art of teaching, than the majority of those generally employed in the care of schools. Several of them have been eminently successful, and, on the whole, the experiment at Barre has thus far, to say the least, fully met the reasonable expectations of its friends.

2. Building. The normal school is an edifice fifty feet in length, and forty in breadth, two stories high, with suitable out buildings; ple santly situated in the angle of two roads near the old battlefield; enclosed in a yard of convenient dimensions, which is ornamented with trees and shrubbery. In the basement is a kitchen, dining. The Normal School at Bridgewater, commenced on the 10th room, washroom and woodhouse-together with store rooms; on of September, 1840, and has just entered on its second term. the ground floor, are a parlor and bed room for steward, a sitting The school opened with twenty-eight pupils, of whom twenty-second story are five dormitories with a school room and in the atroom for the young ladies, (boarders,) and one school room: in the one were females. At the present term, there are thirty-five tic; four dormitories. The house will accommodate about twenty scholars, of whom twenty-six are females. The condition of boarders; the two school rooms will seat, from seventy five to this school is excellent, and there is no reason to doubt that it eighty scholars; the lower room is now used for the model school. will be equally efficient with the others in the preparation of There is access to the school rooms from the main body of the buil. teachers to improve and reform the whole common school edu- ding as well as from without, cation of the Commonwealth.

The Board have reason to be fully satisfied with the manner in which Messrs. Pierce, Newman and Tillinghast have discharged their arduous and important duties. They have devoted themselves with indefatigable zeal to the work, and were happily fitted to carry it on in the most eligible course. As this school is the most interesting experiment now making on this side the Atlantic, we subjoin a letter from the Principal, in reply to some inquiries respecting its organization and condition.

DEAR SIR,

LEXINGTON, January 1, 1841.

I very cheerfully comply with your request to communicate to you, information in regard to the normal school in this place. I will take up the points on which you have desired information, in the order you have named them.

1. Direction and Inspection.—The school is under the immediate direction and inspection of a board of visiters chosen from, and by the board of education. The administration of the school has in fact, been almost entirely under the direction of the principal. Of rules and orders regulating the terms of admission, the course and term of study, &c. &c., I have received nothing more than what is published in the number of the Common School Journal for Febuary 1839, to which I refer you.*

*The following regulations are extracted from the number referred to.

ADMISSION.

As a prerequisite to admission, candidates must declare it to be their intention to qualify themselves to become school teachers. If males, they must have obtained the age of seventeen years complete, and of sixteen, if females; and must be free from any disease or infirmity, which would unit them for the office of teachers. They must undergo an examination and prove themselves to be well versed in orthography, reading, writing, English grammar, geography and arithmetic. They must furnish satisfactory evidence of good intellectual capacity and of high moral character and principles. Ex. aminations for admission will take place at the commencement of each academic year, and oftener at the discretion and convenience of the Visiters and the Principal.

TERM OF STUDY.

The minimum of the term of study is fixed at one year. If application have been assiduous and proficiency good, the pupil may receive, at the expiration of that time, a certificate of qualification.

COURSE OF STUDY.

The studies first to be attended to, in the Normal Schools, are those which the law requires to be taught in the district schools, viz orthography, reading, writing, English grammar, geography and arithmetic. When these are thoroughly mastered, those of a higher order will be progressively taken.

Any person wishing to remain at the school more than one year, in order to increase his qualifications for teaching a public school, may do so, having first obtained the consent of the Principal; and therefore a further course of study is marked out. The whole course, properly arranged, is as follows:

1. Orthography, Reading, Grammar, Composition and Rhetoric, Logic. 2. Writing, Drawing. 3. Arithmetic, mental and written, Algebra, Geometry, Book-keeping, Navigation, Surveying. 4. Geography, ancient and modern, with Chronology, Statistics and General History. 5. Physiology. 6. Mental Philosophy. 7. Music. 8. Constitution and History of Massachusetts and of the United States. 9. Natural Philosophy and Astronomy. 10. Natural His. tory and Astronomy, 11. Natural History. 12. The science and art of teaching, with reference to all the above named studies. A portion of the Scriptures shall be read daily, in every Normal School.

