There probably is no interest of equal magnitude, which is treated with more indifference than the district school. In things of far less importance, pertaining in individual interests, men act wisely. They do not employ a laborer, mechanic or clerk to perform service without vigilant inspection of his capabilities and faithfulness. Not so with a teacher. He is employed in one of the most important departments of human skill and effort; his mission is to instil into the youthful mind principles of thought and motive of action, which will have a controling influence through all subsequent life. In the discharge of these high responsiblities, how little interest is manifested in his efforts by his employers. There are many districts, in which parents and guardians never visit the school, or manifest any concern in its affairs, save when some frivolous complaint against the teacher excites their temper; then they hesitate not to speak of him with severity in the presence of their children, and denounce him with all the emphasis they are possibly capable of giving to language. Where, let me ask, in all candor, is the man to be found who can long sustain himself, where such a state of things exist; where the man who can keep the varied and complicated school machinery in successful operation, so as to discharge, properly; the multifarious duties which his high position imperatively demands? I need not answer. They send their children to school irregularly, and at the close of the term find fault because they have made no progress. They expect the teacher to maintain good government in his school, but are indignant if their children are required to submit to rules which they consider too exacting. They send their children without books, and are astonished that they remain ignorant. They expect the teacher to teach as well as the best of his profession, but if he introduce any methods of instruction, with which they were unacquainted in their boy-hood days, they denounce him as an innovater, and full of new notions, which, if carried out, will prove fatal, and highly detrimental to the best interests of the school.

Such a condition of things as is here described may seem an exaggeration, and as having no real existence in this enlightened age, but it is not without examples. Most of the complaints and fault-finding against teachers, arise from that want of acquaintance with the school, which is obtained by personal observation in the school room. It is a fact generally noticeable, that, in those districts where parents and guardians are indifferent to the schools, and never visit them, fault-finding with the teacher, and with the government and regulations of the school, is always most prevalent. The progress too, of such schools, is always less marked, than in those where parents are properly interested and make frequent visitations. It is in vain to expect that children will be profitably interested in the school, if parents manifest none; nor can the usefulness of the teacher be secured, without a hearty co-operation. Parents are generally, not aware of the influence they are capable of exerting upon their district schools; their presence and friendly advice in the school room, is a never-failing stimulus to the teacher, and encouragement to the scholars. Indifference and neglect of the school on the part of the parents, disheartens the teacher and leads him to relax his efforts; the children partake of the spirit of indifference of their parents, and fail to realize the true importance of making progress in study. I never felt better in my life than when I had a score or so of my patrons in school, listening to the various recitations in Arithmetic, Grammar, Algebra, &c., and what was more edifying still, was to listen to their interesting exhortations of commendation.

This, to the teacher, is a source of consolation altogether beyond description. Come, then, patrons, come to school. Here is your greatest interest; one not estimated by dollars and cents, "corner lots," three per cent per month, or anything else so evanescent. From these public schools, the best institutions in the land are to emanate, those upon whom must devolve the future destiny of our beloved country; those who are to take your places in society; and where is the parent, so indifferent to character and reputation, that does not wish to have the assurance that, ere he departs this life, his son is filling some honorable station in life? I am not ready to believe there is one. Then discharge your duty to your children and the retrospect of such a course will amply remunerate you. Be assured that no course pursued by you, patrons, will have an equal influence, in stimulating your scholars to increase their diligence, as frequent visitations in the school room. I hope the day is not far distant that shall inaugurate a system that will result in the hearty co-operation of parents, teachers, and all interested in the cause of education. With these few disconnected thoughts, I will close. If from the above, you can gleam one item at all worthy of an insertion into your paper, then my object will have been accomplished.

E. W. B. H.