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WISE ECONOMY OF EMPLOYING FEMALE TEACHERS.

The only practicable mode by which a greater amount of instruction can be had, and for less money, is by a more general employment of female teachers. It will be seen by the statistics of this year, that the amount paid 3,224 male teachers, out of public and other funds, was $158,791 72, whilst 2,095 female teachers received only $45,616 36. From this it appears that each male teacher received $59 25, whilst each female teacher received only $21 82, being less than one half of the compensation given to the former. Nearly the same difference exists in wages given to male and female teachers, in New York and Connecticut. If female teachers of equal merit and qualification can be obtained, the economy of the substitution for male teachers, whenever it is practicable, cannot be doubted. Are they as competent as males? Their literary qualifications must be subjected to the same scrutiny, and from the unobtrusiveness of the sex, it may be presumed that their real attainments are superior to those which will be apparent, in the embarrassing circumstances of an examination. It is probable that they will be better qualified, as the young lady who engages in teaching, does it with the purpose of making it her exclusive employment until a higher engagement calls for her time and devotion. She will consequently acquire an impassioned attachment for the vocation, accompanied with suitable qualifications, which cannot be attained by one who embarks in the business to fill a vacuum in his usual employment.

In moral endowments, her superiority must be admitted. A distinguished teacher and writer, in treating of the moral qualities of a teacher, has justly remarked, that "he should be patient, full of hope, of a cheerful spirit, generous, a lover of children, full of benevolence, just, a lover of order, a reverencer of God and his laws, conscientious, firm, with a talent to command." How admirably this representation suits the accomplished female teacher! Who so well fitted to hush the turbulence of passion-restrain the impatience and perverseness of unkind temper-administer gentle and affectionate reproof, and win, by meek precept, the wayward to the pleasantness of wisdom's ways? Who so qualified to cultivate the young affections, to breathe upon them purity and fervor, to fasten them upon objects from which they may gather strength, and to clothe them with a panoply of virtue, which will resist every polluting influence? Who so well calculated to inspire respect and reverence for parental authority, social relations and obligations, to unfold the beauty and loveliness of moral scenery, to clothe vice with horror, and virtue with attractiveness, and to lead the mind, by a contemplation of the motives and realities of a better world, to the love and practice of those graces which shall be crowned with an eternal inheritance? With these capabilities, and with that aptitude, discrimination and tact in the control of children, which characterize the sex, none are so well qualified as they to assume their guardianship, and to none is committed a greater portion of responsibility, in the education of youth, of both sexes. To this it may be objected, that they are deficient in a talent to command. This would be forcible, if the antiquated method were still in use, of applying instruction by the birch, ferule, cowhide, &c. Under that dispensation in which the schoolhouse was invested with the scenery and equipments of a dungeon, a strong arm, rigid muscles, and still more rigid feelings, were indispensable for sustaining the despotic government of the pedagogue. In these latter and brighter days, it has happily been discovered, that kindness is more effective than cruelty, and that the possession of the heart and conscience best secures the attention and energies of the mind. The unanimous testimony of the superintendents and directors of schools, where the experiment has been fully tested, clearly shows that their capacities to command are equal, and that the order, discipline and harmony of these schools are superior to those under the direction of the bolder sex.

INFLUENCE OF PRIVATE OR SELECT SCHOOLS ON COMMON SCHOOLS.

Unless our common school system be liberally patronized by legislative and private liberality, and command the confidence of all classes, the effect will be disastrous upon the success and energies of teachers and taught. Select schools spring up on the decay or ruin of common schools, and distinctions, with their unpleasant consequences, naturally arise. Degradation must attach to a school from which the children of the wealthy and influential are withdrawn. It loses

its prominence in public estimation, and draws no warm circle of expectation around it. It cannot even claim the sympathy of a charity school, nor challenge patronage for its intrinsic merits, but becomes a half pauperized independency, which moves neither in the way of respect, nor of benevolence.

