3. Dartmouth College, at Hanover (Congr.). 160 47. College of Louisiana, at Jackson (no reli

6. Harvard University, at Cambridge (Unit.) 210 7. Amherst College, at Amherst (Congr.).. 230 8. Williams Col. at Williamstown (Congr.). 130 49. Jefferson College, at Washington (no religious persuasion

9. Brown University, at Providence (Baptist) 130 50. Oakhill Col. near Port Gibson (Presbyt.): 70

56. Transylvania Univer. at Lexington (Epis.) 70 57. Centre College, at Danville (Presbyt.) 58. Georgetown College, at Georgetown (Bap.) 40 59. Bardstown College, at Bardstown (Cath.). 100 80 61. Cumberland College, at Princeton (Cumb. 60. Bardstown Col. in Washington Co. (Cath.) 100 Presbyterian)

30. St. Mary's College, at Baltimore (Catholic) 80 31. St. Mary's Col. at Emittsburg (Catholic) 120 73. Marion College, near Palmyra (Presbyt.). 50 32. St. John's College, at Annapolis (Epis.) 80 74. Missouri University, at St. Louis (Cath.). 140 75. Bishop's College, at Barrens, Perry County.

for their instruction, and a species of literary and moral police, constituted of the ministers of religion, overseers and officers of the college, and civil magistrates, to see that neglect and breaches of the laws were duly noticed and punished.

the late law, a school committee, consisting of three, five, or seven, is required to be chosen annually, who have the general direction and oversight of the schools. It is made their duty to employ the instructors of the highest schools, and to examine into the character and qualifications of all the others. They are to visit the schools frequently, and to ascertain by their own observation, that they are faithfully taught. They have authority to prescribe the classbooks which are to be used, and, in their discretion, to cause them to be purchased, at the expense of the town, and furnished to those who are destitute of them, to be assessed afterwards on the parents or guardians, who should have supplied them, unless from poverty they shall be excused by the assessors. A committee-man is also chosen for each district, for the management of the prudential concerns of the school within his district, whose particular duty it is to engage the instructor for the district, with the approbation of the school committee, to see that the school is accommodated with a suitable house, to provide fuel and proper conveniences, and to consult with, and give such information and aid to the committee of the town, as may

"Such is a brief outline of the institution of common schools under the colonial and provincial charters. A review of the ancient statutes, presents much matter for interesting reflection, and shows with how great solicitude the support of their primary seminaries was regulated, and the care which was taken to prevent an evasion of the requirements of authority, on the part of the towns. After the formation of the State Constitution, the statutes were revised, and by a law of the commonwealth, passed in 1789, it was required of every town or district, containing fifty families or householders, to be provided with a schoolmaster, or schoolmasters, of good morals, to teach children to read and write, and instruct them in the English language, as well as in arithmetic, orthography, and decent behavior, for such term of time as shall be equivalent to six months for one school in each year. And any town or district, containing one hundred families or householders, was to be provided with such mas-enable them to discharge their assigned duties. ter or masters, for such term of time as should be "As to the amount of money raised annually in equivalent to one school for the whole year. Addi- the different towns of Massachusetts, for the suptional schools, and of higher character, were to be port of public schools, it is obvious, from referring maintained by towns of greater ability; and authority to the provisions of the law, that it varies with the was given to towns to create and define school dis- situation and ability of the respective corporations. tricts, within the limits of which school-houses were If in towns having fifty families, schools are mainto be erected and schools kept, and to raise money tained, at the public charge, for as great a proporfor their support, by assessment of the polls and tion of the year, as would be equal to one school for rateable estates of the inhabitants, to be collected six months; and in towns having one hundred fain the manner of other taxes. Schoolmasters, be-milies, for such terms of time as would be equivafore they were employed, were to be examined and approved, and all the obligations created by law were enforced by high pecuniary sanctions. In 1827, these laws were again revised, and some improvement in the plan of regulating and teaching the schools, which experience had suggested, were introduced.