A selection from the above course of studies will be made for

This building is private property now held as security by the trustees of the ministerial fund in this place, by whom it is hired to the board of education for a moderate rent. When the board of education were seeking a suitable location for a normal school in this section of the commonwealth, said trustees offered this build. ing for their accommodation; and they together with other friends of education in this place, pledged themselves to raise $1000 in behalf of the school. The building and premises may be worth from $5000 to $7000.

3. Revenue.-A portion of $10,000 from private munificence and of an equal sum granted by the Legislature is, I believe, the entire amount of funds. Scholars pay their own board ($2 per week,) and meet all incidental charges, such as for fuel, cleaning, &c. Class-books are mostly supplied by private munificence. Tuition is gratis.

4. Inventory. All the furniture of the boarding House establish. ment, belongs to the steward, who has the use of the building gratis, furnishes it at his own risk and expense, and gets his pay from his boarders:-he cannot however charge more than $2 per week for board, including washing.

The school has two stoves for heating, two maps, a pair of globes, an apparatus for illustrating the most important principles of Natural Philosophy, and astronomy, a small library of about 100 vols. chiefly works on education and for reference :-all worth from $600 to $800. 5. Maintenance.-Reference to what I have said under Nos. 3. and 4.

1

6. Teachers. The principal is the only teacher at present in the school he is paid by a fixed salary. The model school is taught by the pupils of the normal school.

7. Number of pupils.-The whole number that has been in the school, is forty one. The greatest number at any time, thirty four. In the model school, thirty has been the usual number.

8. What is required of applicants for admission.--For an answer to this allow me to refer you to the School Journal as before.

9. Studies pursued, and text books, art of teaching, &c.-For the full course contemplated, I refer you to the Journal as above. The branches that have been actually taken up are the following, viz., all the common branches particularly and fully: together with Com. position, Geometry, Algebra, Physiology; Natural, Intellectual and Moral Philosophy, Natural History, Botany, Political Economy, Book Keeping, Vocal Music, and the art of Teaching. The books used in the school are Worcester's Dictionary, and Worcester's Fourth Book, Abbot's Teacher, Russell's First Lessons, Testament, Grund's Germetry, Colburn's Sequel and Algebra, Wayland's Mor. al Philosophy, Newman's Political Economy, Hitchcock's Book. Keeping, Combe's Constitution of Man, Combe's Physiology, Brig those who are to remain at the School but one year, according to the particular kind of school, it may be their intention to teach.

The board will appoint for each school a Principal Instructer, who shall direct and conduct the whole business of government and in. struction, subject to the rules of the board and the supervision of the visiters.

At all examinations, the Principal shall attend and take such part therein, as the visiters may assign to him; and he shall make reports to them, at such times and on such points, as they may require.

The visiters will appoint the assistant Instructers, when authoriz. ed and directed to do so by the board. The assistants will perform such duties, as the Principal may assign to them.

To each Normal School an Experimental or Model School will be attached where the pupils of the Normal School can apply the knowledge which they acquire in the science of teaching, to prac. tice.

ham's Mental Excitement, Smellie's Natural History, Comstock's yet received quite its merited attention in our schools. Most perBotany, Abercrombie's Mental Fhilosophy, Combe's Moral Philoso- sons in business life have to write; few comparatively are called phy, Story's Constitution of U S., Newman's Rhetoric, Hayward's upon to read publicly, for this reason it is more important to be a Physiology, Day's Algebra, Scientific Class Book by Johnson for correct speller than a fine reader. the various branches of Natural Philosophy.

I have adopted no text book in teaching Geography. Worcester's is chiefly used. My method has been to give out a subject (a particular country e. g.) for examination. The class make search, using what maps and books they have at command, and get all the information of every kind they can, statistical, historical, geographical, of the people, manners, religion, government, business, &c. and at the recitation we have the results of their researches. Giving to each a separate subject, I sometimes require the pupils to make an imaginary voyage or journey to one, two, three or more countries, and give an account of every thing on their return. If I were to teach Geography to a class of young beginners, I should commence with the town in which they live.

