of $12,000, in addition to the $18,000 usually granted from United States Deposit Fund, for the instruction of common school teachers, the whole sum to be apportioned and paid to the several institutions that might give instruction as then provided by law, at the rate of $15 for each scholar instructed during a term of thirteen weeks, and at the same rate for not less than ten, or more than twenty weeks. The balance of the $125,000 (with an exception to be noted) was to be distributed as the Literature Fund was divided, but no money was to be paid to any school under the control of any religious or denominational sect or society.

Uncertainties having arisen with respect to the true meaning of the last clause above cited, the matter was on the 31st of July referred to the Attorney-General for his opinion. It appeared doubtful as to whether the exclusion would not apply to the apportionment of the $40,000 annually granted from the income of the Literature, and the United States Deposit Funds, as well as to the special grant of $125,000, and payment was temporarily suspended in five cases that came apparently under the excluded class.1

In the meantime inquiries were made, and on the 9th of January, 1874, the Chancellor stated, that these inquiries had failed to show that the doctrines or tenets of any denomination or sect were taught in any Academy receiving a distributive share of the Literature Fund.

In the case of the five Academies whose shares had been withheld their acts of incorporation by the Legislature had vested the appointment of Trustees in Ecclesiastical bodies. The Hartwick Seminary had a charter that required the Principal and a majority of the Trustees to be Lutherans. No exception was made of these Trustees from the provisions of the general law, which defines the powers and duties of the Trustees of Academies. An opinion of Hon. Richard P. Marvin, late Justice of the Supreme Court, in behalf of the Chamberlain Institute was read, and the Rev. J. T. Edwards, Principal of that Academy, was heard in its behalf.

A resolution was finally passed, declaring that none of the Academies mentioned as exceptional, should be deemed as coming within the meaning of the act, excepting Hartwick Seminary.

These were the "Genesee Wesleyan Seminary," "Chamberlain Institute," "Central New York Conference Seminary," "Clinton Liberal Institute," and 'Northern New York Conference Seminary," all of which were Methodist institutions, excepting the fourth, which was under Universalist management. A like order was applied to "Hartwick Seminary," under quasi denominational control (Lutheran).

A clause was included in chapter 642, Laws of 1873, requiring the Regents to admit to their examinations scholars from the Union, Common or Free Schools that brought a certificate from the principal teacher, or a Trustee, stating a belief that the scholar could pass.

Reports of examinations under this act are made by Academies in their annual reports, and large numbers have been admitted to examination from the public schools, more particularly in cities and large villages.

Free instruction in the classics and higher branches of English education, or both, was to be given to the extent of $12, and, if the condition of the fund would permit, not less than $20 for tuition, such students having passed examinations as prescribed by the rules. Premiums of not over $2,500 for excellence in scholarship might also be allowed.

The amount of $17,422.76 was set apart for free instruction under the above act, leaving (after taking out the specific appropriations). the sum of $59,077.24, to be distributed in the same manner as the Literature Fund. The appropriation resulting from a direct specific tax, although declared to be intended for permanence, was continued only one year.

CHAPTER XIV.

LANCASTERIAN SCHOOLS-SELECT SCHOOLS.

In the early part of this century, a system of instruction was introduced in which the pupils were grouped around Monitors and taught with great economy. It was for many years almost universally adopted in the large cities, and even in the higher class of pay schools. The New York High School, which for a number of years. held the first rank, under Daniel H. Barnes, Shepherd Johnson and John Griscom and others, was conducted on the Lancasterian or Monitorial System.

This method had much to be commended in the way of economy, as one teacher could divert the operations of several Monitors, each with his group of ten or fifteen pupils, and those who were first employed in introducing it into the city of New York must have been peculiarly well qualified in their profession. It produced results full of promise, and for a time bore a rich harvest.

Governor DeWitt Clinton was one among a large number, who gave it a welcome support. As an officer in Public School Society of the city of New York, he had become much interested in it, and in his message to the Legislature in 1818, he said:

Having participated in the first establishment of the Lancasterian system in this country; having carefully observed its progress and witnessed its benefits, I can confidently recommend it as an invaluable improvement, which by a wonderful combination of economy in expense and rapidity of instruction, has created a new era in education. And I am desirous that all our Common Schools should be supplied with teachers of this description. As this system operates with the same efficiency in education, that labor-saving machinery does in the useful arts, it will readily be perceived that it is peculiarly adapted to this country. For, if by its means, one teacher can perform the functions of ten; and if a pupil can learn in one week as much as he would in one month in the common way, it is evident that more wealth, more labor, more time, and more industry can be devoted to the ordinary occupations of life without interfering with the dispensation of knowledge. Wherever it has been attempted it has succeeded, and several parts of the State have experienced its benefits. Competent teachers can be educated for this express purpose, and in sufficient number to supply all our Common Schools. by sending intelligent young men to the Laneasterian Seminaries in New York, where they will be instructed gratuitously, and where in a few months they will acquire a sufficient knowledge of the system. Appropriations for this purpose by the several Common Schools out of their portion of the General Fund, under the direction of the Superintendent, will defray the small expense attending the attainment of this object."

