Page images
PDF
EPUB

given to the subject, they do not think it advisable to own ability and labor, or by improving such school master legislate further, till the actual condition of our schools is or other help and means as the plantation doth afford, or better known. Before taking leave of this most interesting the family may conveniently provide, that all children and and important subject, the Committee propose to review apprentices as they grow capable, may, through God's briefly the past history of our legislation with regard to blessing, obtain, at least, so much as to be enabled to popular education, and the present condition of our pub- read the Scriptures, and other good and profitable books lic schools, as far as it can be gathered from the informa- in the English language." This provision was enforced tion before them. by fines, increasing in amount for repeated violation, till in case of continued neglect, the children and apprentices were taken from their natural guardians and protectors, and placed where they might be better educated and governed, both for the public convenience, and for their own particular good.

Connecticut has always acknowledged in her practice and her laws, that it was the chief duty and highest interest of a State, to provide for the education of all its citizens. With a profound wisdom and forecast, its early settlers and legislators laid deep the foundations of her peace and prosperity, in the education and morality of the entire community. Prior to 1650, it does not appear that in either of the original colonies of Connecticut or of New Haven, there was any legal enactment on the subject of Schools, or the education of children. The whole subject was left to the discretion of the magistrates and the clergy. In 1650, the original colony of Connecticut adopted a Code of Laws, in which the practice of the colonists is at length clothed with legal sanction; and here it is provided that "forasmuch as the good education of children is of singular behoof and benefit to any commonwealth; and whereas many parents and masters are too indulgent and negligent of their duty in that kind, it is therefore ordered that the select-men in the several precincts and quarters where they dwell, shall have a vigilant eye over their bretheren and neighbors, to see that none of them suffer so much barbarism in any of their families, as not to endeavor to teach by themselves or others, their children and apprentices, so much learning as may enable them perfectly to read the English tongue, and knowledge of its laws, upon penalty of twenty shillings." And it is further ordered, that children and apprentices must be brought up " to some honest lawful calling, labor or employment, either in husbandry, or some other trade profitable for themselves and the commonwealth." These provisions were enforced by severe penalties, and in case of continued neglect, the authority were empowered to assume the place of the parent and master, and exercise those natural rights, which they had used to so bad a purpose.

In 1672, eight years after the union of the two colonies, the same general provisions of the early Connecticut Code were re-enacted with additional penalties; and these proving insufficient, in 1690, the grand jurymen of each town were authorized to visit every family which may be suspected of neglecting the education of their children or apprentices, and to report the names of such parents or masters as may be found offending against the law in this particular, to the next County Court, who could impose a penalty of twenty shillings for each child or apprentice whose teaching was thus neglected.

In 1700, all the previous legislation of the colony was revised, and the common schools were placed on altogether a better foundation than they had before occupied, and where they continued with but little variation, till 1795. By this law, every town of seventy families should maintain "one good and sufficient school for the teaching youth and children to read and write, to be kept at least eleven months in the year by a master suitably qualified." And towns with less than seventy families, for six months. A grammar school was also required to be kept. The towns were taxed forty shillings in every thousand pounds of taxable property, for the support of schools, collectible with the County tax, and were entitled to draw on the Treasurer for their share, provided they could certify that the schools had been kept according to law. If they could not, it was passed to the common and ordinary uses of the County. "If this sum, when received, was not sufficient to support the school, the deficiency was made up "the one half by the inhabitants of such town, the other by the paThe same Code, having thus recognized and enforced rents or masters of the youth or children that go to such the duties of parents and masters as to the education of schools, unless the towns should otherwise order, as they their children and apprentices, provides in another place were authorized to do." The civil authority and selectfor the establishment and maintenance of schools in the men, are required" to inspect the schools once a quarter, several townships within its jurisdiction. After a pream- to enquire concerning the time such schools are kept, the ble nearly similar to that of the Massachusetts law of qualifications of the master, together with the proficiency 1647, that "to the end that learning may not be buried in of the children under their care, and to give such dithe graves of our forefathers in church and common-rections as they shall find needful to render such schools wealth," it is ordered, that every township of fifty house- most serviceable for the increase of knowledge, religion, holders "shall appoint one within their town to teach all and good manners." such children as shall resort to him, to write and read, whose wages shall be paid either by the parents or masters of such children, or by the inhabitants in general, by way of supply, as the major part of those who order the prudentials of the town shall appoint." And every township "of one hundred families, shall set up a grammar school; the masters thereof being able to instruct youths so far as they may be fitted for the university." Every town which neglected this last provision, must pay five pounds every year to the next such school, till they shall perform this order.

