the wine, and the great loaf of bread are brought out; yet they are, INFLUENCE OF PRIVATE SCHOOLS ON COMMON in reality, exceedingly poor.' The authoress of the Memoirs,' says: When a poor father or mother died, leaving a numerous family, it was a thing of course, for som poor person to offer to take upon himself the charge and care of the orphans, so that many of the households contained one or two of these adopted children, and they seldom thought of mentioning that they were not their own.' The difficulties which the pastor of Waldbach surmounted, should be a lesson of encouragement to every man similarly circumstanced, and especially to the clergy of all denominations. In our own coun. try, too, we have seen ministers devote themselves to their duty with a zeal not less than that of Oberlin, but with success, it is true, often disproportioned to their efforts, owing to circumstances over which they had no control. In the midst of privation, they have been supported by the consciousness of honest intention, and the faithful discharge of their sacred duty. Let the example of Oberlin encourage them in their honorable course. That man had no splen. did wages for the Christian office, to pamper him into luxurious indolence, and a want of sympathy for those by whom he was surrounded. That man did not shut himself up in his closet throughout the week, to harden his heart and narrow his understanding, by poring over polemics, which would have been useless to his flock, even if they had been intelligible; nor did he foster his pride, with that, miscalled learning, till his ignorance of things around him was palpable to all except himself. That man did not mix in the angry strifes of political discussion; but even in the heat of the French Revolution, proclaimed that public happiness constitutes private happiness, and that every individual ought, therefore, to live for the public good.' Oberlin bestowed his time, his talents, his learning, his little property, without stint, upon his little flock-we have seen how successfully. He had a reward which no selfish indolence can approach, and no petty vanity can estimate. In the fullness of his heart, the venerable man, looking around upon the valleys which he had filled with the peacefulness of contented industry, and upon the people whom he had trained to knowledge, and to virtue, the best fruit of knowledge, exclaimed, Yes! I am happy' And when he died, he was followed to the grave by an entire population, upon whom he, a poor but industrious and benevo lent clergyman, had showered innumerable blessings, the least of which the idle and self-indulging lord of thousands has neither the grace to will, nor the spirit to bestow, SCHOOLS. One serious obstacle in the way of this improvement is, the little interest taken by the most enlightened part of the community, we speak it with regret, in the condition of the common schools, from the circumstance that their own children are receiving education in private schools at their own expense. This naturally leads to a remissness and neglect, which can by no means be justified, on the part of those who are most strongly bound by every consideration to concern themselves in the improvement of education. The number of scholars in private schools appears by the returns to be twenty-seven thousand two hundred and sixty-six, while the whole number of children in the State, between the ages of four and sixteen years, stands in the returns, one hundred and seventy-seven thousand and fifty-three. From the nature of our political institutions, these thirty thousand will not control the political destiny of the hundred and eighty thousand, thirty years hence, but just the reverse. The fivesixths will fix the standard of taste, of morality, and of general conduct, to which the one sixth will conform, and above which very few only, with infinite labor, can raise themselves. The five-sixths will possess the legislative authority, elect the executive, and thereby fill the judiciary, according to their own notions of expediency and right. They are to have, then, the disposal of property, life, and liberty for their generation, and are so to mould and modify the institutions of their country as powerfully to influence, for good or evil, the generation that shall come after them. Could they be left, as happily they cannot be, to grow up in political and moral proffigacy, in the unrestrained indulgence of their bad passions, an individual, or a class of men, of superior wealth and education, would be merely at their mercy, a feather upon a storabout him. He is elevated by its good influences, even No man is independent of the public immediately He is debased by though his early education was defective. the daily spectacle and contact of debasement, and, though fitted for better things, generally sinks into the surrounding inass of corruption. If there be any who are deaf to the voice my sea. COMMON EDUCATION SHOULD BE THE BEST EDU- of patriotism, philanthropy, and duty, let them at least regard CATION. We utterly repudiate, as unworthy, not of freemen only, but of men, the narrow notion, that there is to be an education for the poor as such. Has God provided for the poor a coarser earth, a thinner air, a paler sky? Does not the glorious sun pour down his golden flood as cheerily upon the poor man's hovel, as upon the rich man's palace? Have not the cotter's children as keen a sense of all the freshness, verdure, fragrance, melody, and beauty of luxurient nature as the pale sons of kings? Or is it on the mind that God has stamped the