You ask for a full account of my manner of instruction in the art of Teaching. This, it is not easy to give. From what I say, you may get some idea of what I attempt; and of the manner of it. Two things I have aimed at, especially in this school. 1. To teach thoroughly the principles of the several branches studied, so that the pupils may have a clear and full understanding of them. 2nd, to teach the pupils by my own example, as well as by precepts, the best way of teaching the same things effectually to others. I have four different methods of recitation. 1st, by question and answer; 2nd, by conversation; 3rd, by calling on one, two, three, more or less, to give an analysis of the whole subject contained in the lesson, and 4th, by requiring written analyses in which the ideas of the au- In Grammar I have adopted no particular text book. I am teach. thor are stated in the language of the pupil. I do not mean that these ing a class of beginners in the model school without a book, are all practised at the same exercise. The students understand In Moral Instruction we use both Wayland and Combe; and our re. that, at all the recitations, they are at perfect liberty to suggest que- citations are conducted as above described. There are no subjects in ries, doubts, opinions. At all the recitations we have more or less which scholars manifest more interest than in questions of morals. of discussion. Much attention is paid to the manner in which the This I have noticed in all schools. It shows how easy it would be pupils set forth, or state their positions. I am ever mingling or at to do what is so much needed, if the teachers are disposed; viz., tempting to mingle, at these exercises, theory and example; fre- to cultivate the moral faculties. In connexion with reading quently putting the inquiry to them, not only; how do you under- the scriptures at the opening of the school in the morning, stand such and such a statement; but, how would you express it is my practice to remark on points of practical duty as far as I can such and such a sentiment, or explain such a principle, or illustrate go on common ground. such a position to a class, which you may be teaching ?" "Let me," 10. Annexed School or Model School. This school consists of I say to them, "hear your statements, or witness your modes of thirty pupils of both sexes from the age of six to ten inclusive, taken illustratingand explaining " In this connexion I frequently call them promiscuously from families in the various districts of the town. to the black board for visible representation. They make the at- The children pay nothing for tuitions; find their own books, and tempt; I remark upon their manner of doing it, and endeavor to show bear the incidental expenses. This school is under the general them in what respect it may be improved. Sometimes, instead of superintendance and inspection of the principal of the normal school. reciting the lesson directly to me, I ask them to imagine themselves After it was arranged, the general course of instruction and disci. for the time, acting in the capacity of teachers, to a class of young pline being settled, it was committed to the immediate care of the pupils, and to adopt a style suitable for such a purpose. At many of pupils of the normal school, one acting as superintendent and two our recitations, more than half the time is spent with reference to as assistants, for one month in rotation for all who are thought preteaching "the art of teaching." Besides delivering to the school pared to take a part in its instruction. In this experimental school, a written Formal Lecture once a week, in which I speak of the the teachers are expected to apply the principles and methods which qualifications, motives, and duties of teachers, the discipline, man. they have been taught in the normal school, with liberty to suggest agement and instruction of schools, and the manner in which the any improvements which may occur to them. Twice every day various branches should be taught, Í am every day, in conversations the principal of the normal school goes into the model school for or a familiar sort of lectures, taking up and discussing more partic-general observation and direction, spending from one half hour to ularly and minutely some point or points suggested by the exercises one hour each visit. In these visits, I either sit and watch the gen. or occurrences, it may be of the day, relating to the internal opera. eral operations of the school, or listen attentively to a particular tions of the school room, or to physical, moral or intellectual edu. teacher and her class, or take a class myself, and let the teacher be cation:-I say much about the views and motives of teachers, and a listener and observer. After the exercises have closed, I com. the motives by which they should attempt to stimulate their pupils. ment upon what I have seen and heard before the teachers, telling And here I would state that my theory goes to the entire exclusion them what I deem good, and what faulty, either in their doctrine or of the premium and emulation system, and of corporal punishment. their practice, their theory or their manner. Once or twice each My confidence in it is sustained and strengthened by a full and fair term I take the whole normal school with me into the model schoolexperiment for more than one year in a public school composed of room and teach the model school myself in the presence of the pu Beventy scholars of both sexes. I am constantly calling up real or pils of the normal school, they being listeners and observers. In supposed cases, and either asking the pupils what they would do in these several ways, I attempt to combine, as well as I can, theory such case, or stating to them what I would do myself, or both. As and practice, precept and example. In regard to the materials of a specimen of such questions, take the following viz.; on going into which it is composed, and the studies attended to, the model school a school as teacher, what is the first thing you would do? How is as nearly a fac simile of a common district school as one district will you proceed to bring to order, and arrange your school? Will school is of another. In regard to the discipline and management, you have many rules or tew? Will you announce beforehand a I am aware there may be more dissimilarity. The Superintendent code of laws, or make special rules as they may be needed? What is not situated precisely as she will be, when placed alone in a promatives do you purpose to appeal to, and what means will you adopt per district school. This could not be effected without having sev. to make your pupils interested in their studies? What method will eral model schools. But, limited as is the field of operation for the you adopt to teach spelling, reading, arithmetic? What will you superintendent, it is wide enough as the teachers find, for the dedo with the perseveringly idle and troublesome? What will you do velopment of considerable tact and talent. From the model school if your scholars quarrel? lie? swear? What will you do if a we exclude all appeals to fear, premiums or emulation; and yet scholar tells you he wont do as he is directed? If a question in we have had good order, and a fair amount of study. any ordinary lesson, say arithmetic comes up, which you cannot solve readily, what will be your resort? Should you be chiefly ambitious to teach much, or to teach thoroughly? How would you satisfy yourself that your teaching is thorough, effectual? To what branches shall you attach most importance, and why? Will you aim chiefly to exercise the faculties, or communicate instruction? Besides these daily discussions or conversations we have a regular debate every saturday, in which the principles involved in these and similar questions are discussed.