[merged small][ocr errors]

In 1766, towns and ecclesiastical societies were empowered to divide into school districts, and each district to draw its share of the school money raised by tax as above. Prior to 1795, with the exception of the proceeds of the sale of seven new townships in the western part of this State in 1733, and certain sums of money due on excise on goods in 1765, which were divided among the towns, and the interest of the same, appropriated forever to the support of Common Schools, the expense of public schools fell upon the inhabitants of the town, or upon the parents and guardians of the children who attended them. Up to this time, it was rare to meet with a native of Connecticut who could not read or write, so that the provisions thus made, and the care with which the money was applied, met the wants of the community.

In 1795, the avails of the sale of western lands, now

forming part of Ohio, amounting to $1,200,000, was forever appropriated to the support of Common Schools, and in 1818, this legislative destination of it was confirmed, with the sanction of constitutional provision. The interest of this fund was at first distributed among the several school societies and districts, according to the amount of taxable property in each. But in 1820, the present rule of distribution according to the number of children between the ages of 4 and 16, enumerated each year, was established.

The capital of this fund under the judicious management of the present School Commissioner, and his predecessor, has increased to more than two millions of dollars, yielding an annual income of one hundred thousand dollars, which, according to the last enumeration, is about one dollar and twenty-five cents to each child. Since 1800, the income realized from this fund, and expended upon the education of the children of this State, amounts to over two million two hundred thousand dollars.

In 1836, that portion of the Surplus Fund belonging to the United States, which fell to this State, was, by an act of the Legislature, deposited with the several towns, in proportion to their respective population according to the

census of 1830, on condition that at least one half of the income thereof should be appropriated for the promotion. of education in the Common Schools in such towns. Of the whole amount coming to this State, only $764,670,61 has as yet been received. The committee have not been able to ascertain in how many towns the entire income has been appropriated to the support of Common Schools, nor what amount will be annually realized from this

source.

The act of the present session, creating a Board of Commissioners of Common Schools, and providing for the services of the Secretary of that Board, and requiring reports from School Visiters, adds an important feature to our School System. Hitherto, the State, which has provided so liberally for the maintenance of the public schools, appointed the proper officers to manage its funds and attend to the distribution of its avails, had neglected to ascertain, either through the reports of the Visiters of the several School Societies, or of any agent of its own, the condition of the schools themselves. Each School Society may now, through the annual Report of their Visiting Committee, learn the condition of the several schools in their limits; and the Report of the Board, constituted as it is, and of the Secretary, whose province it will be to traverse the whole State to ascertain the excellencies and defects of the several schools,-compare different schools under different influences,-enlist a corps of co-operators in the enterprize of improving education among the intelligent and virtuous parents of every district, and discover the origin of the apathy and neglect so much complained of, and the measures which would be at once acceptable and efficient to remedy existing evils,-will spread annually before the Legislature and the people, the actual condition of popular education among us.

With this hasty review of our past legislation on the subject, the Committee ask the attention of the General Assembly to a few of the general results which they have arrived at, from the sources of information at their command.

In pursuance of a resolve of the last General Assembly, directing the Comptroller to prepare and forward blank forms to the several school societies, requiring certain information concerning the condition of Common Schools, as specified in that resolve, returns were received from about one third of all the societies in the State. These returns were referred to the Committee, and from them they have gathered the following results.

[blocks in formation]

neous Books.

From returns collected by a member of the Committee it appears that in 105 towns in the State, Parents exhibit generally no interest in the Public Schools, by attending examinations, or otherwise. School Committees are in no instance paid. School Visiters are paid but in 12 towns. In these towns the number is reduced to 3 or 4,-the duties are better performed, and the Schools in a better condition. The average wages of male teachers in the Common Schools per month, exclusive of Board, is $14,50 5,75

[ocr errors]

Female teachers, ditto, Average wages of the former in Private Schools, 30,00 of the latter ditto, 10,00 Only 85 teachers in the Public Schools of these towns follow teaching as a regular profession.

