1&3 



in many parts of the state, the teachers of common schools 

 have been standing still, while the rest of the world w r ere 

 marching forward. The consequence is, that the character 

 of the schools, and of the pupils, is necessarily below the ele- 

 vated standard to which it should be brought ; for when the 

 teacher does not keep pace with the progress of the age, the 

 pupil will assuredly suffer a corresponding retardation. 



The importance of educated and competent teachers, is gen- 

 erally admitted by the intelligent and thinking part of our 

 community ; but how are they to be procured ? 



The plan of establishing institutions for the instruction of 

 teachers, as has been done in Prussia, and in some other parts 

 of Europe, has often been suggested, and during the last ses- 

 sion, was earnestly pressed upon the legislature, in an elabo- 

 rate petition from the citizens of Rochester. The anxiety 

 evinced by the framers of that petition, to elevate the charac- 

 ter of the common schools, and to place the means of a solid 

 education within the reach of every child in the state, deserve 

 the highest commendation. But they seem not to have con- 

 sidered, that the legislature, by the addition to the literature 

 fund in 1827, did all that the then existing state of our finan- 

 ces permitted, and perhaps all that the exigencies of the case 

 required, for the accomplishment of this object. Indeed, I 

 feel authorized, from the documents in the possession of the 

 regents of the university, to assert, that there are academies 

 in every senate district, in wiiich every branch of science 

 proper for the qualification of common school teachers of the 

 most desirable character, mav be pursued with everv requi- 

 site facility. I confess, therefore, I do not perceive either the 

 necessity or the advantage of establishing institutions special- 

 ly intended for the instruction of teachers. If, in answer to 

 this, it be said — what cannot be denied — that most of the 

 young men educated in our academies, devote themselves to 

 other and more gainful pursuits ; and that only a few of them 

 are to be found in the common schools ; may we not reply, 

 that the fact suggested, instead of proving the expediency of 

 establishing institutions for the instruction of teachers, is ra- 

 ther evidence to the contrary ; for it demonstrates that, even 

 with our present means, more are produced than are sought 

 for or required, by the inhabitants of the districts. Unless 



