REFLECTIONS ON THE OPERATION OF THE PRESENT SYSTEM OF EDUCATION. 

 BY

 CHRISTOPHER C. ANDREWS, COUNSELLOR AT LAW. 

 "TRAIN UP A CHILD IN THE WAY HE SHOULD GO; AND, WHEN HE IS OLD, HE WILL NOT DEPART FROM IT. "

 BOSTON: CROSBY, NICHOLS, AND COMPANY, 111, WASHINGTON STREET. 1853. 

 BOSTON: PRINTED BY JOHN WILSON AND SON, 22, SCHOOL STREET. 

PREFATORY NOTE. 

The increasing importance of the subject treated of has led the authorto revise an article, published nearly two years ago in a monthlyjournal, and to present it in the following pages. His object is to callattention to what he regards a _defect in the operation_ of our presentsystem of education, and to propose some suggestions for its remedy. That defect consists in the want of moral instruction in our schools. Its existence, he believes, may be attributed to the state of publicopinion, rather than to any imperfection in the system itself. For thisreason, he is of opinion that remarks on the subject are more necessary, and therefore worthier of the consideration and indulgence of thepublic. 

 35, COURT STREET, BOSTON, May, 1853. 

 THE INCOMPLETE OPERATION OF OUR PRESENT SYSTEM OF EDUCATION. 

The duty of bringing up the young in the way of usefulness has ever beenacknowledged as of utmost importance to the well-being and safety of aState. So imperative was this obligation considered by Solon, theAthenian lawgiver, that he excused children from maintaining theirparents, when old and feeble, if they had neglected to qualify them forsome useful art or profession. Although this principle has universallyprevailed in every civilized age, yet the success of its practicaloperation depends entirely upon what is understood by necessaryknowledge and useful employment. If, as among the Lacedemonians and manyother nations of antiquity, a useful art consisted chiefly in theexploits of war, --in being able to undergo privations and hardships, andin wielding successfully the heavy instruments of bloodshed, --such aneducation as would conduce to the acquirement of that art must beestimated on different grounds from that system whose object is todevelop the moral and intellectual faculties. 

From the distant past, traditions have come down, evincing in manyinstances exemplary care in the culture of youth; but the conspicuousrecord made of them by the historian and poet refutes the idea that theywere common. With the lapse of centuries, revolutions in the arts andsciences have been effected, important in themselves, but more so forthe changes they have produced both in social and political affairs. Like hunters who discover in their forest-wanderings a valuable minewhich shapes anew their course of life, the people of the old world, inthe fourteenth and fifteenth centuries, were allured from theirincessant conflicts by the more profitable arts of peace. Till then theinterests of learning had been crushed by the superstition and bigotryof the times. In the fourteenth century even, the most celebrateduniversity in Europe, that of Bologna, bestowed its chief honors uponthe professorship of astrology. But these grand developments in art andscience gave a new impulse to social life. Thenceforward the interestsof education began to thrive. The patronage given to popularinstruction by many of the rulers of European States has imparted alustre to their annals, which will almost atone for their heartlessperversion of human rights. For whether we consider the coercive systemof Prussia, which not yet exhibits very happy practical results; or theAustrian system, which indirectly operates coercively by denyingemployment to those unprovided with school-diplomas; or the Bavarian, which makes a certificate of six years' schooling necessary to thecontracting of a valid marriage or apprenticeship; or, indeed, thesystems of many other Continental countries, --we find much to excitecheering anticipations. 

This country--this Commonwealth especially--has ever been distinguishedfor being foremost in the maintenance of a benevolent and comprehensivesystem of education. That system is, we believe, in the judgment offoreigners, one of the most original things which America has produced. Fortunately for the prosperity of the people who derive their support onthis rugged soil, their fathers were a class of men deeply imbued withmoral sentiment, --lovers of freedom and of knowledge; men who soughtthat security of their principles in the spread of moral intelligence, which the sword alone would in vain attempt to procure. "The hands thatwielded the axe or guided the canoe in the morning opened the page ofhistory and philosophy in the evening;" and it cannot be a matter ofsurprise, that, counting their greatest wealth in their own industry andresolution, they should at an early period turn their attention to theimportant subject of education; and that they even denied themselvesmany of the comforts of life, in order to secure the blessings whichmight evolve therefrom. 