The average rate of tuition for each scholar in the Public Schools, is about $11,00 per year.

The same studies are taught in the Private Schools as in the Common Schools, but to better advantage, for there is less diversity of school books, better classification as regards age and proficiency, and better qualified teachers. Private Schools have increased rapidly within the last 20 years.

From returns and calculations made by the same gentleman, it appears that there were over 6000 children between the ages of 4 and 16, not in attendance upon any school, in the year 1837, over 1000 persons between the ages of 16 and 21, who could not read or write, and 10,000 children receiving instruction in Private Schools and

Academies.

In the year 1836, a gentleman in the County of New London, collected with great care, the statistics of Common Schools, from every town and district in the County except one, which give the following results :

[blocks in formation]
[blocks in formation]

to pay a tax,

No. considered doubtful,

Average of male teachers' compensation,

51

71

85

112

197

110

67

22

$13,45

support a family, and rise to a fair equality, in point of property, with those around them? Ought these things so to be? Will not an enlightened community be ready to regard its own best interests, by speedily allowing to good and faithful teachers a more adequate compensation? This will be taking one of the most effectual steps for procuring a better supply of such teachers.

3. Wherever it is practicable, and in very many cases it would be found to be so if a small additional expense were From these and other sources of information to which incurred,-that great evil of having no suitable classificathe Committee have had access, although this information tion of the scholars should be remedied. It is impossible is far from being complete, and in some particulars is to do this while a school consists of forty, fifty, sixty, or quite defective, they are constrained to come to the con- even more, under one teacher, and those of ages, from clusion that much yet remains to be done to make our four years up to twenty. Unless the school is an exceedCommon Schools what they ought to be in order to ac-ingly small one, the quite young scholars who are attending complish the important ends for which they were designed. as yet only to the simplest rudiments of instruction should In alluding to some of their prominent defects, exceptions be collected together under their appropriate teacher, must of course be made with regard to those school socie- while an opportunity would thus be given for the judicious ties and districts, (we wish they were more numerous,) classification of the rest, and the more successful efforts who set a noble example of efficiency in the manageof the teacher. It would remove that dead weight which ment of their concerns, and of the success of this effi- now so often paralizes his efforts, and by encouraging him ciency, in the flourishing condition of their schools in most in his work, prove of increased benefit to the older scholars, respects. These are comparatively few, and the very How strange it is, that the obvious principle of a wise ones too who will be the most ready to appreciate still division of labor and of husbanding time and effort are so further improvements, and to unite with their fellow-citi- well understood and practiced upon in other matters, zens in carrying them forward. For it is often the hope- where money is to be made, and not equally so in our less characteristic of ignorance, that it desires no deliver- schools, where mind and character are to be formed! ance from the darkness that envelopes it; and both the 4. Too many children of the proper age to receive inguilt and the wretchedness of degradation, that it dis-struction do not attend school. It is to be feared that the dains the means which are proffered for its rescue.

1. It cannot be denied that many more competent teachersare needed, and that it is much too frequently the case, thatthere are those occupying this responsible station who are very poorly qualified for the discharge of its duties. A thorough investigation will show the extent of this evil, while it will bring to light, and it is hoped to more enlarged spheres of influence, those accomplished and faithful teachers, both male and female, who are laboring in their arduous employment too often for a compensation by no means equal to their services. The facts to be elicited by such an investigation, which we trust will be minutely and faithfully pursued by the Board of Commissioners for Common Schools, will doubtless prepare the way for the appropriate remedies; among the most important of which will be that of devising some plan for raising the qualifications of teachers, and furnishing a better supply of good

ones.