Reading, I teach by oral inculcation of the principles as contained in Porter's Rhetorical Reader, (which strike me as in the main cor. rect,) and by example; reading myself before the whole class; hearing the pupils read, and then reading the same piece myself pointing out their faults, and calling upon them to read again and again, and even the third and fourth time. They also read to each other in my presence. This is a most difficult art to teach. Very few good readers are to be found either in our schools or elsewhere. Spelling I teach both orally and by writing from the reading lesson, for I think each method has its advantages. Orthography has not

11. Rules and Regulations prescribed by the Teacher.-They are the following:

1st. The school shall commence at 8 o'clock A. M. and continue till 12 o'clock allowing one hour for recess; and at 2 o'clock P. M. and continue till 5 o'clock.

2nd. The pupils shall attend constantly and punctually. All instances of lateness or absence shall be accounted for to the satisfaction of the principal.

3rd. During study hours the pupils shall abstain from all communication with each other, and from whatever may interrupt their studies or divert their attention.

4th, Scholars shall supply themselves with all necessary books and apparatus. The practice of borrowing and lending shall not obtain in school.

5th. Pupils wishing to leave town, shall make known their desire to the Principal.

6th. The pupils' shall attend public worship on the Sabbath. 7th. One hour before breakfast, all the interval between school sessions, and between the afternoon sessions and supper, and two

and a half hours after supper, may be spent in physical exercise, managed, I listened, with still greater interest, to the manner suitable recreation, and social intercourse. Other hours until 9 in which questions were put and answered, the object of o'clock P, M. shall be devoted strictly to reading, study, and the which was to excite the attention of the children to the meanbusiness of the school. ing of what they were reading. There was nothing of the listlessness of manner, and monotony of tone which are so often observed, and often so inevitable, in common schools. The same was observable in the answers given to questions on the elements of geography, and on grammar; very thorbeen made clearly to comprehend what they had been taught-ough instruction had evidently been given-the children had yet they occasionally make mistakes, enough to show, that their own minds were at work, and, of course, sometimes going wrong,

Fourth Annual Report of the Secretary of the Board. Boston, Lowell, Charlestown, Roxbury, have erected splendid edifices,

THE IMPROVEMENT OF COMMON SCHOOLS NOT A PARTY
QUESTION.

at once demonstrating the liberality of their citizens, and foretokening the benefits to be enjoyed by their children. Within the last eight months, the town of Plymouth has erected six new schoolhouses, and repaired three old ones.

