PARENTS. our schools. There has been a spirit of improvement opera- PUBLIC MEETINGS OF CHILDREN, TEACHERS AND ing on and in the schools during the past season, which it has been cheering to witness. There have been better specimens of reading and spelling, and of recitation in grammar and arithmetic, than in previous seasons. These are the reWe have at different times recommended the convening of sults of increased attention to the interests of education, and all the schools of a society or town, once or twice in the course of having teachers possessed of higher qualifications. In of the year, for the purpose of an examination, exhibition or some instances which could be named, much praise is de-appropriate addresses, as should be deemed most expedient. served. Yet but few teachers have acquired any considerable We would commend this suggestion again to the consideraknowledge of the best methods of instruction, and of the in tellectual and moral capabilities of their profession. And the tion of parents, teachers, and the friends of the schools generreason is, teachers have been compelled to prepare themselves ally. If it should be too late to hold such meetings in referwithout the requisite advantages; and if some are better qual-ence to the winter schools, still let them be held and let the ified to teach than their predecessors, it is owing more to then-exercises be framed to give a higher and better impulse to the selves than to any helps afforded by the community which they serve. Teaching is a science as well as an art, and the summer schools, which are so generally overlooked. Let them best methods of teaching are conformed to the known laws be made a happy meeting, for the children, and encouraging and operations of mind. It is therefore evident that the indi- to the female teachers who are so soon to take charge of the vidual who has knowledge of the best mode of teaching, and of district schools. They need something of this kind to sustain the studies to be taught, combined with aptness to teach, and skill in government, will be the best teacher. Education itself them amid the wearying, thankless, unpayed and unvisited in one point of view, is but a means to an end. The final object labors of their responsible calling. We have heard of several of teaching is not the cultivation of the mind nor the acquisition meetings of this character, and have been obliged to decline of knowledge, but the preparation of those taught, in the best invitations to be present. We are happy to find these sugmanner, for the various and serious duties of life. Our common schools should be a system of moral and intellectual training, gestions confirmed and reiterated by Dr. Humphrey, in his tending directly and effectually to this end. But in order that our "Thoughts on Education." common schools may produce results equal to the measure of usefulness of which they are capable, there must be greater desire for it on the part of parents, and all the friends of the well being of society. This desire must be so strong as to call forth legislative action, wise, liberal, and efficient, in adopting and fostering measures that shall tend to the desired results. It must be so strong as to lead the community to co-operate in sustaining and carrying out fully the wise and benevolent designs of the Legislature. The State, in the capacity of rulers, and people, must feel the interests involved in making our common scl ools what they can be and should be a great means of ministering in numerous ways to the good of the individual educated, and to the good of the great whole. As a means of awakening this desire, and of producing right action, there must be, on the part of the community, more knowledge of what our common schools can and should be. On this point there is but the beginning of knowledge. We have all seen the common school;-but what is it compared with what it might be in its capacity for doing good? Very limited indeed. It is true, we have a system of common education which has been the means of good. We should be thankful for the good it has done, while we ought to look at its defects and make it better. "Besides the examinations, which should be held at each school house in spring and autumn, when the winter and summer terms close, it appears to me very important, that as many of the schools as can conveniently meet in one place, should be brought together once in a year, for a more public exhibition. Reading, spelling, exercises in grammar and geography, and speaking, would always be appropriate, and would be highly interesting, at such exhibitions. They used to be common, thirty years ago, in that part of Connecticut with which I was best acquainted; and I believe they are, in some places, still. I should rejoice to see them introduced and tried every where. There may be difficulties in the way, or evils attending them, which I have not contemplated. But judging from my own experience, both as a scholar and teacher, there is no stimulus which you can apply to a school, which will operate so powerfully, and for so long a time, both upon parents and children, as the expectation of appearing at such an exhibition. I do not think it any exaggeration to say, that for the two preceding months, twice as much proficiency is Compared