number of such is increasing. In one hundred and five
towns it appears that during the past year six thousand
children between the ages of four and sixteen, were in
this condition, and that in one thousand and eighty
school districts, in which there were about sixty thousand
children between the ages of four and sixteen, there was
an average failure of nearly twenty thousand, one third
of the whole, in attending school at all! What are the
causes of this deplorable evil? Are they not well worth
a thorough investigation, to see whether they are to be
attributed in any degree, to some deficiency in the system
of Common Schools, or the modes of its practical opera-
tion, and whether any remedy can be found and applied?
5. The schools are kept, many of them, for too short a
period of time, during the year. The lowest time ascer-
tained, is two months in summer, and three in winter.
The average time of all the schools in one hundred and
forty-four school societies, which is a fair specimen, proba-
bly, of the whole, is a little over seven months. If even
two months are allowed for vacations, the schools, on an
average, are closed for one fourth part of the
year. What
an incalculable loss this is to that portion of our youthful
population who are too young to be otherwise industrious-
ly employed, to others who are old enough, but for whom
employment is not provided, and to all who are not con-
strained, by the necessity of their condition, to forego the
favorable opportunity of getting a good education, at the
very time of life, when, if ever, it is to be attained! How
many habits of indolence and misrule does such a state

2. The wages of well qualified and efficient teachers of Common Schools are too low. It does not bear, among the male sex certainly, a fair proportion to the compensation for labor, and the rewards of skill and industry, that intelligent and enterprizing young men can command in various other channels of effort, which, in a country like our own, open before them. Few comparatively of this class of young men, if they are induced from any peculiar circumstances to become the teachers of Common Schools, continue in that occupation but a very short period of time. Yet they are the very ones most needed for that important service. The same remarks apply to the case of things tend to form, and how many temptations to of many female teachers. How happens it that we are willing to pay a price for the skill and labor bestowed on very many things which we deem essential to our comfort and gratification, that enables those who furnish this skill and labor, or trade in its products, soon to obtain a competency, and even to amass wealth, while the teachers of our common schools, who expend their time and talent upon what we profess to regard as the dearest to us of all that we can call our own, our children and youth, can never, by that occupation alone, get forward in the world,

vice does it present! After allowing a fair proportion of time for innocent recreation-useful occupation, either in school or in labor of some kind, constitutes one of the surest safeguards of the morals of the rising generation. Here is a wide field open for interesting inquiry, and the necessary effort to remove the evil.

Is the money distributed from the public treasury, large as it is in amount, sufficient to keep the schools in operation as long a period of time during the year, as they ought to be, and of affording such a compensation as will

5

furnish competent and faithful teachers? This question [eties, the school committees and visiters are not faithful ought to be examined carefully by the whole community, in the discharge of their duties as prescribed by law. and answered in the light of the numerous interests Everybody admits that where the necessary examinations which are at stake. The Committee trust that the facts of those who seek to become teachers, and a suitable suwhich it involves will be so accurately ascertained by the pervision of the schools are neglected, they must deteriBoard of Commissioners, and so clearly presented to the orate. public as to call up that attention to them which their im- neglect, it is difficult to determine. How many of our schools are suffering from this portance demands. The Committee hope that an impartial inquiry will be made, and they are of the opinion that the result will be a decision of public sentiment in favor of giving a moderate compensation for their services, at least to the school visiters. This has already been done in a very few towns, and with the most manifest advantage.

6. The great diversity of books that are in use in the schools is acknowledged by all as an evil of no small magnitude, and is getting to be a topic of general complaint. The Committee are well aware of the very great difficulty of finding the proper remedy. To do this, enlightened public sentiment is indispensable. We need to know all the facts in the case, and also the modes, if any, which have been adopted elsewhere to remedy the evil. One thing is certain, give the schools, in other respects, all the improvements of which they are susceptible-furaish an adequate supply of competent teachers, infuse life and spirit into the action of school committees and visiters, and excite in parents and the public generally a deep interest in popular education, and the elements will be at work for producing a better state of things in this respect. As in the use and consumption of those articles which we need for our comfort or convenience, the best of its kind is easily ascertained by competent judges, and there are competent judges enough to give it a character and a currency, in spite of the complicated movements of selfinterest, so we trust it will be in the progress of society here with regard to school-books, while ample scope will still be left for a fair competition among them. For such a competition, in a free and improving country like ours, ought never to be foreclosed. It may be kept, indeed, within proper bounds, and regulated in its injurious tendencies, by the force of public sentiment, and perhaps by the judicious recommendation of books by some disinterested public body of men-to have just that weight with those who exercise the immediate management of the schools which it truly deserves, and which they choose to give. The expediency of having the committees in the respective school societies prescribe the kind of books to be used in the schools, as is the case in a neighboring state, is, in some respects, to say the least, a little questionable. This is one of the topics which we need to discuss with great deliberation, and it only shows, among other things, how important it is to have such a Board of Commissioners as has been constituted, with an efficient and active Secretary, that by collecting both the facts in the case, and the opinions of intelligent men throughout the State on the subject, we may come to a safe and favorable result.