Devoting my whole time and strength to the furtherance of this one object, and rigidly abstaining from all public action, respecting the controverted topics of the day, it has afforded me unmingled satisfaction to perceive, that this course of conduct is in unison with the common sentiments of our community; and that, as it were, by tacit and almost unanimous consent, the grand and enduring interests of educa-him during lite, instead of evaporating just as fast as his recitations tion are held to belong to all mankind, and not to be restricted to any portion or party of them. It is a cause which enlists its advocates and champions alike, from ranks, which, on other subjects, are arrayed in hostile attitudes against each other; and it seems now, at least to the diffusion of useful knowledge, the increase of intellectual energy; a very great extent, to have become an axiom in the public mind, that the habit of impartial investigation, and a higher moral purity and purpose, will assuredly, in the end, promote whatever is right, and dimin.sh whatever is wrong, in the views of all the parties into which our society is unhappily divided. As, from the very nature and constitution of the human mind, and of the world in which it is placed, error and wrong can be permanently serviceable to no one, it becomes the interest as well as the duty of all, to establish and encourage what ever is true in principle and right in conduct; and where fundamental differences prevail, as to what is true and right, it should be the object of all to labor unitedly in training up more able, more impartial and purer minds, which may have the light to discern, and the wisdom to adopt, higher views, both in theory and practice, than were possessed by their doubting or contending predecessors.

education.

EVIDENCES OF IMPROVEMENT SINCE 1838.

These and similar improvements, in the administration of the sys
tem, though they may elude statistical tables, cannot have been made
without the happiest influences, both intellectual and moral upon the
schools. A pupil may understand the lessons he reads better than
before; he may acquire knowledge in such a way that it will stay by
to increase both his attainments and his ability; he may be led to act
proceed; he may be stimulated to double his exertions, and thereby
from higher motives, and to look upon all the great duties of life with
a clearer vision, and yet there may be no scales, in which all these im-
which leads to the formation of a lofty character in adult life. When,
provements can be weighed, at the close of the school term. It is the
steady accumulation of these elements, during the years of pupillage,
therefore, we see that favoring influences are at work, we cannot be
fertilizing shower, or of one day of genial sunshine upon our grain-
sceptical as to their results. We do not doubt the influences of one
fields or our orchards, though we cannot measure the increase of size
in a single kernel of the grain, nor apply any subtile test to show how
much the fruit has gained in the richness of its flavor.
In regard to the current year, I have reason to believe that the im-
Provement of the schools, in the more appropriate selection of studies,
in the thoroughness of the instruction given, and in that exercise of
mind that gives strength as well as knowledge, will greatly exceed
tion and training is not so much to enable a child to narrate the great
that of any previous year. The grand truths, that the object of instruc-
things which others have done, as to cultivate the judgment and dis-
cretion by which, in similar circumstances, he could do the same things
himself; not so much to commit to memory the contents of a book, as
to acquire, in some good degree, the knowledge and ability, by which
the book was produced, and from which, if the book were lost, he could
re-produce it; that study and recitations are of little consequence,
except as they lead to habits of investigation, and of a clear statement
of things known; and that external actions are nothing in comparison
with the motives from which they emanate; these reforming and revo-
lutionizing truths are every day penetrating deeper and deeper into
the minds of those who are superintending the education of our youth.

MODES OF ASCERTAINING AND DIFFUSING INFORMATION RE-
SPECTING THE SCHOOLS OF THE STATE.