with the systems of common schools in Prussia, often made, in the most important studies, as could ordinarily Holland, and even France, our system is greatly defective. What is the condition of many of our school-houses? What be secured without the stimulus. I have known a bridge rehave we done to encourage and help teachers to qualify them-built, after a great flood, and with much difficulty, by the proselves for their important duties? Some have made laudable prietors of a school, early in March, because they would not exertions to fit themselves to serve us. But as yet, neither by have their children hindered from appearing with the other public authority and liberality, nor by individual munificence, is there even one seminary on the map of our State to educate the common school teacher. Would we have our schools subserve the interests yet more of the scholars, and the welfare of society, and would we have our teachers understand better their profession, and the intellectual and moral training those need who are put under their care, we must do more for the education of the teachers themselves. They must have the right qualifications, intellectual and moral. If our children and youth are not so educated as to tend to make them intelligent, moral, and useful members of the community in which they dwell-the true and wise and philanthropic purpose of our common schools, is not attained. On this end, all should look with sincere and earnest desire, hoping for its accomplishment. As one means, under the favor of a wise Providence, for securing it, we close our report, by affirming, in our opinion, that the first great desideratum for the improvement of our common schools, is a teachers' seminary, both on the east and west side of Connecticut river, to supply competent Respectfully submitted, By order of the Committee for examining teachers and visiting the schools in Tolland. TOLLAND, 1839. instructers. ABRAM MARSH, Chairman. schools of the town at the public exhibition. Where such a spirit prevails in a district, you may be certain that the school is in a prosperous state, and it will prevail where such exhibitions are common and popular." SUMMER SCHOOLS. We would again call the attention of parents and district committees to the wisdom of making early and liberal provision for the summer schools, which will soon commence.These schools are too much overlooked, all over the State.The impression is, that anything will do for the summer school-any teacher will answer for small children. A more erroneous opinion could not prevail. The practice of neglecting the young mind, just when the most decisive marks will he set upon it, for good or for evil, should be reversed. We hope that mothers especially will wake up to this truth now, before another summer shall have witnessed their children crowded into hot, unshaded, dirty school-houses, seated on slabs, without backs to lean against, and too high even for the older children who attended the winter schools, taught by cheap instead of well-qualified teachers, and in that process or mutual instruction which goes on with fearful certainty in every ungoverned and poorly taught school, returned at the close of the season, in a worse state than when it commenced. We could mention some appalling facts in this connection, but we prefer to give an extract from a communication which we lately received from a parent who is now awake to the importance of this subject. Are there not many hearts in Connecticut who can respond to these plain spoken sentiments? "Dear Sir,-Believing that you are wishing to know the condi. tion of every school in the State, I have concluded to communicate some facts respecting those in this village. I am sensible that there are other persons better qualified to perform the task than myself, but I fear their minds are so much taken up in other matters, that they will quite forget the schools." After giving the particulars of the schools last summer, the letter goes on to say "These schools were the means of bringing me to my senses. It is about four years and a half since I came to this village. I had from a child lived far from school, in a thinly settled district. I had three children, which I had sent one mile and a half to school. When I came here, I expected much advantage to my children by living near a school, and I thought, as a matter of course, that as it was in a village, it must be a good one. But I have found myself sadly mistaken. In. stead of finding, as I expected, the village children far in advance of my own, I found a large majority in their rear, although they had been in school two or three times as much as my children of the same age. People have constantly complained of the poorness and bad management of the public schools. Many have abandoned them, and sought better opportunities for their children in private schools. Last summer capped the climax. There was a universal complaint, against every school, public and private. The fault was all laid upon the committee and teachers; but the fault did not rest there. It belonged principally to the people; and I will confess none were more guilty than myself. I was guilty of doing nothing, yes, just nothing. I did like the rest; I paid no attention to the schools. There was no regulation