popular improvement, whom they will, with increased pleasure, observe devoting himself, with his accustomed energy, to one of the most useful labours of an enlightened benevolence.]

The Sub-Committee, to whom was referred the consideration of the present school system of the town of Providence, and who were directed to recommend such alterations and improvements as they might deem necessary, beg leave respectfully to report:

That immediately after their appointment, a majority of them visited Boston, and were employed for several days, in examining the most flourishing schools of that metropolis. The result of this examination will be incorporated in the following remarks. It may not however be improper to state, that the school system of that city, appears in most respects a model most worthy of the imitation of every large town, in our country. It is with the most lively gratitude, that your committee acknowledge the kindness with which they were received, and the facilities which were given to their inquiries by his Hon. Josiah Quincy, Mayor of the city, and various other gentlemen to whom they applied for information. They would especially record the names of Mr. Alderman Armstrong, Rev. Mr. Wisner, and Moses Grant, Esq., of the Primary School Committee.

Your committee, have also visited pursuant to their directions all the public schools of this town, and the excellent private school of Messrs. De Witt and Kingsbury.

Before going into detail upon the subject of the common schools in this town, your committee hope to be indulged in a few remarks, which may tend in some degree to illustrate the course which it has seemed their duty to recommend.

The principle which should mainly direct the appropriation of public money is evidently equity. In other words money raised by a tax upon every individual should be so distributed that every individual should have an opportunity of participating in the benefits of its expenditure. Or, to apply the principle to the present case, if money is contributed by every citizen for the purpose of education, a school system should be so devised that every citizen should receive not merely the general advantage of having his neighbours better instructed, but also an equitable share of that instruction which he assists to maintain. Now if this view of the subject be just, it will follow that there should be furnished a number of schools sufficient to accommodate all who wish to avail themselves of their advantages. Every one sees the injustice of taxing the whole community to support one or two schools, to which not more than one

tenth part of the whole number of children could find admittance. The same injustice will evidently occur, if the number of scholars imposed upon a teacher be so great as to render his instructions of so little value that a large portion of the community is obliged to resort to private schools.

The same principle would dictate that there be established the various grades of schools, suited to the wants of the public. If there be but one description of schools, it must either be so elevated that many of the parents cannot prepare their children to enter it, or else so elementary that none would avail themselves of its advantages, for any considerable length of time, or else every thing would of necessity be so imperfectly taught that a very small portion would be benefited. In either case, but a small portion of the community would receive the benefit of that provision, which all were taxed to support. The first was the case in Boston previous to the establishment of primary schools. The grammar schools admitted no one unless he could read in the testament. But it was found by actual examination that a very great proportion of the poorer class, were unable or unwilling to procure at their own expense this preparatory education for their children, and that thus many thousands were growing up in utter ignorance.

It may here be properly suggested whether equity does not demand that the system of public education in this town, should make provision for at least one school of a higher character, a school which should provide instruction in all that is necessary to a finished education. If it be said that such a school would be of advantage only to the rich, it may be answered, as the rich contribute in an equal proportion to education, why should not they be entitled to a portion of the benefit. But it is far from being the case, that such a school would be only for the rich. It would be as much a public school, as open to all, and as much under the government of the public as any other. But it would evidently be of most peculiar advantage to the middling classes, and the poor. Such an education as we propose, the rich man can give, and will give to his son, by sending him to private schools. But the man in moderate circumstances cannot afford to incur the heavy expense of a first rate school, and if no such provision be made, the education of his children must be restricted to the ordinary acquisition of a little more than reading and writing. With such a school as we have contemplated, he would be enabled to give his child an education which would qualify him for distinction in any kind of business. And lastly, the principles of equity to which we have alluded,

would dictate that the public schools of every description, should be well and skilfully taught. If this be not done, the result will be obvious. The funds by which they are supported are contributed by the rich and by the middling classes of society. If they be badly taught, the rich will derive no benefit from them. This however is a small matter, as they can afford to give something towards the education of the poor, and also to pay for the education of their own children elsewhere. It is otherwise with the citizen in middling circumstances. If a public school be badly taught and he is sensible of the value of a good education, he also will send his children to a private school. To him this double expense, especially if his family be large, is a serious inconvenience; he is taxed to support schools of which he will not avail himself, and in addition pays as much for the education of his children as though he had contributed nothing. It must be evident that the true interest of every citizen of moderate circumstances, must be so to elevate the character of our public schools, that he need look no where else for as good instruction as his family may require. Although to accomplish this he pays a somewhat heavier tax, for public education, he will in the end be greatly the gainer.

