Having thus presented the most important facts and considerations which occur to me in this minute and yet hurried review of the organization and workings of our system of common schools, I will state what I deem necessary to ensure its increasing prosperity and more extensive usefulness.

III. PRINCIPAL WANTS OF THE COMMON
SCHOOL.

present century formed a part of our educational policy. all the property of the rich besides, they are determined It was the practical abandonment of this policy, the neg- to secure as good schools for all the children of the lect on the part of the State to recognize a class of in- State, as can now be had in a majority of the private termediate institutions between the district school and schools. Unless this is done, parents who value a good the college, and the attempt to make the district school education for their children, will cling to their expensive furnish at once the entire primary instruction, and the but better private schools. The policy of the State higher and more practical education called for by the henceforth must be, if she would make common schools progress of society, that led to the establishment of universal, or in any degree so, to make them good, as many private or select schools, especially in our cities well as cheap. and populous districts. The present mode of supporting common schools, principally by public funds and by taxation on the scholar, has operated to encourage men of property to abandon them and patronize private schools. Judging from official returns, and inquiries instituted in four counties, there cannot be less than ten thousand children under 16 years, in private schools, at an aggregate expense of not less than two hundred thousand dollars for tuition alone-more than is now paid 1. The first great want of our system of public for teachers' wages in all the public schools of the State. schools, is a more decided, active, generous public senThis is at once the most alarming and convincing evi- timent enlisted in its support. That there is at this dence of the low condition of the latter, as compared time a wide spread and paralizing apathy over the with the wants of society, and is at the same time a most public mind, in relation to the whole subject serious obstacle to their improvement. All this expense a want of proper appreciation of the immense, the would not be incurred without cause, and when once inconceivable importance of good common schools to the pecuniary and parental interest of that class of the our individual, social and national well-being, is manicommunity who have a more intelligent and generous fest, from the alarming number of children of the appreciation of the blessings of a good education is en- teachable age who are in no schools whatever, the still listed in private schools, the management and support of larger number who are in expensive private schools, the common schools are abandoned to those whose the irregular attendance of those who are enrolled as heart is not in the work, and who are unwilling or una- pupils in the public schools, the thinly attended school ble to make the personal exertion necessary to promote meetings, both of the society and the district, and the their increasing prosperity. unwillingness, not only of the public generally, but of Nay more, I have sometimes found an antagonist that large class who are foremost in promoting other interest arrayed against every effort to improve the benevolent, patriotic and religious enterprizes, to make common schools, lest they should, by being made as good personal or pecuniary sacrifices to promote the inas rival schools of the same grade, draw back those creasing prosperity of common schools. The system who had left. I would not be understood to cast any will continue to move on in feeble and irregular accensure upon those parents who patronize private tion, so long as its various parts are not animated with schools. They act from the highest sense of duty to a more vigorous principle of life. The late demontheir children. But I fear they are not aware how se- stration of increasing public interest, and the conserious an injury they inflict on the public schools, by quent activity imparted to the administration of the practically pronouncing them unworthy of their atten- school system, show conclusively that the right begintion, withdrawing a class of scholars whose loss is se- ning of this work of school improvement is in awakenverely felt, and by commanding, at an advanced price, ing, correcting, and elevating public sentiment in relathe services of the best teachers. The tendency of the tion to it. To accomplish this, the measures recomwhole, especially in our cities, is to degrade the com- mended by the Board, the agency of the public ess, mon school, as the broad platform where the children the living voice, voluntary associations, seem to me of the rich and the poor could start in the career of as judicious and efficient, as can under present circumknowledge and usefulness together, into a sort of chari- stances be devised. They have been found successful ty school for the poor,-to make it common in its lowest elsewhere. They have in some degree, it is hoped, sense, not in its original noble, republican meaning. been of service here. But all this is not enough. PubTo restore the common school to its true and beneficent lic opinion will not long remain in advance of the law. position in our system, as the principal reliance of the Every advance, if it is of a general character, must be whole community for a sound, practical English educa- secured, and if proper steps are taken will very natu tion-to draw into its support the means now so liberal- rally be secured, by being embodied into the law. ly expended in private schools-and above all, to enlist 2. A revision of our school law, with a few amendthe intelligent and active co-operation of that class of ments, so as to remove obstacles in the way of imparents who are now somewhat estranged from them provement, seems to me indispensable. in the work of improving school houses, selecting and quence of these obstacles in the law itself, efforts to inexamining teachers, visiting schools, enlightening and troduce a gradation of schools, to employ two or more liberalizing public sentiment in relation to the whole teachers in the same district, to build more commodisubject of common school education; all this must be ous school houses, have failed, at least for the present. the work of time. It can be done. It must be done. An amendment of the law so as to authorize districts But before it can be done, some evidence must be given which are prepared for it, to introduce these and other on the part of the public, that with the avails of near improvements, and especially the city and populous three millions of permanent funds, and the command of districts, cannot be objected to, because no district