The peculiarity of our system of government is, that it invests thesovereignty in the people; and, as it has always been the policy ofevery nation claiming to be civilized to educate those who were designedto govern, it might naturally enough be inferred, that, in this country, means would be provided whereby the whole people might receive aneducation. And thus it is. The true object, therefore, of such a systemof instruction as the government supports, it must be conceded by all, consists in qualifying the young to become good citizens, --in teachingthem not only what their duties are, but making them ready and willingto perform them. We should discriminate between the object of commonschools and the object of colleges; between an institution intended toinform every one of what every one should know, and one designed to fitpersons for particular spheres of life, by a course of instructionwhich it is impracticable for all to pursue. A very large majority ofthose who enter our colleges are desirous of acquiring that knowledge, as well as discipline, which will prepare them most thoroughly for someone of the learned professions: it is a course preparatory to one stillhigher, --a gateway by which the industrious and sagacious may withgreater ease traverse the long and winding avenues of science. Of a moregeneral nature is the object of that instruction provided by the Statefor all, because it is designed to fit them for a greater variety ofduties, and the chief of these duties is that of _living justly_. If weregarded physical resources as the chief elements of prosperity, orintellectual superiority the principal source of national greatness; ifwe followed the theory of the Persian legislator, Zoroaster, who thoughtthat to plant a tree, to cultivate a field, and to have a family, werethe great duties of man, we might be content with that instruction whichwould sharpen the intellect, and furnish us with acute and skilful menof business. But an enlightened public sentiment rejects such a theoryas narrow and unsafe. It is surely of great importance that childrenshould be made familiar with the common branches of knowledge; thattheir minds should receive as thorough discipline as is practicable;but of what transcendent importance is it that they should haveimpressed upon their minds the principles of truth and justice, and thetrue value of resolute, earnest industry; that they should grow up inthe love of virtue and honor, and be taught to know and governthemselves! Education of the heart, as well as education of the mind, should be promoted. The State should make men before it makes artisans;citizens before it makes statesmen. And this in theory it proposes todo. The highest praise that can be bestowed upon our system ofeducation, here in Massachusetts, is that the leading object itcontemplates is the moral instruction of the young. This is its grandand peculiar feature. Those who have been and are now at the head of oureducational interests, have sought, by timely word and deed, to carrythis purpose into active operation. In so doing, they have attempted togive effect to the law which expressly ordains that "all instructors ofyouth shall exert their best endeavors to impress on the minds ofchildren and youth committed to their care and instruction, theprinciples of piety, justice, and a sacred regard to truth, love totheir country, humanity and universal benevolence, sobriety, industryand frugality, chastity, moderation and temperance, and those othervirtues which are the ornament of human society, and the basis uponwhich a republican constitution is founded; and it shall be the duty ofsuch instructors to endeavor to lead their pupils, as their ages andcapacities will admit, into a clear understanding of the tendency of theabove-mentioned virtues. " (Rev. Stat. Chap. 23, § 7. )

Nobody, probably, at this day believes, that, in cherishing principlesof this nature, the law which creates this system is visionary orimpracticable. All are ready to admit, that the human heart needsthe influence of moral discipline. Yet such is the nature of oursocial existence that there is a great tendency to postpone itsapplication, --to let it depend upon contingencies. When nearly all ofthe good or evil that we can possibly do has been done, --aftertemptations have been resisted or yielded to, --after our years begin towane, we then think seriously of moral improvement. Preachers the mosteloquent--for their eloquence commands the highest reward--we employ toexhort us to practise virtues, which, if we had been rightly educated, we should have practised from our earliest youth with as much facilityas we read or write. If a child is to learn grammar, let him commence, every one will say, when young, while his memory is most retentive. Ifwe are to teach him those principles which are to shape his destinyin life, and have their home in the heart, should we wait till it isleast susceptible of impression? It cannot be denied that too muchindifference prevails on this subject. We are apt to shut our eyes tothe evils which arise from imperfect education, so long as they do notaffect our personal interest. Victims of depraved appetites and passionswe take charge of, not out of regard for them, or the circumstanceswhich have induced their guilt, but for our own protection. When a mansunk in crime is held up to public gaze, nearly the same feeling isexcited which actuates boys who follow with noisy jests a drunken woman. Rarely do we stop to inquire, why, if wrong influences had been broughtto bear upon our characters, we should not have been as bad. Unless suchinstruction be promoted, many who are now unconcerned for themisfortunes of others will themselves ask for compassion. "Surely therewill come a time, " says Dr. Johnson with truthful energy, "when he wholaughs at wickedness in his companion _shall start from it in hischild_. "