It does not require the eye of a prophet to foresee how disastrously a separation of interest and effort in education must effect the harmony and prosperity of our social condition. The small, low-roofed and weather-worn school-house, peeping from some obscure corner, and the commodious and elegant house at a conspicuous point, present a contrast indicative of antagonistic elements. As the children so differently circumstanced, as they are in these habitations, wander through the streets and meet each other, will not distrust, envy, and jealousy burn in their young hearts? Can they realize that all men are born free, equal and independent, and that they are joint heirs of the same political inheritance? If these things be done in the green tree, what shall be done in the dry? Is it not probable that these causes of alienation will be succeeded by others more influential and fatal, and that the flame of hostility kindled in youth will break into an angry fire in manhood? It behooves us all, in a mutual pledge and effort of patriotism, to strike from our measures every anti-republican feature and emblem, and to establish a plan of education worthy our name and professions, and commensurate with our high destiny and development—a broad, common platform where the children of the rich and the poor may start together in the career of honorable competition-where may be practically realized the spirit and hopes of those whose blood flowed in a common current for our political redemption, and where shall be cultivated a unity and devotedness of feeling and purpose to be brilliantly illustrated in future life, by an united republican sentiment and action for the interests of a common country.

TEACHERS AS THEY SHOULD BE, AND AS THEY SOMETIMES ARE.

To discharge a duty so momentous, what a well assorted union of qualities is necessary! How apt to teach ought he to be--how familiar with the elements of the human constitution, with the depth and purity of human feelings, and with the power and variety of mental faculties-how cool in judgment, clear in conscience, devoted in heart, and strong in intellect-how intimately ought he to be acquainted with the principles and details of all science and literature embraced in his profession-and, especially, how liberally ought he to be endowed with that "wisdom which is from above, which is first pure, then peaceable, gentle, and easy to be entreated, full of mercy and good fruits, without partiality and without hypocrisy." Elevated and commanding as the talents and attainments of a teacher ought to be, one obtains license to teach orthography who replied to the question, spell ocean, that there were two ways of spelling it, otion and oshion; another, who spelled philosophy, filosefey; and another who spelled the common word earthly, erthley. Upon others were bestowed the honor of teacher of arithmetic, one of whom could not tell how many cwt. were in a ton; another who was ignorant of the multiplication tabie, and another who could not tell the cost of nine cords of wood, at $1 37 per cord. Another was licensed to teach geography who, in reply to the question, how is Virginia bounded? answered, by Tennessee on the north, and Maryland on the east. These are but a few of many specimens communicated by friends of education, as evidences of the kind and amount of qualifications tolerated in some sections of our country.

PLAN FOR ELEVATING THE QUALIFICATION OF TEACHERS.

1. By impressing upon the public mind its necessity. This subject challenges the attention and interest of those who control the pulpit, the press, and all who, by their prominence in talent and station, can utter awakening truths to the mass of their fellow citizens. A strong pervading excitement is needed to break the torpor which has settled upon the public mind.

2. By a rigd examination. This is a necessary pre-requisite for procuring a change in public sentiment. It is certainly better for the cause of education, and consequently better for the interests of the people, to reject, than to license unworthy applicants. If the citizens of a district cannot obtain an incompetent man, for whose services they petition, their necessities will compel them to obtain a better teacher, although for a larger price and a shorter time.

A severe scrutiny of qualifications will not be less beneficial to applicants. It is within our knowledge, as proof upon this point, that one School Examiner in one

of our counties, by his fidelity and strictness, revolutionized the character of teachers. One, too, who has risen from a transient unpopularity, resulting from what was deemed severity, to an abiding confidence in the affections of that people.

3. By Teachers' Associations. It is gratifying to record the fact, that in many portions of our state, these unfailing indications of the advance of education are in successful operation. Within the past year, in some of our Western Reserve counties, a decided impulse, with encouraging results, has been given to the movement. It is easy to anticipate the beneficial influence of such measures upon teachers, schools and public sentiment. * He must be a respectable teacher who can assume a conspicuous participation in the duties and exercises of such meetings, and it plain that distinctions won there will constitute his general reputation. The common sentiment that the occupation of the teacher is an inferior one, repels talents and attaiments from the vocation. A man will not voluntarily seek a situation where he will be subjected to inferiority. A single convention, with its array of talent, respectability and intelligent action, will dislodge such an opinion from any community, and plant in its stead a fervent respect for the dignity and honor of the calling.

NECESSITY OF THOROUGH SUPERVISION-COUNTY SUPERINTENDENTS.

Your attention is again solicited to a consideration of the importance of creating the office of County Superintendent. The developments of the past year, the recorded experience and testimony of the intelligent and judicious, and a more thorough scrutiny of the intrinsic merits of the proposed plan, concur in strengthening the conviction expressed in the last year's report, "That the most efficacious means which can be adopted at the present crisis, is the erection of the office of County Superintendent."