In conse

would be compelled to avail themselves of its provision. | remedy loudly called for. How shall the remedy be To give greater efficacy to the examination of teach- found and applied? Shall we let the evil cure itself? ers, and indeed to the whole department of school We have tried this course long enough, and the evil, superintendence, I would suggest the propriety of re- instead of being diminished, rather increases. Shall we commending to the Legislature, a modification of the rely on an advance in wages? Unquestionably, if insection requiring the appointment of school visiters, so creased pecuniary inducements, equal to what is now as to authorize the choice of a Board not to exceed presented to young men of character and talents in other one for a district, with power to delegate the execution pursuits, were offered them as teachers of schools, we of their rules and regulations to two persons who should soon find numbers taking the necessary steps to should receive a small compensation for their services. fit themselves thoroughly for the occupation. The same The duties are arduous, delicate, and necessary, and would be true with regard to young women, whose require both time and talent for their faithful discharge. compensation now, in most of our districts, is altogether The experience of some fifteen or twenty societies too low to command the services of such as are needed. where the practice of appointing a smaller number and The immediate and principal tendency of such a step paying them has been adopted, is such as to satisfy me would be, however, to call forth a supply-not necessathat the work will be better done all over the State, as rily and in the same degree to improve the quality of soon as the practice is made general. The duties, too, teachers. But how is the advance of wages to be seof this class of officers should be made more specific, cured? It might be done, as was suggested before, by and a failure on their part should incur some penalty. distributing one half of the public money to the several To secure the more general and punctual attend- districts according to the average monthly rate of wages. ance of all the children enumerated, at the public paid to teachers for six months in each;-or what would schools, I think it very desirable to alter, in some re- amount to the same thing in the end, except that it would spects, the present mode of sustaining them. The ex-be an inducement to raise money for other school purpense of the school, so far as those who are unable to poses, by distributing it in proportion to the amount of bear it are concerned, should fall, not upon those who money raised in the district, according to the numbers patronize the public school, but upon the property of and taxable property in each, or by fixing a minimum the school society or town. The present mode makes price of monthly wages in every district. These measit the interest of those who have property, to abandon ures would secure the advance of wages. But these the public school, for in so doing they avoid all the ex-measures cannot be adopted until a more generous appense of supporting the schools beyond the avails of preciation of the inestimable services of good teachers the public money. In addition to this, if the public prevails. So that this process resolves itself into the money was distributed to the districts according to the mere force of public sentiment, which must be slow at actual attendance at the school, and not the enumera- best, and is altogether uncertain. The public must tion, it would make it the interest of the district, and know, must see the beneficial results of employing better of every parent in it, to see that the attendance was qualified teachers, in the improved condition of the comgeneral and punctual. mon schools, before they will offer them the increased It was my intention to have incorporated such compensation. When the results are seen and felt, the amendments and changes, as were suggested by irreg-wages of such teachers will rise by the spontaneous and ularities and deficiences found in the actual workings cheerful efforts of the people. of the system, into a revised draft of the school law, ment can be made either by the Legislature or by indiBut how shall we secure these results? What moveso as to give unity and efficiency to its various parts. viduals? A very simple one, involving but little expense Not that I wished or expected that these modifications should be adopted now. My object was to call the and no risk; one that has already been tried and found attention of the Board and the Legislature to them, teachers. As there are some who still regard it as an efficacious. It is to have, at least, one Seminary for that by a comparison of views, and the test of experi-experiment, it can be at first for the training of female ence, acceptable and efficient plans of improvement teachers for the common schools. Such an institution, might be ultimately matured. III. But after all, do what we may to enlist the gen- a model school connected with it, in which theory could with a suitable Principal and Assistants, and especially eral and generous interest of the public in promoting be carried into practice, and an example given of what this cause-make the organization of our schools as per- a district school ought to be, would by actual results, fect as wisdom and experience can devise, and we must give an impulse to the cause of popular education, and still rely, under Providence, mainly on one instrument-the procuring of good teachers, that could be given in ality, that is, good teachers-well fitted for their work, no other way. The time of continuance at such an inand who will take a deep interest in it. How ineffec-stitution could be longer or shorter according to circumtual will be the wisest system of common school in- stances. Even a short continuance at it would often struction and management, school houses built on the be of vast benefit. It would furnish an illustration of best models, and with the most convenient internal better methods of instruction and government than" the arrangement, a uniform and adequate supply of books district school as it is" can give, which is the only model of the highest excellence, if teachers, who are to be a large majority of our teachers are now familiar with. the agents in carrying this machinery into operation, The expense to those attending need not be great, if are not qualified for the task? On the contrary, defects such a seminary were moderately endowed from the in almost every other department could be in some mea- public treasury, and the contributions of towns and pubsure supplied, if we but had good teachers. All admit lic spirited individuals. To secure this most desirable that there is far from being a competent supply of such co-operation, the State appropriation might be made teachers. The deficiency is felt extensively, and a on condition that an equal or greater amount be raised

