improved system of female education have not disappointed their hopes or mine. By a true discipline of mind, and application to the solid branches of knowledge, our well educated females have become more agreeable companions, more useful members of society, and more skillful and faithful teachers, without disqualifying themselves for domestic avocations. On the contrary, they have been better prepared by these means, to promote their own happiness, as well as that of others; whether the scene of their labors was the nursery, the kitchen, the parlor, or the wider sphere of public and extensive plans of benevolence; and at no period of history, perhaps, have the sex exerted a holier or happier influence upon society.

velopment of the intellectual faculties. Every book, therefore, which would aid in an analysis of the youthful mind, should be placed in the library of the proposed institution.

The human heart, the philosophy of its passions and its affections, must be studied by those who expect to influence those passions, and form those affections. This branch of the subject includes the government of children, especially in the earliest stages of their discipline. The success of the teacher here depends upon the good judgment with which he arranges and presents to his pupils the motives that will soonest move them, and most permanently influence their actions. The mistaken or wicked principles of parents and instructors, in this department of education, have, no doubt, perverted the dispositions of many hopeful children. If successful experience has been recorded, it should be brought to the assistance of those who must otherwise act without experience.

Lastly, the study of the philosophy of language would be essential to the scientific teacher. The term language is not here understood to mean a class of words called Greek, or another class of words called Latin, or even that class of words which we call English. It means something more general, and something which can hardly be defined. It embraces all the means we use to excite in the minds of others the ideas which we have already in our own minds. These, whatever they are, are included in the general definition of language. This is a great desideratum in our systems of education. We do not possess a language by which we can produce precisely the idea in a pupil which we have in our own mind, and which we wish to excite in his. And impatient and precipitate teachers quite often quarrel with their pupils, because they do not arrive at the same conclusions with themselves, when, if they could but look into their minds, they would find that the ideas with which they begin to reason, or which enter into their processes of reasoning, are altogether different. Every book or fact, therefore, which would do any thing to supply this desideratum, or enable the teacher better to understand precisely the idea which he excites in the mind of his pupils, should be collected in the instructor's library.

2. The institution should have its principal and its assistant professors. The government and instruction of a seminary for the education of teachers would be among the most responsible situations which could be assigned to men in literary or scientific pursuits. As many of the objects of the institution would be new, so the duties of its instructors would also be new. No commanding minds have gone before precisely in the proposed course, and struck out a path which others may easily follow. There are no rules laid down for the direction of those who will not think upon, or who cannot understand the subject. Men must, therefore, be brought to the task who have the ability to observe accurately and to discriminate nicely. They must also collect the results of what experience they can from books and from others, in order to enable themselves to form some general principles for the direction of their pupils, who will go abroad to carry their improvements to others. It is not supposed for a moment that all who may receive instruction at the proposed institution with the intention of becoming teachers, will necessarily be made thereby adepts in the science, any more than it is believed that all who happen to reside four years within the walls of a college are necessarily made expert in the mysteries of syllogisms and the calculus. But having seen correct general principles of education successfully reduced to practice, they may, at least, become artists in the profession, and be able to teach pretty well upon a system, the philosophy of which they cannot thoroughly comprehend.

3. A school of children and youth of different ages and pursuing different branches of study would form an essential part of the institution. In the early stages of the education of children, the discipline should consist almost wholly of such exercises as serve to develop the different faculties and strengthen all the powers of the mind. And in the subsequent education of youth, when the discipline comes to consist partly in the development of the mind, and partly in the communication of knowledge, the course of instruction would be the same, whether the pupil were destined to be a teacher or not. The objects of the institution do not, therefore, become peculiar till after the pupil has acquired & certain degree of freedom and strength of mind; nor till after he has made the acquisition of the requisite amount of knowledge for the profession of teacher.

