of different teachers actually employed, amounts to not less than twenty-seven hundred.

the duties and labors of the teacher in the schoolroom. Every lawyer, physician and clergyman is required to Female teachers are employed in the summer pursue a specified course of study, before he is thought schools almost universally, and male teachers in all the entitled to the confidence of the public. He buys or large, and in most of the small districts in the winter. reads the best works relating to his profession, espeNot one in a hundred, except in cities and central dis- cially those which treat of its practical duties, and aims tricts, continues in the same school through the year, or to keep up with the knowledge and spirit of the times, even for two summers or two winters in succession. in his own department. It is a discouraging circumMany of the teachers are young, with but little know-stance, that so few teachers are willing to make any ledge of the world, or experience in self-government, efforts themselves, to gain that information which the and most of them entered on their office, with no other study and experience of others have bequeathed for preparation than such as the district school affords, and their benefit. propose to continue in it, no longer than until some more lucrative business presents.

Teachers should be invited, encouraged and assisted to associate together for mutual improvement. The The wages of teachers, although they have advanced attainments of solitary reading should be quickened by within the last three years, do not bear a fair proportion the action of living mind. The acquisitions of one to the rewards of skill and industry, which intelligence should be tested by the experience, the approbation, and enterprise can command in various other fields of or the strictures of others. New advances in any labor, or to the compensation paid in private schools. direction should become known, and made the comFemale teachers are employed for a longer period mon property of the profession. New hints should of the year than formerly, and as far as my own obser- be taken up and followed out by trial and investigation. vation extends, they have shown themselves competent Old and defective methods should be held up, exposed to teach all that can be, with any prospect of success, and abandoned. The sympathies of a common pursuit, required of districts schools. the interchange of ideas, the mutual benefit of each As a class they have a quick perception of the wants other's experience, the discussion of topics which conof the young, an instinctive fondness and tact in com- cern their common advancement, would make every municating knowledge, especially by means of oral teacher feel that he was a member of an important methods, a patience under the manifold trials of the body, and thus increase his self-respect. The commuschoolroom, a gentleness of manners, a purity of char-nity too, would thus be made to feel the importance acter, and an insensibility to the temptations of ambition of the profession in its aggregate strength, and accede and avarice, which admirably adapt them to the holy to it a higher social and pecuniary consideration. responsibilities of education, especially in the early peri- They should be authorized and encouraged by school od of life. The wages of this class of common school committees, to visit each other's schools, and in this teachers are far below the real worth of their servi- way, witness other methods of discipline and instrucces; are not equal to the compensation realized in pri- tion than their own. Teachers, no more than others, vate schools, or in the factory and the work-shop; and will continue long in practices which their own obserare altogether disproportionate to the average compen- vation convinces them are not as good and profitable sation of male teachers. as those pursued by others in their neighborhood, and which others can compare and contrast with their own. By means of conferences and visits here spoken of, improved methods of arrangement and instruction, have in the course of a single winter been transferred from one district to nearly all the districts in a society. But the most effectual way of improving the qualifiMany of the difficulties in instruction and govern- cations of teachers, of creating in them and in the comment, experienced by teachers, arise out of the pre-munity a proper estimate of the true dignity and usefulsent constitution of the district school, composed as it ness of the office, of carrying out into practice the is of every variety of ages, of both sexes, of all the soundest views of education, is to establish at least one studies, from the lowest rudiments to the highest, of institution for their specific training.

Teachers as a class are better prepared to instruct than to govern schools, and to teach the more advan. ced, than the primary studies. Their attainments are beyond their tact and skill in communication, or their ability to call into vigorous and harmonious action, the various powers of the mind and heart.

small but numerous classes, and the want of parental Such an institution, in the outset at least, had better co-operation with the efforts of the teacher at home, be confined to the preparation of female teachers. both in instruction and discipline. The course of instruction should have especial refer

The practice of " boarding round," still prevails very ence to common schools in the country. The model generally in the country districts. It may not be ob- school should, as far as practicable, bear a close resemjectionable to young men, to be thus deprived of a regu-blance in its elements to an ordinary district school. lar and quiet home, but to young ladies of education The pupils should be such as are willing to meet a and refinement, it is attended with so many inconveniences, that many are driven from this their appropriate field of labor and usefulness rather than encounter them.

