county in the State. In connexion with the improvement of Teachers, diffuse intelligence on the subject of education, among all classes of the community. Send educational books, tracts and papers into every town, district and family in the State; let them be read at every fireside, and let others read them aloud to those who cannot read them. selves.

2. Secure a thorough supervision of all the schools. For this purpose, probably no plan is better than that adopted by New York and Vermont, and so strongly and ably advocated by our own State Superintendent, the appointment of County Superintendents, whose whole time shall be devoted to the work.

This will exert an untold influence for good on the character of the schools;-will do what nothing else can do toward securing uniformity in the mode of instruction,-will go far toward securing a regular attendance of pupils, by creating in them a love of study, of system and order, and awakening in the minds of parents an interest in the schools, and thus securing their influence and authority, (if needed), in favor of the constant attendance of their children. In connexion with their labors and those of competent Teachers, we may expect,― to see neat and tasteful school houses taking the place of those unsightly edifices which now bear the name,-to see them furnished with ample play-grounds, ornamented with trees and shrubbery,—to find their internal arrangement comfortable and commodious, and the schoolrooms supplied with libraries and apparatus, and every thing needed to render them suitable places for the instruction of the youth who are to assemble there to be moulded in mind and manners, to imbibe their principles and form their characters;-and to find the school-house a place of frequent and desirable resort for the parents and guardians whose choicest jewels are there to receive that fashion and polish on which their success in life and their eternal destiny so entirely depends.

3. Provide for the payment of those employed in conducting or superintending the work of education. First of Teachers. Nothing can be more short-sighted than to expect, when the demand for talents and attainments is so great in every department of productive labor or honorable employment, that men of character and abilities can be induced to enter the employment, or that the services of competent and faithful teachers can be retained without suitable reward. Though the work of education be the noblest in which man can engage,-one in which angels might delight and feel honored to labor, still it must be remembered that men cannot subsist on air or eat angels' food. The Teacher must be properly compensated, must receive a liberal support, not as a gift for which he is laid under obligations to his employers, but as his just due,―his richly earned wages. He should be so generously supported as to remove from him entirely the perplexities of poverty while he lives and labors, and the fear of indigence and beggary for the family he may leave as he descends to that premature grave which the faithful, devoted Teacher will most assuredly

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 I.

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 elementary 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

written language, books suited to the purposes of instruction, a literature rich in wisdom and pure sentiments, and precepts of morality and religion, given to man by Infinite Wisdom. And were there any adequate conviction of the importance of universal culture, or a proper appreciation of the grandeur of such an object, a million temples, adorned and consecrated to science, might be erected in our country in a single year. Were there a distinct and emphatic demand, and a proper compensation for their services secured, half a million of teachers, suitable to give instruction in rudiments, might be called into service in a single month. And, in five years, such a company of men and women might be found instructing every child in the republic as would be an honor to the nation and an honor to humanity.

Such advantages should not remain in our hands unused. Such resources should not be perverted from their highest purpose.

EXCELSIOR.

TEACHERS' INSTITUTES.

NUMBER II.

THE object of this class of schools is to improve the Teachers of common schools, and through them to exert an elevating influence on those schools and the whole community. An Institute is little more or less than a protracted Teachers' convention, though many of its exercises are of a more familiar and practical character than those of a convention. The session usually continues two weeks. The members are instructed during the day in all the various branches they expect to teach; thus a thorough review of all the branches is secured, the pupils are questioned upon them, may ask questions upon them, or present their own views, and state objections to those of the Instructor, and thus is a perfectly free interchange of opinions secured, and the best opportunity afforded for ensuring uniformity in the mode of teaching and explaining all the studies pursued under their direction. The evening exercises are occupied with public lectures on the subject of education aud the discussion of questions connected with it ;— these are usually attended by large numbers of the citizens of the place, and thus a favorable influence is exerted upon a much larger number than the regular pupils. The object of the evening exercises is to furnish to the Teachers and all who attend valuable statistical and other information showing the paramount importance of general education.

No one, who has not attended a well conducted Institute, can form any adequate conception of the interest which may be awakened and the amount of valuable practical instruction which may be given by experienced Teachers and Lecturers in a session of two weeks. We are confident that they are just the agency now needed in Ohio, and indeed in all the western States, to produce a proper degree of interest

in the cause of education among all classes, and to give a noble impulse to the progress of the enterprise. The following is

THE MODE OF ORGANIZING THEM.

In places where there exists a Town or County Educational Society, the society should appoint a committee to secure instructors and a place for holding the session, to publish notice of the time, and make all the necessary arrangements;-where there is no such society, a meeting of the friends of education might be called for the purpose of appointing a committee, or the instructors of any college or academy might issue a call for such a meeting of Teachers.

In almost any county in this State a respectable number of Teachers could easily be assembled for the purpose of forming an Institute, provided competent and experienced Instructors could be secured. Little is wanted beside a disposition to undertake, and energy to carry on the work, the experiment has already been tried three times and succeeded beyond the expectations of the most sanguine.

It may perhaps be interesting to many to read a more full description of the manner in which all the exercises in these schools are conducted. We have no very full reports of the numerous Institutes held in New York. The one attended at Sandusky in Sept. last, was called to order by the chairman of the committee of arrangements, and opened with prayer by one of the clergymen of the city. After which the chairman, Judge Lane, made a brief address, stating the objects of the Institute, the motives which had influenced himself and others to engage in the project, gave the pupils a cordial welcome to the benefits which were confidently expected from it, and then introduced the gentlemen who had been engaged as Instructors.

After him the venerable SALEM Town of N. Y., (who had been secured to take charge of the Institute as Principal), rose and presented some remarks,-spoke of the origin of Institutes,—of the benefits to be derived from them,-of the responsibilities of the Teacher's vocation, of the importance of being thoroughly qualified for its high duties, and of the grandeur and magnitude of the movement in the cause of education which was here to commence.

Remarks were then made by the assistant Teachers, by Clergymen and some others, after which the regular course of instruction proceeded.

A similar course has been taken in organizing and opening the two other Institutes held in this State.

The following is an extract from the account, given by the Hon. H. MANN, of the manner of opening those held under his direction in the State of Massachusetts :

"After the meeting was called to order, a cordial welcome was extended to its members; a few remarks were then made respecting the laudable and sacred purpose for which they had assembled together, and religious services, appropriate to the occasion, were performed.

"It was then explained, that where many individuals meet together, in order more successfully to carry out a common purpose, it always