Without some legislative aid, there is reason to apprehend that the advantages of education will not be universally enjoyed; and therefore, every enlightened state will be inclined to make a competent provision for this object. If the common schools of the country need this aid, the higher schools and academies need it still more, as their expenses must necessarily be greater. They are required to carry on the work which is begun in common schools, to prepare members for the higher seminaries of learning, and especially to raise up a generation of teachers for the inferior schools. A number of academies, scattered over every state, should be placed on a respectable and permanent foundation, by a competent pecuniary endowment. This subject has not been overlooked by the legislatures of the respective states. A portion of the public revenue, which has been distributed among the several states of the Union, has been wisely set apart for the advancement of the cause of education. What species of internal improvement can be compared to this? Canals and rail-roads, and other similar works, are indeed of great importance. But these things have a principal reference to the physical wants of men. But physical wants are of minor importance, compared with the intellectual and moral elevation of the human mind. Republics, in a particular manner, must depend upon this intellectual and moral elevation for their highest prosperity. Legislative aid should be so afforded that, instead of producing apathy and indifference on the subject of schools, it may but stimulate to greater exertion. In proportion to the munificence of a public provision, the standard of education should be raised; competent teachers should be employed, and all the preparations for instruction should be on an extended scale. Much on this subject remains to be done; and availing themselves of the legislative aid, there is pressing need that the most gifted minds in the country should combine their strength to bring the schools of the nation, of every grade, and particularly the common schools, to answer the high purposes of their institution. While it is important that adequate funds should be provided for the support of schools, it is still more important, that due care should be taken that these funds be employed in a prudent, wise, and efficient manner. Thousands and tens of thousands of dollars may easily be wasted, from year to year, and rendered of no avail, for the want of a proper management. That schools should answer the object for which they are designed, nothing is more essential, than that they should be under the instruction of competent teachers; and that suitable provision be made for the preparation and support of such teachers.