or order in the schools, or out of the schools. There was a vote taken in the spring, in the school meeting, that the committee should employ two female teachers to teach the public schools as long as the public money would pay the teachers' wages and board, and that there should be no tax whatever for the summer school. A school without a tax was just the thing that suited the ideas of many, myself among the rest. But may I be delivered forever from another worthless school, I care not how cheap it may be. "The district, numbering over 200 children of the school age, has but one school house, with two rooms, and those not large enough to accommodate one half of the children, and withal every way uncomfortable. The committee employed two teachers, one for each room. The children went where their parents sent them, or suited themselves. As it happened, the teacher who took the smallest room, that was best calculated for the smallest children, was soon thought to be the best teacher of the two, and as there was no regulation made in regard to the division of the scholars, the consequence was, that over sixty, of all ages, crowded into that small room. Those who could not find room on the benches, sat or lay down on the floor.The teacher was experienced, and did the best she could, under such circumstances. The other school had about twenty-five of the most unruly, or they soon became so; for I have since learned that the boys capered about during school hours on the benches, on all fours, and out and in the windows, just when they pleased. So it went on for about five months, and nobody paid any particular attention to it. I sent two little boys there, one nine and the other seven years of age. Although others who sent to the different schools, complained that their children learnt nothing, my little boys learnt fast, and it is with feelings of horror that I think what they learnt. They learnt in school to be disorderly, disobedient, and other branches of the same kind of knowledge, and they carried it out in practice at home, until I found it necessary to put them under the strictest discipline, to keep them in any kind of order. After having trouble enough of this sort, I began to search for the cause, and traced it back to the school. There I learnt the cause, and I think I shall not soon for. get it. Then 1 began to arouse from my stupor; then my eyes began to open, and see multitudes of other children in the same predicament with mine. I saw the need of doing something forthwith to improve our schools. I was ignorant, and sought with deep interest for information from every source within my reach, and I found much in your valuable Journal." FEMALE TEACHERS. "He, it seems to me, is a dull observer, who is not convinced that they are equally qualified with the other sex, for the study of the magnificent creation around us, and equally entitled to the happiness to be derived from its pursuit; and still more blind is he, who has not learned that it was the intention of the Creator to commit to them a higher and greater portion of responsibility in the education of youth of both sexes. They are the natural guardians of the young. Their abstraction from the engrossing cares of life affords them leisure both to acquire and communicate knowledge. From them the young more willingly receive it, because the severity of discipline is relieved with greater tenderness and affection, while their more quick apprehension, enduring patience, expansive benevolence, higher purity, more delicate taste, and elevated moral feelings qualify them for excellence in all departments of learning, except perhaps the exact sciences. If this be true, how many a repulsive, bigoted, and indolent professor will, in the general improvement of education, be compelled to resign his claim, to modest, assiduous, and affectionate woman. And how many conceited pretenders who may wield the rod in our Common Schools, without the knowledge of humar nature, requisite for its discreet exercise, too indolent to improve, and too proud to discharge their responsible duties, will be driven to seek subsistence elsewhere." Gov. Sew rd. EDUCATION IN OTHER STATES CONTINUED. MICHIGAN. We have, on a former occasion, paid our humble tribute to the educational policy of this young State, but we cannot forbear in the review which we are now presenting of the condition and prospects of common school education in the United States, to call the attention of our readers to the efforts which have heen made, and are still in progress in Michigan, to lay the broad and deep foundation of public instruction for the benefit of all her citizens. The Constitution of the State embraces more liberal provisions for public instruction than any other in the Union. It provides for the appointment of a Superintendent of Public Instruction," by the Governor with the consent of the legislature. To this provision we are confident the state owes its present advance in the outward organization of a school system, and the prudent disposition and husbandry of her school funds, over other states of the west, which were in the outset as liberally endowed as herself. The great defect in most of the states has been, the want of state superintendence to preserve efficient, wholesome, and uniform