"The more particular details of the system by which the common schools of Massachusetts have now, for two centuries, been effectually maintained, and made eminently successful in diffusing knowledge and the principles of virtue and piety among the people, are better gathered from the statute books, than from any abstract which may be offered of their various provisions. The practical operation of the laws has been, to secure, in every district and village of the commonwealth, the means of regular instruction to children in the elementary branches of learning, and where there was wealth and population to justify the occasion, the establishment and support of schools of competent character to prepare youth for admission to college, or to enter upon the active business of life. The towns are divided, by their own act, under the authority of the law, into convenient and distinct districts, with precise geographical limits, having regard to the dispersed or compact situation of the inhabitants. In each of these districts is a school-house, the erection and repairs of which may be caused by the town, or by the district themselves, which, for this purpose, have the powers of corporations in holding meetings and granting money. The money, to maintain the schools, is granted by the towns in their meetings, held in the month of March or April annually, and is afterwards assessed and collected with the other taxes for the year. It is usually distributed among the districts, by orders drawn by the select-men, or the treasurer, according to some proportion, either of the amount paid within the district, or the numbers of minors, or to each district an equal part; and in all instances, in conformity with a previous vote of the town. By

lent to one school for the whole year, and so on, according to the enactment; the law is satisfied. But it rarely happens that so little is done as would be limited by a strict compliance with legal requirements. It may be considered as a general remark, applicable alike to all the towns, that, in granting money for schools, the only inquiry is, how much benefit will the situation of the inhabitants admit of their deriving from opportunities for the instruction of their children; and the answer has a higher relation to their desire for the improvement of schools, than to the money which might be saved in the time of keeping them. The usual arrangement in country towns is to provide sufficient means for keeping a man's school for the three winter months, with a more particular reference to the instruction of boys and youth of some advance in years, and a woman's school for children, during the rest of the year, or at least through the summer months, in each district of the town, and scarcely less than this is done in any school district of the most inconsiderable towns. In many places much more is accomplished. But as the information, which has been requested, relates to schools enjoined by law, the maintenance of those supported by subscription, or kept by individuals on their own account, of the one or the other of which classes, there are some in the most populous towns, is not noticed.

"It will be seen, therefore, from the foregoing detail, that schools are established throughout Massachusetts by the authority of law;-that they are kept a portion of each year in such convenient dis tricts in every town, as to afford opportunity to all the children and youth to attend them;-that the money raised by the town to defray the expense of all the schools, is distributed by some just and satisfactory rule of proportion among the districts;that competent and suitable teachers are secured by the obligation to which they are subjected of an examination and approval by the school committee, and that fidelity, in the discharge of their duty, is

This

enforced by their responsibility to this committee, | qualify them for eminence in private and public who are required frequently to visit the schools, stations. This institution, therefore, provides inprescribe the books to be used, and direct the course struction in the elements of mathematics and natu of instruction. As a system of public and general ral philosophy, with their application to the sciences arrangement, it seems hardly possible it should be and arts; in grammar, rhetoric, and belles lettres; improved. The particular attention which was in moral philosophy; in history, natural, and civil; given to the whole subject upon the last revision of and in the French language. It is supplied with a the law could suggest nothing better. It will be re- valuable mathematical and philosophical apparatus collected, however, that there is not, nor has there for the purpose of experiment and illustration. ever been, a public school fund in Massachusetts. The other institution is the Latin school. The support of the schools depends upon the requi- completes the system; and is designed for those sition of law, and the force of public sentiment in who are about to pass to college. The Latin and their favor. It has been sometimes the suggestion Greek languages are taught here. Instruction is of observant and wise men, that a greater interest is also given in mathematics, geography, history, elomanifested in their proper improvement where this cution, and English composition. is the case, and when the inducement of a personal concern in the expense is added to a sense of duty in directing its appropriation. Certain it is, that there has never been any want of interest manifested here, either in raising a sufficient amount of money, or in attending to its most useful application. The result is every where seen in the degree of education and qualification for business, which is possessed by all classes of the people. Even in the humblest condition of society, a native citizen of Massachusetts will hardly be found, incapable of reading and writing, or ignorant of the rudiments of grammar and the elementary rules of arithmetic, while there are thousands, who through the instrumentality of the public schools alone, have acquired a classical education, and been eminently useful and distinguished in life."

From this statement you will observe that the primary school is the first to make its appearance; and that it does this when some fifty persons have settled in a district. Like every thing else in the young settlement, it is at first small; and, though valuable, insignificant. A mistress is the teacher, and she officiates perhaps only for half the year. A master is afterwards procured for the winter months, and the school is in constant action. As the inhabitants thicken, a grammar school is added; the children, at a given age, are translated to it, and it supplies them with a good English education.

