The fund called the School Fund shall remain a perpetual fund, the interest of which shall be inviolably appropriated to the support and encouragement of the public, or common schools throughout the State, and for the equal benefit of all the people thereof. The value and amount of said fund shall, as soon as practicable, be ascertained, in such manner as the General Assembly may prescribe, published, and recorded in the Comptroller's office, and no law shall ever be made, authorizing said fund to be diverted to any other use than the encouragement and support of public or common schools, among the several school societies, as justice and equity shall require. In 1820, the legislature decided that the tax of $2 on each $1,000 should cease when the income from the school fund should exceed $62,000, which it did the next year.1 In 1822, owing to an impression that improvement in the schools had not kept pace with increase of the school fund, Governor Wolcott reminded the general assembly, in his message, of their duty to see if the system of public schools be well carried out." In 1823 the office of assistant commissioner was created, and Seth P. Beers, of Litchfield, appointed to it, with a salary of $1,000 and expenses. In 1825, Mr. Hillhouse, who had received $1,500 a year while in office, resigned, and Mr. Beers succeeded him with a salary of $1,200. He held office for twenty-four years, till 1849.3 Under him the fund increased to $2,076,602.75, and the average income was $97,815.15, rising during his occupancy of the office from $72,418.30 to $133,356.50. The total amount disbursed during this time was $2,347,563.80. He was succeeded by Hon. Gordon Trumbull, who held office two years. After him came John C. Palmer, in 1851. His first report shows an income of $138,060.63, giving $1.40 per capita to the children of school age. In 1825 it had been but $0.85 per capita, and had gradually increased to $1.50, its highest figure, in 1850. The fund amounted to $2,049,482.32. Then, for some years, a policy was adopted of changing commissioners annually,5 till Hon. Albert Sedgwick was appointed in 1855; he held office twelve years, and under him the dividends reached their highest figure, $143,193.75, in 1857. In 1867, Hon. George A. Payne became commissioner of school fund; in 1873, Alfred I. Munyan; in 1876, Henry C. Mill, and in 1881, Jeremiah Olney, the present efficient commissioner. When he took office he found the fund somewhat depleted by injudicious investments, but it has now been restored to its old amount, and in 1888, the date of the last report, amounted to $2,019,572.40, and yielded a dividend of $116,199. There were then in the State 154,932 children of school age, so that the dividend amounted to $0.75 per capita. 'North American Review, April, 1823. 2 Barnard, p. 148. 3 James Hillhouse (L. Bacon); American Journal of Education, VI, 325-367; History of School Fund; American Journal of Education, vi, 367–426. * Printed reports were first regularly published in 1826. Report for 1851. 51852, Abijah Catlin; 1853, Loren P. Waldo; 1854, Mason Cleveland. The Hon. Henry Barnard, in a recent letter to the author, claims for Connecticut "the origination of at least the earliest and largest endowment of the common schools." A policy leading in that direction is shown by the State School and Town Deposit Funds and by the many gifts from towns and private individuals to schools. The Connecticut influence in the Ordinance of 1787, setting apart a portion of all Government land for schools, is worthy of note in this connection. PUBLIC SCHOOLS SINCE 1839. At the May session of 1839, the "act to provide for the better supervision of common schools," was passed. The board constituted by it was to report yearly "a statement of the condition of every common school in the State and of the means of popular education generally," and "such plans for the improvement and better organization of the common schools and all such matters relating to popular education as they may deem expedient to communicate." The board could not itself change the system; it was simply to report what it was and suggest improvements. Its secretary was to "devote his whole time, if required, under the direction of the board, to ascertain the condition, increase the interest, and promote the usefulness of common schools." Henry Barnard, the national educator, was chosen secretary, and the publication of the "Connecticut Common School Journal" was begun. In 1841, he prepared, at the request of the board, a revised school law, which passed the legislature, but a year later a reaction came and Governor Cleveland, in his message to the legislature, recommended the abolition of the school board, which recommendation was followed. Some thought too much had been spent, though Mr. Barnard had expended for education every cent he had received from the State. It seemed as if the labor was wasted, but the repealed statutes were later restored, and