each, the State shall provide suitable Apparatus, Library, and other aids to instruction. Vacations and all the general arrangements shall be uniform in all schools of the same class.

II. SCHOLARS.

1. Every child between 5 and 16 years shall be a regular attendant upon the Public School, unless the parent or guardian shall satisfy the Officers of Public Instruction that he is having facilities for instruction equivalent to those of the Public Schools. 2. Every member of any school, wilfully truant or disorderly, shall be subject to arrest, trial, and punishment, by the Police. 3. No scholar shall advance to a school of higher grade, until he has been thoroughly examined by the School Supervisor, and has obtained a certificate of proper literary attainments and unexceptionable moral character.

4. No person of idle or vicious habits, no one of evident natural incompetency shall ever be admitted to any Teachers' Seminary, Classical School, or University, or retained there if once admitted. But the State shall make provision for the proper employment or reformation of all such persons.

5. No person of suitable qualifications, inclinations, and promise, shall be prevented from advancing in Schools of the higher grade, from inability to furnish himself with books, clothing, board, or other necessary expenses. With these the State may provide him, making him liable for their repayment upon certain conditions, within a certain time. And all who enter upon the course of instruction in the Universities, shall be liable to a certain pro rata tax, according to the income of their several vocations, after they have entered upon them; it being required that every citizen shall be able to show that he has a vocation.

III. PARENTS.

1. Parents and guardians shall be required to account to the Supervisors of Schools, or the Police, for all irregularities of their children in attending school.

2. They shall be required to visit the schools where their children or wards attend, at least a certain number of times each year.

IV. TEACHERS.

1. Teaching shall be recognized as one of the learned professions.

2. Every Teacher, applying for license to teach, shall show that he has thoroughly pursued a systematic, prescribed Course of Scientific and Literary study; and also a Professional Course or an equivalent. The Scientific and Literary Course may vary for different classes of schools; the professional course shall be

substantially the same for all. This last shall be, in part, pursued in the County Teachers' Seminaries, or in the Teachers' Department of the State University, it being designed that these embrace all the advantages now proposed from Normal Schools and Teachers' Institutes, with a defined course of reading standard educational works superadded; and this course may be, in part, pursued, by reading under the direction of some experienced practical Teacher,-in witnessing and aiding him in his daily school duties.

3. Teachers' County Associations shall be constituted with powers to examine candidates for teaching who produce satisfactory testimonials, and to grant them a License. This License shall constitute them professional Teachers. Without this, they cannot be employed in Public Schools, or draw pay for services in any school. With this, they can teach anywhere, in perpetuum, without subjection to further examination. The License shall be signed by the President and Secretary of the Association, and countersigned by the County Supervisor.

V. SUPERVISION.

1. There shall be a Central Board of Education for the State, composed of seven members, who shall be men of learning; and they shall be elected annually by the legislature, as now elected. They shall have a Secretary, who shall have been a practical Teacher, and who, with themselves, shall have like duties and powers as at present, with adaptations to this System. Of this Board, all the County Supervisors shall be ex officio members. The Universities shall be under its supervision.

2. There shall be a Supervisor to each County, elected by the legislature. He shall be a man of liberal learning, and have been a successful practical Teacher. He shall devote his whole time to the Educational interests of his County,- visiting schools, holding conventions, attending associations, corresponding with educators, collecting educational statistics. He shall be the Supervisor of the County Schools. The board of Supervisors shall meet the Central Board quarterly, and make report to them,the substance of which shall be annually published to the people. The School-Books used in the County shall be determined by the Supervisor, in conjunction with a committee of six appointed annually by the Teachers' Association.

3. Every Town shall have at least one Supervisor, who shall be a man of education equivalent to course in the Scientific and Literary School, and have been a practical Teacher for at least one whole year. He shall be nominated to the County Supervisor by the prudential committee, and by him to the Central Board, who may elect and commission him. He shall have the special supervision of town schools, and report his doings

quarterly to the County Supervisor. Annually, he shall publish a full report for circulation among the people; which report shall be approved by a majority of the Prudential Committee and the Head Masters of the Public Schools.

4. Every town shall have a Prudential Committee, elected annually by the people, of which the Town Supervisor shall be ex officio chairman. It shall be their duty to provide and contract with teachers, to build and furnish school-houses, and attend to all pecuniary matters pertaining to public instruction. They shall report annually to the towns, an abstract of the same being sent to the State through Town and County Supervisors.

5. In case of any difficulty involving the dismissal or resignation of any Teacher, the Supervisor of the school shall assemble a mutual council of regular Teachers of the State, who shall hear the case and judge thereon. In case an issue mutually satisfactory is not had in council, the matter, with the evidence produced in council, shall be carried up to the Central Board, who shall always constitute the board of final appeal in such cases; and no Teacher shall be discharged, except by expiration of contract, without such proceedings.

T.

THE TEACHER.

