sachusetts Board of Education; of General Dix and Mr. Spencer, the superintendents of the common schools of New York, and of the superintendents of schools in New Jersey, Pennsylvania, Ohio, Michigan, and other states ;-all these, and other documents have either been printed entire, or such portions of them as seemed applicable to our circumstances, either for warning, encouragement, or example. But the Journal is before the committee. They will see by looking through the three volumes, that there are engravings of four improved plans of schoolhouses, and descriptions of six or seven others; that there are copious selections from the most approved authors on education, making known new and successful methods of school government and instruction; that there are articles exposing the evils of late and irregular attendance of children at school, the want of parental coöperation with the teachers, the evils resulting from the variety of ages, studies, books, and classes in the same school, and remedies for these evils; the best means of elevating the character, and promoting the usefulness of teachers; in fine, that from the outset, the object aimed at has been to disseminate a knowledge of what was doing for common education at home and abroad, and of all existing defects and desirable improvements in our own schools and school system. My only object in alluding to the Journal here was, to add, that to sustain it, and circulate it as widely as seemed desirable, more than four times as many copies as there were at any time subscribers, have been printed, and that its aggregate expense for the three years, will exceed all receipts from any source by more than $1,800. The committee will I trust, excuse the personal character of this communication. It was unavoidable, from the nature of their inquiries. And however painful it has been to me, to speak of my own labors, and to spread out an account of expenses voluntarily incurred in which the public can be supposed to feel but little interest, it seemed necessary, to rescue my motives for laboring in this field of usefulness from suspicion and distrust. I assumed the responsibilities of a new, difficult, and delicate office, with a settled purpose to expend every farthing I should receive, in promoting what I believe to be the true and enduring good of the common schools. I have continued in this office only at the repeated and urgent solicitations of the Board. I shall retire from it with the satisfaction that I have asked no one to do what I have not shewn a willingness to do myself, and with no other regret than that I have not had more time, more ability, and more means to devote to this cause, which holds every other good cause in its embrace. With great respect, your obedient servant. HENRY BARNARD, 2D. Secretary of the Board of Commissioners of Common Schools. Before transmitting the above letter to the chairman, the Secretary invited two members of the committee, (John Cotton Smith, of Sharon, and Samuel Raymond, of New Canaan,) to examine the original bills and vouchers for the expenditures incurred by him. They did so, and reported to the committee that such expenses had been incurred for the objects specified. The committee agreed unanimously to the following report, which was accepted and ordered to be printed, with the letter of the Secretary, without a dissenting voice. Report of the Joint Standing Committee on Education, respecting the expenses of the Board of Commissioners of Common Schools. The Joint Standing Committee on Education, to whom was referred the report of the Comptroller, stating the amount and date of sundry orders drawn by him in favor of the Board of Commissioners of Common Schools, have had the same under consideration, and beg leave to report, that they have procured from the Comptroller the items of account embraced in such orders, and do find: 1. There was drawn under special resolutions of the General Assembly, or otherwise, for which the Board are in no way responsible, 2. For the compensation of the Secretary, in 1838-9,. Expenses of do. duly audited, For the compensation of the Secretary, in 1839–40,. 650 00 Drawn on account of compensation and expenses for 1840-41, thus far, Under the first class of expenses is included $35 for printing and distributing in 1838 the entire school law; $87 40 for printing and distributing the act of 1839, with the old laws, to every district and society; $330 granted by the legislature of 1840, for binding the school documents of 1839-40, together with such back numbers of the Journal as the Secretary of the Board placed at the disposal of the Legislature. The whole expense under the last resolution actually incurred by the Secretary, as appears from the original bills, was $531 55. The items under the second class of expenses are specified in the accompanying letter from the Secretary of the Board. They all appear in the bills on file in the Comptroller's office, which were audited for the first year by the Commissioner of the School Fund; and for the second, by the Hon. Judge Church. From the documents before the Committee, it appears that the average annual expense of the Board, including what remains to be paid to the Secretary for the current year, amounts to less than $1,589. Of this sum the average annual compensation of the Secretary is $998. The compensation of the Secretary has been allowed on the same principle that every other per diem officer is paid, and his expenses have been incurred in carrying out the measures of the Board and the duties of his office. His accounts have been duly audited and allowed. It appears further, that the Secretary has, of his own accord, and to promote what he supposed to be the prosperity of the common