the foundation had been laid. In 1844, Governor Baldwin recommended the improvement of schools to the legislature, and a committee was appointed to examine the condition of schools and report, "together with such plans and suggestions for their improvement as may seem calculated substantially to promote the usefulness of schools and the interests of education generally in the United States." They suggested in their report the appointment of a superintendent of public schools, the establishment of a normal school, and the appointment of an acting school visitor from each local board. The first and last of these were adopted by the general assembly; the second was not. The Hon. Seth P. Beers, commissioner of the school fund, was made ex-officio school superintendent, and presented his first report in 1846. The system proved an improvement over the old headless arrangement, and the abolition of small districts was suggested. Mr. Bunce, of Hartford, offered a prize of $100 for an 1 American Journal of Education. The fund called the School Fund shall remain a perpetual fund, the interest of which shall be inviolably appropriated to the support and encouragement of the public, or common schools throughout the State, and for the equal benefit of all the people thereof. The value and amount of said fund shall, as soon as practicable, be ascertained, in such manner as the General Assembly may prescribe, published, and recorded in the Comptroller's office, and no law shall ever be made, authorizing said fund to be diverted to any other use than the encouragement and support of public or common schools, among the several school societies, as justice and equity shall require. In 1820, the legislature decided that the tax of $2 on each $1,000 should cease when the income from the school fund should exceed $62,000, which it did the next year.1 In 1822, owing to an impression that improvement in the schools had not kept pace with increase of the school fund, Governor Wolcott reminded the general assembly, in his message, of their duty to see if the system of public schools be well carried out." In 1823 the office of assistant commissioner was created, and Seth P. Beers, of Litchfield, appointed to it, with a salary of $1,000 and expenses. In 1825, Mr. Hillhouse, who had received $1,500 a year while in office, resigned, and Mr. Beers succeeded him with a salary of $1,200. He held office for twenty-four years, till 1849.3 Under him the fund increased to $2,076,602.75, and the average income was $97,815.15, rising during his occupancy of the office from $72,418.30 to $133,356.50. The total amount disbursed during this time was $2,347,563.80. He was succeeded by Hon. Gordon Trumbull, who held office two years. After him came John C. Palmer, in 1851. His first report shows an income of $138,060.63, giving $1.40 per capita to the children of school age. In 1825 it had been but $0.85 per capita, and had gradually increased to $1.50, its highest figure, in 1850. The fund amounted to $2,049,482.32. Then, for some years, a policy was adopted of changing commissioners annually,5 till Hon. Albert Sedgwick was appointed in 1855; he held office twelve years, and under him the dividends reached their highest figure, $143,193.75, in 1857. In 1867, Hon. George A. Payne became commissioner of school fund; in 1873, Alfred I. Munyan; in 1876, Henry C. Mill, and in 1881, Jeremiah Olney, the present efficient commissioner. When he took office he found the fund somewhat depleted by injudicious investments, but it has now been restored to its old amount, and in 1888, the date of the last report, amounted to $2,019,572.40, and yielded a dividend of $116,199. There were then in the State 154,932 children of school age, so that the dividend amounted to $0.75 per capita. 'North American Review, April, 1823. 2 Barnard, p. 148. 3 James Hillhouse (L. Bacon); American Journal of Education, VI, 325-367; History of School Fund; American Journal of Education, vi, 367-426. Printed reports were first regularly published in 1826. Report for 1851. 51852, Abijah Catlin; 1853, Loren P. Waldo; 1854, Mason Cleveland. The Hon. Henry Barnard, in a recent letter to the author, claims for Connecticut "the origination of at least the earliest and largest endowment of the common schools." A policy leading in that direction is shown by the State School and Town Deposit Funds and by the many gifts from towns and private individuals to schools. The Connecticut influence in the Ordinance of 1787, setting apart a portion of all Government land for schools, is worthy of note in this connection. PUBLIC SCHOOLS SINCE 1839. At the May session of 1839, the "act to provide for the better supervision of common schools," was passed. The board constituted by it was to report yearly "a statement of the condition of every common school in the State and of the means of popular education generally," and "such plans for the improvement and better organization of the common schools