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This is a field in which practical and immediate im- ted to teaching as a profession. No wonder that so provement can be made. Fitted by nature, education, many who have the requisite talents and general inteland the circumstances of society with us, for teachers, ligence, fail in meeting the just expectation of parents, our law should be framed, so as to encourage and ad- because they have not made the human mind, with all its mit of their more general and permanent employment. capabilities, and the best method of governing it and Schools of a higher grade than the common district regulating its culture, a study, and acquired facility in school as it exists, should be established, as well for the work from practice. No wonder that so many of other purposes, but especially with a view of adapting them feel estranged from their business, on account of the studies there to the better education of females than its unexpected perplexities, arising from their inexperican now be given. This is one of the most serious ence. No wonder that so few exhibit but little of that deficiences of common school instruction. It is not ambition to excel, and build up a reputation as a teacher, adapted to form and cultivate a sufficiently high stand- which is absolutely necessary to raise the character ard of female character. This want can be supplied, of the profession. No wonder that so many who have and is in some measure supplied, to the daughters of the resorted to the occupation as a temporary employment wealthy, by our many excellent, but expensive female for the winter, or for the purpose of providing the seminaries. But these are practically closed to two means for completing their professional, academic, or thirds of the community. This is a topic so intimately college studies, manifest quite as much interest in the connected with our future advance in all that consti- progress of school hours, as bringing the season to a tutes the true civilization and refinement of a people, close, as in advancing their scholars in intellectual and that I would gladly pursue it further. But I must leave moral attainments. No wonder that in some instances, it here. at least, the school should present hardly a single feature To give the additional qualification, one or more of improvement at the close of the season, beyond what seminaries, for female teachers, with model schools it exhibited at its opening. And who can measure the attached, should be provided, free, as far as tuition precious hours wasted, the bad intellectual habits acis concerned, and so located as to admit of their find-quired, even in the course of the past year, from the ing profitable employment for a small portion of the employment of teachers whom nature and study never time to meet the incidental expenses of their residence intended for that holy work? there, without retarding their improvement.

Such are some of the circumstances complained of Thus prepared with the requisite general informa- more or less generally all over the State, and which I tion, and the specific training for the work, female have found actually existing in not a few districts. teachers could enter our schools with far better chances of success than now. But to get the full benefit of their peculiar talents, they should be employed, where it is practicable, in the same school, so as to bring it under the combined influence of a male and female teacher; or, if this cannot be, in the appropriate work of unfolding the youthful intellect.

On the other hand, it is due to teachers to say that, as a class, their qualifications, viewed in reference to the union of talents and virtues essential to form a first rate teacher, and the more profitable and honorable, (so far as the estimation of the public is concerned,) fields open for such talents and virtues, are altogether in advance of the compensation they receive, or the This arrangement, even if it were secured at an ad- provisions which are furnished for their preparation. vance of one half of their present wages, would not Besides, their ability to do good in the school room is only be a good in itself, but, by dispensing with the ser-defeated, in a great measure, by the want of co-operavices of so large a number of male teachers, as is now required, would leave increased means to be applied to the compensation of a smaller number, for a longer term. But whether these or similar considerations are acted on or not, a larger compensation must be given to teachers, and they must be engaged for a longer time, or all hope of improvement in our schools must be

abandoned.

tion on the part of school officers and parents. They complain, and with justice, that no adequate steps arc taken by either to make the school room healthy, commodious, and agreeable to the scholar--that no sufficient supply of suitable books is provided, and that not unfrequently an application for this purpose is met by uncivil answers-that the authority of the teacher is not properly sustained by the parent, but on the other hand, The best teachers in the state find this compensa- it is, in many instances, openly opposed, and not unfretion, and the longer term of employment, now, in pri- quently its just exercise leads to the withdrawal of vate schools and academies, and of course there their children-that the punctual and constant attendance of services are commanded. Like every other article, good scholars during school hours is not secured, but is deteaching has its marketable value, and the public cannot feated by some paltry excuse or errand—and that beexpect to get first rate teaching at a second rate price. But this is not all. The present practice discourages persons of the proper character as to talents and virtue, from preparing themselves for this work. What inducement is it for a young man to become a teacher, if the average rate of wages does not exceed $16 per month, exclusive of board? There is not any kind of active employment which yields so poor a return.

sides all these grounds of complaint, parents do not visit the school room, and by their presence and soulcheering sympathy, excite the zeal of their children, and animate and encourage the teacher in duties and trials, which are, under any circumstances, delicate, numerous, arduous, and constantly recurring.