schools, expended more than the whole amount of his compensation. The Committee conclude by referring to the accompanying letter of the Secretary of the Board for a more particular account of the labors and expenses of this department of the public service, and by expressing their opinion that the action of the Board of Commissioners has been well advised and useful, and the labors and sacrifices of the Secretary deserving of general approbation. Per order, ALFRED SMITH, The Board, in their last report, in 1842, make the following statement as to the expenses and services of the Secretary: "As some misunderstanding prevails on this subject, by which great injustice has been done to Mr. Barnard, as well as to the Board, it may be proper to state, that No member of the Board, as such, has received any thing, either as compensation for services rendered, or for expenses incurred in attending the regular meetings of the Board, or in promoting, by correspondence or otherwise, the objects of their appointment. The Secretary of the Board has been paid for his services the sum authorized by law, and on the same principle, that members of the Legislature, and every per diem officer in the employ of the State or National Government is paid. He has not asked, or received, compensation for time spent out of the State on his own business, or for purposes of health or recreation. The whole amount allowed him, in the way of compensation, for nearly four years' devotion to the interest of the common schools of the State, is $3,747, or $937 a year; and this sum, and more, he has expended back again in promoting, what he supposed to be, the prosperity and usefulness of these schools. The aggregate expense authorized or incurred by the Board, since its organization to this time, including both the compensation and expenses of the Secretary, is $5,816 31, or $1,473 a year; and for every dollar thus drawn from the treasury, an equal amount has been expended, by voluntary contribution, to promote the general object. The expenses of the Board have been paid, not out of the School Fund, but out of the general funds of the treasury. In concluding this Report, which will terminate the connection of some of the undersigned, with the Board, we cannot refrain from expressing our conviction of the beneficial results of the measures of the Legislature, in the cause of general education. We can truly bear testimony to the inde at gable exertions and ability of the Secretary of the Board, which he has exhibited from the beginning, in promoting the objects of his appointment, and carrying forward his noble and welldirected efforts for the lasting benefit of our youth. His labors will long be felt in our schools, and be highly appreciated by all who entertain just and liberal views on education; and, whether appreciated or not, he will assuredly have the satisfaction of having generously, with little or no pecuniary compensation, contributed four of the prime years of his life to the advancement of a cause well worthy of the persevering efforts of the greatest and best of men." Well might Mr. Barnard exclaim, as he did after inserting the above in the Connecticut Common School Journal,—“ We have felt keenly the injustice which has been done our motives for abandoning a profession to which we had devoted three years of preparatory study, and all other pursuits quite as congenial to our taste, to assume an office, which, because it was new, was likely to be regarded with suspicion, and because it touched so many living interests, and habits of a century's growth, would be sure to array against it in the honest prejudices of many. The measure originated in the united action of all parties of the Legislature of 1838, and it has been the constant aim of the Board, composed as it has been of men of differing views in politics and religion, to keep it aloof from the disturbing influences of both. And it is a matter of much satisfaction, that we have made many warm personal friends, and experienced much personal kindness and hospitality from men of every shade of political and religious opinion. The hand of fellowship in this cause, and the pledge of co-operation in the work has been exchanged with thousands, without our knowing, or caring to know, their views on other matters." "For every dollar which has been drawn out of the treasury on account of the expenses or compensation of this office, we have expended a like amount, or more, out of our own funds, and the voluntary contributions which a few friends of common schools have placed at our disposal. Not one farthing of what we have received as compensation for our time and labor for two years, has been applied to our own personal benefit or expenses, but to advance the cause of common school education in this State. For this we ask or expect neither credit, thanks, or pecuniary return; but we do claim, that it should be regarded as an evidence of the sincerity of our professions, and willingness to do what we ask others to do-to spend and be spent, in promoting the more thorough and complete education of every child in the State. We look for our reward in the contemplation of the ever extending results of educational efforts, and in the consciousness that we have labored with fidelity on our small allotment in this great field of usefulness." II. AS TO THE MEASURES AND RESULTS. The following review of the state of the common schools in 1842, and of the public mind and the school law respecting them in some important particulars, in connection with the measures which were adopted by the Legislature and the Board in their behalf since 1838, is taken from Mr. Barnard's Fourth Annual Report. Prior to 1838, there was no official information respecting the condition