olina, in a series of letters on popular education, addressed to the people of that state a few years ago, proposes a plan for the improvement of common education. The first and greatest existing evil which he specifies is the want of qualified teachers. Any one who "knows how to read, and write, and cipher," it is said, is regarded as fit to be a "schoolmaster."

"Is a man," remarks President Caldwell, "constitutionally and habitually indolent, a burden upon all from whom he can extract a support? Then there is one way of shaking him off; let us make him a schoolmaster! To teach a school is, in the opinion of many, little else than sitting still and doing nothing. Has any man wasted all his property, or ended in debt by indiscretion and misconduct? The business of school-keeping stands wide open for his reception; and here he sinks to the bottom, for want of capacity to support himself. Has any one ruined himself, and done all he could to corrupt others by dissipation, drinking, seduction, and a course of irregularities? Nay, has he returned from a prison, after an ignominious atonement for some violation of the laws? He is destitute of character, and can not be trusted; but presently he opens a school, and the children are seen flocking to it; for, if he is willing to act in that capacity-we shall all admit that he can read, write, and cipher to the square root-he will make an excellent schoolmaster. In short, it is no matter what the man is, or what his manners or principles; if he has escaped with his life from the penal code, we have the satisfaction to think that he can still have credit as a schoolmaster."

The Georgia convention of teachers, in a published address, after speaking of the importance of giving a more extended education to our youth as citizens, and giving an outline of a liberal system of popular educa

tion, go on to remark as follows: "Alas! how far should we be elevated above our present level if all of them were thus enlightened! But how many sons and daughters of free-born Americans are unable to read their native language! How many go to the polls who are unable to read the very charter of their liberties! How many, by their votes, elect men to legislate upon their dearest interests, while they themselves are unable to read even the proceedings of those legislators whom they have empowered to act for them!"

In accounting for this lamentable state of things, the committee of the Convention say, "We seem to forget that first principles are, in education, all-important principles; that primary schools are the places where these principles are to be established, and where such direction will, in all probability, be given to the minds of our children as will decide their future character in life. Hence the idle, and the profane, and the drunken, and the ignorant are employed to impart to our children the first elements of knowledge-are set before them as examples of what literature and science can accomplish! And hence the profession of schoolmaster, which should be the most honorable, is but too often a term of reproach."

That other most unwelcome and dread conclusion, that existing provisions for popular education in the United States are inadequate to the requirements of a free people, is, then, in view of all these facts, unavoidably forced upon us.

In the name of Christian philanthropy, in the name of patriotism, then, I inquire whether there is any ground. for hope that our free institutions may be transmitted unimpaired to posterity. “With the heroes, and sages, and martyrs of the Revolution," to adopt the language of another, "I believe in the capability of man for self

government, my whole soul thereto most joyously assenting. Nay, if there be any heresy among men, or blasphemy against God, at which the philosopher might be allowed to forget his equanimity, and the Christian his charity, it is the heresy and the blasphemy of believing and avowing that the infinitely good and allwise Author of the universe persists in creating and sustaining a race of beings who, by a law of their nature, are forever doomed to suffer all the atrocities and agonies of misgovernment, either from the hands of others or from their own. The doctrine of the inherent and necessary disability of mankind for self-government should be regarded not simply with denial, but with abhorrence; not with disproof only, but with execration. To sweep so foul a creed from the precincts of truth, and utterly to consume it, rhetoric should become a whirlwind, and logic fire. Indeed, I have never known a man who desired the establishment of monarchical and aristocratical institutions among us, who had not a mental reservation that, in such case, he and his family should belong to the privileged orders.

"Still, if asked the broad question whether man is capable of self-government, I must answer it conditionally. If by man, in the inquiry, is meant the Fejee Islanders; or the convicts at Botany Bay; or the people of Mexico and of some of the South American Republics, so called; or those as a class, in our own country, who can neither read nor write; or those who can read and write, and who possess talents and an education by force of which they get treasury, or post-office, or bank appointments, and then abscond with all the money they can steal, I answer unhesitatingly that man, or rather such men, are not fit for self-government.

"But if, on the other hand, the inquiry be whether mankind are not endowed with those germs of intelli

gence and those susceptibilities of goodness by which, under a perfectly practicable system of cultivation and training, they are able to avoid the evils of despotism and anarchy, and also of those frequent changes in national policy which are but one remove from anarchy, and to hold steadfastly on their way in an endless career of improvement, then, in the full rapture of that joy and triumph which springs from a belief in the goodness of God and the progressive happiness of man, I answer, THEY ARE ABLE."

PRACTICABILITY OF NATIONAL EDUCATION.

The first duty of government, and the surest evidence of good government, is the encouragement of education. A general diffusion of knowledge is the precursor and protector of republican institutions ; and in it we must confide, as the conservative power that will watch our liberties, and guard against fraud, intrigue, corruption, and violence. -DE WITT CLINTON's Message to the New York Legislature, 1826.

If good is to be done, we must bring our minds, as soon as possible, to the confession of the truth, that the education of the people, to be effectual, must here, as elsewhere, to a great extent, be the work of the state; and that an expense, of which all should feel the necessity, and all will share the benefit, must, in a just proportion, be borne by all.JOHN DUER.

The desirableness of national or universal education is now generally admitted in all enlightened communities; but there are some who, honestly no doubt, question its practicability. If they provide for the education of their own children, they claim that they have done all that duty or interest requires them to do. They even aver that there is absolute injustice in compelling them to contribute toward the education of the children of others. Now these very persons, when called upon annually by the tax-gatherer to contribute their proportion for the support of paupers-made so

by idleness, intemperance, and other vices, which, ast we have already seen, result from ignorance-do so cheerfully and ungrudgingly, and without complaining that they support themselves and their families, and that neither duty nor interest requires them to aid in the maintenance of indigent persons in the community.

The Poor Laws of our country, in the case of adults who are unable to support themselves, require merely their maintenance. But with reference to their children, more, from the very nature of the case, is needed. Their situation imperatively demands not only a sustenance, but an education that shall enable them in future years to provide for themselves. The same humane reasons which lead civilized communities to provide for the maintenance of indigent adults by legal enactments, bear even more strongly in the case of their children. These require sustenance in common with their parents. But their wants, their necessities, stop not here; neither does the well-being of society with reference to them. Both alike require that such children, in common with all others, be so trained as to be enabled not only to provide for themselves when they arrive at mature years, but as shall be necessary to qualify them for the discharge of the duties of citizenship. Then, instead of taxing society for a support, as their parents now do, they will contribute to the elevation of all around, even more largely than society has contributed to their elevation.

Let the necessary provision be made for the education of the children of the poor, in common with all others, and successive generations of the sons of men will steadily progress in knowledge and virtue, and in all that has a tendency to elevate and ennoble human kind. But let their education be neglected, and their rank in society will of necessity be lower, when com