Now, the only sure and legitimate way of reforming those evils whichburden society is to prevent their acquiring any existence. It is afavorite notion with many, that, by checking vice here and there, ourbenevolent institutions are working a thorough cure. But this is notso. While we furnish subsistence to those whom intemperance and idlenesshave brought to destitution, --while we erect asylums where reason may berestored to the shattered mind, --while we enlarge prisons in which topunish the violators of the law, --we should remember that some endeavorsshould be made to prevent others from requiring the same charities, andincurring the same penalties. Instead of standing merely by the fatalshoal to rescue the sinking crew, we should raise a warning signal toavert future shipwrecks. 

All experience shows that, to operate successfully, this branch ofeducation must be early attended to. True it is, that, just as 'the twigis bent, the tree's inclined;' and true it is, that on the discipline ofchildhood depends the moral character of manhood. The tree in theforest, after it has grown to a considerable height, may yet be bentfrom its natural course, and, by long-continued force, be made to growin a different direction; but that change will not be permanent. Whenthe power which turned its course is withdrawn, every breeze and everytempest that shake its branches will aid it in gradually assuming itsoriginal position, till hardly a trace of that power which attempted toguide its growth can be perceived. There may be some who would neglectthat moral influence on the young which is necessary, trusting in thedelusive expectation, that the law will keep them in the right path;that the example of punishment, the terror of the gallows, the prison, or the penitentiary, will prevent the commission of crime. But let usnot wait for the saving influence of these things; for they are butchecks which often render the next outbreak more alarming. The force ofpunishment will be found to resemble the application of power inchanging the growth of the tree: weeks, years of confinement, will noteffect a complete reformation in the offender. His life may seem to bechanged, his habits reformed; but, as he goes out to mingle again withthe world, as one occasion after another presents itself to him, hisformer passions begin to revive, those early impressions take possessionof him, and he becomes the same that he was originally, only that hisdegraded position renders him far less able to resist the temptation todo wrong. Impressions and habits acquired in youth are proverbiallylasting. With characteristic eloquence and fervor has Lord Broughamillustrated the peculiar importance of early training. In a Speechdelivered in the House of Lords in 1835 upon one of those measures whichhave conferred so much glory on his name as well as benefit upon hiscountrymen, he said, "If at a very early age a system of instruction ispursued by which a certain degree of independent feeling is created inthe child's mind, while all mutinous and perverse disposition isavoided, --if this system be followed up by a constant instruction in theprinciples of virtue, and a corresponding advancement in intellectualpursuits, --if, during the most critical years of his life, hisunderstanding and his feelings are accustomed only to sound principlesand pure and innocent impressions, it will become almost impossible thathe should afterward take to vicious courses, because these will beutterly alien to the whole nature of his being. It will be as difficultfor him to become criminal, because as foreign to his confirmed habits, as it would be for one of your lordships to go out and rob on thehighway. Thus, to commence the education of youth at the tender age onwhich I have laid so much stress, will, I feel confident, be the samemeans of guarding society against crimes. I trust every thing tohabit, --habit, upon which, in all ages, the lawgiver, as well as theschoolmaster, has mainly placed his reliance, --habit, which makes everything easy, and casts all difficulties upon the deviation from thewonted course. Make sobriety a habit, and intemperance will be hatefuland hard; make prudence a habit, and reckless profligacy will be ascontrary to the nature of the child, grown an adult, as the mostatrocious crimes are to any of your lordships. Give a child the habit ofsacredly regarding truth, of carefully respecting the property ofothers, of scrupulously abstaining from all acts of improvidence whichcan involve him in distress, and he will just as little think of lyingor cheating or stealing, or running in debt, as of rushing into anelement in which he cannot breathe. "

The thought may strike some, however, that children can receive moraldiscipline at home; that parents are best enabled to understand thedisposition of their children, and can consequently apply the requisitetraining with more success than any one else; and, most of all, becauseit is their especial duty so to do. So we might say, with almost as muchreason, that parents could teach their children the elementary branchesof knowledge; in the first place, because it is in their province toknow the peculiar turn of mind possessed by their children, and also forthe equally plausible reason, that they are under a great obligation toeducate them. Now, there is much truth in the observation of Seneca's, that people carry their neighbors' faults in a bag before them, whichare easily to be seen, and their own behind them unseen; and, withoutdoing parents too much injustice, we may say that they are inclined tocarry the failings of their children tied up with their own. The factis, generally speaking, parents are so confident that their children donot lack in honesty and integrity, at a time when these principlesshould be forcibly impressed upon them, that they let the occasion formoral training pass until bad habits are deeply rooted in theircharacter. There are, we know, many cheering exceptions; yet, if moralinstruction is neglected in the school, to a majority of the scholarsthat neglect will nowhere be provided for, until some bad results haveensued. 

