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common sense does not quite approve even in the other sex,) as of questionable propriety, and certainly in very bad taste,' calculated to provoke needless ridicule, and painful notoriety.' It seems to us to betray sad ignorance, or forgetfulness, of that characteristic shrinking from publicity and observation which the Creator has enstamped upon females, and the domestic station to which Divine Wisdom has assigned them, to attempt thus to unsex them.

Miss Beecher next insists upon a point often adverted to in this work, that the course of education should be such as to fit woman for her peculiar duties—the care of the health, and the formation of the character of the future citizens of this great nation.'

For this purpose, it is obvious that she must acquire a knowledge of those domestic duties and employments to which she will be called. But Miss B. urges that it is equally important that she should pursue such a course of study, as shall give her habits of reflection and reasoning, enlargement of mind, and an amount of knowledge which shall secure and direct her influence in her family and in society, and enable her, in some degree, to watch over the progress of her children. For this purpose, it is necessary that additional provision should be made for instructors, and for apparatus in the various branches of science, with a liberality somewhat corresponding to that which is adopted for the other sex. We would suggest that the duties of housekeeping require a distinct professor in a female school, no less than the practice of medicine, in a medical institution. The health and cheerfulness of many a man would be saved, if the humble, but rare art, of making good bread could be thoroughly taught to the guardians of our tables. We have been in more than one family, where we were confident this one defect would account for constant suffering, and its attendant irritability.

Miss Beecher next presents, at some length, the importance of making education something more than instruction-of aiming, not at the mere cultivation of intellect, but at the formation of character, by a course of moral discipline and religious instruction. She adverts to the practical neglect of this point, so universally conceded, and asks, how often school committees inquire concerning the improvement of temper, or the increase of good dispositions in the pupils. She alludes to the unsuccessful experiment now going on in England, of improving society by mere intellectual light, and the abandonment of this principle as utterly useless, by the philosophers of France.

She then contrasts the example of Prussia, which annually furnishes a large number of teachers, to supply every child in the

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kingdom with moral and religious, as well as intellectual education, and of France, which is fast following in her steps, with that of our own country, yet scarcely opening her eyes on this all important subject, while her existence is hazarded by the clouds of ignorance that hang over her rising population. Thousands of well qualified teachers are needed annually to supply the mere increase of our population; and we cannot find enough to fill the schools already established.

But how shall these difficulties be overcome? How shall these evils be remedied? Miss Beecher urges that it is 'chimerical' to expect, amidst the claims, and the honors, and the profits of other professions, that a sufficient number of the male sex can be found, to devote themselves to self-denying, toilsome duties, for the scanty pittance allowed to our teachers. We have indeed little hope of this ourselves, except from the extension of that same spirit which sends the missionary to pagan lands. Miss Beecher believes that our hopes must rest on woman-formed by nature for confinement-appointed to be the guardian of childhood-and accustomed to the patient, persevering watchfulness, and the slender support which belongs to the teachers of our schools. In this way only, she believes that an adequate supply can be furnished, in season to prevent that ruin which will almost inevitably result from the misrule of a generation trained up in ignorance.

Miss Beecher believes that the want of professions adapted to the sex, and the supply of articles by our manufactories which once furnished a large part of their domestic labors, leave many females, of all classes, without any useful occupation. The low wages of females is indeed a painful, but sure indication, of the want of sufficient employment; and we may add, that our census shows an unusual proportion in the states from which our young men emigrate to the western forests.

To bring into action a large amount of talent and zeal for the instruction of the young, at the lowest possible rate, it is then only necessary that institutions should be opened and endowed at public expense, to furnish them a suitable education-gratuitously where it is necessary-and some plan for ascertaining the wants of schools, and providing places for instructors. This is the object to which the views of Miss Beecher tend-the plan which she has for some time wished to present to those who were able to accomplish it, and to which we have before alluded. It is only to repeat, and extend, and render permanent, those efforts for preparing female teachers, which have been made so successfully at the seminaries in Ipswich, Hartford, and Troy, and are about to be attempted at Northampton. It has been listened to with deep

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interest, by a collection of liberal ladies in New York; it has excited the attention of more than one able advocate of female education, as presented by the principals of these institutions; and we cordially wish it, GOD SPEED!

MISCELLANY.

DISTRIBUTION OF THE MASSACHUSETTS SCHOOL FUND.

The following are the principal provisions of the law for the distribution of the Massachusetts School Fund.

Returns are required to be made from every town and district before the 1st of November, annually, according to the following form, with answers to the questions succeeding. We insert them as a useful guide to others who are investigating the condition of our schools.