I could name several teachers who commenced their labors with high hopes, and the loftiest purpose of deIt is not surprising, under these discouraging cir- serving and attaining success, who broke down under the cumstances, that so many teachers with insufficient pressure of such manifold discouragements; and with qualifications are found in our schools, or that so few their flagging zeal fled the spirit, and interest, and procompared with the whole number employed, arc devo-gress, of the scholars.

8. BRANCHES TAUGHT.

course of public instruction, is now generally conceded. As stated before, the law prescribes no course of In looking at the books returned, you will notice study for the district schools, In all the winter schools some important omissions. There is not a single work from which returns have been received, spelling, read- which gives a sufficiently intelligent account of the prining, arithmetic, and writing, are taught. In nearly all, ciples of our free institutions, of the duties of public offisome instruction is given in geography, history, and cers, and of the relation which every citizen sustains to grammar. In a few of the larger districts, natural phi-the state. A good class book on this subject, particulosophy, book keeping, chemistry, algebra, and composi- larly adapted to this State, is needed. There is an entire omission as to what relates to tion, are pursued by some of the most advanced pupils. There are still other branches, such as geometry, trig- Physical education. The first principles of physiology onometry, rhetoric, mental and moral philosophy, properly taught, and familiarly illustrated, would be of Latin, &c., attended to. immense service to society.

phi-larly

Several show a course of study almost as complete as a university. They have the advantage, in point of cheapness, that they require but one professor, at a salary not exceeding one hundred and fifty dollars a

year.

The whole field of moral education is almost aban

doned. The Bible, or the New Testament is found in almost every school, and where used as a reading book, will necessarily carry along with its daily use much moral instruction. But the tendency of the present From the silence of the law on this subject, in refer- course of instruction is to give undue precedence to ence to the district schools, and its expressly declaring the intellectual developement, omitting, if not checking, the object" of the schools of a higher order" to be," to give growth and expansion of the moral feelings. Much instruction in English grammar, composition, geogra- of education, and poorly qualified teachers frequently discretion, I am aware, must be used in this branch phy, and the learned languages," and requiring of every pupil before he shall be admitted to such school, that he do more harm than good by their ill advised methods. should have passed through the ordinary course of Still, the indispensable nesessity of the case requires instruction in the common schools," some districts that the science of morals should form an essential part have objected to the introduction of any thing but spell- of every child's instruction. No child should grow up ing, reading, writing, and arithmetic, into the school; to the responsibilities of active life, to the exercise of and have denied to the school visiters, the right of re- all his rights, and to the discharge of all his duties, as a quiring the teacher to pass an examination in any other. citizen, and a member of society, a stranger to those Without expressing any opinion on the validity of this motives which ought to guide and govern all human construction, or the wisdom of employing a teacher activity. with only so much knowledge as he is required to com- the condition of education in our common schools deI have made these brief suggestions because I think municate, or in limiting the attainments in common

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school education to such narrow grounds, I am free to mands it. The course of instruction there will be radically say, that the variety of studies introduced into by far defective, unless it embraces the harmonious developethe greatest number of schools, is a serious practical ment of the whole nature of the child, the physical, evil. Ranging, as the course too often does, from the intellectual, and moral powers; and till it shall all end first rudiments of language up to the higher branches in a preparation for the real business of life,-not for of mathematics, it distracts the attention of the teacher, any particular pursuit, but for any and every pursuit. But if our schools are to remain as they are,-if the prevents proper classification, leads to a smattering acquaintance with many branches, and too frequently to a present system is to be rigidly adhered to,-if but one shameful neglect of the foundation of all sound educa- teacher of inadequate qualifications is to be employed, and tion, correct spelling and reading. This last is an at the cheapest rate, for pupils of every age, and of every omission complained of by teachers in our academies and degree of proficiency, then, instead of adding to this large colleges, as existing in a large number of their pupils, circle pursued, it should be reduced, and the attention of whose primary instruction was received in the district the teacher confined to the primary branches. True, these branches would not be education, even in its limitOn the other hand, scarcely one of the studies which ed sense, but they would become far more efficient inhave been enumerated as pursued in any school of the struments of education than now. state, ought to be omitted in the course of common school education.

schools.