imprint of a baser birth, so that the poor man's child knows, with an inborn certainty, that his lot is to crawl, not climb ? "It is not so. God has not done it. Man cannot do it. Mind is immortal. Mind is imperial. It bears no mark of high or low, rich or poor. It heeds no bound of time or place of rank or circumstance. It asks but freedom. It requires but light. It is heaven horn, and it aspires to heaven. Weakness does not enfeeble it. Poverty cannot repress it. Difficulties do but stimulate its vigor. And the poor tallow-chandler's son, that sits up all the night to read the book which an apprentice lends him, lest the master's eye should miss it in the morning shall stand and treat with kings, shall add new provinces to the domain of science, shall bind the lightning with a hempen cord, and bring it harmless from the skies. The Common School is common, not as inferior, not as the school for poor men's children, but as the light and air are common. It ought to be the best school, because it is the first school; and in all good works the beginning is one half. Who does not hnow the value to community of a plentiful supply of the pure element of water? And infinitely more than this is the instruction of the Common School; for it is the fountain at which the mind drinks, and is refreshed and strengthened for its career of usefulness and glory."— Bishop | Doane. the welfare of their own offspring. The public opinion of our times is the moral atmosphere which we all breathe in common. If it be wholesome, it invigorates and sustains us; if poisonous, we all languish, and the feeble perish. How imperative the obligation, and grateful the task to preserve its purity; how fatal its contamination, and how censurable is their supineness through whose fault we are put in peril. We are all embarked in one bottom, and must sink or swim together. Will not the sharp-sighted look to it, that the ship be sea-worthy, and preclude betimes avoidable dangers. The amount paid for tuition in private schools, for onesixth of the children of the state, is three hundred and twenty-eight thousand dollars; while the amount raised by taxes for the education of the other five-sixths in public schools is four hundred and sixty-five thousand, and the amount voluntarially contributed to the public schools is forty-eight thousand dollars. If these sums were added together, and the whole eight or nine hundred thousand dollars were judiciously applied to common school education, it cannot be doubted, that all the children might receive a higher order of instruction than now falls to the lot of the favored sixth part. If private schools were discountenanced, and those who now support them would turn their attention to the improvement of our common schools, the additional funds turned into this channel would be but a small part of the benefit derived from the alteration. Those who set the highest value on education, and are determined at all costs to secure its blessings to their own children, instead of standing aloof from the general concerns, as too many of them now do, would be foremost in their zeal for the district schools, acting on committees, visiting the schools, selecting the teachers, advising and assisting them, contributing to their support, and to the erection of better houses, and the purchase of better furniture, apparatus, and libraries. There would also be thrown into the district and town schools a class of scholars more thoroughly educated already at the private schools, whose example would give a quickening impulse to emulation; and, as those parents tation. my convictions of the inadequacy of their present provisions to accomplish the greatest good. who have been willing to pay for private tuition are generallying the permancy of our institutions. The intention appears those who take most pains with their children at home, these clearly to have been to place within reach of the children of children would continue to impart a good influence to the rest the humblest citizen the advantages of such instruction as is of the school, even after the immediate effect of the first in- necessary to form their minds to virtue and morality, and fit fusion. A combined effort will produce a wonderful improve- them for usefulness. This is right, for it is plainly the ment. The district school in the central village of the town duty of the State to guard the private as well as the pubwill no longer be, as it often is, the poorest in its whole ter-lic morals of its citizens. A judicious and enlightened ritory, but it will be elevated to the rank of a model for the course of instruction is the only effectual way to accomplish rest, and they will all gladly profit by the opportunity for imi- this object. If any apology be necessary for urging upon the consideration of the legislature a careful examination of the As soon as those who have withdrawn their children be-existing laws appertaining to our schools, it is to be found in cause they were dissatisfied with the character of our common schools, come again to take a personal interest in their prosperity, there will be an active demand for better teachers. Taking it for granted that the public is under obligation to As soon as the fund now diverted to private schools is restor- educate every child in the State, it would seem necessary that ed to this legitimate purpose, the means will be at hand for the burden of supporting our schools--or at least so much of commanding the services of a higher order of teachers. It it as is required to defray the expenses of teachers' salaries, is