from other sources. Once established, it would speed-respectfully repeat, let something be done to provide ily draw to it numbers of our young women, to improve an adequate supply of well qualified teachers for our the qualifications they already possess for teaching, and common schools. Without them I have no expectagive the experience and skill which are necessary. If tion that there will be any material improvement in wisely managed, it would give credentials to none but the quality and amount of education given in them. the best of teachers. Without an improvement in these respects, however They would command good wages. Those em- cheap we may make them-however commodious and ploying them would expect to give such wages. For agreeable our school houses may be made-however the object in applying to this source would be to get judicious the selection of text books may be-however teachers of superior qualifications at an enhanced price. efficient and harmonious may be their administraThe supply would create a demand. The demand tion, our common schools will not present that broad would in turn secure a greater supply of well educa- platform of republican equality, as far as the privileges ted teachers for the primary schools. Through them of a sound English education are concerned, which better methods of teaching, by which an increased they are capable of doing, and which the realization of amount of instruction, and that of a more practical the theory of our institutions imperiously calls for. character, would be disseminated through a large Such are the convictions of my own mind after number of districts. The good done would thus not much reflection, and some knowledge of the school be confined to the comparatively few who should pur- wants of the State. I have no doubt of the immedisue the studies of the seminary, or acquire skill and ex- ate and ultimate success of the mode pointed out, for perience in the model school. Each would carry out improving the character of our common schools, and the same methods. Enterprizing teachers, too, who demonstrating their capabilities to meet the educationhad not enjoyed the same opportunity for improve- al wants of a vast majority of the State. It is the ment, would strive to excel those who had; and thus only practical way of discontinuing private schools of a wholesome spirit of emulation would be provoked the same grade as public schools, and of turning the among teachers. professional talent, the vast pecuniary means, the ac