9. On the subject of private schools, which have increased greatly in number within a few years past, the Committee feel hardly prepared to express a decided opinion, especially with regard to the general influence which they will eventually have on the common schools. That this influence, at present, in certain circumstances, is injurious, they have no doubt. But it is a subject which requires a critical and candid examination in order to see it in all its legitimate bearings. A more full developement of facts is needed. This may go to show that a criminal apathy on the part of many with regard to the condition of the public schools is the great reason why private ones have increased, and that nothing will sooner produce a desirable state of things in this respect than the making of the common schools what they ought to be. In contrast with these defects, the Committee are well aware that the mode of conducting popular education in the State has many excellencies, for which we have abundant cause of gratitude to that Providence under whose guidance and blessing it was devised, and has been carried forward to the present time. But so many changes take place in the habits and views of a people, that, as society advances, its institutions often need modification. worked well fifty years ago may now have its defects and deficiencies. It is the part of true wisdom to ascertain what they are, and, so far as remedies are safe and practicable, to apply them. What the Committee would especially urge, in conclusion, is, that the importance of a thorough inquiry into the actual condition of our common schools, and the operation of the system throughout the State, may be appreciated by all its citizens. For when all the facts are fully known, their strong belief is, that great unanimity of sentiment and action will eventually prevail. All of which is respectfully submitted. By order of the Committee, JOHN A. ROCKWELL, Chairman.

AN ACT

What

7. The defects of school houses, and their internal accommodations, must not be overlooked. That very many need improvements with regard to their location, structure, lighting, warming, ventilation, and the arrangements for the convenience and comfort of both teacher and pupil, no one can doubt. There seems to be a waking up of public feeling on this subject, but it needs to be still more moved, so as to produce action. A pretty general inquiry on this subject, with regard to the actual condition of shall submit to the General Assembly an annual report, conSec. 2. The Board of Commissioners of Common Schools our school houses, and the contrasting of the defects of taining, together with an account of their own doings, first, a the poor ones with the excellencies and advantages of such statement, as far as may be practicable, of the condition of as are built and arranged after a good model, with judi- every common school in the State, and of the means of popucious remedies, where practicable, of the evils connected lar education generally; second, such plans for the improvewith those now in existence, and plans for new ones, where ment and better organization of the common schools, and all the community are disposed to build them, will, the Com- such matters relating to popular education, as they may deem mittee believe, so affect the great mass of the public as school visitors of the several school societies, semi-annually, expedient to communicate, and said Board may require of the soon to effect a reformation in this important particular. returns of the condition of each common school within their 8. It is much to be feared that in not a few school soci- limits; and they shall prescribe the form of all such returns,

To provide for the better supervision of Common Schools. Sec. I. BE it enacted by the Senate and House of Repre sentatives in General Assembly convened, That his Excellency the Governor, the Commissioner of the School fund, ex-officiis, and eight persons, one from each County in the State, to be appointed annually by the Governor, with the advice and consent of the Senate, shall constitute, and be denominated the Board of Commissioners of Common Schools.

ADDRESS

and the time when the same shall be completed, and transmit blank copies of the same, to the clerk of each school society; and said Board may appoint their own Secretary, who shali To the People of Connecticut, by the Board of Commisdevote his whole time, if required, under the direction of the sioners of Common Schools. Board, to ascertain the condition, increase the interest, and promote the usefulness of common schools.