action. It provides that all lands which have been, or may hereafter be granted to the state for the support of schools and a university, shall be a perpetual fund, the interest of which shall be inviolably appropriated according to the purposes of the grant. The avails of all lands granted to the state by Congress, as it is estimated by the superintendent in one of his annual reports, will amount to upwards of six millions of dollars, of which sum five millions are consecrated to the support of common schools. It provides that the legislature shall establish such a system of common schools, as shall cause at least one, to be supported and kept in each school district, at least three months in the year. It provides that school libraries shall be established, one at least in each township, and sets apart the proceeds of certain fines, &c, for their support. This provision was altogether in advance of public opinion in the older sections of the country, but the importance of procuring good books for those who are taught to read, and thereby securing their further education after leaving school, is now beginning to be felt in New York and New England. The constitution further provides the means for establishing a university with branches. In pursuance of their noble provisions, the legislature at its annual session in 1837, enacted the laws necessary to the organization and administration of an educational system. We gave, in a former number, the outline of the system, as far as relates to common schools. The following abstract of the leading features of the system as far as re ates to the university and its branches, is from a very able article in | what circumstances it can be most easily enlarged and improved the Democratic Review. Such knowledge is essential to the instructer, and equally so to paupon themselves, for the purpose of observing the varied operations rents. Children should be early taught to turn their thoughts back of their intellectual, moral and religious being. The University and its branches are placed under the direction of a board of regents, nominated by the Governor, and appointed with the advice of the Senate. The board consists of twelve members, exclusive of the Chancellor, Justices of the Supreme Court, and Gover- ter and mind, and how each is affected by this relation. If the It is highly important to know more of the relation between mat. nor, who are members by virtue of their offices. The University is to brain is the chief instrument of mind in all its operations, then what. consist of three departments or faculties; one of literature, science, ever may affect the brain must necessarily affect the mind. Both and the arts, one of medicine, and one of law. In the first depart-parents and teachers should fully understand and appreciate this ment is established a professorship of ancient languages and literature, one of modern languages, one of rhetoric and oratory, one of law of our present existence. Without this knowledge a child in intellectual philosophy, logic, and the philosophy of history; one of feeble health may be permanently injured, if not sent to an early grave. moral philosophy, natural theology, and the history of religions, one It implies moreover, a knowledge of our country. Every child of political economy, one of mathematics, one of chemistry: one of should know the geography of his native land-its boundaries, geology and mineralogy; one of zoology and botany, one of fine arts, grand outlines and features-the relative position of its principal and one of civil engineering and architecture. In the faculty of law, mountains and valleys, bays and harbors, lakes and rivers, and navi. a professorship of natural, international, and constitutional law; one gable waters. Destitute of this information, no person can read un. of common and statute law and equity; one of commercial and mari- derstandingly a common newspaper. It is equally important to tine law. In the medical faculty, a professorship of anatomy, one of know its political divisions-the number and relative position of the surgery, one of phisiology and pathology, one of practice of physic, states-their capitals, chief towns, ports of entry, and principal one of obstetrics and diseases of women and children. The regents commercial cities. are empowered, at the first organization of the University, so to arrange the professorships, and to appoint such a number only, as the wants of the institution may require, or its resources warrant. The regents have power to prescribe laws for the government of the University, to appoint the professors, tutors, and ministerial officers, and remove them when they judge proper, and generally to exercise the corporate powers of the institution. It is their duty, together with the superintendent of public instruction, to establish such branches of the University in different parts of the State as may be authorized by the Legislature; and to establish all needful rules for their government. It is their duty to proceed to the erection of necessary buildings for the University, as soon as the state provides funds for the purpose; and to faithfully expend all moneys appropriated for the use of the University; and to make an annual report, to the board of visiters, on the condition of the