In the large town, in Boston for instance, the system still develops itself, according to the demands made upon it. There is, 1. the primary school, which provides instruction, by a mistress, for children between four and seven years of age. It is a class of infant school, and prepares its little charge in the first rudiments of learning. 2. There is the grammar school. This school provides for the child from seven to fourteen years of age; and he enters by a certificate from the primary school. His edueation is still wholly English; he is thoroughly taught in reading, writing, arithmetic, grammar, and geography; and these are deemed sufficient for the ordinary purposes of life. The schools are usually got up in three stories; they are of good dimensions, and exceedingly well arranged. It is usual for the classes to change the rooms in fulfil ling different pursuits. Exactly the same provisions are made for the girls; and, while the assistants are of their own sex, the principal in each school is a master. I had opportunities of examining some classes in this order of school, and certainly I have never found boys to excel, or girls to equal them. It was not merely the memory that was trained and stored; all the faculties were educated.

Then there is springing out of these, and the wants of an advancing community, two other schools. The one is termed the English High School. Its object is to furnish young men who are not intended for a collegiate course of study, and who have enjoyed all the advantages of the other schools, with the means of completing a good Eng'ish education, to fit them for active life, and to

The practical wisdom of this twofold arrangement, must, I think, commend itself to every one. It supplies alike to the young tradesman, and the young scholar, just what they want; and introduces them to their respective course of life with the greatest advantage. No time is wasted in useless pursuit; where the classical languages are needed they are supplied; where they are not, they are withheld. The education is not only good in itself; it is doubled in value by the principle of adaptation.

Although I have selected Massachusetts as most fruitful in results, it is not the most perfect in its general system. The States which have been setled later, especially Maine, have incorporated the modern improvements with more readiness, and have availed themselves of the experience of elder associates. This State has recently made many important variations; especially in adopting the monitorial methods.

Whatever may have been the variations, it is unquestionable that the system has operated most delightfully for New England. It was lately ascertained, by returns from 131 towns in Massachusetts, that the number of scholars was 12,393; that the number of persons in those towns, between the ages of fourteen and twenty-one, who are unable to write, was fifty-eight; and that in one town there were only three persons who could not read and write, and these three were dumb!

In Connecticut it was found that 275,000 persons were in attendance on the free schools; and in New England generally it may be safely affirmed that the whole population are educated. The exceptions would not amount to more than two or three thousand; and these composed mostly of blacks and foreigners.

The provisions of the system are made, and ostensibly fulfilled by the government. In Connecticut the whole expense is met by an existing fund; in Massachusetts, and the other New England States, it is chiefly met by taxation. Taxation, however, in this connection, has been misunderstood. It is not the government who impose a general tax; but the people who meet, and impose the tax on themselves. True it is, that the government threatens penalties, in case its provisions are not executed; but such is the power of public sentiment in favor of education, that I could not find an instance in which coercion was necessary. The payment which they levy upon themselves also, is usually beyond what any provisions of law would require; so that the entire work may be regarded rather as the fruit of voluntary action than of any other principle. The wisdom of the legislature is shown to lie in the encouragement of the voluntary principle, not in superseding it; and it is generally admitted, that where it is excluded from the system, either by legal enactment, or, as in the case of Connecticut, by an adequate fund, the popular education is by no means so efficient.

Let us now turn for an example to the middle

States, which are of later settlement. New York | sioners from certain acts of the trustees, &c.; and is undoubtedly the best, and deserves our attentive an appeal to the superintendent from certain acts consideration. The following statements from the of the commissioners, &c. pen of the Secretary of State, and the Superintendent of the Schools, is commended alike for its brevity and clearness:

"The revenue arising from the school fund is apportioned, by the superintendent, to the several towns and cities in the state, in the ratio of the population in the cities, and in proportion to the children between five and sixteen in the towns. The amount of the apportionment for each county, is transmitted to the board of supervisors, which body is required annually to assess, upon the taxable inhabitants of each town, a sum equal to that which is apportioned to the town by the superintendent. Thus there is paid from the state treasury, to each town, a certain sum, on condition that the taxable inhabitants of the town raise a like sum, and the amount thus provided must be applied exclusively to the payment of teacher's wages, and of those duly qualified, according to the provision of the school law.

"The amount paid from the state treasury is transmitted to the treasury of each county, and by this officer paid to the school commissioners, three of whom are annually chosen in each town; the collector of the town pays the amount assessed upon the town for the use of schools, to the same commissioners; these commissioners apportion the money which comes into their hands to such districts as have complied with the conditions of the statute, and have made their returns to the commissioners accordingly.