notorious, that the small compensation paid in our public be placed upon those who have the ability to pay, or in oth schools will not, as a general fact, induce men of tal nts and er words, that the deficiency, after the application of the publearning to take charge of them. The best instructers seck lic money, be raised by a tax on the list of all taxable pro higher salaries in the private schools. But additional com-perty in the district. This course has, in many places, been pensation will draw them back into the public service. The found highly beneficial, and where a contrary practice preprivate schools, which would be surrendered for an energetic vails, it is to be feared, many children are deprived of the reform in the whole system, would in part supply the demand advantages which the State designed. The present mode of for better teachers.-R. Rantoul's remarks on Education. distributing the public money, in proportion to the number of scholars between the ages of four and eighteen, does not, I tention of the framers of the law. It is respectfully suggestapprehend, practically carry out the wise and benevolent ined, that, if a certain part of the public funds in each town In this and the following number of the Journal we propose were divided equally among the districts, and the residue in to give such information as we can collect from official docu-proportion to the number of scholars, it would enable weaker districts to employ more competent teachers, and for a longer ments, of what is doing in other States with regard to popu-period, and at the same time tend to frugality and economy in lar education. This was announced in our prospectus to be one of the objects of the Journal, and we feel that we cannot do the cause of education in Connecticut a greater service than by diffusing as widely as possible among intelligent and inquiring men a knowledge of the efforts now making, and the means resorted to in other states to elevate the character and increase the usefulness of common schools. It will be CONDITION AND PROSPECTS OF POPULAR EDUCATION IN THE UNITED STATES. gratifying to those who have been laboring in various ways to excite a more intelligent interest in behalf of common school education in our midst, to see that the same means substantially, are resorted to, or proposed elsewhere. It will be seen too that similar evils in the actual condition of the schools, are complained of, and the same obstacles to improvement en countered. districts of greater ability. The act of 1836, provided for depositing the surplus revenue with towns, has received a construction, in some places, different from that intended, and caused delay and difficulty in the distribution. I would further suggest whether some system of direct accountability would not have a very happy influence on the prosperity of our common schools. Should the select men in each town, or some other officer annual report to some person authorized to receive the same, designated by law, be required, under a penalty, to make an of the condition of the several schools in the town, the number of scholars between four and eighteen years of age, the number who have attended school within the year, the time a for services of teachers, the amount of public money receiv teacher has been employed, the amount of money expended ed, and the manner in which the balance expended over and above the public money has been raised, it would furnish more valuable information upon which to base future legislation. The want of a sufficient number of competent and The policy of Despotic governments is to keep their sub- well instructed teachers, is a great obstacle to the prosperity jects in ignorance of their rights as men, and of their physi-and usefulness of our common schools, and it may well be cal and moral power. In this lies the foundation of their se- asked, if the legislature, as guardians of the public welfare, curity. In a republic all power is inherent in the people, no are not bound to adopt immediate measures to supply the deindividual is entitled to pre-eminence over his fellow, except ficiency. for superior moral or intellectual attainments. The happiness and security of the people are the legitimate ends of all free government; and, as legislators, we ought to enqu re how these can be most effectually secured. EDUCATION IN VERMONT. The patriots, who established our government and framed the constitution of the State, evidently relied upon the dissemination of useful knowledge as the most efficient means to prevent the commission of crime, and lead to the practice of virtue. Among the earliest acts of the State were those establishing, providing for, and patronizing common schools. This policy has been steadily pursued to the present time. encourage The influences which our colleges and academies have had upon the standard of education, and manner of instruction in our schools, by furnishing teachers has been favorable. But the course of instruction and study, established in those institutions, is not expressly designed to prepare teachers, nor is it suited to call into action all those capabilities and peculiar qualifications so indispensably necessary to that employment. Normal, or pattern schools, have in some places been established, where those intending to engage in teaching are subjected to a thorough course of instruction and training, expressly designed to fit them for the occupation. Were the Liberal reservations were made for their aid and business of teaching sufficiently lucrative to permit young ment in all