University. The immediate government of the several departments is intrusted to their respective faculties; but the regents have power to regulate the course of instruction. citizen should be acquainted with the government under which he The institutions and laws of our country should be known. Every have a full understanding of the federal and state constitutions, lives, in its legislative, judicial and executive departments; and which secures to every man his rights and liberties, civil, political and religious. The names and duties of public officers, the tenure of their respective offices. The same is true of public works. They are matters of general interest. plied in a good education. It must be a burning shame to be igno- animal kingdoms. The principles of architecture and mechanism must not be for The initiation fee is in no case to exceed ten dollars, and the course of instruction, in all the departments, is to be open to all the inhabi-gotten. tants of the State without charge, under regulations to be established by the regents. Students from other States are to be admitted on such conditions as the regents may prescribe. The money accruing from the initiation and tuition fees, is to be applied to the repair of the University buildings, and the increase of the library. Connected with each branch of the University, there is required to be an institution for the education of females, in the higher branches of knowledge a department especially appropriated to the education of teachers for the primary schools; a department of agriculture, with competent instructers in the theory of agriculture, including vegetable physiology, agricultural chemistry, and experimental and practical farming; and such other departments as the regents shall judge necessary to promote the public welfare; but no branch of the University shall have the right of conferring degrees. The superintendent of public instruction is required to appoint annually, a board of visiters, to consist of five persons, whose duty it is to make a personal examination into the state of the University, in all its departments, and report the result to the superintendent, suggesting such improvements as they may deem important; which report the superintendent is required to lay before the legislature. ANNUAL REPORT OF THE SUPERINTENDENT OF PUBLIC We are indebted to the Hon. John D. Pierce for his Annual Report to the Legislature, from which we abridge the following sound views of education : As there probably is some difference of opinion on the subject, it may be proper to consider at some length what is implied in a good education-in such an education as the primary schools ought to furnish. A good education necessarily implies a knowledge of ourselves. The body is the dwelling place of the living rational agent. Children should be early informed in regard to their bodily constitution. They ought to have a clear and correct knowledge imparted to them of what is necessary to its highest beauty, perfection, activity, vigor, and health. Much of their usefulness and enjoyment of life through coming years depend on the early attainment of this essential knowledge. If a good education implies a knowledge of our bodily frame, how much more a knowledge of our rational nature. This nature is obviously three-fold, intellectual, moral and religious. It is in the highest degree important, and essential to our welfare as individuals, to have a correct knowledge of this intellectual, moral and religious nature. We ought as a people to know more of the pow. ers and susceptibilities of the human mind-of its workings-of its relations; what it can and what it cannot achieve-when and under numbers. A knowledge of the first elements and rules of compuIn a republic like ours, every man needs to be acquainted with tation is essential. The ordinary trades, transactions and business of life requires it. commercial credit going people, accounts must be kept; and every To this should be added a knowledge of book-keeping. With a person should know how to keep them. inunication, a good education must carry along with it a knowledge As language is the instrument of thought, and medium of com. of the proper construction, use and power of language. consequent obligations and duties to each other, to our country and Above all a knowledge of our relations, domestic and public, and to God-is exceedingly important and desirable, Of things of this and no one need be ignorant of them. Our schools should cover the nature, no human being should be suffered to grow up in ignorance; whole ground and furnish the required information. if a good education implies what has been claimed for it, then it is Here it may be proper to anticipate an objection. It may be said, useless for the children of tradesmen, farmers, mechanics, and oth er laborers, to think of obtaining it. This objection has sometimes been urged with confidence against the introduction of any branches into the primary schools, beyond the simplest rudiments. they are twenty years of age. In any event, many will do more must be based upon domestic teaching. names of a multitude of objects. most essential principles of knowledge, acquired before the child is of sufficient age to be sent to school. He has acquired a knowl. edge of