the teacher to the
immediate vicinity of the scholars, and thus diminishing the cost of
education. The effects of the latter are seen in the fact that the new
States, no less than the old ones, are engaged in an effort to enable all,
without distinction of sex or fortune, to obtain the instruction needful
for enabling them to become consumers of books, and customers to the men
who produce them. Massachusetts exhibits to the world 182,000 scholars in
her public schools; New York, 778,000 in the public ones, and 75,000 in
the private ones; and Iowa and Wisconsin are laying the foundation of a
system that will enable them, at a future day, to do as much. Boston taxes
herself $365,000 for purposes of education, while Philadelphia expends
more than half a million for the same purposes, and exhibits 50,000
children in her public schools. Here we have, at once, a great demand for
instructors, offering a premium on intellectual effort, and its effect is
seen in the numerous associations of teachers, each anxious to confer with
the others in regard to improvement in the modes of education. School
libraries are needed for the children, and already those of New York
exhibit about a million and a half of volumes. Books of a higher class are
required for the teachers, and here is created another demand leading to
the preparation of new and improved books by the teachers themselves. The
scholars enter life and next we find numerous apprentices' libraries and
mercantile libraries, producing farther demand for books, and aiding in
providing reward for those to whom the world is indebted for them.
Everybody must learn to read and write, and everybody _must_ therefore
have books; and to this universality of demand it is due that the sale of
those required for early education is so immense. Of the works of Peter
Parley it counts by millions; but if we take his three historical books
(price 75 cents each) alone, we find that it amounts to between half a
million and a million of volumes. Of Goodrich's United States it has been
a quarter of a million. Of Morse's Geography and Atlas (50 cents) the sale
is said to be no less than 70,000 per annum. Of Abbott's histories the
sale is said to have already been more than 400,000, while of Emerson's
Arithmetic and Reader it counts almost by millions. Of Mitchell's several
geographies it is 400,000 a year.

In other branches of education the same state of things is seen to exist.
Of the Boston Academy