To carry out, then, the primal purpose of our system of education, instructors should seek to mould the character of their pupils. Supervisors and committee-men should require a faithful discharge ofthis trust. When they come to examine the school, if the standard ofintellectual attainments is not so high as might be desirable, theyshould yet bear testimony to its advancement, if they find that those"virtues which adorn life" have been held up in all their attractivenessto the imitation of the pupil. 

Thus have we seen that the system itself contemplates the culture of theheart as well as the mind; and that it is wise, practical, and just indoing so. We now propose to show that this object is generallydisregarded, if not entirely lost sight of, in our common schools; andto illustrate, if possible, the means whereby it can be more completelycarried into operation. In the first place, the present state of societytestifies to a neglect somewhere of inculcating habits of rectitude. There is a want of CONSCIENCE in the community. The prevalence of crime, as seen by the returns of public prosecutors and magistrates, is but asmall part of the evidence of this fact. We might as well judge of aman's wealth by his dress, as to form an opinion on public morals by thenumber of punishable offences committed. And, indeed, the records ofcourts furnish but incomplete evidence of the number of punishableoffences actually committed; for where one criminal is brought to thebar of justice, ten escape detection. We have the authority of a veryeminent Judge for this remark. But there are wrongs which are notpunishable by the law, being too small and undefinable for itscognizance. It is the bad faith which enters into contracts, anddeceives the honest purchaser, or dupes the confiding vendor; thebaseness which conspires to wink down credit; the avarice which greedilytakes advantage of poverty, or the craft which converts it into a weaponof fraud; the scandal which sets neighbor against neighbor; the fretfulharshness which clouds the domestic fireside; the ingratitude whichspurns parental influence; the selfishness which would trade inprinciples, and bargain away public measures for private gain, --these, and such as these, are the conclusive proofs of public vice. Even thedeplorable appearances which penury exhibits are counterfeited, and wehesitate to give alms lest we should encourage an impostor. Thebenevolent man distrusts the beggar who asks for a night's lodging, andturns him away, fearful that he might prove an assassin or a robber; orhe reluctantly calls him back, lest he should revenge himself by burninghis barn. There are common symptoms which show a patient's sickness, though they do not indicate the particular nature of his disease. Sothis mutual distrust, which characterizes the dealings of men, indicatesthe debility of public morals, and points with unerring certainty to theneglect of early discipline. 

But an inspection of the schools will afford us the most reliableevidence on this subject. From the system of instruction now pursued inour best common schools, a scholar of ordinary capacity is enabled tobecome a good reader, writer, and speller; to acquire a very goodknowledge of geography and arithmetic, and a little insight into naturalphilosophy, physiology, grammar, and history, as well as to gain somehabits of order and correct deportment. It is true also that in someschools considerable efforts are bestowed on moral culture: this, however, depends upon the peculiar character of the teacher. Yet itcannot be denied, that intellectual improvement is treated as ofparamount importance; and that, if any attempts are made at moraltraining, they are purely incidental; being considered collateral to theother lessons. Surely no one will think of reproaching teachers for thiscondition of things; for they are governed by the public opinion of thedistrict or town they teach in, as much as the statesman is governed bythe public opinion of the country. The voice of the district is silenton the subject. The committee who examined or engaged them did notallude to that part of their duty, or inquire into their qualificationsfor discharging it. If the teacher goes through the term in harmony, andsucceeds in advancing his pupils in an ordinary degree in the commonbranches, he is acknowledged to have accomplished his entire duty. 