things and their names. Could some plan of this nature be put in successful operation, it would doubtless contribute to the public advantage. As it now is, the districts, in most cases, are obliged to rely upon the merchants for a supply. This supply is often irregular-many of the books purchased are of the most inferior description-and frequently sold at high prices-some purchase one kind, some another; and this introduces confusion of books into many of our schools. whether any system like that proposed can be safely attempted, is for the Legislature in its wisdom to determine. PROGRESS OF EDUCATION. But It is certainly a matter of high gratification to witness the increas ing interest, apparent in nearly all parts of the state, in promoting the great work of education. This is shown in the general fullness of the returns-the length of time the schools have been kept in the different districts, and in the amount of money voluntarily raised for their support and the building of school houses. In 1836, 2337 were reported-in 1837, 15,471-in 1838, 34,000; while the present year 45,892 have been reported between the ages of five and seven But as parents have not, generally speaking, the requisite time, if they always had suitable qualifications, to give their children all the instruction which they need, public schools are established. Here they should be taught to spell the words they have already learned, and while learning to spell them, be taught, how to put them togeth. er so as to form correct sentences. This may be done, by requiring them to describe the objects, with which they are acquainted. Let the first lesson be a description of the house, in which they live; the next, a description of the objects around him; the next, a description of the objects between their own dwelling and the school house. The advantage of this course, which ought to be pursued for some time, would be the early formation of a habit of close observation and accuracy of description. Reading, writing, and numbers, would, as a matter of course, come in from day to day. Easy lessons in geography and history would soon follow; and from time to time, the elements of other branches of knowledge should be introduced. It is hence obvious, that the amount of valuable instruction to be given in the primary schools may be amazingly augmented. Let this method be pursued, and it will soon appear that much may be done beyond mere reading, writing and first rules of computation. More experiments should be introduced into our schools. Much might be done in this way with little or no additional expense. Many facts in geography, in natural history, in chemistry, in natural philosophy, in astronomy, and in other branches, may be readily illus. trated and by the simplest apparatus. With such an apparatus every primary school may and should be furnished. The happiest Annual Report of the Superintendent of Common Schools, made effects would result from its use. This is no mere conjecture, but sober reality. Suitable books and teachers constitute another important means of promoting a good education. Such books are highly valuable, but competent teachers are essential to the success of schools. A thoroughly trained and skillful teacher, with the most ordinary books will do vastly more for his school than an incompetent teacher can, with the best books ever written. A good spelling book is important, so is a good reading book. PROPOSED MODE OF SUPPLYING SCHOOL BOOKS. By "An act relative to school books and books for school district libraries, approved March 4, 1839," it is made "the duty of the superintendent in his next annual communication to the Legisla. ture, to report what provision in his opinion could or ought to be made by law to insure a regular and sufficient supply of such books to every school district on the most economical terms, or what other provision, if any, should in his opinion, be made to insure uniformi. ty, as near as may be, in the books to be used in primary schools." 66 The act, of which the foregoing forms a part was passed in con. sequence of a petition, praying the legislature to provide by law, for a better supply, as well as a greater uniformity, of school books. This petition grew out of the difficulty, which many experience in different parts of the country, in procuring at a reasonable price suitable books. The following letter from a respectable citizen, ad. dressed to the undersigned, contains the plan of the petitioners. Burlington, Calhoun Co., Nov. 29, 1839. "SIR-Agreeable to your request, that I should briefly give you the views of those who have heretofore petitioned the Legislature to provide by law for a uniformity of elementary books to be used in the primary schools, and for the supply of schools, and school district libraries, with approved works at cost prices,' I would respectfully suggest that legal provision be made, directing the Superintendant of Public Instruction to purchase legally approved books and stationery at his discretion, equal to the probable wants of the schools and school district libraries, and establish a general deposi tory at such place in the state as he shall think proper, and from time to time shall cause to be distributed a suitable portion of them to each organized county, the