Book keeping, for instance, is an acquirement of so obvious utility that it should be taught to a much greater extent than it is now. Its acquisition requires but little time, and can be connected with the instruction in arithmetic and writing.

Composition, the expression of one's thoughts in clear and correct language, especially in its application to writing of familiar or business letters, ought not to be omitted.

Vocal music, as an instrument of discipline in the school-as a source of innocent recreation in the whole future life, and a part of family or public worship, is now taught in some of our schools, with great success; and the importance of its constituting a part of every

9. SCHOOL BOOKS.

No express provision is found in our school law in reference to school books. The regulation of this subject is generally considered as belonging to school visiters. I know not of a school society where any very decisive steps have been taken. Not one has returned a uniform set of class books as in use in all the schools under the supervision of the same committee. other hand, not only is there a great variety in the different schools of the same society, but not unfrequently a specimen at least of all these varieties is found in each school.

The returns on this point are not complete. They still show, however, that there are more than 200 different school books used in the several studies pursued; viz: 12 in Spelling, 60 in Reading, 34 in Arithmetic, 21 in

Geography, 14 in History, 19 in Grammar, 4 in Natu- | sorted to by the teacher. This would be the case with ral Philosophy, 40 in other branches.

An evil of such magnitude to scholars, teachers, and parents, deserves the serious consideration of the Board. I do not think it desirable, even if it were practicable, to establish a uniformity of class books throughout all the schools. The best books it is hoped have not yet been written in some branches. But the power to regulate this whole subject should be lodged somewhere, if it is not already vested in the hands of school visitors, and be exercised. As it is now, the introduction of a new book into a school seems to depend quite as much on the enterprise of the publisher, as the agency of parents, teachers, or school officers together.

In this connection I would remark that while there is too great a variety of school books, there is, not unfrequently, an inadequate supply of any kind, and our law does not provide an efficient remedy. Teachers are obliged in self-defence to purchase books for children, whose parents are unable or at least obstinately unwilling to do so, or else encounter all the perplexities and trouble which idle scholars are sure to cause. I have seen more disturbance in the school room spring from this source, than from all others together.

In a few towns, an annual appropriation is made to meet the wants of the poor in this respect, as well as in regard to the school tax. In others, the liberality in individuals has in part supplied the want. But it should not be left to the charity of individuals, or the uncertain appropriations of towns.

A simple and just remedy, if this subject is to be brought under proper regulation, would be to have no book, in future, introduced into the school room without the approbation of the proper committee. In case the scholar was unprovided with books, as soon as his proper classification is determined, let the teacher notify the parent that such books were nceded; and in case the application was not heeded, that the district committee be directed to furnish the books, and then add the expense to the school tax of the parent, which, in case of inability on his part, will be abated and borne by the whole district or society.

It is manifest that all the provisions of the State will be mainly lost, if scholars do not resort to the school, or are not furnished with books. And it is gross injustice to require of those parents who are just able to pay their own school bills, and furnish their own children with books, to bear the whole expense of the school tax and school bill of those who are unable to pay, while the wealthy, by withdrawing their children altogether from the public schools, escape their share of expense. In one or two societies, associations have been formed to procure the best books in use in the schools, in large quantities, with a view of furnishing them at cost to those who can afford to pay for them, and gratis to those who cannot. This might be practiced by the district committee to the great advantage of parents, after the

class books have been decided on.

10. SCHOOL APPARATUS AND LIBRARIES.

Maps are found in some of the city districts, and in all, I believe, which are clothed with power of taxation for this as well as other purposes. I have noticed but two globes in all the schools which I have visited. Black-boards are not uncommon, but are but little re

most of the school apparatus which is thought indispensable in some schools out of the State. Most teachers, with their present qualifications, would not understand their useful applications.

