The mission of a school-teacher is truly a mission of divine import. It is the school-teacher who moulds the youthful mind, and converts it into a casket of gems; it is the school-teacher who gives direction to budding thought, and awakens in the soul of youth the slumbering fires of genius,--in short, it is the school-teacher who lays the broad foundations of the Republic, and hews the pillars that sustain our civil and religious institutions. The school-teacher should therefore possess the qualifications of a master-builder, be able to plan his work, and execute it with tact, taste, and judgment. He should not only govern himself, but should be able to govern his pupils without seeming to govern. In a word, he should be a model character, and regard his profession as one of honor, and honor his profession by elevating it to the dignity of a learned profession. He should remember that he is placed in a position which gives him a vast influence,--an influence broad as the ocean of time; an influence which should be pure in its character, and as refreshing to the growth of the inner life as the dews of heaven to the unfolding flowers. There is no means, perhaps, more efficient in promoting the success of a professional teacher than the instruction to be derived from institutes, or normal schools, in which the art of teaching is made a specialty. This class of schools should be made a part of our school system. At least every Congressional district, if not every county, should have its normal school. It is only in this way that our public schools can be supplied with accomplished teachers, and be made worthy of being called the "people's colleges." But the truth is, the masses are not as yet more than half awake to their real interests. In the cause of popular education the wonder is that educators have done so much, and legislators so little. The true educator is a philanthropist. He sees and feels that public sentiment needs to be enlightened and liberalized before it will yield its sanction to such a system of public schools as ought to be established. In perfecting our present system, we need a National Bureau of Education, authorized to act as a central power in directing, if not in controlling, the general educational interests of the entire country. A department of this kind, it is believed, would give efficiency and equality to all public schools, and thus greatly elevate their general character. And with this view Congress should be required by the Constitution, not only to establish, but support in each of the States at least one national college; and these colleges should constitute a national university, in which the crowning studies should be natural science, military science, and the science of government.