are? For imparting instruction, through the medium of our schools, the presence of the scholar is as essential, as the presence of the teacher.

In this extraordinary state of things, we may well inquire, where lies the error? With such a striking contradiction between our own course, and the clear indications of nature, we may ask, whether nature herself has made a mistake, or whether we are not wrong in refusing to comply with her plans? Does the body demand daily and well-adapted nourishment, for twenty years, in order to reach its full development and strength, while the soul can expand and get wisdom and understanding amidst moral and intellectual drought and barrenness? Is there no such thing as mental destitution and famine, as well as physical starvation? Does the body obey a law of increase which postpones its maturity for a period of twenty years; while the mind can be developed into full proportions, and replenished with all requisite knowledge and judgment and principle, at once? Is there no veracity in those records of human history which declare, in respect to every nation, without an exception, that where the children are uncultivated, the men and women are barbarians? Is it true that where one ignorant and passionate man controls the destinies of an empire, he will assuredly hurl it to destruction; but that a nation, whose destinies are controlled by thousands of ignorant and passionate men, may still look forward to a joyous career of prosperity and renown? Did our ancestors commit so great an error as to provide a system of schools for all the children in the State, when only a part of those children would have either necessity or occasion for the benefits they confer? Is so limited an education as our schools are now giving sufficient for the political wants of a community, all whose voters "sit in kings' houses?" If all these questions cannot be answered in the affirmative, then ought we not to feel alarmed that so many of our children are annually forfeiting the benefits of our schools?—I do not mean the alarm of 'the simpleton, who is bereft of his senses at the prospect of danger, but the apprehension of the wise man, who, foreseeing calamity, averts it by timely precautions. Among our most patriotic and philanthropic citizens, the inquiry is becoming more and more frequent,

whether a right to rear up children in a state of ignorance, with all its consequent degradation and dangers, is one of the inalienable rights of a republican.

In this connection I would suggest, whether the income of the school fund might not be distributed among the towns, according to the attendance upon the schools, and not according to the numbers between four and sixteen years of age. Why should money be given to the towns to be thrown away?

EMPLOYMENT OF FEMALE TEACHERS.

One of the most extraordinary changes which have taken place in our schools, during the last seven years, consists in the great proportionate increase in the number of female teachers employed.

In 1837, the number of male teachers in all our public schools, was

Of females,

2370

3591

In the school year 1843-4, it was,—males,

2529

During the same time, the number of schools, in the
State, has increased only

418

This change in public sentiment, in regard to the employment of female teachers, I believe to be in accordance with the dictates of the soundest philosophy. Is not woman destined to conduct the rising generation, of both sexes, at least through all the primary stages of education? Has not the Author of nature pre-adapted her, by constitution, and faculty, and temperament, for this noble work? What station of beneficent labor can she aspire to, more honorable, or more congenial to every pure and generous impulse? In the great system of society, what other part can she act, so intimately connected with the refinement and purification of the race? How otherwise can she so well vindicate her right to an exalted station in the

But a

scale of being; and cause that shameful sentence of degradation by which she has so long been dishonored, to be repealed? Four fifths of all the women who have ever lived, have been the slaves of man, the menials in his household, the drudges in his field, the instruments of his pleasure; or at best, the gilded toys of his leisure days in court or palace. She has been outlawed from honorable service, and almost incapacitated, by her servile condition, for the highest aspirations after usefulness and renown. noble revenge awaits her. By a manifestation of the superiority of moral power, she can triumph over that physical power which has hitherto subjected her to bondage. She can bless those by whom she has been wronged. By refining the tastes and sentiments of man, she can change the objects of his ambition; and with changed objects of ambition, the fields of honorable exertion can be divided between the sexes. By inspiring nobler desires for nobler objects, she can break down the ascendency of those selfish motives that have sought their gratification in her submission and inferiority. All this she can do, more rapidly and more effectually than it can ever be done in any other way, unless through miracles, by training the young to juster notions of honor and duty, and to a higher appreciation of the true dignity and destiny of the race.

