written knowledge, to fifty or
a hundred. The man who neglects the interests of his school, in these
great branches, to devote his time to two or three, or half a dozen
older scholars, is unjust both to his employers and to himself.

It is the duty, therefore, of every teacher, who commences a common
district school, for a single season, to make, when he commences, an
estimate, of the state of his pupils, in reference to these three
branches. How do they all write? How do they all read? How do they
calculate? It would be well if he would make a careful examination of
the school, in this respect. Let them all write a specimen. Let all
read; and let him make a memorandum of the manner, noticing how many
read fluently, how many with difficulty, how many know only their
letters, and how many are to be taught these. Let him ascertain also,
what progress they have made in Arithmetic,--how many can readily
perform the elementary processes, and what number need instruction in
these. After thus surveying the ground, let him form his plan, and lay
out his whole strength in carrying forward, as rapidly as possible, the
_whole school_, in these studies. By this means he is acting, most
directly and powerfully, on the intelligence of the whole future
community in that place. He is opening to fifty or a hundred minds,
stores of knowledge, which they will go on exploring, for years to come.
What a descent now from such a work as this, to the mere hearing of the
recitation of half a dozen boys in Surveying!

I repeat it, that a thorough and enlightened survey of the whole school
should be taken, and plans formed for elevating the whole mass, in those
great branches of knowledge, which are to be of immediate practical use
to them in future life.

If the school is of higher order, the teacher should, in the same
manner, before he forms his plans, consider well what are the great
objects which he has to accomplish. He should ascertain what is the
existing state of his school, both as to knowledge and character;--how
long, generally, his pupils are to remain under his care,--what are to
be their future stations and conditions in life, and what objects he can
reasonably hope to effect for them, while they remain under his
influence. By means of this forethought, and consideration, he will be
enabled to work understandingly.

It is desirable, too, that what I have recommended, in reference to the
whole school, should be done with each in