grants of land under the State government. In men to prepare for, and engage in it permanently, this mode addition to the income of the public lands, sequestered from would undoubtedly be entitled to the preference. But in the time to time for this object, towns were require to raise and present state of society, I apprehend that the establishment of expend large sums of money. A further addition to these teachers' seminaries, or the adoption of a suitable and sepameans was made by applying the account of the surplus rev-rate course of instruction in some of our academies is the enue of the United States, deposited with towns in 1836. most feasible way in which this object can be accomplished. Our whole legislation, from the foundation of the govern. In some states this mode has been successfully adopted, and ment to this time, shows the importance which has always as the benefits of a system of this character must be generalbeen attached to the interests of education as a means of ly diffused throughout the state, it certainly has strong claims adding to the virtue and happiness of the people and secur- upon our favor and support. OHIO. has heretofore been a reproach to our state, that sufficient provision Third Annual Report of the Superintendent of Common Schools. We are indebted to some friend at Columbus, for a copy of this valuable report, of Mr. Lewis. Like every thing from his pen which we have seen, it is a strait forward, business like document, and breathes throughout, an ardent and enlightened zeal for the cause of universal education. Mr. Lewis is honorably identified with the origin and progress of the present school system of Ohio, and in common with others, we regret to learn that he feels himself obliged to retire from the office which he has administered so efficiently from its first creation. His first report discussed with distinguish. ed ability some of the soundest principles relative to an efficient system of public schools, and he had the good fortune to see most of them adopted in the law which was subsequently passed. The fundamental principle was omitted-upon which by securing the constant and vigilant co-operation and inspection of the people indi. vidually, the success of any public provision for the support of schools depends: viz., the condition that the state appropriation should be so made as to secure a like contribution for the township or district. The law seems to us a wise one in the main. It gives to the people the power to do their own business whether in township or districts, as the majority may think best. The widest possible latitude is given for popular action, and such popular action reI have estimated the profits of labor and the expenses of a family ceives the aid of law to effect its purpose. The Ohio law recogni-pends on the labor of his hands only, for support, does not, in genin different parts of the state, until I am satisfied that he who dezes the principle that the schools are common to all the youth in the eral, receive sufficient pay to support his family and educate his chil. state, 'thus securing,' in the language of Mr. Lewis, 'one spot where dren; and wages are kept down to near the lowest sum that will afford the equality on which our government is based theoretically, can a support, that we cannot look for general education unless public provision is made. But if the case last above named is truly stated, be realized practically." We respond cordially to this, but to real- how much father removed from these advantages are those whose ize this practically, the common schools must be made the best fathers lie in their graves, or live a burthen to themselves and socieschools within the scope of their studies, or else they will soon be. ty; for many such there are. We are often told that the poor should come common in the sense of cheap, ordinary, inferior. There is be glad to bind their children out, and no argnment has sounded to me so revolting, so unchristian, so contrary to the spirit of humani. one provision in this law which we should be rejoiced to see incorpo ty and philanthropy. It is to say, that the widowed mother shall porated into our system; that which creates a County Board of have taken from her arms and her society, all that is left to her on school examiners. It would guard against the employment of im. earth of comfort; it is to say that to be a poor child, is to be a serproper and unqualified teachers and elevate the character of the pro. vant, a term that in its general acceptation never ought to be known fession. The Superintendent thns speaks of its practical working. many others the contrary is equally true. If we had a class of soIt is true, many thus called, are used well, and of MODE OF EXAMINING TEACHERS AND ITS INFLUENCE ON THE PROFES.ciety amongst us ranking as servants, who never aspire to any other SION. There is no one part of the law felt more in its beneficial influence than this. Most of the examiners continue to manifest the most laudable zeal and industry to promote the cause of sound education, and improve the character and elevate the profession of teachers. There are a few cases of fault-finding, but in general, the present plan, I think is approved by the people and the great body of the enlightened teachers. The cases of difficulty have arisen by omitting c obsreve the law, and not because an observance of it necessarily involved trouble or embarrassment. With all the vigilance of these officers, instructors who are unqualified and immoral, sometimes impose themselves upon the people, but