In 1833, the amount of money raised by taxes for the support of schools, including only the wages of teachers, board, $147,809 96 and fuel was In 1839, the amount raised for the same purpose was $177,221 24 Here is an increase in the appropriations, amounting, in round numbers, to $30,000, in a single year. But the real increase last year, in the expenditure for teacher's wages, board and fuel, must have considerably exceeded the apparent. It had been a very prevalent custom in the state, for districts to abstract a portion of the money raised for wages, board and fuel, and to appropriate it for schoolhouse repairs, and other incidental expenses. Although, to some extent, this may have been done, during the last year, yet I have reason to In the first place, an agent is sent into each county in the state, to believe, that a practice so illegal and reprehensible as this, is now make a diligent and laborious tour of exploration. The results of his mainly abolished. No stronger evidence of an increasing interest in our schools can be adduced, than this substantial advance in the survey are then communicated to the Legislature, and by them are sent to every town, to every school committee, and to every school amount of appropriations for their support; nor can any act be more district. If these communications contain any general principles or creditable to our citizens than these voluntary levies for the cause of suggestions, which are deemed worthy of consideration, the school Another point of comparison, not less gratifying, consists in the committees and friends of education in the respective towns, explain average length of the schools. For the school year of 1837, their their relevancy, and urge upon their fellow citizens the adoption of average length was six months and twenty-five days; forthat, ending practical measures to carry out the improvements suggested. The town school committees then make a "detailed" report, respecting the May 1, 1839, it was seven months and four days, and for that ending condition of the schools in their own town, for the double purpose of May 1st, 1810, seven months and ten days, exhib ting an average increase, in three years, of almost a fortnight, in the length of about informing their fellow-townsmen what that condition may be, and of three thousand schools, i. e. nearly fifteen hundred months, or a hun- transmitting that information to a common centre, where all their reports are collected. The first object,-that of informing their fellow dred and twenty-five years in the whole. Again, the prospects of that meritorious class of persons engaged in townsmen,-is accomplished, either by the reading of the report in open town meeting, or by printing it for general distribution among teaching our schools, are decidedly improving. In 1837, the average the inhabitants; and in either case, by filing the original in the office wages per month, including board, paid to male teachers was $25,44. of the town clerk, where it will be always open for reference. After Last year, it was $33,03, being an increase in three years, of $7,64 copies of all the reports have been collected in one place, they are careper month. In 1837, the average wages, inclusive of board, paid to females, was $11,38. Last year, it was $12,75, being an increase, for fully examined; whatever is merely of a local and private character is omitted, because it still remains in the archives of the town whence it the same time, of $1,37 per month. The school year 1839-40, when compared with that of 1838-9, also exhibits a very decided advance in came, for the use of the inhabitants; but whatever is of general and permanent utility, is imbodied in the Annual Abstract. And here the respect to the wages both of males and females, notwithstanding that scattered rays of light, converged to a focus, become a sun. The Abthe first mentioned was a year when other departments of business stract is then distributed throughout the Commonwealth, and thus each were discharging hundreds from employment, and compelling them town and each school committee, in return for its own contributions, to seek elsewhere for occupation and subsistence. From the nature receives back the facts, views, suggestions, experience, reasonings, of the case, however, we are forbidden to anticipate equal advances, conclusions, of all the others in the state. Knowledge which was either in regard to the amount of wages, or the length of the schools, local, becomes universal. Experiments which have failed, are not in coming years, because a proportional increase every year, would repeated. New methods and arrangements, which are found to work lead to a rate of wages indefinitely high, and to the impossible result well, are adopted at once, and without the delay or the expense of a of more than twelve months' schooling in a year. first discovery. A coincidence of testimony, as to supposed improve The visitation of the schools by the school committees was at least ments or deficiencies, inspires confidence, and renders it easier to introtwice, if not three times greater, last year, than in any previous year duce a good practice in pursuance of a good theory, or to abolish evils, since 1827, when the law creating them was enacted; and these visit that plead ancient usage for their continance. Each committee-man ations confer upon the schools unnumbered benefits. Visits by pa- and teacher looks upon himself, not as an isolated and solitary individrents, also, were very much increased, compared with any former year. In regard to parental visits, however, there has been a great differ-ual, toiling in an unknown and narrow sphere, but as a member of a ence between different districts; some schools having received the full great company, working for a common end;-and this consciousness advantages of such visits, while others have been left to plod on their tends to invigorate each with the strength of all, Towns, too, which heretofore have been most indifferent to the cause, are aroused by the slow and weary way, unanimated by them.

More schoolhouses have been erected within the state, during the sight of what others are doing; and are stimulated to exertion, if not last year, than for the ten years preceding 1838; and, generally speak- by the noble desire of excellence, yet at least, by the shame of conspic uous inferiority. ing, they are of a description vastly superior to those formerly built.

Public Schools of Lancaster,
Report of Superintendent for 1841,

164

164

Total,

282,410

165

165

EDUCATION OF TEACHERS.

165

School Libraries,
Co-operation of Parents,

Central High School for Boys,
Proposed High School for Girls,
Seminary for Female Teachers,

Education of foreign immigrants,
Improvement of teachers,
School funds,

Examination of teachers,

Public schools of Cleveland,

Public schools of Cincinnati,

NEW-JERSEY,

Report of trustees of school fund,
Taxation in support of schools,

Teachers' seminary,

School Committees,

Private schools,

Compensation of teachers,
Prospects of improvement,
School library,

Distribution of public money,

Report of superintendent,

Public schools of Louisville,

KENTUCKY,

MICHIGAN,

SOUTH CAROLINA,

MISSOURI,

MR. COMBE on education in the United States,

PENNSYLVANIA.