treasurer of which shall be the keeper of a depository for his county. Each treasurer shall appoint a person in each organized township in his county, to keep a depository of school books. Each keeper of county and township depository shall sell to residents of Michigan at such uniform prices as shall be established by the Superintendent. The superintendent to be authorized to use such portion of the principal of the school fund as shall be necessary to pay for the books purchased, and add the interest thereof, with the necessary charges and commissions, to the cost of the books, in graduating the selling price. The whole to be under such legal guards and restrictions as teen. The Report does not give any aggre of the returns respecting the Common Schools. From the Report of the Regents of the University, it appears that there are seven branches in operation, including 222 pupils. NEW YORK. February 11, 1840 —p. 104. We gave, in a former volume of this Journal, a full account of the Common School System of this great State, drawn up from a report of the late Superintendent of Common Schools-General Dix. We are now able, through the politeness of the Hon. J. C. Spencer, in sending us his late Report to the Legislature as Superintendent, to present the condition of common school instruction up to the begin. ning of 1839, together with many valuable suggestions of the Super. intendent. CONDITION OF THE COMMON SCHOOLS IN 1838. (1) Number from which Returns were received, (2) Number from which Reports were received, Whole number of children over 5 and under 16 years, Average number that attended school in each district, Amount raised by tax by the Board Under special statute in New York, "Albany, 880 879 10,706 10,127 564,790 557,229 55 8 Teachers, $110,000.00 $110,000.00 Amount voluntarily raised by taxes Average compensation of teachers per month, $895,889.10 Male, $16,60 Female, 5,50 to law, 5,872 5,279 The report gives no returns respecting private schools, their num. ber, the number of scholars in attendance, price of tuition, &c., nor of the number of persons who are in no school public or private, and yet these are very important items. (1) We know of no other school system under which such full returns are received. (2) The deficiency of reported districts, compared with the whole number in the State, arises in part, according to the Report of the Superintendent, from an erroneous method of ascertaining the whole number of districts, and in part from the fact that many new districts recently organized are included in the latter, but not among the districts reported, (3) We are anxious to see some explanation given respecting respecting this item. From the well known fact, that in all cities and populous villages, there are a large number of children between 5 and 16, not in any school, and a still larger number in private schools, it has always been a matter of surprise to find so large a proportion of all the children in the State in the Common Schools. [Ed. Com. School Journal. ESTIMATED EXPENSES OF COMMON SCHOOLS IN 1839. In order to ascertain the actual expense of maintaining the com mon schools, the following estimated amounts should be added, the expenditures for the wages of teachers, viz., $895,889 10 $121,524 00 1. Interest on money invested in school houses, which is obtained by allowing $200 as the average cost of a school house, that is, one for each of the 10,127 reporting districts, which gives a principal of $2,025,400, which at 6 per cent. produces the amount stated. 2. Annual expense of books, slates and stationery, for 557,229 scholars, at $1 each, 3. Fuel for 10,127 school houses, at $10 each, 557,229 00 101,270 00 Amount rising out of local funds, special statutes, and voluntary tax, 125,633 68 4. Fees of collectors on the amount raised, by tax, $244,685 85, Estimated amount paid by individuals for teachers' 5. Fees for collecting rate bills, $521,477.49, at 5 per cent., the sum allowed by law, Estimated expense for fuel, books, rent of school houses, &c., 875,182 00 6. Repairs of school houses, $5 for each, 7. Compensation to Commissioners of Common Schools, who are allowed $1 for each day, 3 com. missioners for each of the 823 towns, exclusive of cities, and allowing 5 days' service during the year to each, 8. Compensation voted to inspectors of common schools in the several towns, 12,345 00 11,000 00 $1,932,421 99 45,647,64 2,750,000 00 $4,738,069 63 Adding the annual residue of the unappropriated in. come of the U. S. Deposite Fund, and the avails of unsold land, give, in five years, $5,000,000 00 The Superintendent doubts whether this capital needs any further provision for its enlargement. While public beneficence is bestowed in such a degree as to stimulate individual enterprise it performs its proper office. When its exceeds that limit, it tempts to reliance upon its aid, and necessarily relaxes the exertions of those who receive it. The spirit of our institutions is hostile to such depend. ence; it requires that the citizens should exercise a constant vigilance over their own institutions as the surest means of preserving then. A direct pecuniary contribution to the maintenance of schools identifies them with the feelings of the people, and secures their faith. ful and economical