such cases are now rare and becoming less frequent every year. The following suggestion commends itself to the good sense of the people of Connecticut. COUNTY SUPERINTENDENTS. I advert to this point to say my experience confirms me in the opinion, that there must ultimately be a county officer whose special business it shall be to attend to all school duties, if we intend to elevate our system to the proper standard. It is now a great embar. rassment to be compelled to rely on officers, whose main attention is engrossed in other objects, and who accustom themselves to consider school duty as merely incidental. There are some good of. ficers in reference to school duties, but some seem to think all their labor in this department gratuitous, and are far from furnishing proper aid in carrying into effect the school law. I am clearly of the opinion, that it would be a saving of expense to have such a county officer, and that it would essentially aid in rendering permanent and prosperous the cause of universal education. EDUCATION OF THE FOOR. While we have general objects in view, we should not forget those that are special, keeping in mind, that it is always best to make our public provision so general as to include all the parts if possible. It in our state. condition, it would be different; but the poor are too often mocked with the shadow of better things, until their disappointment brings conviction of their actual condition and makes them poor indeed. Four fifths of those who become outcasts from society in early life, are made so by the unkindly influence of society and our institutions. I do not say, that merely a system of common schools would sup ply all the defect and prevent the evil, but I suggest this as one of the means that should be used on a much more extensive plan than any now in practice, and believing that the great object of govern ment should be, to protect the weak and promote the happiness of the people, it would seem proper, while so much is done to add to the value of property, that at least as much should be done to increase the happiness of persons; nor would any price be too great for the rescue of the thousands of youth from the ruin that awaits them, merely from the want of a little more parental care on the part of the government. Connecticut may congratulate herself that she has done more than any other state to place the education of the poor, which is the most essential service that can be rendered them, beyond the reach of contingencies. It only remains to be seen that this provision accomplishes the great end-the education of the whole people, thoroughly. This can only be done by good teachers and parental co-operation. DISPUTES AND LITIGATIONS IN SCHOOL DISTRICTS. There is and always has been a variety of little disputes springing up in the districts, in reference to district lines, levying building tax es, &c. &c. These questions are generally raised by litigious per sons, and involve no small difficulty and expense. It is not often of any great importance which way the point is settled, but it is impor. tant to settle it some way to avoid ill-blood and expense. I would again recommend, that all these questions should be referred to your superintendent. The county officer can easily reduce the whole matter to paper, and forward it to this office, and though this officer may be no better able, without advice, to decide right than the direc tor, it would arrest expensive litigation, and equity would as often prevail as in courts. Scarcely any question can now arise that has not, in some part of the state been settled by legal adjudication. These decisions being collected, with the advice of persons competent to judge, the state officer would be enabled to determine cor. rectly. The course here recommended, is adopted in Pennsylvania and New York with very good effect and prevents all litigation. A provision of a similar character is needed in our law, and would save much expense, and much bitter and corroding legislation. GENERAL STATE OF EDUCATION. I am informed that a large number of school houses have been voted for the present year, in addition to those reported. ACTUAL AND ESTIMATED SCHOOL RETURNS. The reports show that 691 townships have reported, the number of districts in which, is 5,442. The number of common schools taught the past year, is 7,295. The number of common school houses erected this year 731 The amount of wages paid teachers in common schools during the past year, $392,091. 5,575 200,815 $309,247 Whatever we may find to cause regret to the patriot and chris. tian by reason of deficiency in quantity and quality of education, or whatever difficulties may exist in particular places, there is nothing more evident than a general increase and improvement in this de. Making the same estimate for the 545 towns not reported, it will partment. This is not confined to any one class of schools, but ex-give for the non-reporting townships the following statements: tends to all; there is more attention paid to the character and com- Number of common schools in the non-reporting townships 5,754 petency of the teacher-more disposition to encourage good teachers Number of teachers by allowing reasonable salaries; the number of schools is increased, and they are kept open longer than formerly. The standard of education is raised from common schools in almost every county in the state, and even where opposition is rife; attention is awakened and improvemeut goes on in the most important work of education among the people. This is producing its natural