Much can be done to improve the existing qualifications of teachers, and to make their services far more efficient.

Teachers might be assisted in the purchase, or at least to the perusal of the best books on education, and especially of that class which have special reference to

portion of the expense of residence at the institution, by the assistance they would render at such times as would not interfere with the studies and exercises of the place.

The whole spirit of the institution should be such as to invite those only to come, who have a natural fondness for the office of teaching, and are animated in their preparatory work, by higher motives than the hope of pecuniary returns they are likely to receive.

The establishment of one or more schools of this

66

7. STUDIES.

description, is recommended in nearly every commu- but the cost will depend somewhat on the scale with nication from school visiters. They have been objected which it is commenced. An appropriation of $10,000 to, in four instances, for the following reasons. They on the part of the state, united with what could be raiare of foreign origin." They need not necessarily be sed by individual subscriptions, would be sufficient to modelled, and indeed ought not to be, after foreign make a fair trial. institutions. They should be adapted to meet our own wants, to raise up Connecticut teachers for Connecticut schools. The objection is as valid against institu- Spelling, reading, writing and arithmetic are taught tions for the deaf and dumb, or the blind, or the insane, in every district school, and grammar, geography and or colleges, or even the common school, which is only history to some extent in most. In addition to these, an improvement on the parochial schools of Germany. there are classes in natural philosophy, and other "They are unnecessary: our colleges, academies branches, which it is very desirable should be pursued and private schools, can furnish teachers for the higher during the school life of every person, but which canorder of common schools, and these last for the district not, with due regard to thoroughness in the primary school." It is possible that much might be done in this studies, be taught in our district schools as they are. way, but at present, there are no adequate means proVocal music has been introduced to some extent with vided in any of the institutions for the specific training, the happiest results. or the apprenticeship required. We have good teachers, but they have become such, by improving their native tact by experience in the schoolroom; but who knows how many minds and hearts have been ruined or injured by the experiments of beginners. The best teachers universally acknowledge the value and necessity of such schools.

There is a disposition, or at least a temptation, on the part of most teachers to hurry over the primary branches, and to neglect the young children. This is a radical error, and impairs the value of all after attainments.

Spelling, instead of being confined as it too generally is, to a mere repetition of long columns of words. no "Those who are educated there, will not become matter on what principle they are arranged, should be teachers for life, or teachers in common schools." taught to some extent at least, in connection with readThey will however be more likely to make teaching ing and writing, otherwise it becomes of little practia profession, than any other class. It would answer a cal use. good purpose, even if they taught for a few years. To provide against the last result, the institution should be confined to females, and those who receive its benefits, should come under obligations to teach two or three years in common schools; but above all, they should be such only as are actuated by the highest devotional feelings.

"The teachers thus educated, will be few compared with the number of schools." But a beginning must be made, and in the present state of the public mind, and of the public schools, a single demonstration of what can be done, and of the best manner of doing it, is needed. The good which a few teachers properly trained, would do, would not be confined to the districts in which they labored. Their schools would become model schools for other districts, and the awakening influence of their example and precept, would be felt all around them. Teachers who have not enjoyed the advantages of such training, would strive to excel those who had, and thus a wholesome spirit of emulation would be provoked among teachers.

Reading, as generally conducted, is the most toilsome and defective exercise in the school, instead of being made the most attractive, spirited and useful.

Arithmetic is not commenced with a due understanding of the first principles, and continued in such a way, as to give every scholar the mastery of the practical application and combination of their principles, or those habits of attention and reflection, which this study properly pursued, is so well calculated to form. The arithmetic of daily life, is not often acquired in the school.

Writing is not taught in connexion with drawing and composition, or so thoroughly taught in any way, as to enable many of the graduates of the district school, to put their thoughts into the form of a business or friendly letter rapidly, legibly and grammatically.