One such seminary, with the model school annexed, tive and intelligent parental interest now withdrawn or rather forming an essential part of the institution, from the latter, into their more legitimate channels. where the best methods of school government, and all Nor do I stand alone in holding this opinion. I find the numerous and complicated processes of teaching, myself in the company of some of the most enlightendeveloping, and guiding the human mind and cultivating ed educators of the age. Experience has tested their the moral nature could be taught and illustrated, would views and put the seal of practicability and success be the safest and least expensive way of testing the upon them. Prussia, principally through the instrupracticability of introducing others, both for males and mentality of teachers' seminaries or normal schools, females, into every county of the State, as a part of has in less than a half century become the best educaour common school system. ted country in the world. Austria, Bavaria, and HolAnother mode of providing a supply of good teach land have resorted to these schools as the only effectual ers, is to avail ourselves of some of the most eligible way of improving the quality of primary instruction. In and flourishing academies, and engraft upon them de- France, where they were first introduced by Napoleon partments for the training of teachers. The experience in the organization of the university, and confined by of the past shows that we cannot rely upon academies him to the education of professors for the higher desimply, for an adequate supply of teachers; much less partments of knowledge, more than forty have been upon our colleges. Their province is distinct. Their established within the last eight years, and are now in business is to advance the pupil beyond the sphere of successful operation, forming, as the Minister of Pubcommon school education, not to review and critically lic Instruction observes, in each province, a focus of master the primary studies with a view of being better light, scattering its rays in all directions. The parochiable to communicate them to others. They aim to al schools of Scotland, so justly her pride, but which prepare the student to act upon men, and with men, not had sunk into neglect and decay because their imto unfold and cultivate the immature natures of child-provement did not keep pace with the progress of soBut these academies and higher institutions pre- ciety, are now starting into new life and usefulness sent some facilities for educating teachers which ought beneath the vivifying influences of normal schools. not to be lost sight of. Buildings, apparatus, and pro- In England, where voluntary associations have enfessors are already provided. To make them efficient, deavored to supply the place of a system of National Professors of Education, specially devoted to the sci- Education, model schools are established by such socience and art of teaching, should be introduced, and eties, and resorted to by those whom they employ, to the nearest district school should be improved and re-be trained in the duties of their profession. In a late sorted to for practice and illustration of principles. address of the working men of London to the working But in the meantime let us try one seminary for fe- men of England on the subject of National Education, male teachers on an economical plan. Let it be fairly they call for the establishment of normal or teachers' contrasted with the other mode of operation. Let ex-schools, in different parts of the country, in order to perience develope the peculiar excellencies and defects rear up good school masters, and thereby improve the of both. Each may have its appropriate sphere of kind of education given at the schools open for the usefulness, and it may be wise to incorporate them both people at large. They would exclude every teacher into our system of common schools, thus giving in- who has not properly qualified himself at such seminacreased stability and efficiency to one of its most cs-ries, and brought with him a certificate to that effect. New York was the first State of this Union to make sential features. At any rate, I would urgently but