Here, however, we are aware that another consideration will occur. It may be said, that in the distribution of funds raised for public schools, perfect equity is not to be looked for nor desired, that this is a contribution from the rich, for the benfit of the poor, and that they are sufficiently rewarded by the improved morals and intellectual condition of the poorer classes of the community. Now granting all this to be so, we must remark that the spirit of the suggestion seems to us at variance with our republican institutions. It in reality belongs to the old world, more than to the new. Why create such distinction between our fellow citizens? Why should one class of society be supposed to say to another, it is for our interest that you should have education, and we give it to you, but it shall be as useless as any thing which can bear the name, so useless that for ourselves and our families, we will have nothing to do with it. We hope no man amongst us, would be willing to harbour such a thought, or utter such a sentiment.

But, as we said before, granting all this to be true, and that perfect equity in the distribution cannot be attained, as, clearly it cannot, what then? Is not education a commodity, which all classes of the community want? Why then should we not furnish it of such quality that all may enjoy it together. By furnishing a valuable course of public instruction, the rich will en

joy its advantages, and surely it cannot injure the middling classes and poor. Nor do we here look towards an impracticable result. Children of every class are seen in the public schools in Boston, and they are found there because, as in several instances, wealthy parents told your committee, the public were preferable to the private schools.

And here we may remark that there can be no doubt of the effect of a single school of the highest character, upon the discipline and improvement of all the other. Entrance to it would be conferred, as the reward of merit, upon the most deserving scholars of each grammar school, and its requirements should always be an accurate knowledge of the branches taught in these schools. It is needless to suggest that a thorough education in such a school as we propose would be the most valuable reward which could be conferred upon diligence and good conduct. Of its value, both to the community and the scholar, we need mention only one fact. The regular course in the High School in Boston, occupies three years. Sixty or eighty boys enter it annually. But such is the demand for clerks from this school, though in such a city there are always abundant applications for such situations, that in no case did a greater number than eight or ten in a year complete the whole course.

If then we are not mistaken in these views, it is evident that public instruction should be provided in sufficient extent to meet the wants of the community. The course should embrace a series of instruction, from the simplest elements to the higher branches of knowledge, and the instruction in every department should be of the most valuable character. Let us then briefly inquire how far our present school system accomplishes these objects.

How far the provisions for education are proportioned to the magnitude of our population, it may not be possible with perfect accuracy to decide. Judging from the few facts in our possession, it would however seem probable that the public good would be promoted by considerably enlarging them. The schools now number on their books as many pupils as can receive advantage from the labors of their present instructors. Yet it will not we presume be denied, that a very considerable portion of the children about our streets attend no school whatever.

It is stated from official documents, that there are in the state of New-York, many portions of which are sparsely settled, one fourth part of the whole population under the process of education. Taking one fourth of the whole population, then, as the

proportion which at one time needs instruction, 4500 would be about the number to be educated in this town, Of these suppose 2000 to be educated by private instruction, a number by far too great, if the public schools are such as to command the confidence of the community, and provision ought to be made for the education of 2500. The present provision, in the opinion of your committee, is sufficient for but little more than 1000. If in addition to these facts it be considered that unless the course of instruction be such as to interest every class of society, it can be of material benefit to no class, and if it be so it must be much more extensive than at present, we think that the wisdom of considerably enlarging the means of education will be evident.

It would therefore seem proper that the school committee, joined with such persons as the town council may add, be empowered to increase the means of instruction from time to time, as the wants of the population may require. But it has appeared to your committee that one part of this object may be accomplished immediately, and with very little additional expense, by establishing a sufficient number of primary schools in different parts of the town. The effect of these will be to provide a grade of instruction as much needed by the public as any other, to elevate the character of the grammar schools, and to enable the teachers of these schools to devote their attention to a larger portion of those who are prepared for instruction in the more advanced branches of education. We have no doubt that by providing a suitable proportion of these schools, the number of scholars under public instruction would in a short time be doubled, and the convenience to the community be immeasurably increased.

This, however, leads us to remark upon the defect of the present system with respect to gradation of instruction. With the exception of two primary schools lately commenced, our schools. are all of one grade. That this arrangement is both unwise and unnecessarily expensive, is plainly to be seen. The teachers of the grammar schools are men, some of them men of families. They are of course employed at men's wages, which are more than three times the wages of females. Now in admitting scholars to their schools, there must be some previous education required, or none. If none be required, you would have a man receiving man's wages for teaching the simplest lessons, which could be taught better by a female, who could be employed at one third the price. If you insist upon previous education,