All must agree that the merits of the educational affairs of any county are equal, if not paramount to any other interest, and yet were other objects visited with the same indifference, they would perish. Were there not more salutary measures for regulating the roads and highways of our counties, than exist for managing and superintending common schools, or were the commissioners invested with no higher power on this subject than that with which our county auditors are clothed in regard to schools, the people would soon clamor for a change. Did grand jurors make no fuller presentment, or institute no more searching inquiry into the crime of any county than is made or instituted in reference to educational wants, that co-ordinate power in our courts would be regarded as a nuisance, and villainy would stalk unrestrained. In all other matters obligation is created, responsibility imposed, and the punctual and full discharge of duty enforced by appropriate sanctions and penalties, whilst this, which ought to be the central and superior object, is left to the uncertainty of expediency or caprice.

A summary of the topics which would appropriately be embraced in the sphere of a superintendent's labors, will show the importance of the office. They would be the introduction of uniform systems of teaching, suitable text books and methods of instruction, school-houses, their exterior and interior arrangement, school teachers, their examination and qualifications, consulting and advising with directors and other officers, and examining schools and classes, delivering public addresses, making annual report to the State Superintendent, embracing the number of pupils attending school at the time of visitation; the number of classes in each school, the number of scholars in each class, the ages and compensation of teachers, and the length of time they have taught; the qualifications of teachers, the mode of teaching, government and discipline of schools.

One of the most desirable influences which can be exerted by this class of officers, is, that of exciting an intense enthusiasm in the cause of education among parents and children. A zealous and successful advocate of a cause which appeals so strongly to the best and purest feelings, must make his ministrations effective in breaking the apathy which has seized the public mind. Let one, inspired with the excellence of his mission, and with an abiding, practical, intelligent conviction of its surpassing importance, visit and call together parents and guardians of youth; spread before them, at the fireside and in the congregation, those facts, arguments and illustrations with which he will abound, and a decided, favorable interest must be enkindled. This effect will certainly be attained, if he can verify the success of his efforts-if he can array before them, as evidences and seals of his opinions, those living illustrations which will appear in the school-house, and the family, by

which will be exemplified the surprising and delightful effects of improved modes of education.

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That a county superintendency is neither novel nor unwise, is abundantly exemplified in the past and present condition of the common schools in the state of New York. * To their efforts is to be attributed, to a very great extent, the revolution in public sentiment, by which the district school, from being the object of general aversion and reproach, begins to attract the attention and regard of all.

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THE IMPORTANCE OF EDUCATION TO OHIO.

As citizens of Ohio, we are pledged to the subject and cause of education, by the declaration and acts of our fathers. In the third act of the ordinance of 1787, is the sentiment, religion, morality and knowledge being necessary to good government, schools and the means of education. shall forever be encouraged.' claration is reaffirmed in our bill of rights, "but religion, morality and knowledge This debeing essentially necessary to good government, and the happiness of mankind, schools and the means of education shall forever be encouraged by legislative provision, not inconsistent with the rights of conscience."

Our venerable sires, with their characteristic wisdom, regarded "schools and the means of education," as the proper basis upon which could securely stand the pillars of good government. Our practice exhibits that we have preferred another foundation, in canals, turnpikes and railroads. They contemplated person with its inalienable rights, as the highest object of care, and government as the visible manifestation of enlightened minds and cultivated hearts. We have made property the absorbing interest, and its protection and advancement the chief end of legislation. Their broad eye compassed the wants of all. Our restricted vision has embraced the few. As the result of an abandonment of their benevolent purposes, and an apostacy, in practice, from our faith, there are now between 40 and 50,000 citizens of Ohio, over twenty years of age, who can neither read nor write, (12,000 of whom, at least, are exercising all the privileges and ights of freemen,) and not less than 150,000 children, between the ages of four and twenty, entirely illiterate. To those who recognize that sentiment, to which the true patriot's heart most joyously consents-the capability of man for self government-the great number of the uneducated ought to furnish matter for grave reflection. To the subject of a despotism, ignorance is bliss, but knowledge is the life-blood of a sovereign people. Said a distinguished philosopher, "to send an uneducated child into the world, is to defraud community of a benefactor, and bequeath them a nuisance;" and said a no less distinguished politician of our country," a well instructed people alone can be a permanently free people."

