Suppose, for a moment, that the mechanic arts were learned and practised as the profession of teaching has extensively been. Let us take the trade of a shoe-maker, for example. Let us suppose that farmers' sons, of a strong mechanical turn, during the leisure of the winter season, should begin with mending their own shoes, and, pleased with the efforts of their untaught ingenuity, should take in hand the shoes of the rest of the family; and having gained a little skill by practice, should set up as cobblers for their neighbors. What kind of shoes, can it be thought, would be worn by the community, if such were the common shoe-makers of the land? And does it require less education to become a competent teacher of youth, than a good shoe-maker? That person must think very highly of his feet, and very meanly of his head, who can entertain such an idea. The community have, in some measure, yet to learn, that they will never practice a true economy in the business of education, until they are willing, at a reasonable expense, to secure the services of a thoroughly-furnished instructor. It must come to be considered, that a little smattering of information is not sufficient to prepare a person for a teacher of a common school. A collegiate education is not essential to this purpose, because many of the branches taught in a college will not be required to be taught in common schools. But in those branches which _are_ taught, the education should not be less thorough than that which is acquired within the walls of a college.