The mastery of the English language, combining spelling, reading, speaking, grammar and composition, should be the leading object of the district school, as far as intellectual education is concerned.

The department of religious and moral instruction, "Districts will not pay wages sufficient to employ is too much overlooked. The Bible is used as a readteachers who are thus prepared." There are districts ing book, or as a religious exercise, at the opening of which pay liberally, and who look long and far to find the school, but in such a manner as not always at least good teachers. Such districts would go directly to such an institution for their teachers. Besides an improvement in the qualifications of teachers, would to some extent increase the demand for them, and the demand would increase the compensation.

"The time required for this preparation, is more than inost teachers can give." Although it would be desirable to extend the course of instruction to two years at least, still much can be accomplished in a brief period. Six months residence in such an institution, with daily practice or observation in the model school, or even a shorter period would be of incalculable service.

to inspire a proper respect for its divine character, or to give a practical knowledge of those great truths which it contains, and which are so important to be known and felt, by every one who has an obligation to perform, a right to maintain, or a futurity to expect.

As to physical education, there is nothing taught respecting it, except by a practical violation of all its great principles in the location, light, temperature, ventilation, seats and desks, of the schoolhouse.

8. BOOKS.

Since the act of 1839, authorizing school visiters to "The expense of such an institution, will be great." prescribe regulations respecting books, some progress Like other good institutions, it will cost something, has been made in diminishing the diversity of school

books in the several studies, not only in the same | real objects. Some advance in this respect has alschool, but in all the schools of the same society. It is ready been made. still a serious evil, increasing the number of classes, 10. GRADATION OF SCHOOLS. reducing the number in each class, shortening the time of each recitation, taking away all opportunity for oral The practice almost universal in the state, is to proinstruction, besides increasing unnecessarily the school vide but one scnoot in a district, for children of all ages, expenses of parents. It is loudly complained of in the from four to sixteen, and even from three to eighteen, returns of school visiters, and various plans are sug- highest branches of an academical education, under sug-in every variety of study, from the alphabet to the gested by them to remedy it. Among them, it is pro-highest posed, that the legislature should authorize the board a female teacher in summer, and a male teacher in to make a selection, or appoint a select committee of winter. The variety of ages, necessarily leads to a both houses or appoint a committee for each county, corresponding variety of studies. The variety of or each senatorial district, or a convention of the school studies, requires a corresponding number of classes, at visiters of each county or senatorial district to prescribe or recommend the selection for general use. The most effectual and least objectionable mode of introducing something like uniformity, would be through a teachers' seminary. The principal and directors of such an institution, would be obliged to select the best books in each study, and the teachers trained there, would naturally prefer the books which they had studied, and in which they had received their own lessons how to teach. The selection of books by such a seminary, would be the best recommendation they could have.

least, and this number is increased by the diversity of school books, and the different stages of proficiency of the several scholars. The number of classes, calls for an equal number of recitations, and as the number in the same study, and the same book, is small, the teacher can devote but little time to each recitation, and his explanations, if he has time to make any, must necessarily be brief and confined to a few. He is thus obliged to spread his labors over a great extent of surface, and must possess the rare talent of governing and instructing equally well the old and the young, the simplest rudiments and the hignest branches of common school education. The difficulty in this respect, is to Much more than is now done can be effected by school visiters. Let them make the best selection they some extent lessened by the practice of sending the Let the list be reported to the society meeting, if small children in the summer, and the oldest in the thought advisable, for their approbation, and entered winter; and of employing a female for the former, on the register of each school, with direction that the and a male teacher for the latter. But as there are a few at least of each extreme in the school at every teacher introduce no other book or admit any new Besides the change of book of a different character, until the list is changed period, the evil still remains. by direction of the school visiters. If the list is for- teachers from summer to winter, and from female to warded to the authors and publishers of the several male, and from year to year, leads to the employment books, and to such merchants in town, as keep a supply of school books, parents will find no difficulty in procuring those recommended or prescribed.

can.

9. APPARATUS.

of at least one thousand teachers more than are necesduces a constant change of school books, and proves sary, destroys all permanence in the profession, introa loss of from one to four weeks of each season, during which time the teacher is becoming acquainted with the attainments and characters of the pupils, and the pupils with the teacher's methods of instruction.