management. A reference to the condition of the free schools and other institutions of learning in England, which have been overloaded by endowments, will exhibit not only the jobbing peculation which has perverted them from the noble objects for which they were designed, but will show that where the government and wealthy individuals have contributed the most, the people have done the least, either in money or effort; and that, instead of being nurseries of instruction for the whole, they have been almost exclusively appropriated to the benefit of the few. The consequence has been that, while some most accomplished scholars have been produced, the education of the mass has been neglected. These schools were not of the people; they did not establish them, nor did they contribute to their support; and of course they regarded them as things in which they had little or no interest. In the State of Connecticut, the large endowment of the public schools produced lassitude and neglect, and in many instances the funds were perverted to other purposes to such an extent that an entire change in the system became necessary. Free schools partake so much of the nature of charitable institutions, that those who can possibly afford to educate their children at select schools, will do so in preference to sending them to the district schools for gratuitous instruction; and thus a practical distinction would be created between the children of the republic, hostile to to the spirit of our government, and inimical to those just feelings of equality among all our citizens which constitute genuine republicanism. In the cities, where there are large numbers who would not be instructed at all if free schools were not provided, the evil must be encountered, as being less in degree than that of total ignorance. But in the country PROGRESS OF THE NEW YORK COMMON SCHOOL SYSTEM. By an act passed 9th April, 1795, twenty thousand pounds, (equal to fifty thousand dollars,) was appropriated annually for five years, "for the encouragement of schools." * There were distributed under the act, during the time limited by it, the sum of $149,250 00. On the 2d of April, 1805, an act was passed, "to raise a fund for the encouragement of common schools," which appropriated 500,000 acres of the public lands, which should be first sold by the Surveyor General, as a permanent fund for that purpose. The Comptroller was to loan the principal and accruing interest, until the whole interest should amount to $50,000 annually, after which the interest was to be distributed, and applied to the support of common schools, in such manner as the Legislature should direct. This was the commencement of our present Common School Fund. On the 6th of April, 1810, an act was passed providing salaries for the clerks of the supreme court, and directing that the surplus of the fees received by them, after paying salaries and expenses, should be appropriated to the Common School Fund. * * $77,. 474.96 was ultimately realized under the operation of the act. Commissioners were appointed in 1811, who made a report on the 14th February, 1812, accompanied by a bill. The first law which passed in this State, providing a system of common school instruction, was the act of 19th June, 1812, "for the establishment of common schools," by which the appointment of a Superintendent was authorized, and a system organized. The public money was to be distributed to such towns only as voluntarily agreed to raise an equal amount by tax. By chap. 192, of laws of 1814, this feature was changed, and the supervisors were directed to raise, by tax on the several towns, a sum equal to that distributed to them respectively. Under the act of 1812, a Superintendent was appointed, whose first report was made to the Legislature in 1814, and which contained no returns, but merely informed the Legislature of the measures that had been taken. In 1815 another report was made, in which the Superintendent regrets his inability to furnish any information of the operation of the system that would be sufficiently complete to be useful. The first report containing any returns from the towns and districts was made in 1816. From that time to the present, copious reports have been annually made. From these reports and those of the Comptroller, two comparative tables have been constructed, which will exhibit the whole history of the results of our system of education, and of the means applied by law to maintain it. From these tables it will be seen that in 1815 the whole number of children instructed was 140,106, while in 1838 the number was 557,229; a striking and conclusive fact of the success of the system, which should stimulate to still greater efforts for its improvement, and should dispel forever and at once all doubts of its efficacy. We give the results of these tables for four years, adding one item to each respecting teachers. Relative condition of schools in Whole number of Districts, in towns from which reports were No. of Districts from which re. made, turns were received, No. of children taught in said districts, Whole number of children between 5 and 16, Number in Teachers' Depart ment, 2,755 9,063 10,132 10,583 2,631 8,631 9,676 9,830 140,106 499,424 541,401 528,913 176,449 437,503 540,285 539,747 374 103 |