College Street Osborne Hall Chittenden Library. Trinity College: Main buildings.. Original plan of Trinity College when completed... Gymnasium.... Jarvis Hall of Science.. 189 189 200 207 207 208 208 214 East Divinity, Marquand Chapel, Bacfa Library, and West Divinity. 214 216 225 225 251 251 254 254 LETTER OF TRANSMITTAL. DEPARTMENT OF INTERIOR, BUREAU OF EDUCATION, WASHINGTON, D. C., January 3, 1893. SIR: I have the honor herewith to submit the "History of Educa tion in Connecticut," by Dr. Bernard C. Steiner, A. M., the same being the 15th number of the series of contributions to American educational history, consisting of monographs devoted to the separate States, under the editorship of Prof. Herbert B. Adams. The present circular is of unusual interest as relating to a State whose colonial history goes back to 1635, and contains much relating to the beginning of education, elementary and higher. The first chapter is occupied with an account of the early efforts for education, before the union of the two colonies of New Haven and Connecticut. The principle then enunciated by New Haven under the influence of John Davenport and Theophilus Eaton has ever guided Connecticut's educational policy. It is to train "up youth that, through God's blessing, they may be fitted for public service either in church or common weal." After the charter of 1662 the policy of the colony, and later of the State, towards education in general is briefly traced. The different systems of school management are described, and the relation of primary and secondary education is shown in the three stages the latter went through: those of the old free school, of the academy, and of the modern high school. Next some of the more prominent institutions of the secondary education are studied in some detail, to show their history and influence. Among these the old foundations of Governor Hopkins in New Haven and Hartford, and the Norwich Free Academy are perhaps the most important. By far the largest part of the report is taken up by a history of Yale University. Its growth is of great interest, as it has passed through all stages, from the "Collegiate School, founded by the ten Congregational clergymen of Connecticut,” to the great University, which draws its students more from the country at large than does any other similar institution of learning. Its great success is largely due to its corporation, which has shown much wisdom in the government of its affairs and which has had almost unprecedented success in the choice of presidents for the University. Under such men as Clap, Stiles, the Dwights, Day, Woolsey, and Porter, the institution could not but succeed. After the account of Yale come histories of Trinity and Wesleyan, which are good and thorough colleges, both chartered in the early part of the century and both under the care of great religious denominations. The last chapter is occupied with accounts of professional schools unconnected with colleges. One of these, the Litchfield Law School, was the first of its sort in the nation and had a reputation widely spread throughout the country. The others are theological schools: the Hartford Theological Seminary, in the city from which it takes its name, is under Congregational influences; the other, the Berkeley Divinity School at Middletown, is an Episcopalian institution under the supervision of the venerable Bishop Williams. This valuable series of monographs was undertaken and completed under the direction of the Hon. N. H. R. Dawson, my predecessor as Commissioner of Education, and fully justifies the expectations which he entertained of its usefulness. Very respectfully your obedient servant, Hon. JOHN W. NOBLE, W. T. HARRIS, Secretary of the Interior, Washington, D. C. Commissioner. THE HISTORY OF EDUCATION IN CONNECTICUT. INTRODUCTION The reputation of Connecticut in education is an enviable one. Founding one of the first public school systems in the world's history, before the stumps of trees had been cleared from the "home-lots" and the houses built to shelter the settlers, she has continued to be zealous in giving all of her children a common school education, till a man of Connecticut birth who can not read and write has long been hard to find. Not content with this, in all considerable towns Connecticut has founded high schools and academies which are equal to any in the land and thoroughly prepare the students for life, or for further study in the colleges. A college was founded at the earliest possible moment and has grown to be one of the great centers of learning in the country. To this, in later years, she has added two more, and having been cautious in granting college charters, she enjoys the rare honor of being a State with no dead colleges, nor any living ones which are not of high rank. Her children, imbibing at home these principles of universal education, have carried the same wherever they have gone over the Union and one of the most enlightened parts of the nearer West bears the name of "New Connecticut," thus commemorating the birthplace of its settlers. 13 |