There are but six school libraries in the State. These with two exceptions, are the contributions of public spirited friends of schools. The testimony of teachers and committees in favor of their happy influence is uniform in the districts where they have been introduced. Who can estimate the healthful stimulus which would be communicated to the youthful mind of the Statethe discoveries which genius would make of its own wondrous powers-the vicious habits reclaimed or guarded against--the light which would be thrown over the various pursuits of society-the blessings and advantages which would be carried to the fire-sides and the work-shops, the business and the bosoms of men, by the establishment of well selected libraries, adapted not only to the older children in school, but to adults of both sexes, and embracing works on agriculture, manufactures, and the various employments of life.

New York has made the same liberal provision on this subject, which has characterized her whole educational policy. Availing herself of the means placed at her disposal in her share of the Surplus Revenue, instead of frittering it away into inefficient fragments, she consecrated the whole to promote the diffusion of knowledge through the agency of all her institutions of learning. By coupling with the appropriation a condition, that a like amount should be raised by taxation. she guarded against its operating as an opiate on the watchfulness of those who receive it. Fifteen thousand dollars are thus appropriated annually to her colleges, and forty thousand to her Academies, and increased by the avails of her present School Fund, two hundred and seventy-five thousand dollars to her common schools.

But in addition to this, fifty-five thousand dollars are devoted annually for three years to the purchase of libraries for her district schools, together with an equal sum to be raised by taxation in each district. This aggregate of three hundred and thirty thousand dollars will purchase, at the present price of such books as are likely to be selected, between six and seven hundred thousand volumes-not to be collected in one or two cities, but scattered through ten thousand school districts, and thus visiting with their blessed influence and means of instruction, the fireside and the children of the poorest man in the State. This is indeed scattering the seeds of knowledge broadcast over society, and generations yet unborn will have occasion to bless the enlightened liberality of her legislature.

This wise policy, together with the fact of her making the first public provision for the education of common school teachers, places New York in the first rank of American States for her generous and persevering zeal in the great cause of popular education. She has had the sagacity to see where her true interest lies, and has pursued it with an utter absence of all party and sectarian differences, alike honorable and useful to herself. Instead of going to sleep over good deeds done, with a patriarchal self-complacence, she has gone on from year to year, adding vigor and completeness to her already liberal system of public instruction.

Massachusetts, too, has made provision for the estab

lishment of school libraries, and in one particular has duties. The Board could do a great practical service improved on the action of New York. Through the to our schools, by preparing a set of rules for the reguagency of her Board of Education, care is taken that the lation of school officers; for instance, as to meetings works intended for their libraries shall be both good and and modes of doing business, of the several committees, cheap. To secure the first, men of the first talents, au- the examination, qualification and duties of teachers, the thors of established reputations, are enlisted to prepare admission of scholars, and the internal regulation of the books adapted to the wants and improvements of her schools, as to hours of instruction, intermission, regiswhole population. No work will be included unless try, classes, the care of seats, desks, appendages, and approved by each individual member of the Board. play ground. Based, as they should be, on rules now in The library will consist of two series; the one adapted force, or on practices found to be most correct and usefor the use of children, the other for a mature class of ful, they would commend themselves to the several readers. The whole is to be published at the expense committees, for adoption in all or in part, with such and risk of an enterprising firm in Boston, who agree to modification as should suit the circumstances of each execute the works in a style, and to furnish them at a society and district. This course was pursued in Pennrate, to be approved by the Board. sylvania, by the late Superintendent, with the happiest results.

Ohio and Pennsylvania have also made some provision in relation to this subject.

11.

SCHOOL REGISTERS.