consequences. Academies are coming forward of an improved character, both in morals and literature, beyond them still, all our colleges are in a more prosperous condition than at any former period. CONCLUDING REMARKS. Number of scholars in attendance 23,030 577 $117,486 These items added to those of the reporting townships, give the following results: 13,049 12,860 455,427 $701,338 Whole number of common schools in the state $206,445 This shows an average of four month's school in each district, and of thirty-five scholars in each school. The average wages of the teachers per month, is $13 43. But more than two fifths of the teachers are females, who do not receive an average of over $10 00 per month, (though some females receive much more.) This would leave to the male teachers an average of say $16 per month. Influenced by circumstances not under my own control, I shall retire from all official connection with the state educational department during your session; but whatever an humble individual in private life can do, with all the time and influence that God may give him, shall still be devoted to the cause of universal education, with a firm conviction that it is the only barrier which can be presented to save the country and its liberty from the ruin that has swept away every other free government. And I would fain press on my countrymen the fact, that we cannot occupy middle ground; we must either rise rapidly, and occupy a place higher than any nation that has preceded us, or we must soon cease to enjoy our peculiar principles; and though wealth may flow in, palaces rise, and our national greatness be the envy of the world, unless the means of education are furnished and the system nurtured beyond what any other coun. try has ever done, we must, as a mass, become hewers of wood He who fills this department with honor to himself and usefulness and bearers of burthens for the few, who by cunning or force, are to his country, will need to have health sufficient to sustain him unable to control the employments of the people and the means of der severe physical labor one half the year, and a constant attention subsistence. But I do trust, Heaven has in store a greater and more to office duties the other half. Painful experience has convinced glorious destiny for my beloved country, and in full faith of a con.me, that to attempt to perform these duties fully, would but destroy tinued and increasing prosperity and happiness of the people, this report is respectfully submitte. SAMUEL LEWIS. Supt. Common Schools of Ohio. The following extracts are from the appendix : FEMALE TEACHERS. Since the above extracts were in type, we have received Mr. Lewis' letter to Gov. Shannon, tendering his resignation of the office of superintendent on the ground of impaired health. He says: my remaining strength without doing essential service to the cause of education. I have been for want of strength, compelled to leave undone much that should have been done during the past year. Could I believe that the future progress of popular education depen. ded essentially on my continuance, I would most gladly sacrifice my own comfort and safety to a cause so dear to every true patriot The number of male teachers in the aggregate, exceeds that of and christian. But I take this occasion to repeat, that after ten years females. In the northern counties, the schools to say the least, are of close attention to this subject, and very general acquaintance as good as in any counties in the state, and their practice is to em- with the people, I believe there is no opinion on which there is such ploy females for teaching the small children. These counties are a general agreement as that in favor of universal education. not surpassed in educational enterprise by any counties in the state, I cannot pass this opportunity without pressing the importance of and by availing themselves of the help of female teachers, they are making an educational department in this state permanent. This is able to do twice as much with the same money as is done in those demanded by a strict regard to the preservation and economical counties where female teachers are almost excluded. As the busi-disbursment of the different school funds as well as to promote the ness of teaching is made more respectable, more females engage in cause of popular education. it, and the wages are reduced. Females do not in the northern counties, expect to accumulate much property by this occupation; if it affords them a respectable support and a situation where they can be useful, it is as much as they demand. I therefore, most earnestly commend this subject to the attention of those counties who are in the habit of paying men for instructing little children, when females would do it for less than half the sum, and generally much better than men can. Those counties that have large school funds could by a judicious expenditure keep their free schools open, at least eight months in the year. SCHOOL HOUSES. We expend millions to increase the value of property, but of what avail is that to the orphan and the poor who have no property to be improved. If the whole energies of the state are directed the accumulation of individual or associated wealth to the neglect of persons and the rights of persons, (for I hold education to be a right,) certainly a large class must fail to receive that equal participation in the blessings of a free country that we profess to furnish for all. The many thousands of our youth who demand education at our hands, have no way of enforcing their claim