barren government-tables-who can supply the link between the ideal and the actual, have hitherto been wanting; and the cause of education has seriously suffered in consequence. Having held important offices connected with the administration of public instruction in America, Mr. Barnard was well prepared by his insight into the well-developed national system of our transatlantic neighbors, to judge of the comparative merits and demerits of English and Continental education. And with a view to draw such general conclusions as might be available for the improvement of educational plans in his own country, he has collected and arranged more valuable information and statistics than can be found in any one volume in the English language. Under the most varied circumstances of government, society, and religion, has the great philanthropic experiment of popular education been tried; and in each case we may be sure that some valuable principle has been recognized, and some important inductions drawn from facts forced upon the national attention. But although we have had some careful reports on the state of education in France, Prussia, and more recently in our own country, this is the first volume, we believe, which groups under one view the varied experiences of nearly all civilized countries. When we say that Mr. Barnard has given in the sections of his work devoted to the state of education in the different nations, a brief but comprehensive summary of the history of their popular instruction, an outline of the various ordinances and decrees they have passed from time to time, a sufficient notice of their teachers' associations, an abstract of remarkable speeches delivered by the respective statesmen and educationists, and the history and statistics of all their colleges, normal seminaries, and general schools, our idea of the value of this comprehensive treatise will hardly be deemed exaggerated. And the more so as he seems to have devoted a more than ordinary degree of attention to the state of educational activity in our own country, and has given in the concluding portions a better account of our Training Institutions of St. Marks, Battersea, Chester, and Kneller Hall, than can be found perhaps in any work generally accessible to Englishmen.

TEACHERS' INSTITUTES AND SCHOOL MONEY IN NEW HAMPSHIRE.

THE law establishing Teachers' Institutes in New Hampshire, and providing for their support, was passed July, 1851, and is as follows: "A sum equal to three per cent. of the amount required by law to be raised for the support of common schools in each town [shall] be appropriated by said town for the support of Teachers' Institutes in each county."

"The amount required by law to be raised for the support of schools in each town," was in 1851, at the time of the passage of the above act, 66 a sum to be computed at the rate of one hundred and twenty dollars for every dollar of the public taxes apportioned to such town, and so for a greater or less sum."

The expression, "every dollar of the public taxes apportioned to 'each town," as here used, does not mean every dollar of the public taxes which each town pays, but every dollar of the proportion which each town must pay of every thousand dollars of the state tax. Every five years the Legislature fixes, according to the valuation of each town, this proportion, and it becomes the basis by which each town computes its school tax, and, through the school tax, the Institute tax, as well as the state tax.

As each town must raise $120 for every dollar of its proportion of every thousand dollars of the state tax, of course, in the whole state there must be raised $120,000; and so the meaning of the statute may be expressed in this way, "There shall be raised for the support of schools in the State, $120,000, of which each town shall raise its proportion according to the quintennial apportionment, regulated by valuation."

This is as the law stood in 1851. In 1853, each town was required to raise $135, in 1854 $150, and in 1855, each town must raise $175 for every dollar of its apportionment; and the amount in the whole state of course increases correspondingly, viz., in 1853 $135,000, in 1854 $150,000 and in 1855 $175,000. To return to the tax for the support of Institutes, each town being required to raise a sum equal to three per cent. of the amount required to be raised thus for the support of schools, the whole state must raise a sum equal to three per cent. of the required amount of the state school tax, i. e., in 1851 and 1852 $3,600, in 1853 $4,050, in 1854 $4,500, and in $1855 $5,200.

Four towns in Rockingham county are presented for illustration.

This method of raising money bears equally and lightly upon all, and by it a sufficient amount is raised to distribute Institutes all over the State. In Rockingham county, with thirty-seven towns, $773 are raised this year, which is sufficient to support three good Institutes. During the year from August, 1853, to August, 1854, twenty sessions were held in the ten counties of the state, varying in length from one to two weeks each. It is the aim of the County School Commissioners, who have the charge of the Institutes, to make them migratory, so that every part of each county may enjoy the benefits arising from

them.