To remedy in all, or in part, the evils thus summarily presented, it is proposed, that so far as practicable, the younger children with the primary studies, be assigned to female teachers, and the older children and more advanced studies, to male teachers, and that both classes of teachers be well qualified for their appropriate grade of schools. This it is thought can be done in one of the following modes.

The blackboard is the only article of apparatus which has found its way to any considerable extent into the common school, and teachers are too frequently unacquainted with the manifold uses to which even this cheap article can be applied. To the want of globes, maps, diagrams, models, specimens of real objects, and modes of communication based upon, and adapted to them, much of the vague generalities and inefficiency of school education of every name and grade may be traced. The knowledge of practical Life, is acquired by daily experience,-it is something 1st. By employing in every district numbering over which we have heard, seen, tested, or worked out by our own hands, or our own reflections. The more of this kind of knowledge that can be obtained in the common school, the better, and the subsequent success in the great field of self-culture, will depend on the thoroughness and accuracy of the habits of observation, comparison, classification and reasoning formed in the schoolroom.

Little children, who are now required to sit still, on: seats wihout any backing to lean against, and so high that in many cases, their feet cannot rest on the floor, and without any occupation for the hands, the eye or the mind, might be usefully employed with a slate and pencil, in printing the alphabet, combining letters, syl lables, words, and whole sentences, and in copying the outlines of angles, circles, solids, maps, diagrams or

fifty children in school, two or more teachers, as is now done in more than eighty districts. There are several hundred districts, which could adopt this course.

2d. By the union of two or more adjoining districts, for the purpose of maintaining a union school for the older children of such associating districts, while the younger children of each, are left in the district schools. There is scarcely a school society in the state, where at least one such union district cannot be formed.

3d. By the establishment of a central school, where the circumstances of the society will admit of its being done, for the older children of all the districts.

By the establishment in each society of one central school, or one or more union schools, for the older children, and more advanced stud.es, the district school will

be relieved of at least one half the number of classes alike to rich and poor, is occupied by private schools, and studies, and the objections to the employment of in which the tuition is so high, as effectually to exclude female teachers in the winter, on account of their the poor. alleged inability to govern and instruct the older boys,

will be removed.

11. PRIVATE SCHOOLS.

Judging from the returns of school visiters, and my As the compensation of female teachers is less than own inquiries, there is a private school, of no higher one half that paid to males, every instance of the em- grade than what the common school should occupy, ployment of a female teacher in place of a male in every district numbering over one hundred persons teacher in the district school, will save one half of the between the ages of four and sixteen, and in many wages paid to the latter, which can be expended in which are much smaller; and where no such school increasing, partly the wages of the former, and partly exists, the children of professional, educated and the wages of the male teacher in the union or central wealthy parents are sent elsewhere to private schools, school. It will be found that the same amount of or academies. money now expended in three districts, on three female These schools have their origin in the real or supteachers in summer, and three male teachers in winter, posed deficiencies of the common schools, or the supewill employ three female teachers for the whole length rior wealth, intelligence, or estimate of education, of of the summer and winter school, and one male teacher comparatively few parents. Their establishment, too, for the winter, at an advance of one third or one half is fostered by the practice of supporting common of the average rate of wages paid to each. schools almost exclusively by public funds, and a tax