and all such matters relating to popular education as they may deem expedient to communicate." The board could not itself change the system; it was simply to report what it was and suggest improvements. Its secretary was to "devote his whole time, if required, under the direction of the board, to ascertain the condition, increase the interest, and promote the usefulness of common schools." Henry Barnard, the national educator, was chosen secretary, and the publication of the "Connecticut Common School Journal" was begun. In 1841, he prepared, at the request of the board, a revised school law, which passed the legislature, but a year later a reaction came and Governor Cleveland, in his message to the legislature, recommended the abolition of the school board, which recommendation was followed. Some thought too much had been spent, though Mr. Barnard had expended for education every cent he had received from the State. 1 It seemed as if the labor was wasted, but the repealed statutes were later restored, and the foundation had been laid. In 1844, Governor Baldwin recommended the improvement of schools to the legislature, and a committee was appointed to examine the condition of schools and report, "together with such plans and suggestions for their improvement as may seem calculated substantially to promote the usefulness of schools and the interests of education generally in the United States." They suggested in their report the appointment of a superintendent of public schools, the establishment of a normal school, and the appointment of an acting school visitor from each local board. The first and last of these were adopted by the general assembly; the second was not. The Hon. Seth P. Beers, commissioner of the school fund, was made ex-officio school superintendent, and presented his first report in 1846. The system proved an improvement over the old headless arrangement, and the abolition of small districts was suggested. Mr. Bunce, of Hartford, offered a prize of $100 for an 1 American Journal of Education. essay on the "necessity aud means of improving the common schools of Connecticut." This was won by ex-President Noah Porter, of Yale College, and recommended the examination of teachers by one or more county officers, the holding of teachers' institutes, a normal school, more liberal pay for teachers, gradation of schools in cities and large towns, the establishment of high schools, and property taxation for schools. Mr. Bunce continued his agitation of the subject, and among the results were a convention of teachers at Hartford and the founding in January, 1847, of the "Connecticut School Journal," which was published for two years. In 1849, the State Normal School was founded, and its principal was made ex-officio superintendent of common schools. Of course, Mr. Barnard was chosen to that office.2 In 1821, the legal obligation to raise a tax for the support of schools ceased on account of the increase of the dividend from the school fund, and the districts, which did not receive a sufficient grant for their schools from that source, assessed the surplus on the parents of scholars. Bad results naturally followed, and a great lack of interest in schools was shown, while a too minute subdivision into districts also dissipated interest and diminished the opportunity in schools. of thorough instruction.3 In 1854, this unfortunate state of things was amended by the passage of an act imposing on each town the duty of raising 1 cent on each $1 of the grand list for support of schools. This was followed up by the abolition of school societies in 1856, and the transferrence of their functions to the towns. In 1851 the Connecticut Common School Journal, which Mr. Barnard had given up in 1842, was resumed by him and transferred to the State Teachers' Association in 1855. 4 In 1865, the State Board of Education was formed, consisting of the governor, the lieutenant governor, and four others, one from each Congressional district. The schools of the State are still governed by it. In 1868, the town tax was increased to such an amount as to make schools free, and, in 1871, the State made an appropriation of 50 cents for each person of school age, in addition to the dividend from the school fund. The schools are thus governed by the State board of education; the board of school visitors for each town, either 3, 6, or 9 in number; and the district committee, unless its functions have been transferred by vote of the town to the school visitors. Of late, a wholesome tendency has appeared to consolidate school districts and place the management of schools in the hands of the town. In addition to the public schools the State supports an industrial school for girls, a school for imbeciles at Lakeville, and provides for the 1 American Journal of Education, XIII, 726. 2 American Journal of Education, XIV, 244. American Journal of Education, XV, 275. 4 This finally did away with the rate bill or payments by parents. |