In attempting to show the manner in which the right development ofcharacter may be blended with the development of the mental faculties, it might be proper to advert to the method a teacher could pursue withthe greatest success. A very imperfect idea only of any policy can begiven, inasmuch as the duty must be left to his own discretion. No setplan can be adhered to; neither could text-books be used to advantage. He should not have an appointed time for such an exercise, nor resort toformal lectures, nor rely upon the studied maxims which moralists haveframed in the closet, nor depend upon the stereotyped precepts ofphilosophers. As the sentiments he inculcates are addressed to theheart, so also from the heart should they spring. Every one knows thatthe events which transpire in and about the school-room furnish toofrequent opportunities for this species of instruction. These acts ofturpitude he should heed, and make the subject of his lessons. Reportcomes to him that some of his pupils have been guilty of insulting andridiculing an aged and infirm person. He might give them time to reflectupon the nature of their act, and to decide themselves whether it wasright or wrong. Then let him show the claims which age, combined withfeebleness, has upon our respect and sympathy, and expose the crueltyand shame of that conduct which would increase its misfortunes. Helearns, perhaps, that a pupil has used profane language during anintermission. As he requires the school to pause, let him speak insimple language of the omnipotence and omnipresence of the Creator; ofthe commandment which he has ordained, that none should take his name invain. By referring to some of the faculties, mental and physical, withwhich he has been endowed, let the teacher call forth the gratitude, not only of that pupil but the whole school, for the wonderful goodnessof their Maker. By reminding them of his compassion and tenderness, hisinfinite wisdom and power, let him inspire them with love and reverencefor his name. Envy and jealousy he will see prominent in the characterof his fairest pupils: let him show that the heart was not made for suchfeelings; that, if they are nurtured there, no room will be found fornoble and generous sentiments. Quarrels will occur in which blows willbe dealt lustily: a few simple illustrations will prove that force is adangerous and imperfect arbiter of justice. If unhappily falsehoodprevails, let him make haste to supplant a habit, so fearful andpernicious, though every thing else be laid aside. Let him show thegreat inconvenience a man must experience in whose word no confidencecan be reposed. The fable of the shepherd-boy who gave false alarms tothe distant workmen of the approach of wolves, so that when the wolvesreally came his cries were in vain, will show that lying is unprofitablein the end. But his chief object should be to exhibit the moralturpitude of the habit, --the facility with which it leads to deeperguilt, --the manifold evils which it engenders in the community; and thusto impress upon the minds of his pupils a sacred regard for truth. Such, it might seem, would be the course which a high-minded and zealousteacher would pursue in imparting moral instruction. But, whatever behis method, it is quite certain that a successful performance of hisduty in this respect implies great capacity. Extensive learning will notbe a sufficient qualification. An accurate and comprehensive knowledgeof the sciences may have given vigor to his mind; he may be familiarwith the classic pages of Thucydides and Homer, Horace and Livy; he maybe versed in the philosophy of history, and yet lack in the essentialelements of his art. He must possess native talent, a clear insight ofhuman character, agreeable address, extemporaneous powers of speech. Hemust be a clear-thinking, conscientious, practical man; and it will beimpossible for him to fail in his undertaking. Such a teacher will winthe respect and esteem of his pupils: they will imitate his example, andcherish his counsel. 

Now, the inquiry will naturally be made if the teachers of commonschools have these qualifications. There are some who are thusqualified. They are those who in other professions would rise toeminence by the zeal and ability with which they now advance our youthin intellectual culture. But they are an exception to the commonstandard. The majority of teachers, however, are quite young. They arepreparing themselves for other duties, which they consider moreimportant to their own interests, if not the interests of the public. Not experienced sufficiently in their art to excel in its ordinarylabors, they do not stand far enough above their pupils to succeed inthis higher and more difficult branch of instruction. 