13. SCHOOL HOUSES.

The power of taxation, to build and repair school The practice of keeping a register of the names and houses, is vested both in the school society and school days of attendance of each scholar, as the basis of the district. In practice, however, it is confined to the latschool tax to meet the expenses of the school over the ter. This may be, on the whole, the best arrangement, receipts of the public money, is very general. In some although it is thought by many, that some of the diffischools the register has been extended so as to embrace culties now experienced on this subject, the bitter the progress of each scholar, and the general condition feuds which have grown out of the location and the of the schools. When thus kept, and laid occasionally expense of school houses, the injurious multiplication of before parents, instead of operating, as it may do, in the school districts, and the establishment of private schools first case, and I have reason to believe has done, to keep which have followed from misunderstandings originachildren from school, the register has been found to be ting here, might have been avoided, if this power had one of the most powerful instruments of discipline, in been exercised by the society. However that may be, the school room, and an invaluable auxiliary in securing to have the power exercised efficiently where it is, and punctual and regular attendance. without involving districts and district committees in endless vexations and trouble, this part of the school law should be revised.

In some schools, it is the custom of the teacher to enter a memorandum of all visits received from parents and school officers. This, to be sure, cannot consume much time. And if the practice was general in the State, I fear it would not tell a very flattering story of parental and official supervision and interest in the schools.

In the whole field of school improvement there is no more pressing need of immediate action than here. I am happy to say that there is evidence of increased and increasing activity on this subject all over the State. More school houses are now building, and greater preparations to build in the course of the present season are making, than for many years before. In nearly

As connected with the distribution of school money, on the principle of actual attendance, instead of enumeration merely, a school register would be indispensable. all, healthy, pleasant and retired locations have been Faithfully kept, open at all times to the inspection selected-improved plans of construction, so as to adof parent and visiters in the school, communicated week- mit of separate departments for the younger, and the ly or monthly to parents and guardians, and the result older and more advanced children of the district under for each scholar read at the close of the term, a register appropriate teachers adopted,and in most cases the propwould be the original document for accurate, instead of er ventilation of the rooms secured by an opening in the conjectural school returns, a powerful and unobjectionable stimulus to the ambition of pupils, an important auxiliary to teachers in securing regular and punctual habits of attendance and study. In the Appendix, specimens of school registers will be found.

12. RULES AND Regulations FOR SCHOOL SOCIETIES

AND DISTRICTS.

ceiling above, and the health, comfort, and progress of the scholar provided for in seats adapted to different ages and sizes, and in all cases with backs. These are some of the essential features of a good school honse, and it is gratifying to see that efforts are now making to secure them in those which are building.

I present, with much hesitation, the result of my I have endeavored to collect specimens of all stand-examinations as to several hundred school-houses in ing rules and regulations adopted by societies or dis- different parts of the State. I will say, generally, that tricts, or the several school committees, for their own the location of the school-house, instead of being retired, government, and find there is very little system pur- shaded, healthy, attractive, is in some cases decidedly sued.

In several societies, where the clergyman is still unhealthy, exposed freely to sun and storm, and in nearlooked upon as the natural guardian of education, the ly all, on one or more public streets, where the passing examiner of every teacher, and the frequent visiter of of objects, the noise and the dust, are a perpetual anevery school, there is a pretty uniform system pursued, noyance to teacher and scholar-that no play ground perhaps a too strict adherence to the old order of is afforded for the scholar except the highway-that things. At all events, there are rules traditionary, and the size is too small for attendance of unwritten in many instances, by which the different the scholars-that not one in a hundred has any other school authorities are regulated in the discharge of their provision for a constant supply of that indispensable