6

Though a pupil would necessarily imbibe a good deal of clearness and method in his intellectual exercises by submitting the direction of them to a skillful instructor, the stu ly of the science of teaching cannot properly begin till he changes relations with those about him; and, instead of following a course prescribed by another, and exhibiting the powers of his own mind without an effort to take cognizance of them, he assumes to look down upon humbler minds, to direct their movements, and to detect and classify the phenomena of their subtle workings. After the young candidate for an instructor, therefore, has acquired sufficient knowledge for directing those exercises and teaching those branches which he wishes to profess, he must then begin his labors under the scrutinizing eyes of one who will note his mistakes of government and faults of instruction, and correct them. The experienced and skillful professor of the science will observe how the mind of the young teacher acts upon that of the learner. He will see how far and how perfectly they understand each other, and which is at fault if they do not understand each other at all. If the more inexperienced teacher should attempt to force upon the mind of a child an idea or a process of reasoning for which it was not in a proper state, he would be checked at once, and told of his fault; and thus, perhaps, the pupil would be spared a disgust for a particular study, or an aversion to all study. As our earliest experience would in this manner be under the direction of those wiser than ourselves, it would the more easily be classed under general principles for our direction afterward. This part of the necessary course in an institution for the education of teachers might be much aided by lectures. Children exhibit such and such intellectual phenomena; the scientific professor of education can explain those phenomena, and tell from what they arise. If they are favorable, he can direct how they are to be encouraged and turned to account in the development and formation of the mind. If they are unfavorable, he can explain by what means they are to be overcome or corrected. Seeing intellectual results, he can trace them, even through complicated circumstances, to their causes: or, knowing the causes and circumstances, he can predict the result that will follow them. Thus every day's experience would be carefully examined, and made to limit or extend the comprehension of the general principles of the science. Is there any other process or method than this to arrive at a philosophical system of education? If any occurs to other minds, it is to be hoped that the public may soon have the benefit

of it.

4. The fourth branch, which I mentioned above as constituting an important part of an institution for the education of teachers, was a Board of Commissioners. Although they would, probably, have but little to do with the immediate government and instruction of the institution, they would be valuable to it by representing the wishes of the community, and by bringing it more perfectly in contact with the public interests. Besides, it must occur to every one, that in the general management of such an establishment, many of the transactions would require characters and talents very different from those that would, generally, be found in the principal or professors. Men might easily be found who would lecture to admiration, and yet be wholly incompetent to assume the general direction of the establishment. The professors, too, would always want assistance and authority in determining what acquisitions should be required for admission into the institution, and what proficiency should be deemed essential in the candidates before leaving it to assume the business of teaching. Upon what principles shall the school be collected? How shall the privilege of attending as new learners in the science of education be settled upon applications from different parts of the State or country? These and many similar questions would render a body of men, distinct from the professors, important to the institution. Many decisions, too, must necessarily be made, affecting individual and private inter ests. This would be an invidious duty, and the instructors should be relieved from it as far as possible. It is confidently believed that the peculiar advan tages to be enjoyed at such an institution by children and youth generally, as well as by those designed for teachers, would command a price sufficient to defray nearly the whole expenses of the establishment. If not so, then might not each town send one or more young men to the institution to be properly educated for instructors, and require them in return to teach their public schools to liquidate the expense? All these means, however, are subjects for future consider

ation, and are to be devised after the utility of the institution has been demonstrated.

The peculiar advantages of an institution for the education of teachers would be far too numerous and too important to be either embraced or enforced in the space which remains for this topic. A few, therefore, of the most obvious ones are all that can here be alluded to. One advantage, and a very certain one, would be to raise the character of teachers generally; and consequently, in the same degree, the character of the schools which they teach. Let us pause, for a moment, to consider to what an extent we are interested in every thing which affects our system of public instruction; and hence derive a motive, before we pass on, to enforce attention to every suggestion for improvement in it.

There were in the district of Massachusetts, according to the census of 1820, five hundred and twenty-three thousand one hundred and fifty-nine souls. Of this number, two hundred and forty-one thousand seven hundred and eleven were under the age of eighteen years. The numbers have since been much augmented. If the population has increased only as fast since the last census as it did between the census of 1810 and that of 1820, there are now, in round numbers, about two hundred and fifty thousand children and youth in Massachusetts under the age of eighteen years. This, it will be perceived, amounts to almost one-half of the whole number of souls. If we take from the older those between the ages of eighteen and twenty-one, and add them to the younger part of the population, we shall find at least half, and probably more than half of the whole, under twenty-one years.

These are all flexible subjects of education, in its most comprehensive sense; though they are not all within the influence of that part of it which can be easily controlled by legislation, or indeed by any means except by an enlightened public opinion. A few of this great number have left the schools and all direct means of education, and entered upon the active business of life. And a portion of the younger part of them are yet subjects only for domestic education. But after these deductions from the two extremes, it will not be extravagant to state, that one-third of the whole population are of a suitable age, have opportunity, and do actually attend school some portion of the year. In Massachusetts we have not the means of knowing accurately the numbers of children and youth who attend our schools; because we have no system of returns to any public authority, by which such facts can be ascertained. But I am confirmed in the belief that the above is not an extravagant estimate, by two circumstances. One of them is, several towns have been carefully examined, and this is about the proportion of the population found in their schools. And the other is, official documents and acknowledged authorities from the neighboring State of Connecticut informs us that one-third of the population attend their free schools a part of the year. And probably the same would be found to be true of New York, as well as of the remainder of the New England States.