Before, then, moral education can be successfully promoted, the rightkind of teachers must be employed. There is but one way of obtainingthem, and that is by paying them liberal salaries. All are notphilanthropists. Here and there, it is true, may be found personsdisinterested enough to devote their energies to the public good, fortheir daily bread alone. But it is the height of absurdity to expectthat men of talent and learning will continue in so arduous anoccupation as that of teaching for small compensation, when in lesslaborious pursuits they can acquire opulence. The average pay receivedby male teachers throughout the Commonwealth, as appears from the lastannual report of the learned Secretary of the Board of Education, is$37. 26 per month. The average length of schools being seven months and ahalf, the yearly salary of the teacher would therefore be $279. 45; outof which he must pay for his board and all other expenses. Hardlyadequate to support one man respectably, it entirely excludes thecircumstance of his having a family, implying a self-denial of thecommon uses of social life. The natural presumption is, that a teacheris not exempt from the calamities that sometimes befall men; that hebuys a few books and a little stationary; that he is as unwilling as anyone to wear ragged clothes; and, uncertain of continued employment inone place, that he incurs some expense in changing his locality. But thestandard price which he receives ignores any such presumption. In regardto the payment of female teachers, we might suppose that a differentrule would prevail; that in a community where woman holds a high moral, social, and intellectual position, --where marked deference is paid toher character, --where the great superiority of her influence as a parentand a teacher is acknowledged, --one might indeed suppose that she wouldbe liberally rewarded for her services, especially when those servicesare rendered in her peculiar sphere of duty, --that of teaching. Strangeas it may appear, such is not the case; while her labor, apparently notso responsible, is often more wearing than the labor of theschoolmaster. It seems that the average pay of female teachers is $15. 36per month. When it is remembered that all the expenses of living are tobe deducted from the amount paid at this rate, her real income shrinksinto the merest trifle. There is not an occupation in which intelligentyoung women can be employed that does not present greater pecuniaryinducements. Under such circumstances it must be a matter of surprisethat we have as good teachers, both male and female, as now have chargeof our schools. Will any one, then, for a moment suppose that persons ofgreater ability than they will be induced to engage or continue in suchan employment, when wealth and influence and happiness point in anotherdirection? Laying aside suppositions, let us see what the facts are. With the majority of those now engaged in the business, teaching is atemporary employment. Some are teaching during their college vacations, intending, as soon as they graduate, to commence their professionalstudies;--they are perhaps our future judges, or clergymen, or sagaciousmerchants; others are already abandoning the business to enter uponmercantile pursuits. As soon as they have acquired experience, so thattheir services are truly valuable to the public, they find that theirfuture prospects are to be sacrificed if they continue longer in theprofession. Thus, instead of retaining persons in this most important ofall professions, we drive them out of it to adorn and exalt otheroccupations. Many of the ablest men in each of our learned professionswere once school-teachers: if a proper reward had encouraged them toremain in that capacity, how visible at this day would be the influencewhich they would have exerted upon their pupils! It is clear, then, thatthe only means by which we can retain teachers who have the requisitetalent and ability, is by paying them adequate salaries. Then ourschools can furnish moral as well as intellectual instruction; and theobject which our system of education contemplates can in a great degreebe accomplished. 

Fully aware that the people are peculiarly sensitive on the subject oftaxation, especially when no tangible results are to follow itsincrease, we do not hesitate to say that the interests of educationdemand a far greater expenditure of money. The spirit which hascharacterized the people of the Commonwealth, in their past efforts toadvance the cause, promises favorable action on the subject. In an agewhen astonishing improvements in every art and every science are beingdeveloped, --when nature, in her most regal and opposing state, bends tothe energy of man, --when countless sums are lavished to gratify andsatiate every sense, how mortifying and discreditable that a great moralcause should languish! Even if the contribution which would be requiredfor this purpose could in any way be felt by the poorest citizen, itcould not be felt as a burden; for he might regard it as an investmentthe most profitable and secure, --the income of which would return to hisown door full of blessings upon his declining days. When solicited todouble the tax which he had formerly paid for school-purposes, regardinghis own interest merely, and not that of the public, he might sincerelysay, "Yes, out of my limited means I am content to pay freely for suchan object. By paying the teacher more, am I not increasing hisusefulness? Am I not doing something to bring up my children inknowledge and integrity? Will they not be a greater comfort to me, andmore happy and prosperous themselves? Besides, in a few years, muchmischief in the community may be diminished, and there will be a smallertax on me and mine to support criminals and prisons. If all are taughtto do their duty as citizens, I shall not suffer for their neglect ofdoing so. " Though the correctness of his reasoning will be admitted, theargument in this behalf should be placed on higher grounds thanindividual prosperity. The benefits to be derived by the public asexhibited in the abatement of many social evils, --in the diffusion ofrational happiness, --in the gains of honest industry, such should be theinducements to this worthy undertaking. 

In conclusion, we submit that for reasons too apparent to be alludedto, and too urgent to be disregarded, more attention should be devotedto the true aim and purpose of education, --to a more complete operationof the system. More than the past has needed, will the future requirethe benefits which it unfolds. Let the teacher's vocation be elevated, and advantages will accrue to the State, compared with which, exuberantharvests, a thriving commerce, and an overflowing treasury, will be butsmall resources. We should form a wise and generous precedent in thismatter, below which indifference will not suffer us to fall. We shouldengage in the enterprise with a determination to carry it forward to thehighest degree of success. It may be "absurd to expect, but it is notabsurd to pursue, perfection. "