any legislative provision for the education of teachers such, as without abundant means, are willing to deny for her common schools. The first act was passed in themselves many pleasures and forego many comforts, 1827, but accomplished little. In 1835, a "teachers' rather than starve the intellect and impoverish the department" was engrafted upon eight academies lo- heart of their offspring. With good teachers, procated in the several senatorial districts into which the perly trained, and employed, under more favoraState is divided, and annual appropriations from the ble circumstances than now, and sustained by the "Literature Fund" applied to their support and en- respect and adequate compensation of the public, the couragement. In 1838, this appropriation was in- common schools can be made, and that within a reacreased and more widely extended, so that eight new sonable time, to give as sound moral and intellectual departments for the education of teachers will be or- culture to all the children of the State, as can be ganized. The success of even this inadequate provis- had in the best private schools. I have thus passed ion, has been great. These departments have been in review the principal features of our school system resorted to by an increasing number of candidates, as organized and administered, and suggested such every year. The services of those instructed there changes and additions for immediate and ultimate adophave been sought for, and because they are regarded tion as seemed to me called for. I regret my inability as more valuable, readily command a higher rate of to present them in a more condensed and elaborate compensation. The result has been that the standard form. More than two thirds of the time originally of common school education has been raised where- allotted to the preparation of this Report, has been ever the influence of these departments has been felt. taken up with the assistance of clerks in making out In Massachusetts, a teachers' seminary was establish- abstracts of school returns, so as to render them sered at Andover in 1835, but had no connection with the viceable to the Board and the Legislature. To ascerState. In 1838, a friend of common schools placed ten tain a single fact in the general average and abstracts/ thousand dollars at the disposal of the Secretary of the required the examinations of more than twelve hun Board of Education, on condition that the State should dred separate documents. appropriate the same amount; the whole sum to be In conclusion, let me solicit your indulgence for all disbursed under the direction of the Board, in qualify- that has been done, and all that has been omitted. ing teachers for common schools. The Legislature am not conscious of having spared myself in any parpromptly accepted the donation by fulfilling the condi- ticular to accomplish the object of my appointment to tion. By enlisting local co-operation, the Board of the best of my ability. If less has been done than Education have been able to command still other was anticipated, it will not be forgotten that the dumeans, and thus by combined public and individual ties were novel, various, and delicate, and have been liberality, three teachers' seminaries are about to go into prosecuted under circumstances abundantly discour operation. One of them is appropriated exclusively aging. If I have at any time expressed my strong to the qualification of female teachers. conviction of existing defects and irregularities in the

In Pennsylvania, where a common school system common schools, without sufficient qualification, I has been created almost within three years, the Super- would not be understood to depreciate the vast amount intendent has recommended, as indispensable to its suc-of good they still effect, much less the rich blessings cess, the establishment of two seminaries for the educa- which for near two centuries they have extended to tion of teachers, under the name of Practical Institutes, successive generations. I am not conscious of havto be located in the extremes of the State. ing uttered or done any thing except with the single

In Ohio, which is now in the enjoyment of a vigor- view of advancing the interests of these schools, and ous system of common schools, matured within two making them the fit nurseries of vigorous, moral· years, the Superintendent recommends the establish- and intelligent men. Much less would I be underment at Columbus, of a central normal school.-stood to cast reproach upon any who, from proper I have not heard that any legislative action has follow- motives, have performed the arduous and responsied in either of these great States. But such is the im- ble duties of school officers and teachers. As my pulse under which this cause is advancing in both, that connection with the Board will cease with the expiraI have no doubt these recommendations will be speedi- tion of the year, let me indulge the hope that its action ly adopted. The vigor, and unanimity with which the will be sustained and carried forward by the Legisimprovement of schools is prosecuted there, is a sure lature, and that this cause of popular education, the omen of its speedy and glorious success. great leading object of State policy, and the cause

In the light of these examples, with the encourage- which holds every other good cause in its embrace, ment of their success, and urged by every motive of will be kept aloof from the disturbing influence duty, as well as of pride and honorable emulation with of party or sect, and enlist the active, intelligent, her sister republics, will Connecticut hesitate or delay patriotic zeal of every good citizen. May we all, to incorporate this principle of almost indefinite im- feel our obligations to God, to our country, and to posprovement into her common school system? With- terity, to give such personal co-operation as we can, out it, I have no expectation of seeing the office of and at any rate to throw no unnecessary obstacles in common school teacher respected, both for its own the way of those who would prepare the rising gensake and for the character of those who exercise it. eration in strength, morality and intellect, the best to Without good teachers I see no way of improving the enjoy their own existence and render the greatest quality and increasing the amount of common school amount of good to their country and to mankind. instruction. Good schools we shall have, as we have now, but they will be open only to the children of such parents as are able from the abundance of their means to support them, however expensive they may be, or

HENRY BARNARD, 2D.

Secretary of the Board of Commissioners of Common Schools. HARTFORD, May 7, 1839.