This is the practical question to be solved: Shall the vast multitude of youth in our land, our kindred in blood and the inheritance of liberty, now sunk in ignorance, be supplied with those means of education by which they shall be elevated to the dignity of American freemen-their moral and intellectual nature be fully developed-their varied relations and responsibilities be fully appreciated and honorably discharged; or shall they be cast off from our sympathies and communion, and left to grovel in moral and mental debasement-possessing no check for the fury of passion, no control over raging appetites-no guard against the power of temptation-no conscience alive to the power and influence of truth, and no guide to present duty or eternal destiny. With this alternative, no one can mistake the path of duty. Economy, policy, safety, honor, all concur in pressing the admonition of Jefferson, "make a crusade against ignorance, establish and improve the law for educating the people." Better to shut out the light from their eyes, the air from their lungs, or seal the fountains of water and fire, than to rob them of those moral and intellectual elements which alone can qualify them for the high position of freemen. Far better to pay taxes which will rise like vapors to descend in refreshing showers, than to build jails, penitentiaries and alms-houses, to relieve wretchedness and punish crime, which a wholesome education might have prevented.

There is no truth better established by the providence of God, and the history of our world, than this-that all legislation which recognizes the equality of man, protects him from the oppression of selfishness and unjust power, and encourages the development of the noblest powers with which God has endowed him, will be crowned with the highest results of peace, happiness and prosperity; whilst every system of policy, marked by partiality and injustice, and calculated to repress the

generous aspirings of humanity, will be visited by a fearful retribution of tribulation and wrath.

"We still have judgment here; that we but teach
Bloody instructions, which being taught, return
To plague the inventor: this even-handed justice
Commends the ingredients of the poisoned chalice
To our own lips."

TEACHERS' INSTITUTES.

This new agency of school improvement was introduced into Ohio under the auspices of Judge Lane, and other gentlemen of Sandusky, and the immediate instruction of Mr. Town, of New York, and of A. D. Lord, Principal of the Western Reserve Teachers' Seminary, at Kirtland, Lake County, Ohio. We have before us a "Catalogue of the Board of Instruction and Students" of two Institutes, one held in September, at Sandusky City, numbering 103 students, and the other at Chardon, Geauga County, numbering 140 teachers. Both contain resolutions by the teachers, acknowledging the benefits they had received, and highly approving the plan of the Institutes. Arrangements have been made for future sessions.

Since the above was in type, we have received a letter from Mr Lord, of Kirtland, from which we make the following extract.

The regular course of instruction at Sandusky embraced,-6 lessons or lectures on the elementary sounds, spelling and punctuation of the English Language; 4 do. in reading, grammatical and rhetorical; 5 do. in Town's analysis of derivative words; 10 do. in English Grammar, parsing, &c; 11 do. in Geography and the science of Government; 3 do. on the use of the globes in teaching; 12 do. in written and 4 in mental arithmetic; 5 do. in Mensuration and the elements of geometry; 3 do. in Mental Philosophy

In addition to these, numerous informal lectures were given, on teaching History and Chronology, Declamation, Composition, &c. and on the best methods of teaching and governing schools. There were also eight public discussions of important questions, and eight public lectures by the members of the Board of Instruction, and other invited gentlemen.

The Geauga Co. Teacher's Institute, was assembled by the County Educational Society. The course of instruction pursued was similar to that adopted at Sandusky, though more systematic in some respects. In the Introductory address it was stated, that "it was our object to give the greatest amount of valuable, practical instruction, in the most systematic form, and in the least possible time." We had the best attention from all the members of the class at both places, and it is seldom, probably, that such intelligent assemblies are congregated in this or any other section of the union. It was said at both places, that the best, the most enterprizing and efficient teachers in the whole vicinity were there; and the friends of education generally feel confident, that if Institutes are sustained, the poorer class of teachers will be driven from the employment altogether.

Our (Lake) County Common School Society is quite active. An agent has been employed during the past winter to visit the schools of the County, and make a thorough examination into their condition, &c. His report will soon be published.

COMMON SCHOOLS IN CINCINNATI.

The common schools of Cincinnati will compare favorably with those in most of our eastern cities. From the "Fifteenth Annual Report of the Trustees and Visitors of Common Schools, to the City

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