even the

average

element of health and life, pure air, except the rents and law. For though they may be declared to be for the crevices which time and wanton mischief have made-common benefit of the society," yet, practically, their that the seats and desks are not, in a majority of cases, advantages are confined to the children of the district in adapted to children of different sizes and ages, but on which they are located, and mainly to the children of the other hand are calculated to induce physical defor- such parents as are able or willing to tax themselves to mity, and ill health, and in not a few instances (I state nearly the same amount, as they would do in private this on the authority of physicians who were profession- schools. Now to have such schools "common," they ally acquainted with the cases,) have actually resulted in must be made accessible to all classes, especially the this-and that in the mode of warming rooms, sufficient comparatively indigent, both by being within a conregard is not had either to the comfort and health of the venient distance, and by being made cheap. But more scholar, or to economy. than this, to become indeed common, they must not That I have not stated these deficiencies too strongly, only be cheap, so as to embrace the poor, but they I beg leave to refer you to the accompanying returns, must be made good, or else those who can afford to prorespecting the condition of school houses in more than cure a better education will not patronize them. To 800 districts in the State, and in more than forty par- make them good, more money than is realized from pubticulars in each. These returns were made from lic funds must be raised, and if it is raised by a tax on actual inspection and measurement by teachers and the scholar, and no way is provided for meeting the exothers. An abstract of them in part will be found pense of the poor, the doors of such schools are effectuannexed, together with extracts from letters received ally closed to the latter. Such schools should be estabfrom school officers on the subject. I might accumu-lished, not for a town, or a school society, but for such late evidence of the necessity of improvement here for contiguous districts as can afford to sustain them; and every district in the State. Without improvement in when established, the funds for their support should many particulars which concern the health, the man-be so provided, as to make them free to children of the ners and morals of those who attend school, it is in vain proper age and proficiency, be they rich or poor. This to expect that parents who put a proper estimate, not is the only way to equalize education-and the only only on the intellectual, but the physical and moral way of equalizing society. There is a prejudice against culture of their children, will send to the district school. this class of schools-and it is in part well founded-It is not to be wondered at that children acquire a dis- because as now managed they as effectually exclude taste for study and a reluctance to attend school, so the comparatively indigent classes, as private schools. long as school houses are associated with hours of pro- It is the want of this class of schools which has called longed weariness and actual suffering from a scanty into existence so many private schools on the one hand, supply of pure air, and seats, and desks so arranged and and on the other led to the introduction of so many constructed as to war against their physical organiza- studies into the district school, to the manifest and mistion. These things are not forgotten by parents in the chievous neglect of the foundation branches of all knowconstruction of churches, nor have the public neglected ledge. to provide for a constant supply of pure air in the workshops and sleeping rooms of the State Prison at Wethersfield, or the County Gaol at Hartford.

I am therefore most clearly of the opinion that the law should provide for the establishment of this class of schools, on such principles and to such extent as shall So important have I regarded this subject-so easy bring the higher attainments of knowledge within and cheap the correction of many of the evils in old, reach of all. One or two such schools in a society and so easily avoided altogether in the building of new, would enable the district schools to accomplish all that school rooms, that I have called the attention of parents they can be made to accomplish well, the thorough and school committees to it through public addresses mastery of the essential rudiments of learning. They and the Journal. By means of the latter, improved will operate as a constant and healthy stimulus upon plans for school-houses have been disseminated widely those who attend the district school, especially if adthrough the State. These plans, and extracts from the mission into them was in some measure regulated by testimony of professional men and experienced teachers proficiency in the primary branches. They will react relative to the defective construction of school-hous-most favorably upon the whole school system by giving es, will be found in the Appendix. a better education to that class of young persons, who, I do not know how the State could expend a small from the very circumstances of society with us, will portion of public money to better purpose than by offer- constitute the main source of supply for teachers of the ing a premium for the best plans for school-houses, common schools. This class cannot afford to attend adapted to districts in city and country, and especially expensive schools or academies away from home, and for the best mode of warming them. I am satisfied that in the single article of fuel, a saving could be effected in each district sufficient in a few years to build a new

school-house.

"to

unless they have the means within their reach, they will not acquire even the literary attainments necessary to constitute a good teacher, and yet whether properly qualified or not, they will from necessity be looked to as teachers.

15. PRIVATE SCHOOLS.

14. COMMON SCHOOLS OF A HIGHER ORDER. The law authorises any society, by a vote of two There was a period in our history when nearly all thirds of the inhabitants present," to institute a school the primary instruction of the community was derived of a higher order for the common benefit of the society." from common schools. But these did not constitute the Six societies have returned such schools as existing entire means of public instruction. Grammar Schools, within their limits. I cannot speak with certainty of and a few family and select schools of a higher order, of all them, but several of them, it seems to me, cannot where preparation could be made for college, existed in come within the spirit, if they do the letter, of the every large town, and until near the beginning of the

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