INQUIRIES TO BE ANSWERED IN RESPECT TO EACH SCHOOL DISTRICT.

Inquiries in respect to all the Schools in the town.

What amount of money is raised by taxes in the town, for supporting the Common schools, and what by voluntary contributions? Ans.

What part of the money raised by taxes is paid for furniture, wood and incidental expenses, and what part for instruction only? Ans.

Are there any Private schools or academies, and what is the average number in the year attending them? Aus.

What is the estimated amount paid for tuition in such schools and academies? Ans.

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Are the School Committee regularly chosen each year; do they organize, and do they visit and examine the schools, as required by law? How are the examinations conducted? Ans.

Do parents interest themselves in the character of the schools, and attend the examinations? Ans.

What are the books in general use, specifying Spelling Books, Arithmetics, Grammars, Geographies, Reading and other Books? Ans. Who selects the Books? Ans.

What is the furniture of the School House, and the apparatus, including Maps? Ans.

Is it desirable to increase the amount of studies? Ans.

Are there any local funds? Ans.

It is added; 'No apportionment of the school fund as hereinafter provided, shall be made to any city, town or district, which shall have failed to make returns according to law, for the year next preceding the time of said apportionment.'

It is also enacted, 'That the income arising from the school fund established by the statute of one thousand eight hundred and thirty four, chapter one hundred and sixty-nine, shall be apportioned by the Secretary and Treasurer of the Commonwealth to the city of Boston, and the several towns and districts in the Commonwealth, on the first day of January annually, in the following manner, to wit: The said income shall be divided into two equal parts, and one moiety thereof shall be apportioned to the said city, and to the towns and districts, on the ratio of population as determined by the next preceding census of the United States-the other moiety shall be apportioned on the ratio of the amount of monies raised by taxation, and expended by each city, town or district, for the support of Common schools in the next preceding year, as by the several school returns shall appear.'

$100 annually are also allowed to support Common schools among the Marshpee Indians.

PLAN FOR PUBLIC INSTRUCTION IN NEW YORK.

In a recent number of this work, some defects of the School System in New York were pointed out by one of our correspondents; and especially, that of requiring a single individual to perform duties so important as those of a Superintendent of Schools, in connection with that of Secretary of State. We are glad to perceive, in the following account of proceedings in the New York Legislature, from the Albany Gazette, that a remedy is proposed. We are only surprised at the strange anomaly of making the same officer a commissioner of the Canal Fund, and wish some explanation of the reason might be given by some of our correspondents.

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Summary of the Proposed Law.

'Mr. Wetmore presented a very able report in relation to public instruction; it recommended the organization of a department to be called 'the Department of Public Instruction,' under the direction of a Secretary, to be denominated the Secretary of Public Instruction.'

The House ordered four times the usual number of copies of the report to be printed, and the bill, of which the following is an abstract, to a third reading.

SECTION 1. There shall be a Secretary of Public Instruction, who shall be appointed by the Legislature in the same manner as the state officers are now appointed.

SEC. 2. Such appointment to be made once in three years from and after the first Monday in February, or as often as a vacancy shall occur. SEC. 3. The Secretary of Public Instruction shall possess the powers and discharge the duties of Superintendent of Common schools, and in addition, virtute officii, shall be Chancellor of the Regents of the University, Trustee of the State Library, and Commissioner of the Canal Fund. SEC. 4. All colleges and academies shall be subject to his visitation: to be his duty personally, as often as once in two years, to examine into the condition and situation of each seminary selected by the Regents for the education of teachers, and also into the system of education and discipline therein, and report the same to the Legislature.

SEC. 5. The annual returns required to be made by the colleges and academies, shall be made to the Secretary, as Chancellor of the Regents of the University, who shall lay the same before the Regents at the first annual meeting in each year.

SEC. 6. Every academy in which a department for the education of teachers of Common schools shall be established, shall state, in addition, in their return, the following subjects;—

1st. The organization of the Department.

2d. The subjects of study pursued, and class books used.

3d. The number and classification of students.

SEC. 7. The Commissioners of Commion schools, in addition to their annual report made to the county clerk, shall state,

1st. The general branches of education in which teachers of Common schools presented for instruction, are required to pass an examination.

2d. The degree of proficiency required in each branch, before a certificate of qualification is given.

3d. The number of schools visited by the inspectors during the year; the number of times each school was so visited, and the number of inspectors who were present at each examination.

SEC. 8. Penalty on comtuission in case of neglect,

SEC. 9. Salary, $2000.'