now, and their very weakness should be a powerful argument in their favor. If we neg. lect our duty towards them, there is nothing more certain than that they, with ourselves and our common country, shall be involved in one common ruin. In 691 townships, 731 school houses have been built this year, at a cost of $148,959, being $204 each, and if we suppose that as many It gives ne great pleasure to know that you, sir, as the Executive in proportion have been erected in the non-reporting townships, it will of one of the great states, agree with me fully on this subject, and present evidence of public sentiment and public educational enter-it is encouraging to the friends of the people, that for many years prise that has no parallel out of Ohio, and it proves more than any thing else what the public feeling is on this subject. It is true, some of these houses have cost but little, but we should take into view, that it is harder in some districts to expend $20 for a school house, than in others to expend $10,000. past no man has been elevated to that high trust, who has either by personal or official influence opposed the truly democratic doctrine of free eduction for a free people, and I pray God, that your efforts in this cuse may be successful. But one thing is now needed to put the system into the most ex tensive operation, and that is, the individual action of those who are friendly to the object, and know how to advance it. Men enough are found to fill offices of honor or profit, in either church or state; associations can be formed for almost any purpose, but it is extreme. ly difficult to find those, who in the true spirit of christian philan thropy, are willing to go about doing good for the simple consideration of doing good. Could a small part of those who have both time and talents for this work, be induced to set about it in earnest, independent of sects and parties, the most extensive benefits would be conferred on our common country. SOUTH CAROLINA. ed to prevent. Besides, it would be adopting as a reading book, th best model of idiomatic English, and only beginning in the Schools' what is afterwards carried on in your higher places of education. MASSACHUSETTS. EXTRACT FROM GOV. MORTON'S MESSAGE. The education of the people, is a subject which has commanded so much of the public consideration, and been so often and so ably presented to successive legislatures, that it will not fail to command your earliest attention and most anxious deliberations. Its importance in a democratic government, which must be sustained by the We have not seen Gov. Noble's annual message, but we have re-intelligence and virtue of the people, cannot be too highly apprecia. ceived a copy of a report of Professor Elliott and Thornwell, on the ted. The system of free schools which has been transmitted from Free School System made to the Governor at his request and by him generation to generation, has improved in its progress, and is now submitted to he Legislature. From the remarks contained in the report it is very evident nothing like a system of common schools as we understand here in New England, prevails in South Carolina. Their free schools spoken of are professedly schoo poor, such as in the main, all public schools are likely to become unless they are both good and cheap, so as to meet the wants of the rich and the poor. We make a few extracts: * in a high degree of perfection. But it is capable of still further im. provement. Recently, great labor has been bestowed upon, and great advancement made in, some departments of education. But the very improvements in the higher branches, and in the more ele. vated seminaries, excite the ambition and engross the attention of those most active in the cause of education, and thus expose the common schools to fall into neglect and disrepute. To arouse that strong and universal interest in them, which is so necessary to their utility and success, an interest that should pervade both parents and children, the responsibility of their management should rest upon the inhabitants of the towns. And the more immediately they are brought under the control of those for whose benefit they are estab lished, and at whose expense they are supported, the more deep and active will be the feelings engendered in their favor, and the more certain and universal will be their beneficial agency. In the town and district meetings, those little pure democracies, where our citi. zens first learn the rudiments and the practical operation of free in. stitutions, may safely and rightfully be placed the direction and the government of these invaluable seminaries. In my opinion, the main efforts and the most unceasing vigilance of the government should be directed to the encouragement of the primary schools. These are the fountains whence should flow the knowledge that should enlighten, and the virtue that should preserve, our free institutions. Let them ever be kept free and pure. The instruction of the common mind should be the common concern. Let the whole people be educated and brought up to the standard of good citizens and intelligent and moral members of society. Let the government care for those who have no one else to care for them. The poor, the weak, the depressed and the neglected, have the greatest need We would therefore recommend as the first step in the revisal of the protecting arm and succoring hand of the Commonweath. of the Free School system of the State, that there should be elected by Let the children of such be deemed the children of the republic, the Legislature, a