Fellow Citizens :

Sec. 3. The school visitors in the several school societies, The undersigned were constituted by the Legislature shall lodge with the Clerks of their respective societies, such returns of the condition of each common school, within their at its last session, The Board of Commissioners of Comlimits, in such particulars, and at such times as the Board of non Schools, and the duties were pointed out which they Commissioners of Common Schools may specify and direct, would be required to perform. In entering upon the disand said visitors shall, on or before the first of April in each year, lodge with the clerk of their respective societies, a writ charge of these duties, they feel deeply their responsibility, ten report of their own doings, and of the condition of their and must rely on the cordial support and co-operation of several schools within their limits, for the preceding seasons the public, to carry into effect the great object of their apof schooling, with such observations as their experience and reflection may suggest, who shall submit the same to the next pointment. Without this, they can do nothing to any good meeting of said society, and said visitors may require of the purpose. With it, under the blessing of Providence, they several teachers, to keep a register of their schools, in such look forward to the most cheering results. form as may be prescribed by the Board of Commissioners aforesaid.

Sec. 4. The clerks of the several school societies shall transmit to the Board of Commissioners of Common Schools, on or before the tenth day of April in each year, such returns as the school visitors may make, in pursuance of the provisions of the preceding section.

Sec. 5. The school society committee shall not certify to the Comptroller of Public Accounts, that the schools in their respective societies have been kept according to law, unless the provisions of the third and fourth sections of this act, have been duly observed.

It is made the duty of the Board, to "submit to the General Assembly an annual Report, containing, together with an account of their own doings,-First—a statement, as far as may be practicable, of the condition of every Common School in the State, and of the means of popular Education generally ;-Secondly-such plans for the improvement and better organization of the Common Schools, and all such matters relating to popular Education, as they

Sec. 6. For the compensation of ahe Secretary, provided may deem expedient to communicate.” for in the second section of this act, the Comptroller of Public Accounts is directed to draw an order on the Treasurer for

The Board are, also, authorized, if they see fit to do

such sum as the Board of Commissioners of Common Schools it, to "require of the School Visiters of the several School may allow for his services, provided the same does not exceed Societies, semi-annual returns of the condition of each three dollars per day, and his expenses, while employed in Common School within their limits: And they shall prethe duties of his office, to be paid out of any monies not other-scribe the form of all such returns, and the time when the wise appropriated. Approvid May 31, 1838.

WILLIAM W. ELLSWORTH.

Board of Commissioners of Common Schools. The following gentlemen constitute the Board: His Excellency, Gov. ELLSWORTH,

Hon. SETH P. BEERS,

WILBUR FISK, President of Wesleyan University,
HENRY BARNARD 2ND, Esq., of Hartford,
JOHN HALL, Esq., of Ellington,
Hon. ANDREW T. JUDSON, of Canterbury,
CHARLES W. ROCKWELL, Esq., of Norwich,
Rev. LELAND HOWARD, of Meriden,
HAWLEY OLMSTED, Esq. of Wilton,
WILLIAM P. BURRALL, Esq., of Canaan.

same shall be completed, and transmit blank copies of the same to the Clerk of each School Society: And said Board may appoint their own Secretary, who shall 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."

the

You will see from this, that the duties imposed upon Board, are of no common magnitude. It is true, they are clothed with no official authority, to make the least alteration in the System of Common Schools now in existence, or to add to it, in its various modes of action, any thing, in the way of law or regulation, of their own devising. Wherever it is found expedient to attempt this, the people alone will do it, through the constitutional organ of their power, the Legislature which they themselves create. The powers, if they may be so called, of

The Board held its first meeting in Hartford, on the the Board of Commissioners of Common Schools, are 15th and 16th of June. The Rev. Thomas H. Gallaudet was appointed Secretary, and in the event of his declining, (which he afterwards did) Henry Barnard 2d was offered the appointment, and subsequently accepted it.

The Board directed the Secretary to hold Conventions of School Visiters and Teachers, and the friends of popular education generally, in the several Counties of the State, and to establish a periodical devoted to the subject, as early as practicable.

simply, to ascertain, for the information of the Legislature, at its annual sessions, and of the citizens generally, what has been done, and is now doing, in the Common Schools, and in the whole department of popular education throughout the State, and to suggest any improvements which, from their own inquiries and reflections, aided by the experience of the community around them, may appear to be safe and practicable.

For these important purposes, such a Board as that His Excellency, the Governor, Messrs. Beers, Fisk and which is now constituted, with an intelligent and efficient Rockwell, constitute an Executive Committee, to act Secretary, was indispensably necessary. Our sister States, during the recess of the Board.

both in our immediate neighborhood and in the remoter

« ՆախորդըՇարունակել »