The more extensive employment of females for educating the young, will be the addition of a new and mighty power to the forces of civilization. It is a power, also, which, heretofore, to a very great extent, has been unappropriated; which has been allowed, in the administration of the affairs of men, to run to waste. Hence it will be an addition to one of the grandest spheres of human usefulness, without any subtraction from other departments;-again without a loss. For all females,—the great majority,-who are destined, in the course of Providence, to sustain maternal relations, no occupation or apprenticeship can be so serviceable; but, in this connection, it is not unworthy of notice, that, according to the census of Massachusetts, there are almost eight thousand more females than males belonging to the State.

But if a female is to assume the performance of a teacher's duties, she must be endowed with high qualifications. If de

void of mental superiority, then she inevitably falls back into that barbarian relation, where physical strength measures itself against physical strength. In that contest, she can never hope to succeed; or, if she succeeds, it will be only as an Amazon, and not as a personification of moral power. Opportunities, therefore, should be every where opened for the fit qualification of female teachers; and all females possessing in an eminent degree, the appropriate natural endowments, should be encouraged to qualify themselves for this sacred work. Those who have worthily improved such opportunities, should be rewarded with social distinction and generous emoluments. Society cannot do less than this, on its own account, for those who are improving its condition; though for the actors themselves, in this beneficent work, the highest rewards must forever remain where God and nature have irrevocably placed them,- in the consciousness of well-doing.

Could public opinion, on this one subject, be rectified, and brought into harmony with the great law of Christian duty. and love, there are thousands of females amongst us, who now spend lives of frivolity, of unbroken wearisomeness and worthlessness, who would rejoice to exchange their days of painful idleness for such ennobling occupations; and who, in addition to the immediate rewards of well-doing, would see, in the distant prospect, the consolations of a life well-spent, instead of the pangs of remorse for a frivolous and wasted existence.

TOWN APPROPRIATIONS.

According to the Graduated Tables, it appears that the highest appropriation made last year, by any town in the Commonwealth for the education of its children, was made by Somerville, in the county of Middlesex. It was $7,62, for each child between the ages of 4 and 16 years, belonging to the town. The lowest, made by the town of Richmond, in the county of Berkshire, was only $1,03 for each child between the abovementioned ages; a sum insufficient to entitle the town to a distributive share of the income of the school fund. This appropriation by Richmond, when compared with the valuation of

the town, amounts to but a very small fraction more than one mill on the dollar.

That this arrangement of the several towns in the State, in a Graduated Table, according to their liberality in supporting schools, produces beneficial results, is obvious from the simple fact, that no town has ever been at the foot of the list, for two years in succession. When they strike bottom, they give a vigorous rebound. Considerations growing out of their relative position in regard to other places, have led many towns to increase their appropriations for schools. The motive acts most strongly where a generous impulse is most needed. In 1841, the first year in which the plan of a Graduated Table was adopted, there were eight towns in the State, whose appropriation was less than $1,25,-the sum necessary to entitle a town to a distributive share of the school fund,-for each child between the ages of 4 and 16 years, within their respective limits; and there were also five towns which had raised $1,25 only; thus just bringing themselves within the rule of distribution. Last year, there was but one town whose appropriation was less than $1,25, and only four others which did not exceed that sum. From year to year, the towns present the gratifying spectacle of moving steadily upwards along an ascending series.

The remark has been before made, yet, to prevent misapprehension, I venture to repeat it, that the Graduated Tables, although presenting by far the most just and general, yet do not, in all cases, present an infallible criterion for determining the relative liberality of the different towns. It is believed however, that no other test, at once so general and so impartial, could be applied. The income of the Surplus Revenue, when appropriated to the schools, is made part of the dividend, in all cases. Voluntary contributions for board and fuel, which, to some extent, modify the towns' apparent liberality, are uniformly set down. These contributions, however, do not, for several reasons, appear in the quotient which indicates the amount of money expended for each child. First, they are an uncertain resource. Secondly, they are made, not by the town, but by the districts; and in those districts where no such contributions are made, the children enjoy only their distributive share of the