These are statistical facts. Others may reason upon them and draw what conclusions they can, about immigration, the future prospects of New England, her comparative influence in the Union, and the facilities she affords for a manufac turing district. They have been introduced here because they suggest motives stronger than any others, to enforce attention to our means of popular education. One-third of our whole population are now at that period of life when their principles and characters are rapidly forming. Habits, both moral and intellectual, are taking their direction, and acquiring the strength of age. In all this, the schools must have a deep influence. Both the degree and the kind of influence are, to a certain extent, within our control, and consequently depend upon our efforts. In twenty years, and surely twenty years are not beyond the ken of a tolerably clear-sighted politician, this part of our population will succeed to most of the responsible places and relations of their fathers. They must receive all that we have to leave for them. They must take our names, and attach to them honor or infamy. They must possess our fortunes, to preserve or disperse them. And they must inherit our free institutions, to improve, pervert, or destroy them. Here, then, are the strongest political motives, as well as paternal affection, urging upon us attention to all the means of forming correctly the characters of those who are to receive from us our choicest blessings. And what means within our control can be devised more efficient for this purpose, than

those primary seminaries for instruction, where the mass of the people must receive several years of their education? Find, if they are to be found, or create, if they are not now to be found, a class of teachers well skilled in their profession, and put them into all our free schools. What an effect would soon be produced in their condition! And what a renovating influence these same schools would soon have upon the character of the whole people who have access to them!

But these are general advantages of a good class of teachers. I promised to speak of the peculiar advantages of the proposed institution to produce them. The library, collected with particular reference to the objects of the institution, would contain the facts of the science of education scattered along in the history of the world. Facts are the materials of philosophy. And we cannot philosophize, safely, till we have an extensive stock before us. The library would naturally collect, not only those phenomena relating to the subject which have already been observed, but also the records of those which must be daily passing before our eyes. Books connected with and collateral to the science will be as important to the purposes of the institution as those professedly written upon the subject. And frequently they will be found to be much more so. Because the former contain the facts and the phenomena, while the latter have only an author's reasoning and conclusions upon them. And the authors who have written upon education, with very few exceptions, have reasoned speciously, but from very limited and imperfect inductions. So that their conclusions, though they may be correct, as far as they had the necessary means of making them so, are liable to fail, totally, when reduced to practice under circumstances a little different from those from which the principles have been formed. We want more experience before we begin to reason at large and to draw sweeping conclusions on the subject. And our library would be chiefly valuable as containing that experience, or the results of it, accurately and authentically recorded.

But the conclusions of writers on the subject, though received and repeated by every body, are not binding and beyond question, till we know that the facts from which they reasoned are all which can affect the principles that they deduce from them. And to believe that the experience of two thousand years, embracing the present age, which is so full of phenomena of all kinds, has not added something to our means of a copious and safe induction to principles of education, requires a stretch of credulity with which my mind is not gifted. It will be safer, as a general rule, to assume that they teach us what to avoid, rather than what to imitate.

When we have collected the means of reasoning correctly, which books can afford, and added to them the living materials of philosophy, which will be constantly exhibited in the school which is to form a part of the institution, we are to place all these before instructors of discriminating minds, who are able and willing to observe as well as to reason. We are, then, to turn the public attention toward them in good earnest, and let them see that something is expected from them. There is a moral certainty, under such circumstances, that the expectation will be gratified. When the public attention is turned toward any subject, all the ardent and discriminating minds act in concert. And like the rays of the sun converged to a point by a lens, they act with an intensity which must produce an effect.

It would be a natural result of the proposed institution to organize the teachers into a more distinct profession, and to raise the general standard of their intel lectual attainments. It would therefore concentrate and give energy and direction to exertions and inquiries, which are now comparatively wasted for want of such direction. No one, indeed, can now foresee, precisely, what effect would be produced upon our systems of education and principles of instruction by subjecting them to such an ordeal. To foretell the inprovements that would be made, would be to make them, and supersede the necessity of an institution for the purpose. Though the necessity would still remain for some similar means to propagate them among the people. But if our principles of education, and particularly our principles of government and instruction, are not already perfect. we may confidently expect improvements, though we may not know, precisely, in what they will consist.

Many persons knew twenty years ago that steam was expansive. But who