of the common schools, for whose support the avails of more than two millions of permanent funds were appropriated. There was less accountability required of those intrusted with the administration of the system, and the expenditure of this large amount of money, than in any other department of the public service. There was no department or officer of the government charged with the special supervision of this great interest; and the statute book, for nearly a half century, bore few traces of any efficient legislation to secure the progress of the system, or promote the usefulness of the schools. The facts collected under a resolution of the General Assembly of 1837, and, at the expense, and by the exertions of individuals, in the winter and spring of 1838, induced the Legislature of that year, with great unanimity, "to provide for the better supervision of the common schools," by bringing their condition, at all times, before parents, and local school officers in the register to be kept by the teacher, and, annually, before the school societies, in the reports of school visitors, and before the Legislature and the State, in the report of the Board of Commissioners of Common Schools. While this Act leaves every member of the community in his unabridged rights, as regards the education of his own children, and, school societies and districts to maintain and manage the schools, to correct abuses, and carry out desirable reforms according to their own judgment, it aims to secure the more particular attention of local committees to their supervision, and to enlist the counsel and experience of a Board, and the entire time, strength, and talents of one person, to collect and disseminate information, to discover, devise, and recommend plans of improvement, and to awaken, enlighten, and elevate public sentiment, in relation to the whole subject of popular education. Such was the general nature and scope of the legislation of 1838. The great leading object had in view, was, to collect and disseminate information as to existing defects and desirable improvements, in every practicable way, as the only basis of sound legislative, local or individual action on the subject. To what extent, in what manner, and with what results this obiect has been prosecuted will be seen from the following extracts. I. Prior to 1838, there was a great want of information as to the practical working of our school system, and the means of popular education generally in the state. To supply this information, an inquiry was commenced, and has been continued for nearly four years, covering the following particulars. [The inquiries were originally made in ten circulars and blanks for school returns, and were afterwards slightly modified and embodied in this Schedule.] I.—NAME, TERRITORIAL CONDITION, POPULATION, AND PECUNIARY RESOURCES OF THE DISTRICT, OR LOCALITY OF THE SCHOOL. 1. Local, or neighborhood name? 2. Territorial extent? length? breadth? 3. Thickly or sparsely populated? 4. Population by last census; date of census? 5. Classification of population by age-(a) Number under 5 years of age? (b) between 5 and 15? (c) between 15 and 20? 6. Number of families residing in district? 7. Classification of families according to occupation-(a) Number engaged in agri culture; (b) do. in trade or shop-keeping; (c) do. in mechanic shops; (d) do. in fac tories or mills; (e) do. in navigation; (f) do. in banks; (g) do in public offices; (h) clergymen; (i) lawyers; (j) physicians; (k) not actively engaged in any business; (1) day laborers 8. Classification as to right of voting, whole number-(a) Number of voters as to municipal matters generally; (b) do. as to levying taxes; (c) do. as to establishing and regulating school? 9. Amount of valuation of taxable property-(a) Real estate? (b) personal? (c) mixed? (d) polls? 10. Amount of funds of all kinds (except school-houses, premises, and appendages,) belonging to school? 11. Amount of annual income-(a) State or town (other than district) fund? (b) do. property tax? (c) from district property tax? (d) from rate or tuition paid by parents? (e) from donations or subscriptions by individuals? 12. Number of schools in the district, of every grade, public and private? I.-SCHOOL PREMISES. A. GENERAL. 1. Place where school is kept-(a) In building designed and used only for school? (b) in building built or used for other purpose? 2. In whom is the title to the site and school-house vested? 3. By whom was the site purchased, and building erected-(a) By committee of district? (b) gift of individuals? 4. Cost of school property at this date? 5. Is the district in debt for all, or any part of the same? 6. Who is responsible for the care and preservation of the school property? 7. Are there any regulations respecting it? B. SITE. 1. Extent of the site in feet? length? breadth? 2. Cost of the same, and present value? 3. Nature-high, dry, exposed, or sheltered? 4. Condition (a) Well drained? (b) bounded? (c) inclosed 5. Neighborhood, distance from noisy shop or thoroughfare? 6. Convenient to the population? if not, could a site more central or accessible be readily obtained? 7. By whom is the site of school-house determined? 8. What distance must the pupils, generally, travel before reaching the school? 9. What is the nature or general condition of the roads? 10. Distance of front of school-house from the front line of the grounds? 11. Distance of rear of school from the rear line of the grounds? 12. Distance of each side of house from corresponding boundary of lot? 13. Is the yard properly graded, fitted up, and divided for a play-ground for each sex? 14. Can you suggest any improvement of play-ground? 15. Are suitable privies and urinals provided, and kept always neat? |