Mr. Butler's Discourse. 



1-7 



in which it has been applied ; but it has been the instrument 

 of awakening the attention of the whole civilized world to 

 the subject of public instruction ; and of bringing forth im- 

 provements of the most beneficial character in every depart- 

 ment of education. This sublime discovery, however, is best 

 adapted to those large cities or thickly populated countries, 

 in which instruction is required for great numbers of children 

 whose parents are unable to provide for their education. Our 

 sparse population, and the comparative absence of pauperism 

 in the interior of the state, have confined the Lancasterian 

 schools to our cities and large villages ; and to such places 

 they will probably continue to be confined, for many years to 

 come. But the system of mutual instruction is founded on 

 principles so simple and philosophical, that to some con- 

 siderable extent they would seem to be of universal applica- 



The colleges and academies, however, furnish but a small 

 part of our means of public instruction — the common schools 

 are not only more numerous, but more important. It appears 

 from the superintendent's last annual report, that there are in 

 this state 8,872 district schools, in which there were taught 

 during the last year, 480,041 scholars. During the same pe- 

 riod, about 4,500 students were taught in the academics and 

 colleges. It is obvious, therefore, that the great mass of the 

 people receive their education in the common schools ; and 

 that the character of the nation must, to a great extent, depend 

 upon the character of these primary institutions. 



Whilst the government of this state, through the instrumen- 

 tality of the common schools, has nobly fulfilled one of the 

 great ends of its institution, their usefulness is impaired by 

 imperfections, which it is not in the power of government to 

 remedy or to prevent. Of these imperfections, the want of 

 competent teachers is perhaps the most prominent. It has al- 

 ways been felt, and to a certain extent, it must ever con- 

 tinue ; for, like poetic fire, aptness to teach can never be pro- 

 vided bv legislation. If, in addition to this endowment, and 

 to a competent acquaintance with those branches of learning 

 which they undertake to teach, the instructors m our common 

 schools could also be imbued with the spirit of the age, a great 

 desideratum would be obtained. Unfortunately, however, 