This arrangement will thus lead to the more perma- on such parents and guardians only as send children nent employment of a larger number of female teach- to them. Men of property and education, being no ers, at an advanced compensation, thus holding out an longer taxed for this class of schools, expend their additional inducement to females of the right character money willingly and liberally on schools of their own. and qualifications to teach in the district school. It When compared with the district schools, the school will also reduce the demand for male teachers, except buildings are more spacious, attractive, and commodiof the highest order of qualifications, and increase the ous; the scholars are less numerous, and nearer the wages of those who are employed. In both ways same age and proficiency, while their attendance is it will diminish the expense, the loss of time, and other more regular and punctual; the studies are less varievils of a constant change of teachers in the same ous, and the books more uniform; the classes are school, and give permanence and character to the pro- fewer, and the number in each class greater; the recifession of teacher. tations are not as numerous, but longer, and accomIt will enable the teachers of the several schools, to panied with more of oral instruction and practical introduce studies, discipline and instruction, appropri- illustration; the teachers are better paid, better ate to each. In the district primary school, the youn- qualified, and employed for a longer time; and par ger children need no longer be subjected to the discom- ents exhibit more interest in the prosperity of the forts and neglects which they now experience, or the school: in fine, although these schools differ from primary studies be crowded one side, to make room each other in these respec's, and many of them fall for the higher branches. In the union or central school, below the standard required, still they embrace more the scholars, coming as they would, from the primary of the elements of a good school, in happier combinaschool, well grounded in the fundamental branches, tion, than the district schools.

will be prepared to enter profitably upon studies which Although the number of children in these schools are now pursued to advantage, only in academies and does not exceed 12,000, there is expended for tuition other private schools of a similar grade. Thus all that alone at least $200,000, or more than is provided for is now accomplished in the district school will be bet- the education of the other 70,000 children in more ter done, the course of study very much extended, than 1600 district schools. and the advantages of a more thorough and complete Could the intelligence, the parental interest, and peeducation, be more widely diffused. cuniary means, which are thus withdrawn, be brought In the cities of this state, there is a pressing necessity, back to the common schools, these schools would soon as well as every facility for carrying out as complete partake of the improvements of the age, better teachers a system of common schools, as exists in any state or would be employed, and the length of the schools procountry. And yet when compared with some of the longed to ten months in the year. As it is, the pros. large towns of other states, such as Boston, Lowell, perity of the private schools is a pretty sure indicaNantucket, Charlestown and Roxbury in Massachu- tion of the inferiority or deficiency of the district setts, [See appendix, education in other states,] the at- schools, and the most powerful cause to sink them lower tendance in the public schools of our cities is less, the and lower. Under their direct and indirect operation, attendance in private schools greater, the appropria- the great mass of the children of the community are tions for school purposes smaller, the course of in- doomed to an inferior or imperfect school education, struction less complete, the supervision of committees while a few, without any merit or superior capacity less vigilant, and the interest of parents and the com- of their own, but from the mere accidents of parentage munity less active and intelligent. The explanation is and wealth, enjoy the highest privileges of moral and simply this: in the cities of this state, there are not intellectual improvement. True it is, that many of the enough public primary schools, conveniently located, former, by mere force of native talent and self-training, to gather in the younger children, and no high school make up in after life for the deficiency of their school (except at Middletown) with two departments for the education; and many of the latter are no better for older boys and girls. The place of these schools, open all their advantages, are even ruined by the false no

tions of superiority engendered and fostered by private schools.

whole number in existence does not exceed twenty. These are all the donations of individuals.

It is my firm conviction, that the common schools In the state of New York, during the same period, of the state can be made so good, within the range of $106,000 were appropriated, and $94,998.58 actually studies which it is desirable to embrace in them, that expended in the purchase of libraries for every one of wealth cannot purchase better advantages in private her ten thousand school districts. One half of the schools, and at the same time be so cheap as to be money was derived from public funds, and the other within reach of the poorest child. It will be a bright half was raised by direct tax. The whole number. day for our state, and a pledge of our future progress of books in all the district libraries at the close of 1840 and harmony as a people, when the children of the was 422,459. At the close of 1843, $530,000 will rich and the poor are found, more generally than they have been expended in the purchase of more than now are, side by side in the same school and on the two millions of volumes, accessible to every family and same play-ground, without knowing or caring for any every individual in the state. other distinctions than such as industry, capacity, or virtue, may make.