ABSTRACT OF RETURNS

MADE BY SCHOOL VISITERS RESPECTING THE DISTRICT SCHOOLS IN THE WINTER OF

16 00

10 00 F 6 00 15 00 3F 34 00

58 25 24

48 1 4

16

North East,

14 M
16 M

15 00

6 67 12

10 00

20 00
8 00
13 00
10 00

66 66 33 33 F p23 83 10a 14 00 33 33 15 00

12 M F

DIFFERENT AUTHORS USED IN THE SEVERAL
STUDIES, REMARKS, &c.

Three kinds in Spelling; 7 in Reading; 5 in Arithmetic; 4 in Geography; 4 in Writing; 2 in Grammar; Writing; Classes in Algebra, Geometry, Chemistry, Book-keeping, Natural Philosophy, confined principally to Middle Dis.-A School Library in Middle Dis. of 481 vols ;-another of 100 vols. in South;-Globes, Maps, &c. in Middle and South Dis. Nine visiters chosen, with power to designate 3 of their number to visit all the schools 26 00 and receive $2 per day for services. One half of 25 00" Town Dep. Fund" appropriated to Schools like School Fund money. A Local Fund of $500 in Middle Dis. More than $12,000 expended in private schools, exclusive of the higher order of schools.Five persons are returned as attending annual school meetings. Of the 22 teachers employed, 2 only have taught anywhere over 5 years, and except those engaged in the Middle and South districts, but one has taught in the same school before.

15 00

One in Spelling, 6 in Reading, 6 in Arithmetic, 9 in Geography; 1 in History; 2 in Grammar;22 50 Nat. Philosophy, Book-keeping, Astronomy. Eight 15 00 visiters appointed; two visit all the schools. "Be17 0027 00 posite" money divided like School Fund;-a Soci16 67 ety Fund of $500. Of the eight teachers, but one has taught over 5 years anywhere, and but two 67 have taught in the same school before. Ten persons attended school meeting.

5 00

Two in Spelling; 9 in Reading; 8 in Arithme tic; 7 in Geography; 2 in History; 3 in Grammar; 9 in other branches. Six visiters chosen. One half "Deposite" money appropriated to schools, and di14 0022 00 vided like School Fund. Society have fund of 20 00 $1400. Of the 7 teachers, not one has taught any where over five years, and none the same school be8 00 fore. 11 0019 00

20 0027
12 00 18
14 00 20

18 16 0025

Two in Spelling; 4 in Reading; 3 in Arithmetic; 5 in Geography; 1 in History; 1 in Grammar; 002 in Nat. Philosophy. Four visiters. One half of 00"Town Deposite Fund" appropriated to Schools, 00 and deposited like School Fund. Society have fund of $1443 17. Of the 3 teachers, the female has taught eight years, and neither of them the same 00 school before. 25 persons attended school meeting. 00 One in Spelling; 11 in Reading; 6 in Arithme7 00 13 00 tic; 4 in History; 1 in Grammar; 1 in Philosophy. 15 00 Six school visiters. One half of Deposite Fund, and divided equally, according to enumeration. Society have Fund of $4491 94. Of the eight teachers, none have taught anywhere over five years, and none in the same District, Twenty-five persons attended school meeting.

8 0016 00 Two in Spelling; 13 in Reading; 12 in Arith18 0023 00metic; 9 in Geography; 5 in History; 4 in Gram20 0030 00 mar; 2 in Nat. Philosophy. Six school visiters, and are paid $25 per year for their services. One 19 0027 00 half of Town Deposite Fund" appropriated to 22 0031 00 schools, and divided equally among the districts.6 0013 00 Society has a fund of $2345 44. Twelve teachers employed; 2 of them have taught over 5 years some. 12 50 20 50 where; 3 of them in the same District before. Fifty 8 00 16 00 persons attended school meeting. 13 0022 00

17 0025 00

N. Chippen Hill,
North Middle,

31 19 9 15

3

14 M

14 5022 50

4