166

166

167

168

168

168

169

169

171
172

From a review of our system of common school education, since 166 its commencement in 1834, and its progress up to the present peri. 166 od, it will be seen that we have advanced steadily and rapidly in its establishment; that large expenditures of public money have been 168 made, and large sums have been collected from the people for the 168 object; the result is most gratifying to all who feel a deep interest in the public welfare, and in the permanece of our free institutions, 168 but the candid observer is constrained to admit, that our labor and 168 our money have been almost exclusively devoted to the mechanical part of the system, to the machinery more than the living principle 169 of common school education. We have provided schoolhouses, 169 and raised money for organizing schools, and employing teachers, 169 but no effective measures have been taken to procure the best teach170 ers, and provide for the best mode of communicating physical, mor170 al, and intellectual instruction. The complaint comes from all quar. 171 ters that it is difficult, and often impracticable, to secure the services of a sufficient number of competent teachers. This deficiency de. mands attention, and it must be supplied, before common schools can accomplish all the benevolent and patriotic purposes, for which they are instituted. The most obvious and direct means of providing instruction; a plan for effecting this object was suggested in the last annual report of the Superintendent, to which I respectfully refer, for some views upon this interesting subject. It is true, as ap pears from the district reports, that the art of teaching in our com mon schools, is slowly improving; but a little reflection upon the subject will convince the judicious observer, that our system requires efficient aid to elevate the standard of instruction where it is low. A community, in order to appreciate and compensate good teachers adequately, should be enlightened by the happy effects of their la bors; a result which can never be produced by those who are in. efficient and incompetent. It follows that in those districts where the standard of instruction is once elevated, it will be vigorously sustained, and that efficient aid is required in those districts where the standard is low. The influence of an additional number of teach. ers, properly educated, would soon produce a permanent and most beneficial effect upon our system, and create in it an expanding and enduring principle of life, which would, at no distant day, adequate. ly supply this desideratum.

Seventh Annual Report on the Common Schools, Colleges and Acad-competent teachers, is, by the establishment of seminaries for their emies of Pennsylvania, by F. R. Shunk, Superintendent, Feb. 20,

Amount raised by tax for school purposes in said 887 districts, $395,918 00 Whole amount of school money in said districts, 650,004 00 Whole number of schoolhouses in use in 1840, 5,494 Amount paid for building and repairing schoolhouses in 1840, $161,334 06 The public schools of the city and county of Philadelphia included 21,968 pupils, for the entire year, at an expense of $5 per scholar, or a total expenditure of $147,749 44.

ACADEMIES AND FEMALE SEMINARIES.

This class of seminaries are entitled to receive annual aid from
the State Treasury, in proportion to the number of pupils taught.
Number of Female Seminaries, Nov. 1840,
Amount received from the State Treasury,

ESTABLISHMENT OF SCHOOL LIBRARIES.

The next subject that claims the attention of the Legislature, is the establishment of school libraries, in the several districts. A small annual appropriation, to be paid to such districts as would raise an equal or greater sum, the whole to be expended in the purchase of useful books upon subjects of general interest, would, in a few years, be the means of creating libraries of useful knowledge in the several districts, adequate to the wants of an inquiring and intelligent people. Institutions of this kind are the legitimate result, and sup port, of a well regulated system of common school education. They virtually bring knowledge, in the most interesting and engaging form home to every man's door; and are calculated, in an eminent degree, tellectual faculties of the people. The great improvements in the to improve the taste, and cultivate and strengthen the moral and in. art of printing, and the consequent reduction of the price of books, make it an easy matter, for every school district, to accomplish this inestimable purpose.

CO-OPERATION OF PARENTS AND CITIZENS GENERALLY.

It is to be regretted, that the practice, which prevails to a great extent among the people, with respect to other departments of the government, of only supervising the conduct of public officers when they are presented for re-election, obtains generally in the relation which subsists between the inhabitan's of school districts and their directors. Whatever plausible reason, arising from the distance to which the officer is removed, may be assigned in favor of the fo mer, none can be advanced to justify the practice in the latter ce