Superintendant of Free Schools, holding his of- and furnished with suitable means of instruction, that their powers fice for four years, and re-eligible, with the salary of a Circuit Judge, mental and physical, may be developed, and they be converted into whose duty it should be to devote his whole time to the arrangement ornaments and blessings to the community. Let the town schools be and superintendance of the Free S hools of the State, and be the open to all, and made so respectable and so useful, that all may deresponsible organ of communication between them and the Legis- sire to enter them. The district school, properly governed and inlature. The information which such an officer, and such an of structed, is a nursery of democratic sentiments. It strikingly illus ficer only, could give to the Legislatore, of the number and posi-trates, the fundamental principle of our government. There before tion of the poor children in the respective districts of the State, of the pride of family or wealth, or other adventitious distinction has the difficulties to be overcome in each particular case, and of the taken deep root in the young heart, assemble upon a perfect level, operation of the system under varying circumstances, could enable children of all circumstances and situations in life. There they it, in a few years, to rectify most of the evils which are acknowl-learn that rewards and honors do not depend upon accidental advan edged to exist, but which many of the Commissioners attribute tages, but upon superior dil gence, good conduct and improvement. rather to the improper execution of the Acts than the system itself. There they have practically written upon their tender minds, too We have recommended a high salary, and a tenure of office of deeply to be obliterated by the after occurrences and changes of life, some years duration, because we think them necessary for the pro- the great principles of equal rights, equal duties and equal advancuring an officer of the character, and the acquirements, requisite to fill such a station. The difficulties in the way of an effective Free School System, are of two kinds, physical and moral. The physical difficulties are the sparseness of the population, the great extent of country over which a limited appropriation has to extend, and the sickliness of particular sections of the State. The moral difficulties are the carelessness of the poor about the education of their children, the selfishness which leads them to prefer their labor to their improvement, and the foolish pride, which prevents them from receiving that as a bounty, which they cannot procure in any better way. We need not the Northern systems, for our white population, that requires the help of government, is too small to call for the sacrifice of a higher education, on the part of the great body of the people, by the expenditure of a large amount of money, on the part of the State; one or the other of which consequences must be the result of the adoption of any Common School System upon a scale commensurate with the whole white population of the State; for any general System of Schools, except it be maintained at an expense equal to the highest moneyed rate of instruction, while it extends the benefits, inevitably lowers the standard of education. * *፡ tages. It is the illumination of the universal mind that is the sure founda. tion of democracy. It is th elevation of every rational soul into moral and intellectual consciou ness and dignity, that is to carry onward improvements in our social and civil institutions. To this end should be directed the highest aims and efforts of the legis lature. The Free School System was organized mainly for the benefit of the orphans and indigent children of the State and the approba. tion should be distributed with a distinct view to that object. * * We would recommend in the fourth place, but this we do with some hesitation, the establishment in one of the healthy Districts of the State, of a Teacher's Seminary. We doubt whether a proper supply of Teachers for Free Schools can be obtained in any other way. The only expenditure which it would require, would be the SUMMARY OF THE MASS. SCHOOL LAW. salary of a Teacher, or Teachers, and the erection of buildings suiOne of the earliest acts of legislation of the colony of table for such an establishment. Those who went there, ought to Massachusetts Bay, was a law making it obligatory on parents be expected to support themselves during their term of preparation. to educate their own children and apprentices: Harvard ColMany doubtless would be sustained by private charity; and others lege was founded in 1636; and in 1647 the colony provided would invest their little inheritance in what would eventually prove by law for the support of schools at the public expense, for instruotion in reading and writing, in every town containing fifty families, and for the support of a grammar school (the instructor of which should be competent to prepare young men for the University) in every town containing one hundred families. a certain and respectable profession. The Legislature should insist, we think, in the provisions of its Act, that the Bible should be a Text Book in all of its Schools, and that religion should be more or less incorporated into its system of instruction. Knowledge, unless it be accompanied by virtue, and the highest virtue is the fruit of religion, may only quicken the vice it was intended to eradicate, and sharpen for the crimes it was design. The requisitions of the law, as it now stands, are substan |