BEHOLD him there! day after day his task,
Pleasant, though toilsome, calls him forth to join
The little band around him. Hour by hour
His thoughts move on in one still channel - deep
And uniform. Year after year has wrought
Upon his lofty brow a fold of care;
And on his lip a smile, so half subdued,
Speaks of a spirit in which chastened hope
Has felt the damp'ning hand of real life,
And where the finger of stern discipline
Has moulded every limb.

Yet joy is seen

To light that tranquil eye, joy such as finds

Its essence in the heart. For it is he

Who feeds the hungry mind, who clothes the heart,

And with a robe of pure instruction seeks

To cover up its native nakedness.

"T is he who, from the fount of knowledge, fills

The thirsty soul, and leads it to the paths
Where virtue's sweet perfumes regale the heart.
And lives he unrewarded? Ask the years
When time shall cast the future from her wing,
To shed its light upon a fadeless world.
Ask then- and hear, as with a firmer step
The hoary man advances, hear how he
His bread has faithful on the waters cast,

And found it after many days!— Mental Cultivator.

SCHOOLMASTERS.

THE second sort of persons entrusted with the training up of youth are schoolmasters. I know not how it comes to pass that this honorable employment should find so little respect (as experience shows it does) from too many in the world. For there is no profession which has or can have a greater influence upon the public. Schoolmasters have a negative upon the peace and welfare of the kingdom. They are, indeed, the great depositaries and trustees of the peace of it; as having the growing hopes and fears of the nation in their hands. For generally subjects are and will be such as they breed them. I look upon an able, wellprincipled schoolmaster, as one of the most meritorious subjects in any prince's dominions; and every school, under such a master, as a seminary of loyalty and a nursery of allegiance.

Nay, I take schoolmasters to have a more powerful influence upon the spirits of men than preachers themselves. Forasmuch as they have to deal with younger and tenderer minds, and consequently have the advantage of making the first and deepest impressions upon them. It being seldom found that the pulpit mends what the school has marred; any more than a fault in the first concoction is ever corrected by the second.

But now, if their power is so great and their influence so strong, surely it concerns them to use it to the utmost for the benefit of their country. And, for this purpose, let them fix this as an eternal rule or principle in the instruction of youth: that care is to be had of their manners in the first place, and of their learning in the next. And here, as the foundation and groundwork of all morality, let youth be taught betimes to obey, and to know that the very relation between teacher and learner imports superiority and subjection. And, therefore, let masters be sure to inure young minds to an early awe and reverence of government, by making the first instance of it in themselves, and maintaining the authority of a master over them sacred and inviolable; still remembering, that none is or can be fit to be a teacher who understands not how to be a master.

And it were to be wished, I confess, that the studies of humanity might be carried on only by the ways of humanity: but unless youth were all made up of goodness and ingenuity, this is a felicity not to be hoped for. Therefore it is certain, that, in some cases, and with some natures, austerity must be used: there being too frequently such a mixture in the composition of youth, that, while the man is to be instructed, there is something of the brute also to be chastised. Yet, stripes and blows are the basest remedy, and scarce ever fit to be used but upon such as carry their brains in their backs; and have souls so dull and stupid as to serve for little else but to keep their bodies from putrefaction.- South.

DEATH.

[This Poem is supposed to have been the last, or among the last, of the lamented Nicoll's compositions.]

THE dew is on the summer's greenest grass,

Through which the modest daisy blushing peeps;
The gentle wind, that like a ghost doth pass,
A waving shadow on the corn-field keeps;
But I, who love them all, shall never be
Again among the woods or on the moorland lea.

The sun shines sweetly sweeter may it shine!
Blessed is the brightness of a summer day;
It cheers lone hearts; and why should I repine,
Although among green fields I cannot stray!
Woods! I have grown, since last I heard you wave,
Familiar with death, and neighbor to the grave!

These words have shaken mighty human souls
Like a sepulchre's echo drear they sound
E'en as the owl's wild whoop at midnight rolls
The ivied remnants of old ruins round.

Yet wherefore tremble? Can the soul decay?

Or that which thinks and feels in aught e'er fade away?

Are there not aspirations in each heart

After a better, brighter world than this?

Longings for beings nobler in each part

Things more exalted-steeped in deeper bliss?

Who gave us these? What are they? Soul, in thee
The bud is budding now for immortality!

Death comes to take me where I long to be;

One pang, and bright blooms the immortal flower;

Death comes to lead me from mortality,

To lands which know not one unhappy hour;

I have a hope, a faith- from sorrow here

I'm led by death away - why should I start and fear?

If I have loved the forest and the field,

Can I not love them deeper, better there?
If all that Power hath made, to me doth yield
Something of good and beauty-something fair
Freed from the grossness of mortality,
May I not love them all, and better all enjoy ?

A change from wo to joy-from earth to heaven,
Death gives me this-it leads me calmly where
The souls, that long ago from mine were riven,
May meet again Death answers many a prayer.
Bright Day, shine on! be glad: days brighter far

Are stretched before my eyes than those of mortals are!

Though all the winds of doctrine were let loose to play upon the earth, so Truth be in the field, we do injuriously, by licensing and prohibiting, to misdoubt her strength. Let her and Falsehood grapple. Her confuting is the best and surest suppressing.-Milton.