"Although an injudicious choice of books," says Governor Seward, in his late annual message, "is sometimes made, But I have no expectation of seeing this realized, these libraries generally include history and biography, voyauntil the support of the common schools is made to ges and travels, works on natural history and the physical sciences, treatises upon agriculture, commerce, manufactures rest in part on the property of the whole community, and the arts, and judicious selections from modern literature. and until the causes which now make private schools Henceforth, no citizen who shall have improved the advantato some extent necessary are removed. As long as ges offered by our common schools, and the District Libraries, the majority of a school society or town are content will be without some scientific knowledge of the earth, its with a single school in each district, for children of physical condition and phenomena, the animals that inhabit it, the vegetables that clothe it with verdure, and the minerals every age, of both sexes, and in every variety of under its surface, the physiology, and the intellectual powers study, and as long as the majority of a district are of man, the laws of mechanics, and their practical uses, those content to pack away their children in such school- of chemistry and their application to the arts, the principles of houses as may be found in more than two-thirds of all moral and political economy, the history of nations, and espethe districts of the state; to employ one teacher in cially that of our own country, the progress and triumph of the democratic principle in the governments on this continent, and summer and another in winter, and not the same the prospects of its ascendency throughout the world, the teacher for two summers or two winters in succession; trials and faith, valor and constancy of our ancestors, with the and to employ, for even the shortest period, teachers inspiring examples of benevolence, virtue and patriotism exhibwho have no experience, and no special training for ited in the lives of the benefactors of mankind. The fruits of their delicate and difficult duties; so long will it be the this enlightened and beneficent enterprise are chiefly to be gathered by our successors. But the present generation will duty of such parents as know what a good education not be altogether unrewarded. Although many of our citizens is, or have felt the want of it in themselves, and are may pass the District Library, heedless of the treasure it conable and willing to make sacrifices to secure it for tains, the unpretending volumes will find their way to the their children, to provide or patronize private schools. fire-side, diffusing knowledge, increasing domestic happiness, But it is no excuse for such, because their own chil- and promoting public virtue." dren are provided with attractive, commodious, and schools, in his last annual report, "to contemplate the fruits "It is impossible," remarks the Superintendent of common healthy schoolhouses, with well trained and experi- already realized from this part of our system of public instrucenced teachers, and good books, to go to the district tion, without the highest gratification. The circulation of half school meeting to vote down every proposition to build a million of valuable books among our fellow citizens, without a new schoolhouse, or to repair a dilapidated, repul. charge and without price, is a greater benefaction to our sive, unhealthy old one; to supply the same with fuel, times the number of volumes. And when we reflect that in race than would be the collection in any one place of ten and all proper appendages and accommodations; to five years there will be two millions of such books in free and employ a good teacher for a suitable period of the constant circulation among those who most need them, and year; or to purchase a small library, by which the who are most unable to procure them, whose minds will thus blessings and advantages of good books may be made be diverted from frivolous and injurious occupations, and emavailable to the poor as well as the rich. The progress of school improvement, dependent as it is on so many influences and complex interests, is slow and difficult enough under the most favorable circumstances; but when it is opposed, or even not aided, not only by those into whose souls the iron of avarice has entered, or by others, who, not having enjoyed or felt the want of superior advantages themselves, are satisfied that what was good enough for them forty years ago is good enough for their children now, but by those who have shown their opinion of the necessity of improvement by withdrawing their own children from the common schools, it is a hopeless, despairing work

indeed.

ployed upon the productions of the learned and wise of all ages, we shall find ourselves unable to set bounds to the mighty influences that will operate upon the moral and intellectual character of our state.

"No philanthropist, no friend of his country and her glorious institutions, can contemplate these results, and the inof nearly three millions of souls, without blessing a kind Procalculable consequences they must produce upon a population vidence for casting our lot where the cultivation and improvement of the human mind are so eminently the objects of legislative care, or without feeling that every citizen in his station is bound to forward the great work, until we are as intelligent

as we are free."

It is impossible to add any thing to the force of the above example or remarks, or to soften the humiliating contrast presented in the simple statement of the facts as they exist in the two states.

12. SCHOOL DISTRICT OR SOCIETY LIBRARIES. It is to be hoped, however, that Connecticut, with a The returns of school visiters show that but few population much more compact and homogeneous, libraries have been established during the past year and with avails of public funds set apart for the educain the several school districts of the state, and that the tion of every child, more than four times as great as is