An Institute in New Hampshire was first held in 1845, in Cheshire county, and was supported by private subscription. Several were held yearly in different counties in the State, supported by contributions from individuals and towns, until the act of 1851 established them permanently as a part of the common school system of the State. There is but one opinion entertained as to their utility, by those who have witnessed their effect upon teachers and communities which have come under their influence.

The amount of money required to be raised in the state for the support of schools has been incidentally alluded to; but this does not express the amount actually raised and expended for schools. The towns do not limit themselves to the requirements of the statute. In 1853, when but $135,000 was required to be raised, about $167,000 was actually raised, nor does this include the income of literary fund from Banks $15,500, from local funds $8,500, from Railroads $4,800, contributions in board, fuel, &c., $12,000, for Teachers' Institutes $4,050.

PORTSMOUTH, N. H.

HORACE WEBSTER.

Population.

Resident Editor's Department.

WITH the present number we enter upon the second volume of the new series of this Journal. One year ago its publication was undertaken by the State Teachers' Association as an experiment. Some doubted its success, and feared that the end of the year would find us with a short list of non-paying subscribers, a formidable printer's bill to foot, and in the enjoyment of the consoling reflection of having expended a considerable amount of time, strength and money in a good cause, with but little encouragement, and moderate success. We are happy to assure our readers that such fears have not been realized. Our success has equaled the expectations of the most sanguine and hopeful; in a pecuniary point of view, exceeded them. Our affairs present a favorable aspect. Our dues which are deemed good, are sufficient to cancel all liabilities, leaving us with copies of Vol. I. on hand to the value of several hundred dollars. Our subscription list received constant accessions during the year, chiefly from the voluntary efforts of the teachers of the State, who have manifested a lively interest in its success; our advertising orders have constantly increased, and we are now entitled to draw from the treasury of the state the sum of two hundred and fifty dollars, annually, in consideration of sending the volume to the Acting School Visitor of each school society. Such are the pecuniary circumstances under which we commence this volume.

No material change in the editorial management of the Journal is contemplated. The editors will use their best endeavors to make it in all respects, a first-class educational paper, containing the current educational intelligence of the day, especially a record of the educational movements in the state, the official opinions and decisions of the Superintendent, a free discussion of the prominent topics connected with public instruction, together with as large an amount as possible, of articles of a practical and permanent value to teachers, parents and school officers. And now, teachers of Connecticut, will you work for your Journal during the year upon which we have entered? Shall we have your hearty cooperation? Will you do all in your power to extend its circulation, and increase its usefulness? Parents, will you become subscribers and read it, and ask your neighbors to do the same? Its great object is the benefit of your children. Will school officers and the friends of popular education throughout the state lend their countenance and support to this enterprise ?

Let us all who desire to see Connecticut stand first and foremost in the ranks of educated and educating states, join hearts and hands in the work, and success is ours.

AGENCY OF STATE TEACHERS' ASSOCIATION.

Ar the last annual meeting of the State Teachers' Association, it was voted to authorize the Board of Directors to appoint an agent who should devote his whole time to the promotion of the objects for which the Association was formed, under the direction of a committee consisting of the Superintendent of Common Schools, the President of the Association, and another member, to be appointed by the Board.

In accordance with this action of the Association, the Board have elected to this office, Mr. GEORGE SHERWOOD, a gentleman well qualified to perform its duties.

He is expected to spend the greater portion of the time in traveling through the state, visiting schools, lecturing, conferring with teachers and school officers, and soliciting subscriptions to the Journal. We would embrace this opportunity to bespeak for him the hearty cooperation of all the friends of common school improvement throughout the state. His post-office address is New Britain.

STATE NORMAL SCHOOL.

THE present term commenced on the 6th of December, and will continue sixteen weeks. The number in attendance, one hundred and sixty, is larger than at any previous period in its history. Pupils are received only at the beginning of a term, and they are required to remain through the term upon which they enter. Several applications for admission have not been granted because they were not received till after the term began. Eighty-four towns are represented in the school. New Britain sends nine, the largest number; West Suffield, eight; Clinton, seven; New Haven, Oxford, and Franklin, four each; six towns send three each; twelve towns send two each.

The following remarks respecting the influence of the Normal