In November, 1820, in referring to the educational system of the State, Governor Clinton again recurred to this favorite topic, and after remarking that six thousand Common Schools have been organized, and that the sum of $160,000 were annually paid for teachers' wages, he said:

"I am informed by the useful and able officer who presides over this department,' that the number of pupils at present taught in our schools is equal to nine-tenths of the whole number of children between the ages of nine and fifteen years, and which approximates to one-fourth of our whole population. There are probably twenty schools in the State conducted on the Lancasterian system exclusively, and several others, which follow it partially, but not so far as to assume a distinctive character. In some of these establishments sev

Then Gideon Hawley, who from the beginning had been Superintendent of Common Schools.

eral young men have been lately instructed as Lancasterian teachers, and it is to be hoped that this system will be carried into the most extensive operation.

There are now, upon an average, about fifty scholars for every schoolmaster under the present plan of the Common Schools, and whether the number be great or small, the introduction of the Lancasterian method is of importance, for admitting in all cases the competency of the teacher to attend to all his pupils, yet when we consider the rapidity of acquiring instruction under that system, and reflect on the useful habits it forms, and the favorable impressions which it makes on the minds and the morals of those who participate in its benefits, we cannot hesitate to give it a decided preference. The education of youth is an important trust and an honorable vocation, but it is too often committed to unskillful hands. Liberal encouragement ought unquestionably to be dispensed for increasing the number of competent teachers."

It is not a matter of wonder, that a system of education thus indorsed should attract the favorable attention of the Legislature. The privileges of the Common School fund had been applied with manifest benefit, and it was natural to infer, that Academic institutions might flourish equally well under this plan. Special acts had already been passed for the establishment of Lancasterian schools in all of the cities and in several of the large villages then existing in the State, and reports from these were in some cases made to the Superintendent of Common Schools. It was thought that the preliminary requirements for their organization might properly be placed under the direction of the Regents of the University, with powers for incorporation, wherever, in their opinion, they could be sustained.

An act was accordingly passed February 23, 1821,' for the incor poration of "Schools for the instruction of youth on the system of Lancaster or Bell, or according to any other improved plan of elementary education," in a mode analogous to that in use for the incorporation of Academies by the Regents, since their powers began.

They were, however, regarded as belonging to the Common School system; they were to share in the distribution of the Common School Fund, and were not required to report to the Regents, nor were they under their visitation,

In Governor Clinton's message to the Legislature in 1828, but a few months before his death, he recommended a law authorizing the Supervisors in each county, to raise a sum not exceeding $2,000, provided that an equal sum be subscribed by individuals, for the erec

1 Chap. 61, Laws of 1821.

tion of a suitable edifice for a Monitorial High School in the county

town.

The result did not justify these expectations. No charters were granted under the act of 1821, until six years afterward, when a Lancasterian School was incorporated (July 2), at Henrietta, Monroe county. In 1828 (April 16), the Lewiston High School Academy was incorporated under the same law, and then the applications ceased altogether.

Special acts of incorporation of Lancasterian Schools were passed as follows:

ALBANY.-The " Albany Lancaster School Society," incorporated May 26, 1812 (chap. 55). Amended February 12, 1813 (chap. 29), by entitling each subscriber of $25 to the privilege of a member, and the education of one child free. Became a city institution, and in 1838 granted for the use of the Albany Medical College.

CATSKILL. The "Catskill Lancaster School Society," incorporated March 14, 1817 (chap. 87). Repealed April 20, 1830 (chap. 284).

HUDSON.Trustees incorporated for the establishment of a Lancasterian School, April 15, 1817 (chap. 272). Allowed to establish a separate school for colored children, March 9, 1839 (chap. 63).

LANSINGBURGH.-The " Monitorial School Society in the village of Lansingburgh," was incorporated April 14, 1827 (chap. 271). Relieved April 25, 1828 (chap. 158). Repealed May 26, 1841 (chap. 315).

NEW YORK. This system of instruction was adopted by the Public School Society; opened in May, 1806, by the New York High School Society, and by several of the schools maintained by religious denominations, but in a modified and improved form, and continued for many years. The success of the system being in a very great degree dependent upon the ability and character of the monitors employed, the Public School Society established a school for female monitors, which held one session of five hours on Saturday of each week. Monitors had been indentured to the Society, whenever practicable, as apprentices, and required to serve until twenty-one years old. A separate school for male monitors was afterward established. In 1818, Joseph Lancaster himself, then on a visit to the country, was permitted to use the school-rooms of the Public School Society, to lecture upon the Monitorial System. At different times he came personally in contact with the system with which his name had been so intimately associated, and to which hus