"This State distributes annually 100,000 dollars, which is about twenty-five cents to each scholar be tween five and sixteen. These twenty-five cents go out, coupled with such conditions as to ensure the application of at least three times its amount to the same object: that is, the town makes it fifty cents, and the necessary expenditures by the inhabitants of the district, if they restrict themselves to a bare compliance with the law, must be at least fifty cents more. It is thus seen that by this feature in our school system, 100,000 dollars apportioned from the state treasury, are made to perform the office, or at least, to ensure the application of 400,000 annually, to the use of common schools."

The fund referred to in this communication was begun in 1805, and is formed by the sale of land appropriated by the State to the uses of education. It amounts now to 1,700,000 dollars, and yields an income of more than 100,000 dollars per annum. By the provision of the constitution, all the unappropriated lands belonging the State are granted to it; and these are compute to amount to upwards of 869,000 acres. While this fund was growing, the State made graduated votes annually, so as to have 100,000 dollars disposable for this object.

Ove great excellency of the plan is, that it does just enough to excite and encourage public effort. While the State employs 100,000 dollars, it is so employed as to ensure the application the proposed object of no less than 400,000. Again, the 100,000 so applied is felt to be a public fund, in which every citizen has an equal interest; but if he does not do his part, he forfeits his share in this fund, and it goes to enrich some other township. Thus the indifference natural to many is overcome by pique on the one hand, and self-interest on the other. The various districts are not only impowered to tax themselves; they are tempted by the strongest inducements to do it.

Another equally wise arrangement for infusing and sustaining vigor throughout the whole economy is, that an annual and correct report is made imperative; so that, if in any year the school is not reported, it is not assisted. Of course, this insures the discharge of a duty which, in other circumstances, is usually found to fail. In Massachusetts the report is expected, but it is optional; and therefore the returns are very uncertain and imperfect; while in New York, out of 8,600 schools, returns were made on 8,164. Those who know from experience, that the great difficulty in working even a good plan is to sustain its original vigor, will at once appreciate this provision as adapted to master this difficulty.

"The trustees of each district are required to account for the expenditure of the money by an annual report to the commissioners of the town, embracing, also, the number of children, and the general condition of the district. If they fail to make the report, the school money is apportioned to such districts as do report. The town commissioners are also required to make an annual report, accounting for the money received for their town, giving the number of districts, and an abstract of the returns from the several districts. The reports of the commissioners are sent to the county clerk, who is required to transmit copies thereof to the superintendent of common schools. It is made the duty of the superintendent to present an annual report to the Legislature, containing an abstract of the reports received from the several towns, &c. Each town appoints annually three commissioners, whose duty it is to divide the town into a convenient number of school districts, to receive the school moneys for the town, and apportion them among the several districts, and to make an annual report to the superintendent. Each town clerk, is ex officio, clerk of the school commissioners, and is required to at- Another principle equally wise, is, that the State tend to all communications received from the su-never begins the work of erecting a school. It reperintendent, for the commissioners. There are quires the citizens to do it, and it will lend them its also appointed by the town, annually, three inspec- aid. It gives them power, in the first place, to tax tors of common schools, whose duty it is to examine themselves for the purpose. Then, it requires that, all teachers for the town, and give certificates. They before they can participate in the common fund, are also required to visit the schools at least once in they shall have given evidence of their interest in each year. The taxable inhabitants of the district, the object, by having built a school-house, and havby a majority, designate the site for the school-house, ing organized a school, under a legally authorized vote a tax for building the house, and appoint the teacher, at least three months. This again shows district officers, consisting of three trustees, a clerk, great acquaintance with human nature. I need not and collector; the trustees assess the tax, have the remark on it. The bird we nurse is the bird we custody of the school-house, and employ the teachers, love. The masterly hand of De Witt Clinton must and pay them the public money, and collect the re- have assisted to mould these plans! sidue of the teachers' wages from the patrons of the school.

Now for the results. Notwithstanding the figures which I have already submitted to your observation, "The county treasurers and the county clerks are I think you will regard them as surprising. By the the organs through which the money is transmitted official returns for the year 1832, and which have to the towns, and the school reports received from unusual claims to accuracy, the following interestthem. There is an appeal to the town comraising particulars are obtained: