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Les diagrammes suivants illustrant la mAthode. 1 2 3 1 2 3 4 5 6 :i ^^-^v<1M-^ ^.^. ^A/V-^^ DOCTOR CHARLES DUNCOMBE'S REPORT UPON THE SUBJECT OF EDUCATION, MADE TO THE PARLIAMENT OF UPPER CANADA, 25th FEBRUARY, 1836. THROUGH THE COMMISSIONERS DOCTORS MORRISON AND BRUCE, APPOINTED BY A RESOLUTION OF THE HOUSE OF ASSEMBLY IN 1885, TO OBTAIN INFORMATION UPON THE SDBJECT OP EDIJCATIOJV, Sec. Toronto: M. REYNOLDS, Pr.ktek. 1836. -VW»>.' ^.- \ L,e ^Ai^i.Os ./ ./ t DR. C. DUNCOMBE gives notice that he will on Monday next move this House to go into Committee of the Whole to al- low him to move for a grant of a sum of money to defray the expense of sending two persons to the United States to obtain information respecting the building and conducting a Lunatic Asylum ; any recent improvements in Roads, Canals, Harbors, and Light Houses; Schools and Colleges; Currency, Banks and Finance; Commerce and intercourse with the United States or other countries. Resolved, That there be granted to His Majesty the sum of one hundred and fifty pounds to pay the expense that three com- missioners may be put to in obtiiining the best information, plant and es'.imates of h Lunatic Asylum, and sHch information as they may deem necessary relative to the management and good government of such institutions, and also respecting the system and management of Schools and Coilefres, and such other mat- ters as are connected with the interest, welfare, and |)rosperity of this Province ; and to Report to this House t' e result of their labor and investigation, ar its next Session, and that Messrs. Drs. C. Duncombe, Morrison and Bruce be commissioners for the •aid purpose. Committer Room, Housk or Assembly, ? IGth April, 1836. 5 Resolved, That we, two of the Commii^sioners appointed by a resolution of the Commons House of Assembly, at its late Session, to obtain information relative to a Luuatic Asylum and other maiters, agree that Doctor Charles Dtmt;ombe, one of the Commissioners by the said resolution also appointed, should go on any journey to the United States or elsewhere, to obtain such information vs is desired by the said resolution. ISigned.] T. D. MORRISON. WILLIAM BRUCE. A Copy if a Letter from the Commissioners to the Honora- ble the Speaker of the House oj AsseJiibly. Toronto, 24th Ffbboart, 1836. Doctors Dancombe, Morrison and Bruce being by a reso- lution of the Honorable the House of Assembly, appointed com- misiioaers to inquire into " tho system & management of schoolf 67924 and colleges," In order to leport fully upon the flystemB of edu- cation pursued in the United States, one of our Commissioners, Dr. Charles Duncombe, iViis requested and authorised to visit that country, acquire a knowledge of the subject, and rep^"l thereon. That G'entloman has done so to our most entire satis- faction, and we have the honor herewith to hand you the result of his arduous labors and minute inquiries, in the documenta now presented, viz :—A Jleiort upon Education, accompanied by a JJill for the Regulation of Common Schools in this Province : this being our Second Report. We have the honor to be, Sir, Your mosit obedient hu.nble servants, -, ^ „ T. D. MORRISON To the Honorable WM. BRUCE. the Speaker of the Commons House of Asssembly. Letter from Mr. Secretary Joseph, transmitting Lord Glenelg's Despatch, Sfc. to Dr. Duncombe. Government House, Toronto, ( » _ 19th March, 1836. ) SIR,— 1 am commanded by fie Lieutenant Governor to forward to you the accompanying coi)y of a Despatch recently received S^QrTr iVv''^ Secretary of State for the Colonies (7 January lOtJO, JNo. 11.) together with the documents* referred to in it as requested in your communication of the 25th of October last, addressed to the late Lieutenant Governor. I have the honor to be, Sir, \ our most obedient, humble servant, .REPORTS: J.JOSEPH. Superior Courts of Common Law, Practice of Chancery. Lunatic Asylums. Education. Charles Duncombe, Esq. M.P.P. McltHg Qnnmit'rfgr obtaining information on various Bubjeett. ( Downing-street, No. 11. [Copy.] o. Ti u . , , ^'^^^ January, 1836. bir.—I have had the honor to receive Sir John Colborne's despatch of the 4lh November, No. 61, enclosing the copy of a letter from Mr. Duncombe, one of the commissioners appointed by the House of Assembly of Upper Canada to obtain information respecting certain questions of public in- terest to the Province, and in reply I take the earliest op- portunity of transmitting for that Gentleman's assistance, co- pies of the Parliamentary Reports for which he has applied. TJn».-„...n I'lave.&c. [Signed.] GLENELG. -^ •.•.i-n-f^ ^-*ovc^^Or Sib F«am«i3 Bowb Hbad, K. C. H. REPORT. a To the Honorable the Commissioners appointed to obtain certain information during the recess of Parliament Doctors Morrison &, Bruce, Gentlemen, In obedience to your instructions to me at our meeting at the close of the last session of Parliament, I proceeded immediately to the United States, to make observations and collect information in the best manner I could, upon the various subjects which this special commit- tee had been required to investigate, but feeling the importance, if not the absolute necessity, of combining practical skill with extensive and critical observation upon the great variety of subjects entrusted to my care, I obtained intro- ductions to the Governors and heads of the de- partments in many of the States, and at Wash- ington, to whom 1 feel myself in duty bound to acknowledge the great obligations I am under to them for their liberal indulgence and kind at- tendance to my numerous enquiries, for the zeal and philanthropy with which they communicat- ed their own ideas upon the subjects of their particular departments, and furnished me with letters and references to men of science and to reports and recent publications upon those sub- jects respectively. Their names deserve to be recorded and their memories to live in the af- fections of a grateful public — but the immen- sity of the number of those persons who have aided my inquiries precludes the possibility of my even naming them ; and from the variety " Report on Educatiox. and multiplicily of subjects to which mv atten orabirtho'lT'"'' ""^ r ""'<"""'"' o"^ "hot Ton i„,n """' "' Assembly at its last sess- on, and by your resolution lionoring me with n^ £"''r'^""""S ^-mmissionerfor pro^ur. ing information upon certain snbiecis, I haV« 01 education required, to condense and diseat ,/»-t' ";?"""" P'"''"' '^i"'"' n-y reach X heads of departments and officers of the literarv .nstitutions which I visited duringmy ou nevTn^ n the Western, Middle, Eastefn, Vnd some "UCATION. 7 of the Union, and had commenced my report with an account of the information derived nom the Rev. Mr. Peers, who had by the authority of the state of Kentucky, travelled, examinee!, and reported upon the subject of education in several other states to the Legislature of Ken- tucky, and by expressing my gratitude to Lieu- tenant Governor Morehead, acting governor of the state, for the philanthropy, zeal, and intelli- gence with which he freely communicated to me the information I desired upon this and many other subjects, connected with my inquiries; as well as to Professors Dudley and Caldwell of the Transylvanian University, but I found my report would have necesdarily extended to an unpar- donable length, so as never to have been read; and thereby the object for which this informa- tion was desired would have been defeated ; I find myself therefore compelled to make such extracts from all the papers and other sources of information as have been placed within my reach as in my humble judgement would best conduce to the object designed — that of plac- ing before the honorable the House of Assembly in as condensed a form as possible, the present state of the Hterary institutions most worthy of our imitation both in Europe and America. In doing this I shall endeavour to be as con- cise as possible, using the opinions and even language of other men where they express my views of the subjects upon which they treat: the books, reports, addresses, and papers from which I have made the most lengthy and impor- tant extracts, are the reports and addresses made by the officers and members of Yale College— of the common school committes Reports of most of the Western, Middle, and Eastern states, especially the cities of Boston. New York, Albany, Philadelphia, Baltimore and Report oit fioDcATlo/f. city (roe scliools, Gramm," 'V'".'"""" ^c'lool. Manual Labor sclionl» ' • ^""^aslcr schools «;"'i"pel.„o,., among^ar ''^''?°H and' some particular notico-an ^ " "'°'""'y of ed«cat,o,.byCa,|,„ -n^eE Bet? "P°" ''""■'"e tliorcquesto/tlioAnierirnnr"""' "'""en at -an address propaW . i '^"f""' New York tion by Mrs. VVillard ^, f,'"" ."""male educf and l.i,b,, rcspo3,el„ fe "c^- ''^'"'"ird hnn at Le.vi„g,o„ ^^rc^'r'' ^^'"Wish^d bv operation— ifr. pLk'" „ """' '"'» successfiil acter and prospects of thn W. f®®,°" ^^^ char- tne Union Literir,r ^ • ^^^^ JeJivcrf>r? / ^xiord Olijo, at their ninth 1 -^ ^"'versity, September, i nS4-^Jo7n7of T''''''''y^ 23r^' a con vention of Physid^n. r A P'^^^edings of <^'ty of Columbus i/ 1835 ' n?'^' ^''^^ ^^'he sembJy of tiie State of L ^^^^^^^ ^'^ the Ag! «n the bill relative to ul T^""'^'^ A% 1835 of ^vitnesses^Td an adwf ^' ""^ ^o^ tency .gambJu.g delivered to uJT v'' /^^^^ce of ^•ansylvania Univeill in Zt'u £"P'^« -f ^barlea CaldweJI, M A "'^^34, by Professor «'ttee on Education to the L?''/ "^ '^'' ^oZ /to the Legislature of Ken- lucky. Thoughts on the spirit of improvement, the Hclectiou of its objects, and ita proper di- rection, being nn ftddresa delivered, 183.>, to the Agatherianand Eronopliian Societies of Nash- ville University, Tennessee, by Professor Charles Caldwell, M. D. Daniel Drake, M. D. discourse on the Philosophy of Discipline in families, schools, and colleges, delivered befora ihe Western Institute and College of professi- onal teachers in Cincinnati, Ohio. Iiiaugeral addresses delivered at the opening of Morrison College, Lexington, by the Rev. B. O. Peers, President of the University. Four atjuual re- ports of the proceedings of the Western Insti- tute and College ol professional teachers, Cin- cinnati. The annual reports of the Dayton and other academic and manual labor institu- tions. The Rev. Mr. Marshall's observations upon literature and science. Report of the re- gents of the University of the State of New- York, on the education of Common School Teachers, Albany, 1835. Report to the House of Representatives by the Committee on Edu- cation, 1835. Digest of the laws and rules of exercise and discipline in Renselaer Institute. The laws of several States of the Union upon the subject of education. Report on the state of public institutions in Prussia, addressed to the Count de Montalivet, Peer of France, Min- ister of Public Instruction and ecclesiastical af- fairs by M. Victor Cousin, Peer of France, Councillor of State, Professor of Philosophy, Member of the Institute and of the Royal Council of Public Instruction, translated by Sa- rah Austin. Practical education, by Maria Edgeworth and Richard Level Edge worth F R. ^.&. M.R.I. A. The Schoolmaster's friend, with the Committee man's guide, containing sugges- tions on common education, modes of teaching It RkporI'oi^Eduoatio.v, the western Col eL of P f •"''"l'«'="o'>» of Thoughts ouPhX^/^lT°"^} Teache:s. course' MivZZTi:„tXTo(\TA'' ""- Lexington, by Charles cJZXhx''' "' o' Ihe el(,menlary printinr.= ^f i . ■* "'^''^ Mon the study of the Cf„r^?'=^''^^^ ;;r Physiciaus iu"Lo tn Thc"iT' ?''"'^' diacoiirse, and (he Ip<-3 J i- '"'''oduclory American Ksritute of in';? ^'":«'-«<' before the The district SofbnX!lle"T°f°"' '«^''- courses and addresses on tl,» \ ■ ^^'"J- ^''^- ean history, arts and ?!,!, ''•'';'" °'^ ^f^"- Verplanfc/' Journal „fh„"'''' ''f-'"''''"' C- convention of Ute mi a^ri L-^""/"'""'?' °*" » held in the Common ComifrT""''' gentlemen, ed in thisrepKffi^^ !f '"'" "''=<»"™e„d. schools for he educat^fn' f rK*^"""""" »<=''°ols, and for the eductlCof e her?oX '"'"^^.' «fci^oo/«,made th^ir o^r.^ *^"^*^f o»^ tne normal uslyin Great BrfiSn'^l""'"^"^^^'"^"'^-^^ pears by the volS^^^^^^^^ - ap- ani,(copies of which have K nnH^ ' ^ "^"^^^ me by Lord Glenelo-T!, f T P?!'^'"'^ ^"""shed able and sple^ndhf^^ f „';3;^f ;^^ very Schools m some parts of S?.^? ^ ® common Cousin's reports oi the .rhf .^ -^""k ""^^ ^^ M. Germany, and Bulver'^ 0?,^ 'r'" ^^"^^^^ and cation as a prevention m'"'^*?"^^ "P«» edu- that when Lord B ZhLT', '" F^^"^^^ ^o Schoolmaster was abS^ th''^''''^ *^^^^ '''^^ with earial ir..*uL^'^^^'^ ^^^ remark aDoh^^a ,_ - -""^ «.v «ome parts of the Continent™ Hepo&t ON Eduoatioet. 11 «nd to Scotland as to England. Tho gttmtno^. ing of this beacon light was soon seen across tba ocean, and lighted up a similar flame in the United States ; Commissioner after Commission- er was sent to Scotland and to England by the authority of their State Legislatures to light their lamps at the fountain of science, that tho whole continent of America might be ignited by tli« flame. In all freegovernments the welfare and safety of the government depend upon the na- tional character of the inhabitants, and that national character depends upon their national education. In the United States, where they de- vote much time and expense towards the pro- motion of literature, they are equally destitute of a system of national education with ourselves, and although by their greater exertion to import the improvements made in Great Britain and on (he continent, and their numerons attempts at systematising these modern modes of education so as to lay the foundation for a future perfect system of education adapted to the institutions of that country, they have placed themselves in advance of us in their common school eystera, yet after all heir schools seemed to me to be good schools upon bad or imperfect systems ; they seem groping in the dark, no instruction in the past to guide the future, no beacon light, no council of wise men to guide ihem more than we have, upon the subject of common schools; our schools want in character, they want respectabi- lity, they want permanency in their character and in their support, their funds should be suf- ficient to interest all classes of the community in endeavoring to avail themselves of them ; but whatever the amount should be it should not be subject to any contingency, as an annual vote of the Legislature; it shouM be so arranged that all the inhabitants should contribute some- 12 Report ox Eoucatiox. w!li V L "I" "*^ '•'« school moneys I hardly know whether I ou^ht nn» t« „.! i • to yoa and to the Ho,„e of Assembly for^Th: Z:?: ^'fV""^^" r » -^ 'rn™a'n"d I't „ r a"n .h.s report is so irp:;fL''a:fectryf4.; J nauon were at rest, dnrin^Jhe 000!^ H^ iT-r&l-^^^^^^^^^ Commerce. I am »«,,„ ih„. \'""^'^",<=y' and thi- p ■ . " " aware that the subicct of th,s Report ,s one of hackneyed diX"i„n TAe science of education, Neverlhcles ,h» f provementsofthe present .ge i" thb set '"' and the increased conviction of L„. ''' importance, a, a corrX to ^^h^r^ Xe'iJ something of the character of novelty 'as^a^nM mine which had been supposed to be'„«rlv„ hansted, suddenly discloses a new vein 'f^^" and purer thun any before so ,lZ Va' I'f^'" may present ne/an7;';^ml°i„?rpects"t.d cited on this Bu'Sras'to'mo r,be"°whT literary world. The goirit of "f°l ?.-."'"''.* ana .a reconnoitering the whole field'ifVeS' li Report oif Edvcatiox. 19 with a vigilance and an energy that declares unequivocally, something must and shall he done. Nay, this work is already commenced, and, as Lord Bronghaza declares, "the Schoolmaster is abroad" Scotland has taken the lead, England is not far behind, Germany, Prussia, and France follow close in their wake, and enterprising, in- dustrions, ambitious America, has launched her pinnance to contest for the palm with the old world, and in the United States important im- provements have been introduced into the diffe- rent grades of literary institutions. As antiquity is not always perfection, so innovation is not always improvement. While, therefore, we ought to be wholly uninfluenced by unprofitable traditions, however ancient and authoritative, we ought also to be equally guarded against doubtful and hazardous experiments, however specious and imposing. Education should be directed in reference to two objects ; the good of the individual educated, and the good of the world. The course to pro- mote both objects, it is acknowledged, is nearly, if not quite, the same ; but as mer^ are too dispo- sed to consider their own a separate interest, and are prompted by selfishness to act in exclu- sive reference to that interest, the only safe course is to provide for the education of youth in direct reference to the wants of the world. Thus every desirable object will be secured ; for although a fatal 6rror may result from consulting only what appears to the interest of the individual himself, yet he cannot be educated wrong for any of the purposes of life, who is judiciously educated in reference to the public good. Hence in esta- blishing a system of education, reference should be had chiefly to the condition and general inte- rests of the great family of man ; and nest in importance is fixing upon that system and those 14 Report ox Ex>DcATiorf. I t I i •ng (he proposed srstem nn ,i?f ^''*''' '""■ and existing exnerimpn, ??. iiT ■ ''S"" "f Past introduce and estaS L ''^ '?«' difficult to education in th4 Pro! „^.'. "''^ V^temof «ny other part of th,?T^^''""'' has been in been atte.^pt"d '^* ""'''^"'^ ""'d "'here it ha^ condition anSLi" if fK*""'' ''.'''^fl/"' «he i» true, is rather an it ipleo? .?•'?• .^'"«' '' of worldly policv I. u V °^<=^"i"'anily than .he true 'piSlZiuy I'f VlZi'ih^^''''' "» a dictate of individ,,,? „ V^' ""^""srauch It is obviousi; ,heTi"t •'^S«."r«" interest, every ChrilriL comrau fv T""!?'^ °° «''''«'' world has had its in?^^ ''S.-^ "'"'"''' ««• The mentefcharacte? itid^ff^' "! ^™''"«' ''«''elop- ment in the arte nL •''*"' ""Se^ of improv^. variations rnpoatic^fjv?""''' ""'^ "' g^««' ascendencies. Neth^rh"""""? ^'"' ""'""al themselves been unifnr™ ""^ ''■''"* ^''anges ten Instead of a "et,T; "^'' "'"'"^^ ''«'• ">« b°et. "sliining more "and Tre Uto'tr"^"/ '"'lis'"' there has been an ni.. ?• •„* perfect day," day, at leasrof comlar« r.'-'lr' °f "'«•" "^^ It needs but a sin°l7aHe 'TJ'?"" f^ '^"knesB. see that these chaSLes "nS vaL,° "" "''^J'"=' 'o a corresponding modifi"! ' "^' '""^' "q"!™ •ystem of educafiorbu? ato"i„T °"'? '» '"e mean, of instruction and »1L • ^u """*«' ""d character of the .h.d?.. *° '" '?* =°""e and look then upon the wo ?J ^"^^^ ^« ""st as it h.. I.. i_ .?* ^?"d as It now ia. «n.i _.. -«-•".=... ^'foph.ianthropi.tengag.db;;;' Ifl Report orf "Eovgktio^. IS •nterprise of permanent interest to future gene- rations, is qualified for his work unless he can make accurate calculations for the future as well as for the present. In many respects the present condition and future prospects of the world differ from all its past history. And here I will notice, first, the extensive and increasing intercourse which is maintained between differ- ent and distant parts of the earth. This is ow- ing chiefly to the interests of commerce ; and is one instance out of many, in which the spirit of enterprise for gain and individual]|wealth is sub- servient to the great interests of humanity. The merchant, aidrd by the great improvements in navigation, and other facilities of intercourse, penetrates every sea, bay, and harbor, and visits almost every clime. With him he takes, at a comparative small expense, travellers of all de- scriptions ; adventurers, men of leisure, and of wealth ; as also philosophers and men of science who note the laws, and character, and literature of the people, and the geography and natural history of the country. From these and other causes the principle parts of the world are fre- quented by foreigners. In this way intelligence is communicated readily and constantly, and those who are separated from us by half the circumference of the globe become, as it were, our neighbors, and dwell among us. We thus acquire a common bond of interest, by which the difTerent and distant nations are connected together. In consequence of some of almost every nation having visited foreign countries, in consequence of the dispersion of friends and acquaintances for the purposes of commerce, and other objects, in conoequence of the invest- ment of property abroat. id from various other ./UTJC3\.(C79 2I?-S22£^w S ^^Ui;? ^t^ 1.X IJL^. V tS £3^ nations together by a strong association. Th«« 14 Refori- ox Education. and the etrone natS h!, ^ P™Pe«y of all long .ctarr/ tSe ~L nT" '^' '?''^<' »» improvement a.e faaf mfir/dow;:"' tTA""*! scattered over the vinrW f ^^^' "'""S'' ibemselves, and are Sn.™ ", ''''?''"° "^ without euvv • for ih„ „., • ' ^'cvations the prope«7of a I TrT'Tr'' ?*" f"''' "<> "olh-mg of party and cLT F,*"'"!"? '^ ''"^ in it ther at^heietT?hdr treat ,:„r'"" '," '^.S"" of Nature humbly and nfti^n I "''u'' "'^ ^°^ quiry " What s frn.l. ''"l ^ A'^ ^"''""S ""= o"' i^^div'idual t n"ti'o„ • rrou't^d thr*","'' '?»<' •he rapidity of the w "f s and i 'nf^'- ' ""'' cfaoed from'every enliZened In !) f '^ ""'''^ '■^.■^- acclamations. "Snwned land in responsive The religious enterprises of iho ru ■ .■ Church g te another slrik „„ <• . Christian acter o^the prcsem aee Tl,f? "m- ■ ° "'" '•''"- course already 7l"udS',r, '^"''"l"* "' ""or- circumstancet have ^iven r""""**'"'"" ""•««■ '".ese enterprise andf etflVfn'ro/rrr'r '•" --•6 -vo uj, wmcn diHfcrent Iiations a,; Report on EDtcATioJf* 17 bound to each other. The first principles of thia religion is to count every rnan a brother. It looks abroad through the earth and says, "I am debtor, both to the Greeks and Barbarians, both to the wise and unwise." Its plants of bene- volence therefore are bounded by no national lines or distinctions!. It recognises a kingdom of a character and extent to comprehend and consolidate all other kingdoms, peoples and tongues; "a kingdom that shall never be des- troyed." This kingdom is gaining strength and enlarging its operations; and wherever it goes it spreads the harmonising influences of its own spirit. To the preceding characteristics of the pre- sent age, we may add the peculiar state of the political world. The advancement of political reform; the general movement among the peo- ple in different nations to assert their rights and secure their liberties ; the increasing light on these subjects, are so much the topics of daily remark and of constant poetical and rhetorical declamation, that I need here only allude to them for the sake o( shewing their relation to the varied subjects before us, and for the sake of shewing that in the political as well as in the religious world " the fields are white already for the harvest," yea, " the harvest is great and the skilful labourers are few." And here before we advance further let it be observed that whether we view the subject by tho Hght of history or by tiie light of revelation, or whether we consider the energetic character of those principles that are now in operation, we are in every case led to the same conclusion-— that the march of the principles a'ludrd to is onward, and if the proper means are used, will ^«:„... aJ>. l-.^ ^«^n>n.n fit^nl yonrtirotiori of our world. C 18 I- 1 Report on Cdvcatiox. •y«em of education t Much every way-Edu- palion IS to be second only to Cliristianitv itself •J. carrying on this work. By this "ysTem .^J t^ie edncalion of leachen, the%outh7ut mTnd if discplined, the arts and sciences are improved! the world IB enhghlened, and above all, by Ihis ZTL°' '^"'"■"'' "!'«'i'g«"t.o»terprli„l b" n^olent men are trained up, and sent foTth to be leaders m the great enterprises of th/day? ..is?,r "a' ""^"^ o"" profession merely, mU lusters and merchants, lawyers and physic ana teachers and statesmen, farlners and mechanics' ^In b": ^r°'"u «^""'lance than can be attamments, and of a proper mould; and these depend much, very much, upon their educaUon! It has been supposed that there are too many n the learned professions already, and that therefore there are too many who obtain a I be- two errors :_One is that every liberally educat- ed man must be above manual labor, and must InZhr.r'-"" T "I,"'" ''=""«'' professions and the other is, that all who do enter those pro- lessions do it and have a right to do it from per- sonal or family interests, and not for public good. —Whereas a liberal education ought not to unfit a man, e,iher in his physical conlitmion or his fulmg,, for active business in any honest em- ployment ; and neither ought men who enter a«« of the learned professions, to excuse them- selves from labor and privation for the good of the world There is a great and pernicious error on this subject. ^'.1 ""^ P^'^'^f "°n of the physical, intellec- i^r',^"k"'°'''"|P°"'*,™.o'' "an. and the impart- ing to him 8 knowledge of the law. oFhi* Report on Eoucatiov* II being. Each of these parts may be divided into general and particular. Education is general, while it regards its subject merely as a being susceptible of improvertient, and capable of re- ceiving knowledge ; and particular when its in- structions are imparted, to qualify the pupil for some particular station and specific duties in life. It is plain that a portion of the education of all, especially in its earliest stages, must bo general ; but it is equally evident that a greater portion must be particular ; and this is especi- ally true of that part of education which con* sists in the imparting of knowledge. Life is so short, and man's power of acquiring and of re- taining is so limited, that it would be a vain at- tempt to aim at making each know everything. Indeed, life is too short to master one science, or to become perfectly acquainted with one pro- fession ; and it is therefore much too short to master all, and yet much more too short to know all that can be known, and also to do all that ought to be done. The great object which we propose and recommend in this report upon the inductive system of education, is to remedy the defects of the present system, and prepare the rising generation for the regulation and en- joyment of free, civil, and religious institutions. We think the signs of the times and the present character of the world, demand this. — Hence, noWf whatever may have been the state of things heretofore, it is criminal to acquire knowledge merely for the sake of knowledge. — The man must be disciplined and furnished according to the duties that lie before him. An education should be such as to give ener- gy and enterprise to the mind, and activity to the whole man. This depends, in part, upon iiie pnysicat conbiuuiiuii. nuiitu mc ijci.vco«ij of preserving a sound state of bodily heaith. To secure this, temperance and proper exercise so RePOHT O.I EotCAT(OS. we req-iisite.— Bui what exercise ig best ■. » W thont stopping ,o ,|,scnss that point at lame ere, in my opinion, (he best Itind of gy,„„a^^ tics me the r.Kerciso3 of >he field and ofH^ shop, ,„ some kind „f useful labor. The mora? as well as physical ctfeet of such cxorcires t every way superior to that of others w i ch have been introduced, to say nothing of tho addU?o^ ^nl^lnr,,'" "'^^^«""'' »f 'l'« community !!! and ,f such exercises are objected to, becaiso they are deemed by many as derogate y to thei? ins s ed on. It ,yas never designed that fashion and tnclinaiion should give rules for education! but education ought to direct fushiun, and resS- »!!.» p'r ""'"!°"\, '^"' '^'»"°ver may befhe mode of doing „ ,he strictest attention ought to be paid to the health of the student. xKi, a one howev'cr will not be sufficient; the mind theVb-r '' f*"-" '?'"■■•"!-"' '" '"'•<'" reVerene" to the object of making the pupil a man of enter- prise and activity. Every thing that k cairn fated to call forth such a spirit sl^^ild lo chS ed, and every thing which discourages itshould be d,scountcn,-.„ccd. The student%ai not be too much impressed with the idea that t" be a mere man of letters is not the way to be the most usehil man We want men who^vi rtakl the held, and whose souls are fired with a zeal - for active duties in the service of the world. Closey allied to this spirit of enterprise and liab.tof self dependence "hich should imbue the mmds of youth at an early age. Notl ,v"s more important in the formation of an emernr 8.ng character than to let the youth eariylearn fc'„Tu-P°""'' "'" '" orde'r to thirlfe m„ " o- ru. Ui„,„ uis own lesouroes, and must under- RpPORT 07i EotcATiorf. sland if he is ever any thing he must '"ake him. self and that ho haa within himself all tho means for his own advancement. It »« "Ot de- Birable therefore that insiitiu.ons should be ho richlv endowed as to furnish the means ot edu- cation free of expense to those who are of an age to help themselves ; nor 1:3 it desirable that any man or any society of men should furnish an entirely gratuitous education to the youth of this Province. All the necessary advantages for educating himself ought to be put withi:i the reach of the young man, and if with these advantages, he cannot do "^^^IVT -^ a «t is not worthy of an education. K it be said that self support, in part or in whole, is a tax upon time and a great draw back upon the students acquirements ; I answer that in the general, facts shew that such students are in advance of others in knowledge as well as in enterprise, and if Ihey were not, still it is better that they should know less and do more, than that they should know more and do less. .,,11 The course above recommended will aid also in forming another trait of character and habit of life which is very important in this miscella- neous and changing world : I mean a facility m passing from one employment to another, and a ready adaptation of feeling to the various du les and changing circumstances of life. 1 ho intel- lectual and corporeal habits of most men are too inflexible, and the transition trom one train of thousht and from one class of exercises to ano- ther altogether too difficult. They can move in st'raight lines, and in their old courses, to some purpose, but chan-c their direction and employ- ments, and they become almost useless to the community and to themselves. 1 he amount of public and private loss sustained in this^way is very great, and also very unnecessary, m mosi RCFORT OS EdDCATIOW. n'e^'Z. irVlhipl"" ""?"' "-« •-- 'o .r.i. to Us hel ra.Var,,re A"™;' """''' '"•'ve, W • ^•iii(;jiuoiiea and utiivprqiil ni.:i .i * •thout thft niil «r I ""v^'S"' P'lilunthropy. .elf aee»a hardly ^ufficiZ",':™?" "'/«'»""■ all the wo^lllto: d^.St'ttorf, , """^"'^ a truly devotional cbaructer thT^ 'i.'° P?""'" have those eulishteneH nr n '• , ' '„"" ""§'« not Which are necfssa v f/ k'^'P'*'* "f benevolence of the worir xHruth « f^'"'!'''' "''P''""'« ing of reason to is ,"«,„,?; ^T 'i'" '^™' '''»^»- ned each to look on hbow^' ,?»"'"'"' f« "•»!- the things of another xLr'"^' ""'' "« on .eryahe>„eraUo ;eoTtirtr,r°- '"''^ ""►.'" policy of common schools anri .1 L """.»' "'^ honor, of .he colleges ill tender M^" h'"''' ""^ fos er a criminal selfishne., Vh ^J'* ""^ which leads to sucha Zi^\r ^ ''•* "•'"""ion cally defective. Is (here 1 ° ^T^% " '•««^''- selfish bias of the hearr - .'^^ ''J' "'''<='' this prevented ? Far be hf- "'*"'"'' "" """ are to be indifferent to ?"" ""^ '° '*^<='' ">« we is a kind of benevo onn» Tl "'"'"^'- '^'i>'» in theory, but it evf,,, "'t"='' """y 'ook well heaven or on ear "V^'^" "''"' ««'•*■• i" Deity, or in the breas't o7 h'; .*" ,• ''* ^''""" °f Benevolence, therefore sholiM .'"''*'' "O"'"'^"- into every system of erf„„,,° ^ ''^ 'ncorporated and an indeprnZt sc.W k' T "^^ "^P""^" ing of all anS fhcfiia, "" ,e of n" 'h*'. "««on- In noticiiw ;!.,?„*' ""T "^ »" attainments, to be imoar. . ,5 i . °" J" V •haracter which are - ' '""' """« s;- the hand of Edu- RsroKT OR Bdbcatio!*. as cation, I have purposely omitted all tho.e pnn- cio 69 which are the moat commonly u.Msled on r ™iri K the young .tudent. and have touched on U ose^only which are le«s frec,..e.>.ly urged, and «1 kh se^cm. nevertheless, of v.tal m.port- ance to the accomplishment of the proposed ohject-educating men for the good of iho "°MyV.ows on the importance of the study of the ar ■• nt classicks are brieOy these :-Anci- en. literature ought always to Hml <"' ho"""'.''; ble place in our colleges and universities. If a knowledge of the ancient languages were of no other importance than to preserve the pur .y of the Holy Scriptures, and secure a correct trans- ation of them into other languages, this would of itself keep these languages in credit, and make a critical study of them necessary.- But Teh ia the character of modern lilera ure and of the science, that a few only, need devote themselves to ancient literature in comparison wUhlhe many who can be better emploved.n mher studies/ Too much stress '^.-'ow'^'d "pou a knowledge of the ancient classics. It is still deemed heterodoxy to call any man learned who is '.ottkilled in the'creek and Latin Languages^ The tone and character ol our present system of education were formed at the revival of let- ters alter the dark ages. But though the causes which led to the present system have passed rwLv yet by an unprofitable adherence to the traditions of the fathers we must have it still, that what was once necessary to constitute a BchoC is still indispensable for the same cha- racter But the state ol literature and tlie cha- rac ter; of the sciences, are greatly changed. At the revival of letters in the fifteenth century lost aUthe learnings theworldwjjslocked up in two languages, men ouw u» i^w^.-^-. ««^^ 24 Report on Edvcahok, Hence to ^o a srhrtTni. ;« . quainted with tZ'lT^^eTri '? I' •>^' igv in geaer.d, and or a m:)ro ready aifaitunont of the mod.'rn' ! guaga.-j, tnis would be n ian- Tl ic I ivaiitag'oiis 1,0 die pupil. proper or-aiiizalion of .u b.,arJ of etruction is a matier of s. in- diflicnlt '•eat Mioimiit, and of be be nttaiument Ali agree tiiui they .Iiuuid united ntnonc; thrm^el nie in their li i» of learn :nvin. Cial literary institutions, would be a crea im proveraenl. ^'^^^^ *^* Was it not that my report is swellin- in size d 7"n 7^^"^ ' '"'^"^^^d i^ should hive heen, I should have made some remarks nnln iws'^f 1''^'' ^" '? P"--^ in thetru *^'^'*st^3 01 common schonU fvr^m, «k • /• BcbooU,othefi,su-ln.:rLe\"d.„ :„:'tl ti .ie,h"r "^'' '"''""',"' ^""-"'^'Wfc. (if cot tinued) Grammar scl.ools, Coll, stos anrl FT, ver..,y, comprehcding the charaS a" d oMer of the stuJies, the text book, and mode7orin the^character of the knov.'led.e'to b^Lp^ted of'^defr™"""'' ''"'"^""'O"' ^"'i graduation a repubhe, but it h patriarchal. TbP nearer it approaches to (his cl.ar«r,»r ,|,c mnr^ " " ■ ijjg^ -.-., luc more periect Report o?« Educatiow. SI Like a bonseholJ, alUnrary institution should have but oae head, and that hea( should have ability to govern, or 1h3 is unfit lor his olhce. In this govermuont, it is true, be ougbt to be assi:3t- ed by the subordiiiule officers, but tbe govern- ment itself should bo a unit, and receive its di- rection aid iinfl lence from a conunot. bead. The soveinment of a seminary ot learning, like a houseliold, admits of no i iterference from abroad. A code of statute laws from a board of trustees, for tbe officers to execute among the students, will never be respected, buch a course, bad not custom sanctioned it, would be deemed an insult- to the immediate jrovernment and anoutrngeupon its autboiity. /lh« s"dent should feel that he is offending against b^s lather and friend, and ngainst the peace and prosperity of the communiiy in which he has e common in- terest. Like a lamilv, tbe intercourse between a student and tbe Pr(.^ident and Professors should be of an affixtionate and familiar character. Faculty meetings before whom tbe young trans- gressor is arraigned wih all the sternness ot a public prosecution on tbe one hand, and with all the cunningduplicitv of a studied detcnce on the other, should be avoided. I cannot feel justified to close my remarks on the subject of Government xvithout giving my decided testimony in favor of a moral and reli- gious influence to aid in the government of youtli. This is of paramount importance.— With such an influence government is easy; without it, good government is impossible. On the subject of classification there has, of late, been much said, and much to the pur- pose ; but there are still different opmums.-- The question in dispute is simply this:— Ought scholars to be classed uj^ mc j^cai «o a.^j .io~, are in most colleges ; or ought they to be class- 32 ll'^i'ORT OA KDucvnox. fc.-'o>v oC „o plausible i^:^-,^" ;'",';"«• '"J-'eJ I i;.-ov,u!ing cuuise exccw i ho ,. '"'"'' °'' "'« ""gmally udontecl, Zbfln. ''"^mMl'od was Cut wljul leason is thorn ,t ' ' ^ instructor. schools and ac4de,,,l, :' °,'''"?-' '" ''ig'' schools, Toachc.,-s iX liv '° '" '"■''"""y .'I'o day, but in coli;t"3,,ou,al'f',f '•''•' ''°"« *" '» term time, aud yc?llm^ftv '''" """'' <-'»'<=" one quarter of tl,i yoa^ -V"f''"^« ""nation reason fo,-this ? JLJt l,i.„ u',, "">' g'"'"'«'•' and someii neg gove^nme'" afd'cSe'cft^r/^T™''' ''''^^• i.:ct;e'i:t-£-""'^i'^^^^^^^^^ the character a, denf ^""'^ """8 depends upon dual. A school irvfTr,'''^?''''S'« "'divi- perily one ,veek >Yl M ""-' ''"'S'" "^P^^^- extinct rl: "'" "'='" W'-'ek eiitirelir de eTdent ^p reran':: bo^fV "''?-' «""5 and perpetuity .fff' i ' /"' .'''" cliaracle? teachers St ay into th^lrt '""t" *'' g"'"' nate ; if poor ones ,p,h "'"'"' "'"'' <"" f"""" the characteT. °he ioriun^nr^ ,T'''^-. '^'''^ of those who «re so ,vf' '"'^""' «°"'inua,.ce characteronhefutulr- ""'> '" ■"""''' "'8 ^ province am aW IT''?""'' '""""■'■'' "f '!"* control of fh„ ^""^°'>""''"'°™'l from the control ot those most deeply interested ture, and aDDarafne A^„ t , »" oniiuings, runji- thn nn.. .T?^_'5"' ?^^«ted to this object Und^r ■■"""""* "^""^^^« corporate body. It tbi^, Report on Education. 99 becomes the business of certain responsible men that the property thus invested shail secnre the object for which it has been bestowed. But this method alone will not avail, for though the pro- babilities are greater that endowed institutions will be well sustained, it is often found that Ihoy do fail in securing a systematic and perpetuated plan of education. There needs to be added a well devised plan of Government and course of study, together with that division of labor ex- isting in colleges which secures several able in- structors to the same institution, and in such a way that the removal of anyone teacher cioes not interrupt the regular system of the institu- tion. That this can be accomplished in regard to female institutions as well as those for the other sex, is no longer problematical, for it has already been done; and what has been done can be done again. One female institution, at least can be referred to in which a regular system of govern- ment and instruction has been carried on for a course of years, until an adequate number of teachers and pupils has been fitted to perpetu- ate the system, so that as one teacher after ano- ther was called away, others were prepared to take their places ; and thus the whole number of teachers, from the principal to the lo^vest moni- tor, has been repeatedly changed, and yet the same system and course of study have been pre- served, while there is as fair a prospect of fu- ture perpetuity as is afforded by most colleges. Another object to be aimed at in regard to fe- male education is, a remedy for the desultory, irregular, and very superficial course of educa- tion now so common in ail parts of our Pjovince, and I may add in the neighboring country. — y? nr-- n t*A canf i r\ r\V\fain adncation, there is some standard of judging of 40 Heport on Education. iii theip ateainments, there are some data for rlpf«, mining what has been accomplished R.f/ • regard to females, thev are^ontt . . *° school and then to;noth'^.rT the/attSa Vn"r! aren,or the convenience of teachers- anH :fo the rare occurrence of finding teachers Iffi"^ « suggested in^ pr^vi'ous'^;'™ 1^ i He'Llt in co-operating efforts among tlie leading f. male schools in the Province.foestawfsh a „n1' form course of education adapted to .he cha racter and circumstances of females to corr.«' pond with what is done in college, fi.r gentlemen. The propr mv of ffvinl ti.r""^,- honor to dis.inguish^eLleTwho^omlle Is ucb f FJ'-.^^ ""y and will be questioned. It "er ToaV '".y.'^'^ bad taste, and would p ovoke needless ridicule and painful notoriety,'^™ to hose who propose becoming teachers 3 ifthe leading female institutions in this nr^„"' commencing with those in this city, were to no n sC.ld°r"""'''' ''•'•^Sular cour^e^oSy wlS should be appropriate and complete it wo" W prove an honor and advantage to'^ young Ztt to have it known that tlio;.. «^ J^^"S ladies tation of sending out uniformly well IducS pupils— other schools would lv,,\,.\llv the same plan, and thus the ^ Hs"a Led T Will, ton orrpnt «Y*""* «-- •• .'""^" lO* ex.vxii, uu remedied. These Report ox Education. 41 measures would have the same effect on female education as medical and theological schools have upon those professions— they tend to ele- vate and purify, although tliey cannot succeed in banishing, all stupidity and empiricism. Another object to be aimed at in regard to female education is, to introduce into sqhools such a course of intellectual and moral discipline and such attention to mental and personal ha- bits as shall have a decided influence in fitting a woman for her peculiar duties. What is the most important and peculiar duty of the female sex ^ It is the physical, intellectual, and moral education of children.— It is the care of the health and the formation of the character ot the future citizen. . ,.^ . Woman, whatever are her relations in life, is necessarily the guardian of the nursery, the com- panion of childhood, and the constant model ot imitation. It is her hand that first stamps im- pressions on the immortal spirit that must re- main for ever,— and what demands such discre- tion—such energy— such patience— such ten- derness, love and wisdom— such perspicuity to discern— such versality to modify— such effici- ency to execute— such firmness to persevere, as the government and education of all the various that characters and tempers they meet m the nursery and school room. Woman also is the , e- siding genius who must regulate all those thou- sand minutia) of domestic business that demand habits of industry, order, neatness, punctuality, and constant care. And it is for such varied duties that woman is to be trained, tor this her warm sympathies, her lively imagination, her ready invention, her quick perceptions, all need to be cherished and improved ; while at the «..r«a tirro thnao morfi foreisTu habits of patient attention, calm judgment, steady efficiency, and F 42 Report orr Educatiox, ?ated.*' ■"'^■'°""-°'' ■»»« be induced and .u.- ted''.: :n'ot;rer'Z""'''' "-?=""'««<> "ind fi.- and wa!cln„„ oT.hi '■^"P»»^''"li'y. weariness, sant care anH -^ ""••««'-y-to bear the incest children f^ t P<"^P'«*;'y "f governing younff "ess and ne^leri ^f ^ '"dolence, wayward- «"e va.ie;:f'd^:Ll.rc":?e1%""VhV:rr "'f accomplishments of form:r%;iod?:e7:ii«?e Ss^ariT-ttrr^^^^^^^^^^ ly reserveH for.K i ^'scjphne once exclusive- rdtitire?-" "^^^^^^^^ ™at;;rpe'ri?S!:.et/o7th '^"^' o^-^t^ ^O" andyet fSw are fi,..\,^"' Pe,C"l'ar duties, teacher mav pv. f '"'"' """<='' '"Auence i Schools Jneralv'rnn'.-rPi'^'''"^ ""^ °''j«'- childre,^ afernT L. . f ^'"^''>.''? " ?'"<=« "*>«■•« ons and character h/°™ '^"' ''"'•"«' "P'"'" books an?) vlf t '. "' *'"P'y '» 'eaf from teacheVrJ.^' "''"f «ver may ^^ 'he opinion "f extent ?„,; tCr?ha'r,cf '"' '^"1° " -^'^^ S'«^' bearing upon them aTschool ""t^ '""""="'=*• verbially crealnroL „f • •. • ' "^^ are pro- •■""""^^=- -^^ix nours everj day I Report on Edugatiojt. 43 are spent with teachers whom they usually lore and respect, and whose sentiments and opinions in one way or other they constantly discover. They are at the same time associated with com- panions of all varieties of temper, character and habit. Is it possible that this can exist without involving constant and powerful influences ei- ther good or bad ] The simple fact that a tea- cher succeeds in making a child habitually ac- curate and thorough in al (he lessons of school, may induce mental habits that will have a con- trolling influence through life. If the govern- ment of schools be so administered as to induce habits of cheerfulness and implicit obedience, if punctuality, neatness, and order in all school employments are preserved for a course of years it must have some influence in forming useful habits. On the contrary, if a child is tolerated in disobedience and neglect, if school duties are performed in a careless, irregular and defficient manner, pernicious habits may be formed that will operate disastrously through life. It is true that mismanagement and indulgence at home may counteract all the good influences of school, and the faithful charge of parental duty may counteract, to some extent, the bad mfluencea of school ; but this does not lessen the force ot these considerations. . , .- • Nor is the course of study and mental disci- pline of interior consequence : the mere commit- ting to memory of the facts contained m books, is but a small portion of education. Certam portions of time should be devoted to fitting a woman for her practical duties, such, for exam- ple, as needle work. Other pursuits are design- ed for the cultivation of certain mental faculties, such as attention, pcrseverence and accuracy. I his for example, is the influence of the studyj)f ma- thematics, while the conversation ana enons ot ■44 RepoBT o.v Educatioh. a eacher, directed to tliis end, ma^ induce ha- b,ts of invesupfon and correct reasoning* not to be secured by any other metliod. Oi heTpur- suits are -^ «''« "» nronnr^^r f ,1, " P'°P«"' selection and due proportion of these various pursuits will have a decided influence in formins the mmifnl i.^ •. and general character of theVupils ''"'"* ed^c"°!orilT;""" • 'y*^" I" ^^STd to female education IS the provision of suitable facilities for r Th"°"' ™'='' "'•"« ''"^'"^d indispeS We brarts '''' P""^"''"-'^ ^PP^ratu^ ZT The branches now included in a course of education for feroalas of the higher cirrle^ ht, mcreased in the United States;^?: ay' ?1\\^ is attempted as, were it properly taueht i.^? manded of young men at colleg^, m! L'as been' done to secure a correspondiiVch" nge i„ ' .ai^rar^te Z" StaLVe^^f eTf:;ich'^:;rate-£S:rh:"^?f^^^^^ * , .,.»« iw aiu uoih leach- Report on Education. 45 crs and pupils extensive libraries must be provi- ded at the public expense. But when the same branches ore to be taught to females, one teacher is considered enough to teach a dozen such sciences, and that too without any apparatus, without any qualilying process, and without any library. If females are to have the same branches in- cluded in their educntion as the other sex, ought there not to be a corresponding change to pro- vide the means for having them properly taught ; or are the female sex to be complimented with the intimation that a single teacher, without preparatory education, without apparatus, and without libraries, can tench young ladies what it requires half a dozen teachers, fitted by a long course of study, and furnished with every facility of books & apparatus to teach young gentlemen. It is true such extensive public endowments are not needed for females as for the other sex, be- cause their progress in many of the sciences never needs to be so extensive; but if these branches are to constitute a part of female edu- cation, is not something of tliia kind demanded from public munificence, that all be not left to the private purse of the teacher, who must fur- nisdi it from slender earnings, or remain unsup- plied } But the most important deficiency, and one which is equally felt by both sexes, is the want of a system of moral and religious education at Bchool which shall have a decided influence in forming the character, and regulating' the prin- ciples and conduct of future life. When it is asserted that it is of more conse- quence that woman be educated to*be virtuous, u&eful, and pious, than that they become learn- eA on/1 oin/rkmnliahprJ *>vf>rv nnp o«'?<»nta tn thfi truth of the position. When it is said that it is 48 RbPORT OJf SliUGATIOn. the most important and most difficult d..f» «f paronta and teachers to form the IraUhaL . '" "issent. All allow u to be alabordpmonrl ■ng great watchfulness, great wi.dom anTcol' Stan tperseverence and care. For what comPnrt M'ou d parenU find in the assurance .hatThc,> p ished, ,f all IS to be perverted by indolence vice, and irreligion? and what is the benefi" to society, m increasing the power ofintellec?., S learning, if they onl^addfo the evi sofco„trm inating example and ruinous vice^The nece™: My of virlu»us intelligence in (he mass of .hi community is peculiarly felt in a form"of tove,„ ment like ours-a beautiful appendaffP t,. ,1, most perfect mixed monarchy, XreZ n^' ^* are not held i„ restraint by physical forco'^.?- despotic governments, but where !f,h«rff 1 voluntarily submit to the rer.S of w/tue and re igion, they must inevitably run loose to^?Md misrule, anarchy, and crime. For a nat on „ nati'on H""'. ""'' '«%'»"«, the females of .hl° nation nius be deeply imbued with these Drin ciples ; forjust as the wives and motherssiifk T •he husbaiids and the sons wiU rise or fa ^ These positions'scarce anv in(»Ii;»!„. will deny, so that i. ma^ beL dowfa" LT?f the current truisms of society that"heLm„i IS the most important part of edurniin- I r; XToXf :if'V^'°"^- ^^-^^^ ,h\,!,^. ° *" "''o reverence Christianity that the interests of an immortal state of bS are e,;ual y siispcnded^on the same results ^ But while this is the verbal opinion of socieir .t'^r.t^r«^5'^ «P-i"7.- exhibited in" y^' -p_. ^. ^j.^^atiun, particuiarly in schools. Report on EouoATton. 47 We find i 1 all communities a body of persons set apart lor the express purpose of communica- ting knowledge and cultivating the intellect of childhood and youth ; at the same time we find both parento and teachers uniting in the feeling that this is all that is required, and that it is not expected that they should attempt anything more. As the care of the intellect is the busin- ess given to teachers, we find that some success always attends these efforts. However dull the child, or incompetent the teacher, at the end of each year it will be found that every child has learned something, and that the memory at least if no other faculty, is to some extent cultivated. Parents and school visitors find that the money employed is not spent entirely in vain, but that itdoes to some extent secure the object for which it was expended. But if parents or school committees should visit schools with such in- quiries as these ;— " How many pupils have im- proved in the government of their temper the past year .^" — " How many are more docile and obedient r—'* How many are more strict in re- gard to veracity, honor, and honesty.'*" — "How many have improved in a spirit of magnanimity, self-3oramand, and forgiveness of injuries.?" — " How many have learned to govern their tongues by the law of charity, so as not to speak evil of oihers or to propagate scandal 1"— « How many are more regardful of the duties owed to parents and inankind, and obliging to companions 1"— "Ho'.v many are more mindful of their highest obligations to God.?"— and " How many, under the influence of fear and love to him, are prac- tising more and more the self-denying duties of benevolence to all .?" Would not such questions, in most of our schools, awaken surprise, and be deemed irre- levant and almost impertinent, even if address- 48 Rehort o.t Education. H »■"' p"p "i i J :£;;;?; r;;r °' rental notice and care ^ '""^ ^'"'^^'^ P^- ca. sp ft f ^ 'mprovernent. Nor is it be- - ° """" ''"^ claims of (he Bible, the evil fi Report on Education. 49 fi dences of its authority, the proper mode of gain- ing a correct and independent knowledge of its contents while they daily appeal to it as the standard of moral rectitude, and employ its so- lemn sanctions to sustain its precepts. Nor is it because parents all of them are so pre-eminently well qualified to understand and regulate the -varieties ofyouthlul character; a labor demanding such experience, wisdom, ener- gy, perseverence, and self-denial ; nor because they have such entire leisure to discharge these duties; nor because they are so entirely free from all liabilities to indolence, excessive indul- gence, and blind insensibility to the faults of their children, nor because they always so wise- ly and so faithfully fulfil all these duties, that they have no need of such co-operating influen- ces, from those whose business it is to aid in the education of children. Nor, lastly, is it because there is any such essential difference in the religious opinions of the great Christian community that religious and moral instruction cannot be introduced into pub- lic schools without encroaching on the peculi- arities of those who support them. Those great principles of religious truth and moral duty in which all agree, are the only ones which are needed in the moral education of chil- dren at school. All agree that the Bible is the true standard of right and wrong, and the only rule of faith and practice. All agree that the evidences of its divine authority should be understood, and that its contents should be studied. All agree that the Bible teaches that mankind are in danger of eternal ruin ; that all have become sinful, that a way of pardon and salva- tion has been secured through the atoning sacri- fice of the Redeemer ; that whenever love to G KWOAT 0.V £DUCArt0.y. God, am! tlie desire to do his will :. .i. ting principle of tl.o min.l Z. ""^ '^S"'"- Heave,, ; Ud •!,« ",0^1,?^ H'"""^ ''"' happiness i„ to be ^07. Tor » 7'""'"" "" that no man will over a tain ,1, ^ '"'"'* "«'« ' out supcrnatnral nid from ,^, ''«" P')''™'='er with- tNat such influo ,ci« ar",o h ''P'"' ."'^ «» '■^«'- 'he those who differ from fl,„, i'"" "^efed by could institute schoo"tau'h?h'''"''' P°'"'^' "-ey 7" sect; and tho-^. "hly .^ifaP'^r"",'"''"'''^ dangers and some ctils v?, / ^ '"""'''« «0"e counterbalancing good Jl!- ''?'''' "°"''' ^^ the be the result of^sf cta.ian hm 'mo'*" '■"""'' "» accomplished in a good can«l' T'^ '^°"''' ^ ""One'lu": ^•"^" J-'-" "4:^3" '^°"" ""- are banished from mi^r'n^/ "■*•"?'""' influences cation, every denomX o. 'wiiu.7''?"' ^'"^''■ ".ostvtta, interest. C'^Z^Z^'fJVi' — — — |.»» ij— I UePOUT on EnUCATlOff. 51 Belyted by a sectarian teacher, ton would be ruined by the vice and irrelij^ion con3cquent on the subject of moral and roligious influences. Our schools must have tho8o influences ; but whether it slinll bo by the united or by the sepa- rate action ol" religious pocIs is a matter of se- condary consequence. The reasons for the neglect of moral and re- ligious cducatior) at rcIiooIh are, in t!io first place, the fact that intellectual superiority has too high a relative estimation in society. Men do award to genius and knowledge an estimati- on not rendered to amiable character, true vir- tue, and sincere piofy. Another reason is that mankind are not awaro how much might he elFocted by tenchers, in the most important part of education, were they properly trained for these duties and allowed sufl[icient time and opportunity for the discharge o( them. Another reason is, lhat,to a very wide extent, teachers are not qualified for such duties,— do not know how to undertake them, and do not understand or feel their obligation on this sub- ject. And the last reason is, that such are the pre- sent systems of education, so many pupils aregiv- en to the care of one person,and so great a variety of branches are to be taught by a single individ- iial,that in most cases it is utterly impossible for teachers to attempt properly to discharge their most important duty, without so neglecting what parents consider the only business of a teacher as to occasion dissatisfaction and the removal either of teacher or pupils. Until public sentiment is ho changed that tea- chers shall be educated for their profession, and parents are willing to pay the price for such a division of labor as will give time and oppoitu- I 52 Report on Educatioi^. Man is demanding diseXatae^'l; tTot physical force and intellectual slavery t„dbv t^^ a-d" aS nZeTrtr ~- eress- Mnn :=. k • '^f though silent pro- and the bonds of inte P?t, »i . k •°'^ ^'^""y- is learning to tMnk ami i, '"'^^^r'^'x^Y : and ^elf, and fhrgreat crist ZT^: ^?<* "« '"'":''''»- shall be decided whethL Hi 1"'".? ^" "'""' *' and liberty sWI ".oCtl'ntZSt ttl'^"' tn:rb7et{^^^^''^^^^^ > a uiessing or a curse ?" « WJ^No„+ i remain -iced b^fed for'^f fn^e^rr misrs-pi^ir^fXT ""' ''■'-"" the developments as .hi ^ ^* ^''^ watching records forTeTs.^^S ofTnan^rnd""^'^ "'^'^ 4andt:' ex'^Ser, a^t'Sned ..-,„ Bro^gha™: a^ rgtat'^t^s^'f ^ ''^,^°'<' has gone forth with f ^.^pense, knowiedffe who^aveTiLreV hTSti'ar"^' """ '" the conviction, that increa<,P nf i f <=«n"ng to out moral and reliVion, infl ''"°"'''"'g«' "-'th- crease of vice a^dl ^ ent ^'1 Y °k"'^ '"' the results of the expSent in p^"** ™'l'" are statistics of educatil r/J^'i'V^r^npe '-The --isticsofedrc^toTrr.L'lK!: \S , Report on EouciTiorf. 53 cated departments are the most vicious, and the most ignorant are the freest from vice, and in that country, where the national representatives once declared that Christianity should be ban- ished, and the Bible burnt, and the sabbath an- nihilated, we now find its most distinguished statesmen and citizens uniting in the public dec- laration, that moral and religious education must be the foundation of national instruction. Vic- tor Cousin, one of the most distinguished phil- osophers of the age, and appointed by the Kinir of France to examine the various systems of ed- ucation in Europe has reported as the result of his investigations, that education is a blessing just in proportion as it is founded on moral and religious principles. Look, again, at Prussia! with its liberal and patriotic monarch, with a system of education unequalled in the records of time, requirinff bv law that all the children in the nation be sent to school from the first day they are seven years of age till the last day they are fourteen, with a regular course of literary and scientific instruc- tion, instituted for every school, and every teach- er required to spend three years in preparing lor such duties, while on an average one teach^ er is furnished for every ten pupils through the province. The eflTects of merely intellecual cul- ture soon convinced the monarch and his coun- sellors that moral and religious instruction must be the basis of all their efforts ; and now the Hible is placed in every school, and every teach- er IS required to spend from one to two hours each day in giving and enforcing instruction in all the duties of man toward his creator, towards constituted authorities, and towards his fellow men. ^ The obiect aimed at is nn*» mitv,*»na^ — «fi »•/. hcult enough to demand the highest exercise i ■• ■ 1 ' i I ■|i; i 54 Kepori on Education. of every energy and every mode of influence. It Prussia, with her dense population, finds one teacher for every ten children needful, thespare- iiess of population in our wide territories surely demands an equal supply. At this rate thirty thousand teachers are this moment wanted to supply the destitute ; and to these must be add- ed every year four thousand simply to meet the increase o population. But if we allow thirty pupils as the average number for every teacher then we need t6?i thousand teachers for present wants and an annual addition of one thousand for increase of population. And yet what has been done— what is now doinff— to meet this enormous demand ? While Pr^ussia, Zyet] has been pounng out her well educated teachers Jrom her forty-five seminaries at the rate of one for every ten pupils ; while France is organizinir her normal schools in all her departments fo? the education of her teachers, and while every Iionion of the United States is alive to the sub- ject of education-what is done in Upper Ca- Itfr^ w-"' Patriot-what philanthrophist- what christian, does not see that all that is sa- cred and dear, in home and country, & liberty, and religion, call upon him to awaken every energy and put forth every effort ^ Does the Hearty fail and the courage sink at the magnitude of the work, and the apparen destitution of means ? We have the ^ans we have the power. There is wealth enough JVotlnng IS wanting but a knowledge of Su wan s, our duty and our means, and a willing mind in exerting our energies. Our difficultiel have been briefly noticed. It is the object of his Report to point out one important measure i^« «jstcm of means that must be employed. jy"" ^'« consider the claims of the learned vcsiioiis, ihe excitement and profits of com- Report on Education. 55 merce, manufactures, agriculture, and (hearts; when we consider the aversion of most men to the sedentary, confining, and toilsome duties of teaching and governing young children ; when we consider the scanty pittance that is allowed to the majority of teachers ; and that few men will enter a business that will not support a fam- ily, when there are multitudes of other employ- ments that will afford competence and lead to wealth ; it is chimerical to hope that the supply of such immense deficiencies in our national education is to come chiefly from that sex. — It is women, fitted by disposition and habits, and cir- cumstances, for such duties, who, to a very wide extent, must aid in educating the childhood and youth of this province, and therefore it is that females must be trained and educated for this employment. — And most happily it is true that the education necessary to fit a woman to be a teacher is exactly the one that best fits her for that domestic relation she is primarily designed to fill. But how is this vast undertaking to be accom- plished ? How can such a multitude of female teachers as are needed be secured and fitted for such duties ? The following will shewTiow it can be done, if those most interested and obli- gated shall only will to have it done. Men of patriotism and benevolence can com- mence by endowing two or three seminaries for female teachers, in the most important stations in the province, while to each of these semina- ries shall be attached a model school supported by the children of the place where it is located. In these seminaries can be collected those who have the highest estimate of the value of moral and religious influence, and the most ta- lents and experience lor both intellectual and moral education. J .1 ! 56 Report on Education. When these teachers shall have sum^f^A^A •*. training classes of teachers on hIk!^®"^ '^ their uSited wisdom ca„ devise therf 7'uT intructors nrennrprl f^. "evise, there wiJI be Meantime proper efforts hninr, i t means of the nrp«« f^"o"s being made by es more laborers forZ fiew' " '""^ =^«- women aYe^more and S^Xated".'"'^^ "' talents in the duties oVa teSer l.'n T" """^ s-imc the responsibiliHes oFrVoml ,v ^rf ■ Females will cease to feel that thej are edacff cd Jiist to enjoy themselves in future life ^n^ cal'lon'^nf 'f "''l'"'^"'?'"'"^'''""''"' fo-- the ed„. cation of female teachers would aico mn^t .m1 cessfully remedy all the difficulties in regard to Report o.x Education. 57 female education which have been exhibited When female teachers are well trained for their profession, a great portion of the higher female Hchools will be entrusted to their care, and they will be prepared to co-operate in propagating a uniform and thorough system of female educa- tion, both intellectual and moral. When such teachers are scattered through the land, they will aid in enlightening the public mind in regard to permanently endowed institutions for females. By this means also essential aid will be render- ed in advancing improvements in regard to phy- sical education, in. introducing useful exercises, in promoting a national taste fur music, and in various other modern improvements. It is perhaps here worthy of remark that from the I'^ports of the temperance societies, both in Europe and America, seven tenths of all the common drunkards in the world are men who cannot read and write so well as to render these occupations agreeable and amusing to them. The mind of man, ever on the stretch for some active employment or amusement, when unedu- cated and unable to associate with men of let- ters, and incapable of reading, and the interest excited by books, by degrees relaxes and be- comes almost unconsciously led into intemper- ance and vice :-~as a proof, the fact that not more than 5^ per cent, of the individuals con- fined in Houses of Correction, Houses of Re- fuge, Bridewells, City and State Prisons, and Penitentiaries, have a common education. I shall be able to illustrate this fact in my report upon Penitentiaries, which I am preparing as fast as possible, with the little assistance 1 have. I will, however, here copy one extract from the report of the agent of the Sing Sing State Pri- son- of last I'oor l^lim o/v^r*'- --^ H ihut III the 58 M i! ! i! Report OPT Educatio.x. Sing Sing state prison confainirifr Rd9 n.l. •tatement. ' ^ "^ blowing la his been at school-85can reTh^7 ^"^ ""'*'" 510 can read and wrUe mt moi T".? ""'*~ imper(ectly_l2 haH ,' ' "^ , "'*"' "e'r 485 had bein h«hf,l i j . " "'''°'« "umber third o?who^cotSH.r-'' ■""•"' °"« tnally intoxicated™ ^ "'^"' """«« "■>«" ac- 'vrite-n8couU;::dlTwr^trb„r98ofr' but very indifferentiv . !»!,.•' ? ' '''' °' 'hem ment oflaws for the punishment of -^ T"" much more ought they to be vjff |aL a'^^' ^■'' i-dt?nK~rtf£r- made available for nnrnr""'%''''!, "^""^ «" >>« our future greatn^ ^''^S^^'mt^'''""' "H" first application that is made ofT "P"" *''« then let the honorable 't^eH^L'r '?^"'" =- reflect maturely upon .he prSe.v of eZh?'','^ mg at once one seminarf ^ teachert fn '.h"- east — one in the rpnfro „„ i '•''''™«™ >n tho part of this province-idev^d °"' '" 't '^'''* education, and qualification J''I'"P?">' •" ""» endow not less thm,^,?!f ,°^ 'eachers; and education of 7ema te.cS 'TT^ ^°' ""« tion of the schoo fn d?5 ?' ^"1"' "'^ « Por- tion of the achoor?uX rr:i^'i' ^ ■■»■.■.« nj UePOKT on ElXJCATlOW. 59 Vailable for the purposes of education, to be set npart expresslj for the support, quahfication, and education of male and female teachers ; one school of this sort will soon be required in every district of this province, and would, I verily be- lieve, contribute more to the advancement of science and literature than the expenditure of much larger sums in the support of common schools or higher institutions of learning, and while 1 do not recommend the sinecure pension compulsary system of Prussia for adoption in this province, as is seen by the bill accompany- ing this report, but rely upon the exertions of teachers to secure to themselves continuance in their employment, and l>y the prudent saving the avails of their earning?, when they become by age or infirmities disqualified from teaching a school they may have the comlorts of life se- cured to them by their former economy and in- dustry; and I am the more explicit upon this point, as I believe that frugality and economy 10 a money-making country like ours, are vir- tues that ought to be taught the youth of the land, by the examples of their preceptors as well as their precepts; besides moral instruction is but badly taught by the profligate and intem- perate ; and i am much inclined to believe that "as is the master so is the child"— then pay your teachers — provide for their qualification and be careful in their examinations and the examinations of their schools. And perhaps the recent rapidly increased prosperity of the United States, and of the nor- thern, eastern, and middle States in particular, may be attributed more to the extensive and gen- eral diffusion of education through the medium of their common schools and other literary in- stitutions, and the almost entire suonression of the use of distilled spirits among them than to fl I 60 Repokt orr Edvcatiow. that not only burno.^nn", if J'*" '^°'" ">« fire other cxpensor^moumc ,"« :rb^, -" -"" cqiici to a I the ppvphmoc, ""og^iner to a sum In submitting thr nL„ """"y questionable, adopted «uch p'-arts of tZf"?'"^ ^"'' ^ ^ave are the most pSar w ,h ,/'"" '^'^C^^ •" «» •he subject hasCder^ni^h'" "°""""''' '^''ere thoron/h investiSt.r;U wS?f rr?' """ merit for anything orWm^Un .L *'''"" "° "cation thus EttemntpW "^ 1, ■ T""" "'^ ed- anything new ,';'',7ifbni'by'';hi i;t""'- "' '"' ment s desixmprl tr. i ^ ^" *^'® improve- refrain from^re'mirkitiri?"!"^'!;- ^ '«""<" Phcitj' with precision .In combines sim- capacities of those r,PrllZ ,u '^"S^age to the ested in it and i! J if "''° *"■« ""os' inter- most oi^iiJary ™ nV^caf "iS/^P't^'' ">« ^'« the past as developed i^^^hf" '""' «P«"enceof 'iterar^ men of .re'age both Tn"'p"' ""^ ""'«' America. Lord BrouXnm', i u^"™?® ""d rtews how cheap^ a°^f P,,t^'^''"|"« report rnanity may be educatcdfwhere the w^T'*""" dertaken in right carneot T.T u ^°'^ " """ fystem ispurs-ued. Mr 'bi k whoT V^^^' •he system of education nSeoUrnd in f' '"'^'" perfection than any who had°S "efhfm 7 Rbport on Edvcation. 61 luatrates the necessity of interesting parents and guardians in the education of their children, and modes to accomplish the object. Mr. Cou- sin, in his valuable report upon the Prussian sys- tem of education, proves that in absolute mon- archies parents must be compelled to educate their children, or they neglect it ; and it is con- tended that the state that has power to punish crimes, has, and of right ought to have, power to prevent it; by educating the children of the empire in science, morality, and virtue. In the United States va.ious means have been adopt- ed to educate the whole people so that mind shall rule, and in fact the energies of the civilized world seem directed to the same great and grand object, the moral and religious education of the whole people as the most effectual method of preventing crime and misery. By this bill the inhabitants of every township may provide a portion of the funds necessary for the support of common schools by aTolunta- ry tax upon their rateable property, and as an inducement to them to raise the funds required, one half of the public school money of each year is to be apportioned among such townships as raise a sum for the support of common schools not exceeding one penny in the pound. It also provides that each school district shall regulate its own affairs, build a school house, a house for the teacher with such comforts as they may think proper, establish mechanics' shops, or garden- ing for manual labor schools, by which the in- dustrious may learn science, a trade, and make wages at the same time. It also provides for the education of teachers by establishing four normal schools there for the education of males and one for the education of females,— this has succeeded well in Prussia ; why should it not succeed equally wellin Canada.^ ' The nature & 'ill i I 62 II I I 11 i HepORT 0« ElmcATlON. operations of the mind are tho same in all countries, and the relations which exist between knowledge and the intellectual and the 3 facu ties, remain unchanged under every system of education and every form of governmom & inlormation, by observation made under the di- fi?, ,r, ■""'""".''''J' *?<"='«' commissioners for that purpose, to visit, consult, examine, and report the result of (hose investigations "re not thT;LT '^f ^r"^'"' ''»^ •'^^n established by the authority ofsomeof the most cnliffhtened countries both in Europe and America"! Xt those exertions to correct by observation and companson the defects and discrepancies of va nous institutions and systems if educating whether made by order ot the Government «; by private philaiurophy and enterprise have been isolated, local and partial, and althoush rellll'Tf """'"1 ">""?'•"?"'«"' and i.l ves i^f.^rr'"'" '.^ ^"'""^ ""''J'^<='' thus in- fecf.^^;, i',. ^ ^ ™ ''°- ^''"■•' "> ^'"'»' «ho de- fects in other institutions than lay down anv general system of education not equally obfed^ tionable, and I must again repeat the reason why we legislate so badly for tho people upo" this subject IS there is no instructiol. in the pas If a general literary convention, composed of the men best qualified for the importanf subtcf nol ttal ''""■r"?' '*'''"'?' ""'' '"'lependence of political, sectarian, and traditional prejudice were (o meet upon the subject of a general sys^ adapted to fhe various capacities of the differ- ent sexes of all classes of community and at «ll ages such a system of education mi^ht be framed by such a convention after carefuCes! tigation and mature refleninn I „- .~"^" would be eminently useful to min^aTeS^g Ueport on Educatiox. by observation and constant practical demonstra- tion on the part of the pupils themselves facili- tate the acquirement of knowledge by giving the pupil clear and distinct ideas upon all subjects attempted to be taught him, by presenting every thing he ip to learn to as many of his senses aa he can approach the subject with thereby lessen- ing the necessity of increasing the number of arbitrary names that must be learned before any familiar association is connected with them, which would serve the cause of literature, hu- manity, and philanthropy most materially. I am quite satisfied that without regulations far more extensive than has yet been introduc- ed, a control far more enlightened and constant than has yet been exercised, and fiscal aid far more ample than has yet been afforded, it is vain to expect that the character of our common schools can be truly and permanently improved. In the United States, so far as I have witness- ed and am capable of judging, their common school systems are as defective as our own. They have, according to their public documents, about eighty thousand common school teachers, but very few of whom have made any prepara- tion for their duties ; the most of them acci- dentally assume their office as a temporary em- ployment. Thus the lame and the lazy, because they will work cheap, are entrusted with the formation of the minds of our youth, who will to a certain extent copy their masters, and although their bodies may not limp, their minds will be both sluggish and deformed. Hence the necessity of having teachers correct gentlemanly persons well prepared for their arduous responsible of- fice, and fit models for the youth of the country A . •-_^'>^i_ ci_i i_ r_.. ii-« ^j. .„„*:«„ _r i.--^ _i- lO illiuait;. ociiUUiij lOr lut; uuuuaiiuii ui i,uttun- era should be immediately established and sup- ^4 Kla Heport OJT EoUCATlO^t. Competent common school teacher inspcctora should bo appointed to prevent the d squahfied The laxity or ignorance of many of our in srhnnis, 'iM I '"any or our common In proportion to the air^randi/empnt «r *u provmce will be the co.nplicattr. of "ho vari' o.. branches of public itistrnction and he t.n" portanco of the direction which the whole ml; uumib are lett to the loca Dowors sphnr^i a.c nets or townships. Yet fri^ what I have d" 'fpp^KtrfWr„S■ ai^^rn^ih^^r'-e^SofK^^^ erre;r;bii:Tx:i/5iXp-^ 'r >"g 1.. arts and sciences as well as consdtmS governments, the education of oar youth cann^ go on the same circuitous route ; but a svs"em of educating, furnishing, and liberally paK sufficient number of competent teacherrcom mensurate with the wants of the people must be aduptedand publicly and zealou ly LZted the situation of " common school teache?°must be rendered respectable and reputed to b" a^ honorable employment that gentlemanly com petent persons may seek it as a b,„i„e3„„^n?: wmcn may be done by a critical" exami^'alion Report on Education. •5 of tho teachers and a frequent examination of the schools by public exhibitions of their im- provemonts, and by publishing reports awarding "merit to whom merit is duo." The Inductive systofii, founded upon nature and supported by facts, is supcrffedirig the for- mer abitrary copying system lerirned from books alone or principally ; — by this system children are taught facts from obsorvalion and' the ex- amination of natural substances, which are pres- ented to as many of tho student's senses as are accessible, and number, color, sound, size, touch, form,'';)iiil ponderosity, become familiar to them as properties of matter, by daily reference to the materials subjected to their examination, and as facts become strongly impressed upon the mind, the number of ideas is increased; they are soon enabled to comprehend the char- acters of those bodies as they are explained by their instructor, during experiments made by themselves for their analysis or decomposition ; at the same time that the language peculiar to that science is learned without much exertion the fact the idea already existing in the mind the name, or word was needed, and tlius the lan- guage of the science is taught without exertion, and natural science is taught by observation, not by the recollection of arbitrary names and almost incomprehensible descriptions of ideas obtained only by lonf]; and constant application from books, but by the easy and perfect natural channels of the senses, the names connected with a science (in common so difficult to retain) become a part of the ideas equally imtural and associated in a plain common sense manner with the ordinary operations of the mind, or the common occurrences of life. What an interest- ing epoch is this in the history of letters and of science generally ! What an era in seholastic ;lli i:i. III I !3i!F III ill! ' eo Report on EducatioiX. erudition, and what ample security for the future will be afforded the people through aJl such parts of the world in which useful science shall be generally taught— that governments shall be well administered, and popular rights respected and protected. If this reform in science should prevail and be uni\ersally adopted, the time will have arrived when ignorance ♦' (satan) shall be bound for a thousand years." The Rev. Mr. Peers of Louisville, Kentucky. IS teaching his pupils the art of self government and self instruction, he does not govern at all by fear--his objection to fear as a governing princi- ple is that it debases and lessens the dTgnity of man;--but he governs his pupils by cultivating and strengthenmg the ennobling and elevatin? faculties and feelings of our natures, strengthen^ ing the social virtues, and increasing intellectual enjoyment. How pleasing is the view of his twenty boys, in whose countenances are seen strong marks of manly reflection and thought with a strong wish to be correct in all their an- swers to his questions, and desire to please, with- out one syniptomof fear upon that or any other occasion ; they are between the ages of six and twelve years, and although they have been un- der his charge but a few months, he has render- ed moral instruction so familiar to their under- standing that they enter into the examination of the few passages of scripture daily read and commented upon with interest and good feelinir His first year of instruction is a year of obser- vation and experiment by which to store the mmds of his pupils with facts and ideas that may serve as a basis for a superstructure of the most useful kind, not a parrot-Iike noisv or showy imitation of some eminent literary ^an but the knowledge of mind, of thou^htUnd J rejUntion, tracing ettects, to causes and provid- Report cm Edvcatioh. 97 ing to avoid for support the unavoidable) ovil, and embrace and enjoy the blessings of this life as they are presented to us ; they are al- ready familiar with the first principles of che- mistry and mineralogy, and performed without inistrnction several beautiful experiments, and explained the phenomena as they occurred in a manner not only satisfactory but pleasing — know something of botany, geology, and natural history, were (small as they are) entrusted with the management of the very valuable glass fur- niture of his beautiful and well selected labora- tory, his electrifying machine (which cost ^151);) his air pump was of nearly equal value. Though much cheaper furniture might have ex'^lained the facts as well as those that are so expensive, yet lhese,from their dazzling splendor, make a strong impression on the mind ; everything being per- fect in their construction no failure can defeat any experiment, and the mind has nothing to sup- ply to make up a complete operation, and when another less perfect instrument shall be used by the students, and defects are found, their clear recollection of this and its operation will enable them to supply Ihe defects. By the " Inductive System," the students col- lect /ac/8 and accumulate ideas from observation^ and having a mass of facts, a fund of ideas per- fectly familiar and at command, they are prepar- ed for study of such arts and sciences as re- quire the exercise of the reasoning faculties, their laudable ambition is gratified by the cer- tainty of success, and of the rewards moat va- lued by the good and virtuous. Lord Brougham says — "The schoolmaster is " abroad in the land" — " Mind begins to assunae " her place, and ignorance, with her handmaid tt yice must recede before her like darkness be- *' fore the morning sunt or clouds before the Ill !i ; r '. ■ 68 Report on Ei^ucAxiorr. ^^ wind. Blow, blow, breezes blow, rise, rise rf-plondent orb, nith thy universal vivifying '-" ' Miknops dispelling beams— -and hasten '' 5.- ijieat and the good reform when mind shall " rule." All of which is most respectfully submitted. CHARLES DUNCOMBE, Acting Commissioner for obtaining certain information. To the Hon. the Commissioners, Doctors Morrison & Bruce. ! ?.iiii!! m APPENDIX. EXTRACT FROM M. COUSIN'S REPORT. AND THE PREFACE TO THE ENGLISH EDITION. By furnishing a Preface to ihe American edition of the Report of R1. Cousin to tlie French Government, " On the state of public instruction in Prussia," the publication of which has excited such a lively interest in England as well as In France, I do not think it necessary to eulogize its noble au- thor or ihe merits of his incomparable work. The fact that M. Cousin, the scholar, the philosopher, and the legislator, has examined and reported by an appointment ol the French Government, the workings of that admirable system of in- struction adopted by Pr issia and Germany, is a sufficient guarantee to make this volume welcomed by every American citizen. Many parts cf* this system of public instruction are not adapted to the spirit and feelings of the American people, nor to their form of civil government ; — Yet from the results of this great experiment in giving the whole people that hind and degree of instruction which they need, some of the most useful and practical lessons may be obtained. The nature and operation of the mind are the same in all countries, and the relations which exist between knowledge and the intellec- tual and moral faculties remain unchanged under every sys- tem of instruction and every form of Government. In Prussia, for the last fifty years there has been, from ex- perience and experiment, a constant accumulation of practi- cal knowledge , the evils either of teaching or of legislating, which appeared, have received a remedy, and the highest point of excellence of one age has been made the sterling point of improvement by the age succi^eding. This experi- mental knowledge is what we want; tl'f^ reason why we le- gislate for the education of the people £0 badly, is, there is no instruction in the past. If full and able reports on the different systems of instruction had been made, there would be a record of practical information which would contain les- 80D8 more valuable to the toacher and legislator than all the new projected theories and systems that were ever promul- gated. But on the great subject of education there has been no book kept ; there is no light in the past to throw its rays into the future ; no voice to teach, and no decisions to coun- sel. With us what was experiment fifty years ago is experi- ment still. That which was conjecture then is uncertainty r .^^.. > s 70 Appendix to Rrport on Education. now. On the subject of education, teachers and nations had but little communication with each other — no exchange of views and sentiments — no niutual aid— each one has toiled alone, and their pratical knowledge has been buried with them. But M. Cousin has made a full and faithful statement of the works and practical application of the well tried school system of Prussia. The American edition of this work will furnish our legislators, school committees and school teachers, with instruction not only from the highest authority, but also from the most enlightened source. The general circulation of this report will in my opinion greatly improve our organized systems of public instruction, and furnish some of the most useful and practical hints to the guardians and teachers of our schools. The School systems which the several States in this Union, whith the exception of four or five, have devised and adopted are miserable, deficient, and defective. Perhaps the work- ings of our best systems are such that even these exceptions should not be made. , Says a very distinguislied jurist and philantrophist ;*— "Looking to the models of Germany and France, no system of public instruction has yet been organiz- ed in any of the States, and in none has the appropriate work of legislation been more than commenced. 1 do not hesitate to avow the belief that without regulations far more extensive than have yet been introduced — a control far more enlighten- ed and constant than bas yet been exercised— and fiscal aid far more ample than has yet been afforded, it is vain to expect that the character of our common schools can be truly and permanently improved." In several of the Statns'the "School Fund" is large, but not equally or judiciously distributed. In some of the States, again, these funds are of such a nature, or are so invested, that the annual income is but very small, \»Jile in many of the states this fund is so insignificant that it affords but little or no advantage to the schools. There is some difficulty in fixing the size of the school fund. On this subject legislators and intelligent citizens have profes- sed very different opinions. After having some opportunities for observing the influence of large and small school funds, I will take this opportunity to express my convictions on this disputed point. The School Fund may be too large, unless it is sufficient to defray the whole expense of the schools. The princely school lund of Connecticut is an injury to her schools. In that state the Uistrict Schools are supported till the annual income of the public fund is exhausted— being about six months. The school houses are then closed for the remaining part of the yeae. Now, it is true, that what we get without asking for * John Duer Eiq. ' ' ' Appendix to Report on Educatiow. 71 dr praying for, we do not care much about. Personal ob- servation has shewn me that the common schools in Connec- ticut are sadly neglected. The intelligent and wealthy citi- ieens of this state, (and it is so in many of the other states,) support private schools, and entirely shun and overlook the District School. I do not think that the common schools of Connecticut are as good as the common schools of Massa- chusetts or New- York. And the cause of this inferiority lies in her large school fund : — It does too much for the people unless it does the whole. But the school fund of Tennessee is too small. Its assistance is not felt, and therefore offers no inducement to the parents for making additional appro- priations. Unless the school fund is sufficient to educate the whole people, I think tha one which is now distributed in the State of New- York is in size the most judicious. It pays about one-tenth of the whole expence of the schools. This usually is sufficient to make the people support a good school for three months, for unless they do this they cannot draw the public money. When it is left optional with parents whether they educate their children or not, it is desirable to offer such - encouragement and assistance that they will feel disposed to do their duty. This New- York does ; but without doing the whole there is danger of offering too much assistance, and this Connecticut does. The funds may be so small, again, as to make the people wholly indifferent to the Government aid ; and this is the case with Tennessee. Now, I would recommend, that each state should raise a school fund, sufficient to the entire support of the schools that a suitable school-house and apparatus, with a dwelling- house for the teacher, be furnished by the state for each dis- trict, and that every school-house be supplied with a well- qualified teacher, who shall receive from the state a suitable compensation. This, I think, is the proper size of a school fund. The great difficulty is to educate and secure the services of a suitable number of able qualified teachers. I know of no- thing in which this Governnieni is so deficient as it is in com- petent teachers for her elementary schools. The people of the United States employ annuall/ at least eighty thousand common school teachers. Amongst these eighty thousand teachers but a very few have made any preparation for their duties ; the most of them accidentally assume this office as an employment. Now the schools will be like their teachers. Hence the necessity of having the teachers well prepared for their arduous responsible office. In Prussia they are prepar- ed in the Normal schools. Similar Institutions to these slio'd be established and supported with us by the State Govern- ments. The State of New York, which employs ten thousand elementary instructors annually, should have ton semiaaiies ill" HI ii Ft 5 i'i 72 Appendix to Hepout on Education. for the education of teachers. The labors of teachers on aa average cannot be expected to continue for a longer term than ten years. At this estimate the State of New York will re- quire one thousand new teachers every year. Each of the ten seminaries raiglit annually graduate one hundred. This frovision would supply our schools with competent instructors, am happy to state that an arrangement similar to this is about to be made in our state. In a sufficient number of the organized acadamies there is to be a department for the ex- press purpose of educating teachers for our cortimon schools. The teachers of these departments are to be supported in part by the Regent's fund. This arrangement under the present state of tnings is thought proferrable to the establishments of separate distinct seminaries. In these departments for the education of teachers the students should become familiar with the branches they will be expected to teach, with the nature and operations of the young and growing intellect, and with the art of school government. Connected with each of these Normal schools (to use the Prussian name) should be a board of instructors, whose duty it should be to examine the students who have finished their studies and are disposed to ofTerthemselves aw eachers of common schools. It is sincerely hoped that the guardians of our elementary schools will be much more rigid than they hitherto have been. "In organiz- ing the school system, inspectors were appointed to prevent the disqualified from entering into the responsible profession of teaching. They are to judge what candidates are prepared for instructing, and to admit none but such as are qualified. The laxity and ignorance of many inspectors are the two great causes of the low and useless condition of many of our common sciiools. Tliey have acted upon the princi;)le that a poor school is better thaa none, and have diven certificates to those who they knew were unqualified. '1 iius the candidates examination under the board of inspectors is often little else than mere form and ceremony; affording no obstacle to ig- norance and immorality, and no measure for the discovery and encouragement of real merit and ability."* The trustees of the Normal Schools may be appointed by the Legislature and constitute the board of inspectors. Every state needs a separate ofTicer of public instruction. The minister of puijlic instruction in Prussia gives his whole atention to the school and state of education. But in our state the general superindent of common schools is likewise Secretary of State. Thij is too much for one officer. There should be notliitig to direct the attention of that minister who has the general supervision of the people's education. This public officer should also tnke the highest rank. In Ftussia • District School. Appendix to Rupout on Education. 73 or in France the minister of instruction ranlts with the highest officer of state. But singular as it may seem, in our own country, where education, if possible, is much more important, this is not the case. Several of the states even have never had any such officer! ! ! , ^ i i •• District libraries should be established.— Every school dis- trict should have a library. Merely teaching the people to read will benefit them but very little unless they are furnished with books. From the want of books people are ignorant, and not in this country, generally speaking, from an inHbilitjf to re id. This, perhaps, to those who live in cities and large villages, may seem urn rue ;— ihis favored part of our citizens are rather annoyed with the fortility of the press— they have u greater want for time than for books, to read. But it is not 80 With the inhabitants of the school districts ; but very few books reach this numerous class of citizens.— In some places there are town libraries, but even these are not visited by one person out of fiftv in the town— they are too expensive, or too distant, or too elevated for the capacities and tastes oi a ma- jority of the people. Whenever these town libraries, however, have been opened, they are well supported. Their history and condition lell us that the people in the country have a disposi- tion to read if they can have the privilege. If there were libraries in every school district containing a suitable number of books, and of the rit:lit class, the country would be more of a reading communiiy than the city ; but so few are the works that ever circulate out of the city and vil- lages, that the majority of the people in the country, seldr.nr read anything whatever. The district schools in the State of New- York teach the mos» of the children in the state huw to read, yet but very few in after-life mako any use of this pow- er ; a great part, in a short time after their school-days are ended, entirely lose the power, or at least so far as to be ashamed to use it. Consequently, with a great part, the time spent in learning to read is lost ; and this is not from the want of an inclination to read but from the want of such lacili- ties as district libraries would offer. ^ ^ These libraries may be recommended by the fetate Legis- lature ; but it would not, perhaps, be expedient for the Legis- lature to order them, and then lay a direct tax upon the dis- tricts for the necessary funds. If the Legislatuie by smaW appropi iations should offer some encouragement to these libra- ries and strongly recommend then), the most of the districts would obtain them without hesitation or delay. The District Library may be located in the school liouse ; a suitable room or book case being provided for the books. The teacher of the District School may act as the Librarian; *u-, tr-'—s "«' ♦h" rii«trirt or the Insoectors of the town may constitute the purchasing committee, or thcr» may b« on* K M :'! lil mil, mm 74 AppEiTDrx TO Rki'ort oi? Edvcatioiv. purchasing committee for the whole state ; and this appointed by the Legislature. In the latter case the same harmony might •xist with respect to the wishes of the different sects that now exists in the Sunday school union. One dollar a year from each inhabitant in the District would furnish a good library ; this collection of books would enlighten the teacher as well as his scholars and employers. Connected with the library, if the inhabitants feel disposed, may be d small apparatus, phi- losophical and chemical ; likewise at leisure and taste may be given a cabmet of minerals, an herbarium, &c.; these collec- tions would excite an interest in the study of natural history— a study of great interest and usefulness to the cultivator and the mechanic. In Prussia and in France a weekly paper and a monthly magazine arc published by the government and sent to all the ichools. The schools of the United States ask their respec- tive btate governments for the same assistance. I do not know that a part of the school fund could be more wisely ex- pended than in defraying the expenses of a weekly paper for each elementary school. This paper should be devoted entirely to the great interest of primary education; it Should contain the improvements which are made in education in all parts of the world, the condition and improvement of the schools in the United States—the intellectual and moral state of the country— the number of itsschools-and the character and qualifications of their teachers ; it should study the human Blind and know what is adapted to it, and point out the dis- tinction between a change and an improvement ; it should discover and make known the origin of the defects in the pre- lem system of instructions ; it should ascertain the number of children in the United States who are in school, and the num- ber who have not or do not use the means of education ; it should make known the progress which the scholars make, and the amount of knowledge which the children acquire in these primary schools ; it should discover the interest which the parents take in the education of their children, and the pro- tection and assistance which literary men give to elementary education ; it should convince the people of the necessity of virtue and intelligence in a free government; it should describe the various approved systems of instruction and the forms of school government— the experience of aged teachers in im- parting instruction in the elementary branches— the most ap- proved achool books and the best method of making the chil- dren feel an interest in their studies, and of making the schools pleasant and honorable. These are some of the high and im- portant subjects of agovernraent paper for the use of schools. To send a copy of this paper to each of the Schools in the State of New York, ten thousand conifls wnuM ho ro«„sj.«5| = This number eould be published weekly for three thoijsdnd Appbndix to Report o« EDVeAVtoir. 75 dollars a year. One thousand more would edit it, making \m the |whole an annua) expense to the great " Empire State" of only four thousand dollars. I do not think that this amount could be appropriated to a better purpose. An organ lika this through which we may speak to our schools is wanted exceedingly. I will close with a few remarks on the claims of common iichooU. " The necessity of virtue and intelligence among a free people is always admitted ; yet the great majority of our citizens are almost wholly indifferent to the District Schools, —the very sources of a nation's intelligence ; for, it is well known, nineteen citizens out of twenty receive all their edu- cation in them. In our common schools our nation receives its character and education. Then is not the condition and character of these schools a matter of the highest importance ? They have in embryo the future communities of their land: with them the empire and liberty of these Slates must rise or fall, for they are at once the repositories of freedom and the pillars of the republic. Should not every individual feel the deepest interest in their character and condition ? Should not the strong arm of Government bo thrown around them for a protection? And should not tlie wisdom of legislation watch over and counsel them with a parental. solicitude ? To what purpose shall we enact laws unless there is intelligence to perceive iheir justice — principle to which they can appeal! And what other fountains pf intelligence liave we for tho tehole people but our common schools I The learned and wealthy should Irkewise see that the education of the infant mind is far less expensive to them than the support of the ag- ed ciiminals, — that the fruitfulness of their minds depends not so much upon the richness of the soil as upon the intelli- gence of the cultivators, and that the labor of him whose head can help his hands is far more profitable than the ser- vice of the ignorant. This more favored part of the com- munity should see likewise that universal education is the on- \y true security of life and property."* The Factory Commission, the Poor Law Commission, and other public and private inquiries have tended more and more to reveal the extent and urgency of our own intellectual and moral wants ; while the perfect and harmonious picture of a system of education in full activity among a whole people dif- fering in religion, laws, language, and habiis, which Mr. Cou- sin had laid before France, has attracted the attention of * Pisftriet Sohoel. wf ,i !l \' 'ill ^ 11 f ! 76 Appendix to Rf.port on EouCATmif. wffilr^^'"'V'?"-''"'.''''\"'*'"' and I,,, been mentioned w h the pinfound admirat.,.!. due both to the system and to the nuthnr of the report in all tl,o foremost Journals of the conntry in the pulpit, and in the scnato. «nM-'*"®- "i^'Vt^ •'ymp'r.m, of n general tendency of the public mind of Engl.n.i ...worj,. the subject of national edu- d« !^l!.^^^? """■'"• "■''• ^^'^^^J'^de, and hailed with delight by all who are iin,,n's..d wi.h its importance ; but by none with so much as by Mr. Cousin himself, who. highly n, ho estimates the- approba.iou of England, will think his re- ward far higher if the labors he has devoted to his native country shall turn to the profit of her true and energetic ally m tho cause of human improvrmppt I havo translated this book in il.u hope that by placing it wi hin the reach of those to whom not only the languages, but the size and price of the original, might prove obstacles, Jt miRht excite the notice of the classes most interested in its difliision. With that hope I have laboured to make it as plain as I could; and though as a translation it can have no other merit, 1 will not disguise that on this head I am most anxious to hnd I have succeeded.— If not, I must plead in my own de- fence that nothing is so difTicult ns to find in the language of one country words expressing the laws, institution, and usa- ges of another. I offer it to no one as an amusing book ; and even while I say 1 hope I have made it plain, I mean only to the patient reader who will go through it. There is such a coherency of parts, both in iho fabric it describes and in the description, that no one will fully understand it who cannot bear the toil of following the author step by step. Portions may bo sel- ected which shew the beautiful spirit pervading the whole.and which must, I should think, touch any human heart ; but its merit as a piece of legislation— as a a system living and working— c(in only be appreciated when studied connectedly and in detail. ■^ The reasons that have influenced mo (with the author's concurrence) to omit tho report on Royal and Ducal Saxony, which forms nearly half of the original volume, are mainly twor—l-irst, the consideration mentioned above, that it was only by making a small and cheap volume that I could ac- complish the end I chiefly aimed at ; -secondly, that the part 1 have omitted embraces secondary instruction, or the edu- cation given in tho Gymnasia ( i. e. learned or grammar schools) of Saxony, and afeo still higher department of Uni- versities. M. Cousin was of opinion that it would be well not to divert any portion of public attention from the subject of primary instruction— i.e. that education which is absolutely necessary to the moral and intellectual well-beincr of thn m«« ,01 the people. This alone is treated of here. °If it should Appendix to Usport ox Edwcatio.x. 77 appear that the English public desires to hear more on this matter, I may perh.ips, unlfss it happily fall into better hands prepare^ under M. Coiis'n's direction, a volume on secondary instruction, including what he luis already published on the learned schools of Saxony, and adding matter upon which ho is at present occupied. But this will depend on the reception given to the present attempt. Whether it be done or not, I entreat the reader nerer to lose sight of the fact that what is hero laid beft)rc him, al- though having in relation to its special object a substantive completeness, is still only a piirt of the whole, and that it is as a whole that the national ediicittion of Prussia is so pecu- liarly worthy of admiraiion and of study. Tlio intro inctory \iew of the "general organization" &.C. gives the outline of which the first portion alone is, for the present, fillod up. Constituted as the government of this country is, and ac- customed as it is to receive its impulses from without (a state of things approved and consecrated by the national wnys of thinking) it would be contrary to reason and to experience for it to originate any great changes. This is not recognised either by governor's or governed hs any part of its duty ; — it is to the public mind therefore that those who desire any change must address themselves. It is not worth while at the present day to discuss whether or not national education be good. It is possible to imagine a state of society in which the laboring man, submissive and contented under some paternal rule, might dispense with any further light than such as nature, uncorrupted by varied wants and restless competition, n)ight afford him ; but if that golden ago ever existed, it is manifestly gone, — in this country at least, for ever. Here the press is hotter, the strife keener, the invention more alive, the curiosity more awake, the wants and wishes more stimulnted by an atmosphere of luxury, than perhaps in any country since the world beg:in. The men who in their several classes were content to tread step for stop in the paths wherein thtir faihu. trod, are gone. So- ciety is no longer a calm current, bui a tossing sea. Rev- erence for trndition, for authority, is gone. In such a state of things who can deny the absolute necessity for national education? Supposing hn »ever all agreed as to this first point, — how many weight\ and difficult questions still remain! How many obstacles present themselves to the adoption of that which here stands before us, not in theory and conjecture, but in tried and successful practice 1 It may be useful to consider a few of those objections. And first, as to compulsory education. — The idea ♦•) which T l^O.t^ nUtirl^J r^K<^«m^ tUof «t»rt k-««.!n^A «»^.1l _ i* ^^ » !i«fu t«i:---T-.n ti'jvfr»j tllut itlTj j/i::iic CAl.CI!i;ilCi; O! U VJTOV- ernment is to let alone, — is so deeply and universally preTal- 1l 78 AppKiNDii TO Report on Educatioit. ent here, that there is little chiince of a measure, howerer beneficiont, being popular, which ia unquestionably an In- frhigement of liberty. Leaving however the question whether exemption from restraint is of itself the great //Mirfera afTirin that for the class most deeply in- terested in the present inquiry— cAiWren, no such exemption is or can be couiemplated.or advised. The real point at is- sue is whether the constraint »)mll be a salutary or a pernici- ious constraint ; a constraint by which their whole future lives are sacrificed to the present interests of the persons who have the disposal of them; ora constraint, tho object and tendency of which is to secure to them for lifo the blessings of physical, moral, and intellectual health. •• If children," says the writer of iho excellent article in the Foreign Quarterly Re- view (No. 24) " provided their own education, and could be sensible of its importance to their happiness,it would he a want, and might be left to the natural demand and supply; but as it is provided by the parents and paid for by those who do not profit by its results, it is a duty, and is therefore liable to be neglected." The interference which government has lately exercised on behalf of the chiidron of the manufacturing population, has, however, settled the question as one of principle ; it is no longer anything but a question of degree ; for if the right of parents over their children can be invaded for the purpose of securing to children an exemption from one class of evils, it can in averting another ; and according to all sound reas- oning it ought, if those evils be shewn to be of sufficient mag- nitude, to claim interference. It is irrational to expect that persons who have not had the advantages of education can form any estimate of the nature and extent of those advan- tages. — " Persons," says the able writer just quo^ed^ " of un- cultivated and torpid minds, are not aware to what an extent education can raise, enlarge, and stimulate the understanding; in how great a measure it insures a person's happiness, and makes him both independent of the norld, and a safe and peaceable member of society." Here and there we find an individual to whom strong sense and a lively curiosity reveal the magnitude of his wants ; but a man has already gone be- yond the first rudeness and apathy of ignorance who longs for knowledge. Are, then, the rudeness and apathy of the fathers a reason for transmitting them unaltered to the chil- drent Or, to go higher, are the false notions, the useless ac- quirements, the imperfect instruction of the ill-educated of the wealthier sort, a reason that because they are satisfied with themselves, an enlightened government should permit the same waste and destruction of moral and intellectual fa- tv go oil from geoeraiion to {eneratiou !i AffeNdix to Rcpobt o:v EDUciTiozi. 79 To those who are influenced by precedent I am thankful to be enaibled to give tlie following fuels, for which I am in- debted to a gentleman to whom M. Cousin looks for nil th« assistance in the great cause of education, that profound and learn(;d acquaintance with the subject, united to ardent zeal, can afford : — " I have always been astonished that no researches hava been made by any German into the antiquity of Schulp' fiichtigkeit (school obligation, i. e. the obligadion of going to school) in the several states of the Empire. — The only work I know that touches on tho subject is that of J. K. F. Schlcgel • Ubtr Schulp fiichtigkeit and Schulzwang,* (school com- pulsion) &,c. 1834; but this only regards tho Hanoverian do- minions. From that book I learn that this obligation is at least as old as 1681 in the Principality of Calcmberg; as 1689 in that of Celle ; as 1663 in tho Principality of Hiyes- heim ; as 1752 in tho Duchy of Bremen and Verdrn. From other sources I find that it is at least as old as 1643 in Saxe- Gother ; as 1767 in Lippe Detinold ; as 1769 in Prussia. It has long been enforced in New England and Connecticut ; and for the gentry. Barons, and freeholders of Scotland, thero is an Act of the Scottiiih Parliament compelling them to send tl.eir sons to the grammar schools as far back as the fifteenth century, — 1466 if I recollect^right." Tliismay serve to correct the erroneous notion prevalent here, (among a host of others on the same subject) that the legal obligation to educate children is a modern invention of the " Military and despotic government" of Prussia. It is desirable that it should be distinctly understood, that though the following report relates to Prussia alone, the provision for popular education is by no means peculiar to that country. It is also common to speak of popular rducaticn as entirely the offspring of the reformation, and as if not peculiar to the protcstant states, at least carried to a much higher pitch in them than in the catholic states. " There is," says tho high authority whom I have just quoted " no truth in this, in a general sense ; and, on a par- ticular comparison, in none of the Catholic states would the people be found so neglected in this respect as in Hesse Castle and even in Hanover, and the Kingdom of Saxony, pre-em- inent for classical education, as far behind Bavaria and Aus- tria in popular instruction. The Germans give as an instance of the low state of primary education in Royal Slaxony, (the case is very different in the Duchies) that the places of school- masters are there commonly tilled by mere candidates of theology. In Scotland we should think this qualification very high." Ti.-e best answer however io ihoso who urge the supposed harilship to parents of being obliged to educate their children i III i 80 Appendix to Report on Educatioji. ia to be found in the supplement at the end of the present volume, published hst year, in which it has shewn, from in- disputable documc-Us, " that the parents of Prussia actually anticipate the period at which the legal constraint begins;" that the number of children atten ling the public schools in 1831 actually exceeded the whole number of children exist- ing in the Monarchy, between the ages of seven and fourteen, the period prescribed by law, and out of this latter number we liavo to deduct all who are educated at home, at private schools, all who are sick, &c. AnothiT misconception which appears to me common in tliis country is that the system of national education delineat- ed by M. Cousin, is some new plan or mode of teaching. I have oven seen objections made to it in print, on the score of the tyranny ot^ compelling parents to educate chil- dren on this or that " method" approved by Government. It might seem sutBcient (o refer such objections to the book, but unfortunately this process is tedious, and in the mean while the reader who supfioses they are acquainted with what they discuss, is misled. Not only (as will be seen in this report) is every parent at full liberty to educate his own children ei- tlieir in his own house, or at a private school, or at the schools provided by the State, but tTiese latter schools are not even bound lo any particular books or modes of tuition " in order" as the law expresses it, " to impose no shackles en the con- stant onward comse of improvement." The choice of books is left to the masters and the local committees appointed by Government for the immediate su- perintendance of schools, and consisting chiefly of fathers of families resident in the parish which supports the school. — The conferences of school masters, (which, though voluntary, are encouraged by tlie Governn)ent,) are also for the express purpose of comparing their views and their experience, and thus carrying forward the iinprovcmenl of the schools. — Whenever a choice of schools is within the reach of parents, that choice is left perfectly free, and on the grand subject of re- ligious difl'erence, it will be seen, that nothing can exceed the anxious care of the Government that the most delicate con- science should not be even alarmed, much less oppressed. — " Masters and Inspectors" says the law, " must most caro- fullv avoid every kind of constraint or annoyance to the children on account of their particular cree.i," &c. It has been asserted by sonu persons with an ignorance, which, if it be sincere, is so shatnaless that it almost tieserve* to be confounded with dishonesty, that the tendency of the system recommended by M. Cousin is anti-religious. To this every page of the book is an answer. Indeed woie I to express a fear on this head, it is that it is far too religious for this country; that the lefty unworldly tone of feeling, tlw r Appendix to Report on Education. 81 spirit of veneration, the blending of tlie love of God, and of the good and the beautiful with all the practical business and the amusements of life, is what will hardly be understood here, where religion is so much more disjoined both from the toils and from ihe gaieties of life. To me it app lars that there is not a line of these enaciments whicii is not profoundly religi- gious. Nothing, it is true, is enjoined as to form or creeds ; but, as Mr. Cousin truly says, "the whole fabric rests on the sacred basis of Christian love." As the most affecting, and I must say, sublime example of this spirit, I refer my read- ers — especially the humbler and, as I hope more numerous class of them, to the description of the little schools for train- ing poor schoolmasters in sucii habits, and witii such feelings f.s shall fit them to be the useful and contented teachers of the humblest cottagers of the most miserable villages. Here is poverty, to which that of many among our work- ing classes is affluence, and it is hopeless, for no idea is held out of advancement or change— Yet if ever poverty appeared on earth serene, contented, lofty, beneficient, graceful, it is here. Here we see njcn in the very spring time of life so far from being made, as we are told men must be made, restless, and envious and discontonted, by instruction, taking indigence and obscurity to their hearts for life, raised above their poor neighbours in education, only that they may become the ser- vants of all, and may train the lowliest children in a sense of the dignity of man and th<' beauty of creation in the love of God and of virtue." I confess myself almost horeloss of the transplantation of such sentiments hither. Religion is made the theme of the fiercest and most implacable contention, mixed up with news- paper squabbles and with legal discussions; her bright and holy garments are seized anc' soiled by every angry and ambitious hand. It seems to me, too, that wc are guilty of great inconsistency as to the ends and objects of education. How industriously have not its most able and zealous champions be jh continually instilling into the mind of the people that education is the way to advancement — that "knowledge is power" that a man cannot "better himself" without some learning! and then we complain, or we fear, tl>at education will set them above their station, disgust them -vith labour, and make them ambitious, envious, a»>ddissatis(i';! we must reap as we sow ; we set before i. -ir eyes objects the most tempting to the desires of uncultivated men ; we urge them onto the acquirement of knowledge by holding out the hope that knowledge will enable them to grasp ihese objects ; if their minds are corrupted by the nature of the aim, and embittered by the failure which must be the lot of the mass who is to blame? S2 Appkndix to Report on Education. If instead of nurturing expectations which cannot bo fulfil- led, and turning tlie mind on a track wliich must lead to a sense of continual disappointment, and tlience of wrong, w» were to hold out to our humble friends the appropriate and attainable, nay, unfailing ends of a good education ;— the gently and kindly sympathies ; the sense of self-respect, and of the respect of fellow men ; the free exerciseof the intellect- ual faculties ; the gratification of a curiosity that "grows by what it feeds on" and yet finds food for ever ; the power of regulating tho habits and the business of life, so as to extract the greatest possible portion of comfort out of small means ; the refining and tranquilizing enjoyment of the beautiful in nature and art, and the kindred perception of the beauty and "ojjj'fy of virtue ; the strengthening consciousness of duty fulfilled ; and to crown all "the peace wliich passeth all un- derstanding ;"— if we directed their aspirations this way, it is probable that we should not have to complain of being disap- pointed, nor they of being deceived. Who can say that wealth can purchase better things than these ? And who can say that they are not within the reach of every man of sound body and mind, who by labor not destructive of either, can procure, for himself and his family, food, clothing and habita- tions ? ' * It "s true, the same motives wearing different forms, are presented to all classes. "Learn," that you may "get on," 33 tho motto of English education. The result is answerable. To those who think that result satisfactory, a change in the syf'tem, and above all in the spirit of education, holds out no advantages. There are two or three other points which I would fain re- comniend to the peculiar attention of the reader. One of the most important is> the absolute necessity of securing a constant supply of well tra'jaed schoolmasters. Time and experience have, it is to be supposed, nearly removed the illusion of "mutual instruc'ion" as a substitute for the instruction com- municated by r, mature to an immature mind ; as an auxiliary in certain raer.hanical details, no one disputes its utility. Ob- servation long ago convinced me of the entire truth of the maxim laid riown by the Prussian government, and approved by M. Cousin, that "as is the master so is the school." On this subject I cannot refrain from quoting a German writer in whose opinion I fully concur. "Such schools (the Laucasterian) are undoubtedly of use in countries like France, where almost nothing or England where nothing systematic and adequate has I w done for the education of the people ; but they can never serve but as a temporury shift which cannot be taken as a substitute hii edu- ~:x\i\jii. i ivcy can ao no more mau give a certain mechanical AppBPfDix TO Report on Education. 83 w» can are »» J f dexterity in reading, writing, and cyphering. Tiie religioui instruction is confined to asonlless learning by rote. Instruc- tion in language, singihg, drawing, and in exercise of the intellect, are wholly wanting. The influence of the teacher on the mind and character of the scholar, or his own mental cultivation, are not so much as thought of. Thus then a sys- tem of tuition, the lifeless mechanism of which was fifty years ago appreciated in Germany, and laid aside for methods bet- ter calculated for the true culture of man, has been adopted by France, England, &,c., with an ardour which betrays total i'gnorance of the advance of the science of education in Ger- many. The village schoolmasters of Germany do much more to form the minds of their pupils than Lancaster and Bell can do ; and no German who knows what his country possesses, can recommend a system of teaching which may indeed be of use in harmonizing the lowest mob of England or of France, but where men and christians are to be formed, is defective and ill contrived. A system of education is nothing without an unfailing sup- ply of competent masters. It is the fashion to apply the "free trade" maxims to every thing. Reasons enough present them- selves why such maxims are wholly inapplicable to this matter, but thf^re is no room for them here. It may once for all safely be denied that the people can be judges of the qualify of teachers as they are of bread er of shoes. To this the hun- dreds of children in the middle classes whose whole childhood is consumed in experimental wanderings from school to school, and the thousands and ten thousands of the lower, whose pa- rents know little more than the fact that they pass a certain number of hours daily in a given room, can bear witness. The evil is an irrepairable one. Not only is the portion of time consumed in a had or imperfect school irrecoverably gone, but bad habits of all kinds are acquired which no future edu- cation can entirely eradicate. The candid and rational among the less educated classes ars glad to be aided by the friendly judgment of their more instructed neighbors on ihis point; and would, I doobt not, readily admit the advantage of having some better securit3r than their own opinion, or rather conjec- ture, for the competency of the instructors of their children. 5n every country where primary institution has been carried to a lioight, the necessity of establishincnts of this kind has been felt. In spite of the length of this preface, I cannot resist the temptation to add the following curious and valua- ble details on the history of seminaries for teachers, for which I have pcrain to acknowledge my obligations to the learned author of the article on national education which appeared in the Edinburgh Review (No. 116) and which first called tlio attention af England to Mr. Cousin's report. 84 Appendix to Report on Education. It is almost humiliating to have to notice another objection to this scheme of national education, — viz., that it is foreign ; an objection, which if carried through and acted upon con- sistently, would render the intercourse between civilized na- tions absolutely barren. Cut since there are, it seems, still persons with whom it has weight, it may be well to quote M. Cousin's striking iij)j)eal against similar prejudices in Faance. "National rivairics or antipathies would here be completely out of place. The true greatness of a people does not consist in borrowing nothing from others, but in borrowing from all whatever is good, and in perfecting whutever it appropriate, lam as great an ?nemy as any one to artificial imitations; but it is mere pusillanimity to reject a thing foi no other rea- son than that it has been thought good by other,>." REGULATIONS V. T THE School ComniiUec of Boston. ill I f ll'l According to the City Charter, twelve gentlemen are annually elected, one in ench Ward of the City, who, "jointly with the Mayor and Aldermen, constitute the School Committee for said City, and have the care and superinteudence of the public Behools." The public schools of this City consist of one Latin Grammar School, one English High School, nine Grammar and Writing Schools, including one for Africans, and sixty-four Primary Schools, including three for Africans; in which instruction is freely given to children of both sexes. Chapter. I. Regulations relating to the Board of the School Committee. 1. At the first meeting in each year which shall be held on an early day, in the month of January, the Board shidl oe organiz- r« ntrt rt W £k /« 1* A * •! organization. ^ visiting Committee or Sub Committee for each Appendix to Report on Ej>ucatioiv. 85 school, consisting of at least seven for tlie Latin & English High Schools respectively, and of three for each of other schools, a standing committee on books, and a stand, ng committee of refe- rence, with the primary school committee. 2. The Chairman shall preside at the meetings of this Board, shall call any special meetings thereof when he shall dfcm it ne- ^ cessary, or at the request of any two of its mem- Duties of the fj^g^g {„ writin?, and shall bo the organ of com- Jmunication with any other branch or branches of the City Government relative to any votes and doings of tliis body which may have respect to a co-operation with them in the transaction of business ; copies of the same having been duly fur- nished by the Secretary. lu the absence of the Chairman his place shall be filled, pro tempore, by the Board. 3. The Secretary shall have charge and custody of the re- cords of the Board and of all papers directed by them to be kept ^on his hies; he shall keep a fair and full record 5, Duties of the f^^ ^^ jjjg proceedings of the Board, in each case ,.ecre ary. ^stating the commission, and the names of the committee ; he shall notify the meetings of all committees when requested by their chairman; and shall perform such other du- ties as may be assigned to him. 4. The visiting or sub committees shall vi:.it their respective schools at least once each quarter of the year, and as mucti of- Duties of visit- Mener as they can make it convenient, for the ing or sub conn's, ^pnrposeof attending carefully to all the exercis- Quarte:lyEx- /esof each class; of inspecting the school bill nminations. ^ and inquiring into the deportment and progress of the pupils, in order to commend good conduct and improve- ment, and discountenance negligence and vice. It (f.hall be their duty to embrace these opportunities to converge freely with the instructors on the afi'airsof the schools, to elicit from them such occasional suggestions as may be turned to their benefit, to en- courage the faithful and deserving instructor in his arduous du- ties, and to detect and mark delinquencies. The chairman, or some meriber of each sub committee, shall make a report in writing at each quarterly meeting to the scliool S committee of thoir examination and its results, and of several circumstances above specified which mny have occurred, and of any accornmo- dations or indulgencies they may have granted to any instructor, or any alteraMons they may have authorised in their particular school. And at each quarterly meeting, the chairman, or any member of each sub committee who may be present, shall be called upon for such report ; and in case of omission to make it the school committee shall pass a vote enjoining the sub com- mittee to proceed without delay in the performance of such duty, and shall adjourn to receive their report. The sub comniiUi-j s» ill visit their respective schools at least qne week previous to the annual exhibitions to select the candi- Annual exarai- ) ''^''- ' ''^' ^^e medals, and shall criiically examine nation for Me- > u.enibers of the first class for this purpose. — dal». \ They shall have power to award v " exceeding six medals in each school, excepting in the liawes school, where r; ~i '-/!i I I li General du ties of sub com inittees. 86 Appejidix to Report on Educatiox. not more than four, and in tbo African school, where not more than two Bliall be awarded to either sex ; and it is understood improvement of every public school in the City, Board. )and to afibrd personal assistance at their visitati- ons, exhibitions, and on all other occasions, according lo his abi lity and convenience. 6. At the quarterly meeting in May, two examining commit- tees shall be annually appointed I y this Board consisting each of Committee'iT-r-i three members, ths one for the English Gram- the annual exa- > mar Schools, and the other for the Writing rainations. ) Schools; each of which Committees shall be joined by as many other members of the Board as can conveni- ently attend. Each of said committees in_the month of May or June visit r.ll the schools for which tliey are appointed, and cri- tically examine the pupils in all the branches taught therein, in order to ascertain the condition of the schools, iind shall report previous to the annual election of the instructors, that the ap- pointments of the board on that occasion may be judiciously made. A similar annual and critical examination shall be made in th« Choice of In- structors. Appendix to Report on Education. 87 month of May or June of the Latin School and of the English high school, by the respective visiting comn[)itteea of those schools; and a similar report for the same purpose and embracing the same objects shall be made by these committees. 7 At the quarterly meeting \n August, committees shall be an- nually appointed who shall attend the annual exhibitions, shall Committees ) bestow the medals on the pupils to whom they irhr°°"°' "' I ^^^® ^^^^ previously awarded, and shall exer- Hibitwns. ^ cise such control over these exhibitions as they may judge proper. It is desirable that some one of the com- mittee who examined the candidates for medals should bestow them. 7 In the month ef August annually, all the instructors in the ^ public schools shall be elected, and their sala- ries voted, and no alteration in the amount of ^ salary of any instructor shall be made at any other time. The masters of the several schools shall be elected by ballot, the other instructorj shall be elected by nomination of their re- spective sub-committees, after they shall have conferred with the masters with whom said assistant instructors are to be associated. 9 In the month of January annually this board shall nominate and appoint a suitable number of gentlemen, whose duty collec- Committee for ? *'^^'^ '' ^^^^^ ^^ '° provide instruction for chil- primary Schools f *^''^" between four and seven years of age, agree- ) ably to the direction of the town at the institution o[ the Primary Schools : and shall authorise the committee of these schools to organize their body and regulate their proceed- mgs as they deem most convenient, and to fill all vacancies oc- currmg m the same during the year ; and this board will respect- fully receive from them such communications as they may please occasionally to make on the subject of those schools. 10 Stated quarterly meetings of the school committee shall be iheld on the second Tuesday of February, May, August, and November, at four o'clock P. M. at the room of the Mayor and Aldermen. } 11 A mojority of this board is required to con- ( stitute a quorum, for the transaction of any business. Quarterly meetiags. Quorum. — Q<©^— Chapter II. Regulation common to all the public zchools under the im- mediate superintendance of the school committee. 1- The instructors in all the public schools shall hold their Iff } °^'*^®^ °"® y®^**' "Bless sooner removed by this instructions. ^ Board ; and no continuance or preferment of ) ^^^^ in office shall be predicted on any consid- erations but those of moral and literary aualifications and .Har- licai sKiii. ' • ■ -""- UM I :W ii 88 Appendix to Report on Educatiox. 2 As all the iafitructors derive their authority from this Board .V, \ n hi rpinou"ible to it fo. the faithful dischwge o» their ^'S^e.Som? Ttierand shuU ail be equally respected and in^tructorMothe obeyed by their pupils—The masters bemg School Commit- S ^^^^ immediately responsible for the go^djir- tee and to each j^^. j,„j improvement of the schools, shall hold ^ -n'/itv of nnk • and their directions m relation to teaching and Kl7er internal business of the schools, sh.ll be followed by ''r The SnSrs shall be punctual in their attendance at the hours a nointed for opening the schools; strict regard shall also hours '»Pl'0'nteYbe niid to the hours assigned for dismissing the and'^ft^S'So- sch'ool, and during school hours ,he instruc- - structor*. ^ tors Shall faithfully devote themselves to the '^'^ ■ ' ' ■ 14. The morning exercises of all the schools Prayer. ^ shall commence with reading the Scriptures """s.^AH Uie masters shall be required to keep bills or books, which shall be furnished at the public expense, and shall remain ) the propert) of the schools, in which they Masters' Bills. > g^^^,, ^pcord the names, ngcs, places of resi- dence, and absence of their pupils, wiih such other particulars as shall enable the commiitees at thoir visitations to form an adequate idea of the state of the schools. 6. Tte head master of ench School shall make to the Secre- tary of the Board a regular semi-annual return on the first ^weekofFebiuary and August, of the nutnber Masters semi- f j,,- pupjig then actualli/ belonging to his school annual returus. ^^^g/ggably to the blanks prepared for this pur- ^T*The masters shall commit to writing, in general tertris, their T>'i f „K -ireauire-nents and prohibitions, and shall read or scKtU'erefd fc^'use them to be 'read aloud in school at least aloud. Nonce a month. 8 The instnictors shall give the children constant employment andendeavour by judicious and diversified modes to render the Dirc"pli lof I l^xeicises of the schools pleasant as we I as pro- thrSoTs. \ fitable, shall exercise firm, prudent and vigilant discinline ; shall punish as sparingly as is co-^sistent with secur- ing obedience, and shall govern by persuasion and gentle mea- anres so far as may be practicable. 9 -l^ieinstrulters may avail themselves ot the assistance of Assistance of ) their most advanced pupils whenever it can be pupHs faithfully and judiciously applied m order to render more efleclual service to the schools. renaer more en ^^ ^^ .^ desirable that oral instruction should \h& combined with the use of looks in all the ^''if For violent or pointed opposition to his authority in any instance or for ihc repetition of an offence, the master may ex- instance, or tor i ^^^^ ^^^^^^ for the time being, Oral tioD. iiistruc- S cul iuspension il for \ offence from ) ' parti- >ivr tue purpose ) and thereupo r1 nnn«il1tntioil. arirj n shall inform the parent or guar- Al'I'ENOIX TO RkPOKT ON EdUCATION. 89 dian of the measure, and sliull apply to the sub conimiltee for advice and ilrcction. Where the example of any piip'J '^ very injurious and couta* gioui), and in general in all oases wlietc reformation appears For general ) hopeless, it shall be the duty of the master, with luisconducti ^ the approbation of the subcommittee to have recourse to suspension from the i^choul. I'ut any child under this public censure who siiall have expressed to the master his regret for his folly or indiscretion, as openly and explicitly as the nature of the case may require, shall give evidence of amend- ment, shall, with the previous consent of said committee be re- instated in the privileges of the school. 12. To promote the well being of their pupils, it shall be the duty of the instructers, as far as is practicable, to exercise a ge- General over-) neral care and inspection over them as well out fight of piipiU > of school as within its walls, and on all suitable by instructers. ^ occasions to inculcate upon them the principles of truth and virtue. And the master shall be required, subject to the advice of the sub commiitee, to expel from school any pupil who shall manifest an habitual and deterniiued iicj^lcci of his duties. 13. In casfts of difficulty in the discharge of their official du- ties, or when any temporary dispensation in their favor is desired iSub committee Mhe instructers shall apply fo the subcommittees give advice. ^ of their respective scUools for advice and «o subscription, for any purpose whatever shall be introduced iuto any public school. 17. The books used and the studies pursued in all the public schools shall be such and such only, as may be authori:&ed by this board. Pupils required ) 18. No pupils shall be allowed to retain their to have bouks. ^connection with any of tho public schools, un- less they are furnished with the books and utensils regtilarly re- quired to be- used in tho schools respectively, except by permis- sion of the sub committee. M ' 'i I 90 Appkndix to Rei'Outon Education. j" i M Rncett. of the tamo riiuk ) J!>. There sh:ill be a recess of from f\'Q to ten ^ minutes for avery papil, each half da^, i.ial iU* children may not be injunul by too long coiifiDeinent. . 20. No pupil shall bo allowed to depart before tUo ap^iointcd hours of leaving school except in case of sickness or uoiue pres- sing emergency, of which the master shall be jadge. Remo\ , I from) 21. No i)U|)il shall be admitted to the privile- oiie scLudI to V ['es of one scJiool who has been expelled from ono'.lier. bridge ; the second, of the girls' schools on tho 3 Wednesday next preceding the first Monday in November. At the former the Franklin medals, and at the latter the City medrls, are to be bestowed, 24. The following holy days and vacations shall be granted alike to all the schools, viz : — Every Wednesday and Saturday Vacations and ^^^f ""«" throughout the year, Christmas day Loly days. C ''"'' ''^^^ ''^y- ^ tinnksgiving day, and the remamder >of the week; the day of the General Electioc in January ; one day in each year for the general training, when in Boston, the fourth of July; the week beginning on the first Monday in June; the remainder of the week after the exhibition of the schools in August, and the two succeeding weeks, and no other days except by a special vote of this board. In audition to these, the I. '.tin School and English High School shall be entitled to the three days of public exhibition at Harvard University, and to the week beginning on the eeconcl Monday in June. Annual cxbtbi- tiuns. i i Appendix to Rkport on Education. lil For boys & girls 181!. ror-l)ojs&. girls 1H12. For ljo>s& girls J 811). For girls 1821. For cirls 1822. Chapter ill. Rrgulatiuns for the English Grammar and Writing Schools. These Schooh nre the spcond in order in the system of public education established in this City. The fullowing aro their names, situation, and date of establishment. 1. Elliot School, N. Bcnnet street. For hoys 1713. 2. Adams School, M;ison street. For boys & girls 1717. 3. Franklin School, W-tshington St. For boys (S.'. girls 1786. 4. Mayhew Sr'iool, Hawkins st. For boys 1803. 5. Hawes Sch >\, South Boston. 6. African School, ]5«>lknap st. 7. Boylston School, l''ort Hill. 8. Boudoin School, Derne street. 9. Hancock School, Hanover st. Id these Schools are taught the common hi. inches ol an English Education. They arc dcsi^';ned to conduct children from the primary schools to snch an actjuaintance with reading, writing English grammar, geography, hiid arithmetic, as shall be suffici- ent for the ordinary pui poses of lifo. To these schools apply the following regulations in addition to those biid down in the preceding chapter. 1. In each of these schools which is attended exclusively by boys, there shall be a master and an usher in the Grammar De- partment, and a master and an usher in the writ- ing department. 3n those where females cxclu- ^sively attend thore shall be a tn^ister and three female assistants in each department. In those where boys and girls both attend, the place of one of the ushers shall be supplied by three female assistants. The Hawes school and the African school are exceptions to the above rule. In the Hawes school there shall be a master and one usher, or two female assistants instead of an usher. lu the African school there shall be one master. 2. In every school the grammar master and the writing master shall each have the regulation and control of his particular de- partment, so far as regards the classification, the mode of in- struction, and the discipline of liis pupils; provided that the re- gulations of one department do not interlVie with those of the other; but in all cases involving tho interests of holh departments where a difference of opinion or c Miflict of authority shall arise i the grammar master shall be the heiid master of Head masters. ^ ^j^^ school, and his decision shall be paramount. Number of masters. 3. Children may be ailiiritted into the grammar and writing 2 schooi.s at the age of seven years who can read Aee,qualiiication fur admission. easy prof;p. Th-f^y shsil! h« exam _^ .... ) head master ; but no examination shall bu made ■J '■"' IMAGE EVALUATION TEST TARGET (MT-3) // // ^.<^''V^ 1.0 I.I 1.25 2.5 1.8 1.4 ill 1.6 % ^ ' V /A Photographic Sciences Corporation 93 WEST MAIN STREET WEBSTER, N.Y. 14580 (716) B72-4S03 4^ \ c\ \ 'q 4^ vj 6^ '^\^ WJ..< d ,m V h i 92 Appendix to Report on Education. of those who biing a certificate of recommendation from the pri- mary school committee. Anneal ^ ^" *^"®* ^"^ applicatron shall be rejected by the i master an appeal may be made to the sub com- mittee of the school. Tiine of ad- tnissioii. 4. To prevent inconvenience to the instruc- ters and deranj;ement ol the classes, no' new ,. r ^ pupil shall be admitted into tliese schools except on the first Monday of every mouth through the year, unless when transferred from one school to another. Time of con tiDuance. 5. Boys shall not be permitted to retain their places in these schools beyond the day of their J next annual exhibition after they shall have ar- rived at fourteen years of age, unless by special leave from the sub committee. Girls shall be allowed to attend these schools until the next annual e: hibition after they shall have arrived at the age of sixteen. _ r* - . ^ G. No pupil shall bo allowed to give his gene- both dei>"»im''t8 ( "'^^ "' exclusive attention in one department of ^ the school without a special permit from the sub committee. „ , , , ) 7. From the first Monday in April to the first Hours of school. > .r , • /-« . ■ "^ n .. i ,• ) JVionuay m October, annually, the hours lor keeping these schools shall be from 8 o'clock, A.M. until 12, and from 2 o'clock, P.M. until 5; and from the first Monday in Oc- tober to the first Monday in April from 9 to 12, and from 2 to half past four. Dismission of ^ 8. From the first Monday in April to the first younger chil- dren. closing the morning school. of> 8. I vMond; 5 be dis ay in October, the younger children may missed one hour before the regular time of Tardiness. > 9. Children belonging to these schools shall \ be required to be present within five minutes af- ter the hour of opening the same ; tardy children shall be re- ceived, but not without some notice of their fault. CInsees ih ^ 10. The grammar department of these schools grammar de- > shall be divided into fom classes subject to such liarlmeut. Jsubdwisions as the master may judge expedient ; the books and exercises shall be as follows: Class TV. No. 1.— Emerson's National Spel- Picipont's Introductiou to the Studies reqnir'd^,i^g 13ook National Reader. Class III. Nos. 1 & 2 continued, and 3.— Murray's English Grammar, abridged by Alger. Class II. Nos. 1, be divided into classes according to their pro- partment. Sgress : the books & exercises shall be as follows : 1. Emerson's North American Arithmetic, Parti. 2. Col- burn's first lessons in Arithmetic. 3. Colburu's sequel to First Lessons. 4. Robinson's Book-keeping. All the children shall be taught wiiting and arithmetic daily; and the teachers are required to furnish the pupils copy slips written or from good engravings, or to write the copies themselves in the writing books. The pupils of the first class shall be taught to make pens. '/ Chapter IV. Regulations for the English High School. This School is situated in Picknoy street. It was instituted i.i 1821, with the design of furnishing the young men of this City who are not intended for a collegiate course of study, and who have enjoyed the usual advantages of the othe • public schools, with the means of completing a good English education to fit thorn for active life, or qualify them for eminence in private or public stations. Here is given instruction in the elcmems of mathe- matics and Natural Philosophy, iu History, natural and civil, and in the French language. This institution is furnished with a va- luable mathematical and philosophical apparatus for the purpose of experiment and illustration. To this school apply the following regulations in addition to those laid down in chapter II. 1. The instructors in this school shall be, a master, a sub-mas- ter, and so many assistants aa shall give one instructer to every } thirty five pupils, provided that no additional as- Numberof in- f gjgjgjjj j^g obtained fur any increase less than structers. ^ twenty one. It shall be a necessary qualification in all these instrucfers that they have been educated at some res- pectable college. In addition to these there shall be a teacher ol the French language. I S' f 4 94 Appendix to Report on Education. 2. No boy shairbo admitted ns a membef of this school under the age of twelve'years; and the master shall require' of every ) candidate for admission previously to examina- nge«f«'^'"'"""'^tion, a certificate that he is of the age required. tirao of entrance from his parent or guaidian \ 3. Boya shall be examined for admission into the school only once a year, viz : on the Tues- day and Friday next succeeding tlie exhibition of the school in August. 4. Candidates for admission shall produce from the masters of the schools they last attended, certificates of good moral charac- ter, and presumed qualifications for admission into this school. It shall however be the duty of the master to examine tliem in reading, writ- ing, English grammir. modern geography, and Colburn's First Lessons in Arithmetic and Sequel, in which they shall be found to have made satisfactory progress in order to be admitted. Quolifications for admistiion. C1a«;se8 tiODS. and 5. The school shall be divided into three classes ; and such sections of these shall be formed as may be found expedient. Each class shall have its ap- propriate studies assigned it ; and to every class and section of the same the master shall be required to give a due proportion of his personal attention. 6. Individuals shall be advanced according to their scholarship, Progress and ) a'l'J "" faster, and none shall be permitted to re- contiuuauce in ^ main members of the school longer than three schools. ^ years. 7 Reviews Each class or section shall occasionally be reviewed in its } appropriate studies ; and general reviews sliall \ once a quarter be instituted in all the previous studies. 8. From the first Monday in April to the first Monday in Oc- f . , I tober annually this school shall beg-in at eight Hoars of school ^ ^,^1^^,^ ^ ^yj j,^j p„j ^^ ^o . ^^j ,Vom the first Monday in October to the first Monday in April, it shall begin at 9 A.M., and end at 12. From the first Monday in April to the first Monday in October it shall begin at 3 P. M. and end nt G ; and from the first Mon- day in October to the firs: Monday in April it shall begin at half ))asl 2 P. M. and end at half past 1; except that in the months of March and October it shall begin at 3 P. M. and end at 5. 9. Tatdincss beyond .5 minutes shall be considered a viola- _, J. f lion of school hours, aud exclude the delin- Tardiness. > i quent. „, .. . , > 10. The books and exercises requ'red during Studiei required > ., r • . .• • .i • u -,i .,-„ .u« 5 the course of instruction lu this school are the following : — Class III — Xo. 1. Colbufu's Intellectual and written Arithme- tic, — 2. Worcester's ancient and modern geography. — 3. Wor- Appendix to Report on Education. 01 cester'a Elements of general History. — 4. Goodrich's History of the United States. — 5. Stansbnry's Uatechisiii on the cunstitutioa of the United States. — G. Reading, grammar, declaraatioa. — 7. Composition. — 8. Cvilburn's Almebra. CImss H— Nos. 1. 2. 3. 4. .5. (5. 7. 8. continued,— and 9. Book- keeping by single and double entry. — 10. Legcndre's Geometry.— 11. Natural PliilosopViy.— 12. Paley'a Natural Theology, with Puxton's Illustrations. Class 1— Nos. 5. 0.7. 8. 9. 10. 11. 12. continu'^d.^and 13. Pa- ley's Moral Philosophy, Whitaker's edition. — 14. Paley'a Evi- dences ofChristianity. — 15 Practical Mathematics, comprehend- ing navigation, surveyin.:, mcusuratioti, astronomical calcula- tions, &c. ; togetlier with the construction and use of mathema- tical Instruments. — 10 A course of experiment il lectures on the various branches of natural philosophy. The several classes shall receive instruction in writing. The following studies are allowed in the first chss if the mas- „. ,. ,, , ) ter think proper to introduce them; Smellie's J Philosophy of natural History. Ware's eduion, Chemistry. — lulellectual Philosophy. — Linear dniwiug. — Logic. ADDRESS or THE TRUSTEES OF THE FOR THE EDUCATION OF THE BLIBTD TO THE PUBLIC. — Q(0©— It is four years since an act incorporating the Trustees of the netv England Asylum for the blind was passed by the Le- gislature of Massachusetts. Wliy so much delay lias occurred in commencing operations will be duly explained. The Trustees have now the satisfaction of announcing that their institution lias been in actual operation for five months ; and that their most sanguine expectations of the capacity of the blind for receiving an education have been fully verified in the progress of the iiUfcicsting beings under their charge. 'm 96 Appendix to Re pout on Education. But before giving any account of the slate of tlicir institution, the Trustees beg leave to make some general remarks on the blind ; on llie light in which they have been held, nnd the manner in which they have always been treated by their fellow men. Blindness has been in all ages one of those instruments by which a u)ysteiions Providence has cliosen to afflict man ; or rather it lias not soon fit to extend the blessing of sight to every memljer of the human family. In every country there exists a largo number of human beings wlio are prevented by the want of sight from engaging with u'Jvantago in the pursuits of life, and who are tiirown upon the charity of their moio favored fellows. And it will be found that the proportion is at all times about the same in the same coun- tries : for not only is tlic proportion ol those who shall be born blind decreed in the st-itutes of the Governor of the world, but the Jiitmber of those becoming so by what we call accident, is regulated by laws as infaliiiilo and invariable ; and it is as little probablo that by any accident all mankind should lose their eyes a:s that by any precaution all should preserve them. Blindness then is one of the evils entailed upon man, and it becomes him to grapple with it and try to diminish its pernicious effect. The blind may be divided into two classes ; those born blind, and those boconjing blind by disease or accident: the latter class being infinitely the most numerous. The frequency of blindness varies in diflerent climates, and upon diflerent soils ; it is most frequent in that part of the temperate zone bordering upon the torrid, and decreases as wo approach the poles. It has been ascertained by accu- rate censuses taken in diflerent countries of Europe, that the number is fearfully great, and that although they are screen- ed from the public eye they exist in almost every town and village. In middle Europe there is one blind person to every 800 inhabitants. In some Austrian provinces it has been accurately asccriaincd.lhat there is one to every 845 inhabi- tants ; in Zurich, one to 747. Farther North, between the 50th and 70th tlegree of longitude, they exist iir smaller pro- portions ; in Denmark are found one to every 1000. In Prussia there ;ue one to every 900. Egypt is the country most afflicted 'vitli this evil, and it may be safely calculated that there arc about one blind to every 300 seeing persons. In our own country, no means have been taken to ascer- tain with exactitude the number of blind ; the retttrns made by son^e censuses have been ascertained to be very errone- ueous ; nor is there any reason to suppose that the laws which act on nations under the same latitude in Europe should be mill here : itjdced the Trustees have ascertained Appendix to Report on Education. 97 rtiat in some small towns not exceeding 2000 inhabitants, and where the census gave but one or two blind, there really ex- ist four, five, and six. These unfortunate beings sit and wile their long night of life away, within doors, unseen and unknown by the world ; and society would be startled were it told that thero exist in its bosom so many of its children who never see the light of heaven : it would hardly credit the assertion that there are more than eight thousand blind per- sons in these United States ; yofnch is undoubtedly the case. The public must be ignorant of this fact ; to suppose it is not so, and yet that it had done nothing for so large a class of the afflicted would bo an impeachment of its charity and its justice; and the Trustees appeal to it in the full confidence that the ready answer will be "what can be done for them ?" Fellow citizens, much can bo done for them ; instead of condemning the poor blind man to stand at the corner of a street and ask for charity, or to remain cooped up within the walls of an almshouse, or to sit and mope away his solitary existence among his happier friends alike a burthen lo them and him- self — you may give to him the means of becoming an enlight- ened, happy, and useful member of society ; you may givo him and his fellow blind the means uf earning their own live- lihood or at least of of doing much towards it ; you may light the lamp of knowledge within them, you may enable them to read the scriptures themselves, ••And thuB, upon the eyeballs of the blind, To pour celestial day." All this you can do by the establishment of institutions for their education ; and it is to demonstrate this fact that this circular is addressed to you. The Trustees do not ask assis- tance for the Institution alone, but they call upcn the public to consider the situation of the blind everywhere, and every- where to extend to them those benefits which are greater than the most liberal alms that can be bestowed. This is not a common call, nor is it a common case, for the object proposed differs materially from most charitable establishments : first in that there is no possibility of decep- tion, since no one can doubt or deny the claim which the blind have upon the charity of their more fortunate fellows ; and second, that the object is an economical one to the com- munity. It is to take from society so many dead weights that it is proposed to educate the blind and enable them to get their own livelihood : and society ought to consider any ca- pital so invested as a sinking fund for the redemptioa.of its charitable debt : as a provision for preventing the blind from becoming taxes to the community. In proof of this the trus- tees would try to draw the attention of the public to the dif- N III .1' sill ii 98 Appewdix to Report on EDucATioif. ^J*"®"? '^'I'^s of work which aro performed by the blind in the different institutions in Europe ; some of which may also m*'^" a* the infant institution under their direction. That a blind man may bccoms a first nto professor of mu- sic, fi'oquent example has taught every oi.o ; it remains how- ever lor many to bo convinced that a blind man may become a pood ter.cher of mathematics, the languages, and almost any science ; that he may gain a decent livelihood by the labour 01 hu hands in tho fabrication of baskets, mats, mattrasses. twine, &c. &c. To do those things he needs only an appren- ticeship in an establishment devoted entirely to this purpose and pursuing a peculiar plan of education adapted to his wants, and it is in aid of their efforts to establish such au in- stitution that the Trustees call upon their fellow- citizens for encouragement and support. It is aliko tho character and honor of our age, that society 9 not content with administering charitable aid to the dis- tressed, but that It seeks to strike at the root of the evil and prevent us recurrence ; it remains yet for o.ir country to «p. ply this principle to the pauperism of the blind. It is not now the time to discuss the direct ar-J indirect tendency of blindness to produce pauperism ; suffice it to say the blind are generally paupers ; they have always been so, and the place to seek the blind has always been at the way side begc nff for alms. Nothing was done for their education until fw forty years ago, when the humane Abbe Hauy undertook to educate some blind children in his own house, and his uccels 7nl ?u^-T '^-^ '^'- Gpvernment of France employed him to establish an instititution in Paris. This ho did, and it be^ came so interesting an object that he was called by the Em- peror of Russia to St. Petersburg, for a similar^ purpose " h^i^^ !;.'"'/''t"^ P""'"S ^'' 'y''^"* '"to operatiSiXre* he laid the foundation of a school for the blind at Ber n ^ He invented the method of printing in raised characters maZ tangible and sensible to the blind ; he also cons rue ed mans Edinburgh, Glasgow. Liverpool, and other' peaces! the condi' tion and operation of which have been thus notfced in a re." port made to the trustees by Dr. S. G. Howe :— "The European institutions for the ediicatmn nC »i,„ i,i- j Appendix to Report on Education. 99 pereonB changed from listlesH, inactive, helpless beingn, jnt* intelligant, active, and happy ono8 ; ihoy run about and pur- Bue their difTorent kinds of work with eager industry and eur- prising Buccess : when engaged in intellectual pursuils, the awakened mind is painted in their intelligent countenances ; and when the wholo unite in sacred music there is a display of deep felt interest, of fervid zoal. and animating enthusiasm, whicii I have never seen equalled. "The proposed end of these diiroront institutions is to give to the blind the means of supporting themselves, and this is effected with different decrees of ouccoss. " I visited all the principal institutions for the cdnciition of tho blind in Europe, and found in all much to admire and copy, but much also to avoid. •' Tlioflo institution**, which are founded aud supported by th government, labor under many disadvantngps necessarily alien- dant upon such a connexion ; and it may be said without injustice to the persons employed, that they are obliged to follow such a system, and make such exiiibitions as will redound rather to the glory of the state than the good of the pupils. Htnce so much of useless parade and show— hence so much time and patience spent upon learning to perform surprising but useless things. Those, on the other hand, which are kept up by individual effort and pub- lic benevolence, fall into thu error of coneiaering their pupils too much as objects of charity, and of petting and caresssing them too much. "The institution for the education of the Blind at Paris, as it is the oldest, and as there is about it more show and parade thanany othe in Europe, has aljo the reputation of being the best ; but if one -udges the tree by its fruit, and not by its flowers and foliagf , this-'will not bo his conclusion. Its founder and the great benefactor of the Blind, the Abbe Hauy, invented and put into practice many contrivances for the educa- tion of the blind ; and otherwise rendered the institution excellent for the age, and the time it had existed ; but as he left it, so it has since remained. It receives, supporL-% and educates about a handred blind youth ; and there being no other in Franco, it follows that there are only one in 300 of their blind who receive an edu- cation. The great fault in the Parisian Institution is the diversity of employment to which the pupils are put ; and the effort made to enable them to perform surprising but useless tricks. The same degree of intellectual education is given to ail, without reference to their diolinction in life ; and a poor boy who is to get his livei/- hood by weaving or whip-makuig, is as well instructed in mathe- matics and polite literature as he who is to pursue a literary car- eer. Now, there is no reason why a shoe-maker or a basket-ma- ker should not be well educated ; provided he can learn his pro- fession thoroughly, and find the necessary leisure for study. But if this would be difficult for a seeing person, how much moi'o is it BO for ail ind one, who to obtain any degree of excellence in a trade, must apply himself most intensely and most patiently. Thene- ,cessity of this is made apparent by the situation of those youths who come out from the Institution at the end of the seven years passed there ; they have devoted five hours per day to mechanical employment, but to so rnanv diffiirent onesjtimt thev know butlit^ li , i ' I I ill ' '•{ il I 100 tl9 of Appendix to Report on Educa TIOW. . Weayinff, whip making, mat and net making and n'»......jf, oic &c. Iiavo BO effectually divided their attontion that a tho end of the year devoted to learning the oTe. they l.a'vo a? "io«t rnt.rely forgotten that which they acquired th^ year before '•It J.as however, with .nil it» faults, been productive of cre'at u7i\n ^'"^ "^"' "I' '"''"y P"P"» ^ho are not only welf eCa ted and Jiappy men, but most useful members of socioTv amonn- ot!ier« may be r.tcd Mr, Paingeon, the celebrated ProfeeJor'ofr?? cmat.cs at the University of Angiera. This intoreS vTun^" blmd man came forward as a candidate in the pubhc coftrlZ^y to tl„, pnzos u. nriHthematics at Paris ;-and after carrying S all off was named to the professional chair at Angiers7 ^ Win/ ] • J^ '" Germany five institutions for the education of the blind, vvhich are carried to different degrees of perfect?on • «omA fessTfunate'"' '^'"'°"' "^ """'''' '''''''' ' °"'«" however "r^ have'thc nowp/ '^'''- '^.f *^ '^^ *"''* '^^ disposition. Se would nr«n. I I , , ^^^' *''at in institut bns of various kinds tha the b inTL the blL'Themll "'"" "'' '°'^''" ^"^'^ ^^^ teaching person mSefcia««nf^^^ P'''°"« • ' '"^^^ J^^o^" » Wind capacity and inclination for Isfc fhan ^""""''^ "''"^« ^'««" can doubt that I "blind mL«!h ^^an seeing persons ; and who niusic scientifiLlt mayrachTtsct'nHfi'''n'''"1 ^''' ^^^^^^S^ ^f useful sphere m socieTyT scientifically also, and thus fill a Il^uy who"paSthS^tI?lr' 1"^"^*=^^^ '%'^' '"-^"«"^ whither he was sum.no3 bv hi A »°" """^ '°.-®'- ^^etersburgh tion for t.io educrion of the hl?nH '°-?.?' I" ^'**''''«'» ^" I"«"tS. founded a^d enoSSagcd bv an Fmn.T'''' [^"^i- h«^ever, though wiiiicthe Berlin eltSLiL^t i^^r!°'' ?^', ^^"^^ into decay, philanthropic labor StTrt'ea^^^^ almost solely by th'e' "In the Berlin ln.^iu.^^l^^l^^:^Sr^ ^1;^ ,,^, Al'PE^DIx TO Report on EnucATiOiV. loi and write, thoy have vory few printed books; and the information ia ffiven orally. Tliis ariscB however from the exp nco of books, and not from any doubt of their utility ; in fact Piofessor Zcune exerts himself to the utmost to increose his library for the blind. •' He prints with types filled with pin points. The pupils aro iauj/ht also geography, hiptory, languages, and the mathematical as woll as 1 ighter sciences. The time is partly occupied in learning dif- ferent trades ; and on the whole the pupils are as well if not better qualified to make their way in the world as thoHe from the Paris In- stitution. There are four similar institutions in Germany, the best of which seems that of Vienna ; there is also an cxccUtnt one at Zurich, which I did not visit. " The Institution for Indigent Blind in London is an excellent and moat charitable establishment, and productive of great good. " It is indeed a most delightful sight to sec so many blind youth assembled in the workshops, all neatly clad, and with smiling faces busily employed at their different trades ; and all earning a large part of their livelihood by their own labor. Instead of the solitary helpless being which we so often see, the blind here presents us the ■pectacle of an active, industrious, and happy youth, who, finding constant occupation in tho exercises of his physical powers, and being buoyed by the hope of rendering himself indepondent of char- ity, has no time and no inclination for repining at his lot, or for drawing unpleasant comparisons between himself and those about him. " The Institution in London is intended merely for indigent blind, and their intellectual education is not at all attended to ; nor do they occupy themselves about anything but their trades, with the exception of a little music. There enema to be a doubt in tho minds of the person who directs the Ins'itution, of the utility of teaching the youths to read themselves by means of raised letters ; which is singular enough to one accustomed to see the immense usefulness and pleasure afforded to the blind by the use of these books. «• The doubt is apt to be raised however only by good men who question the utility of knowledge in any person, beyond the strict demands of his calling. It is said, that they can always have the as8i8ta..ce of a seeing person to read to them ; bat besides that the blind cannot always havr, such a person at their elbow, there is infinitely moie pleasure and advantage to be derived from feeling out the letters themselves. They can stop, and go back, or read over a passage a dozen times, reflect upon it as long as they choose, and refer to it on any occasion. " In Mathematical studies particularly, where only a few brief problems and rules are given, books printed with raised letters for the use of the blind are almost indispensably necessary. The ad- vantage, nay! the necessity, of printing the Gospel in raised let- ters lor the use of the blind will be apparent to every thinking Christian. There is a large number of our fellow creatures within our reach, who might be supplied with the New Testament at email expense compared with that laid out in sending it anionff distant heathen. •• It may be said indeed that the blind can hear the Bible read by their friends, while the heathen cannot : but on the other hand let oae coBsider what a orecioua treasure a rnnv nftha Toof. >.,»«» 102 Api'endix to Rei'out on EDucArro.v. ♦ •:' . in rainoil lottcri would br to a blind Im J . , , , would poro over it, muol.prcatcrprobabjl,iyih,.ro would bo of t. prodnc n« a Tod cffoct then ,u the hun.h ofihoHO who have a thousand oth?r iLgB ^rcctipy lhc.ril.oo..ht«. Thnuoo, let or,« conmdor thonlUim! portaiit natnroof the study ; nnd how j nloi... ono should bo oftrut- Ungtonnght but tho cool doci«ion ot h,8 ow.. reason whether ho couM bo co.itont wih (.av.n\lnM.°jf I" " '•''^'"/■^?'^ Europe to your Gub-committeo, a plan which I had conceived of publishing oiin of the Evan-^eliets in Twouid '";:h ?r: ' .""!■""'• rr '^'"''''"i «" '^" ^'- nitthods i ; LTnnn If^'^T' ^"'* "'?'" f^'.^''""" "^od, I may say ,hat it is found. oiraX a m in i^ "I • f^T'' ']"• ""^' "*' '^""traction, or stcn. ography, a principle which if acted up to m ly, I am convinced foTou; ut°''' VvV H ""'^^ ^'"'"P •'"'^ '" comp,;it'ns those pr n A S.iMn r ^Vj'f ^'i^r '"« system shall substitute tangible for the lS.is"a'"«n'''^n'f' "'' "'•,^''«^'>^' ">« symbols shall represent sounds IS a secondary qiioption. "The institution at Edinburgh is on the whole- the best I saw in i;;^L'?^nMlrrKi"?'°''/''?" ''"y '''^^'" ^^ ^^^ attainment of the ftyfrnLi-" K** .k''"** ''°''°t'' viz.ennbling the pupils to support themselves by their own efF,rts in after lile. The establi^hmont rh^atri"? " ''"' f ''r^ "^^ "'^ *^ '^' -^« Tlt^s fr«n..S.Sr^T'' ""'^ '"^''''^ '°^°'^«« *" allowance of eO.OOo rancs or ^1^000 per annum from government; nor has it printed books for the.r use, .til they receive most excellent education and learn some most useful trades. Tha mattress and aatmaking busi- ness are carried on by the pupils with groat skll and success, and ?.Zl "« «»»b>ee8, and toeiiuhlo him to compete with scoin^ pcrdons, in Fpiii; of t!in advuntBfjo lliuy have over hirn. Now iliis ou-^ht not lo bn tan leading principle ; on tlio contrary, taking it for grun. ted iliit iliu seeing person ever imiat hivo an iinmenso ndvantago over blind in ail hiindicratl works whatBocver, wo wliould eock out for him euch employment aa least requires the use of eyea. '|TiiiToare eome occupationf, such cs Icnittin^r, weaving, &c. whicli a blind perwon may i)t:rform nearly uh well t\s a seeing one, but in the prcaent ugo tiie nil reduction of machinery has supeixed- ' - • '^ • el . , . — J . ..j^ a-. 1 _ •jttuiiucrBoii, rroicssor at C&nibridge« 1(11 !!i ■« S '-i 104 Appendix to Report on EoucATloif.. who deservea a niche in the temple of fame between Newton and Laplace, drew one of his atheistical arguments from the false opi- nions of men concerning his powers ; he said to a clergyman on his dsath bed, »you would fain have me allow the force of your arguments drawn from the wonders of the visible creation, but may it not be that ihey only seem to you wonderful, for you and other men have always been wondering how I could accomplish many things which seem to me perfectly simple. ' "But to return to our notice of the d.Jerent institutions ; that at Edinburgh is certainly superior to any in Englanti, and on the whole is 60 to that of Paris, and were it now in place I might de- tail to you many curious and interesting processes for facilitating the education of the blind ; the general principle however is to combine intellectual and pLygJcal education in such a way as to qualify the blind for tho performance of a useful part in the world • and of 80 storing the mind wi'.h knowledge that they may have a' fund within themselves from which to draw in afler life. "The school at Glasprf»v.- is a more recent one, and is not yet equal to the one in Edinburgh in the advania^'es of intellectual ed- ucation which it offers. «' The Liverpool school is remarkable for ihe very great degree of attention which is paid to the cultivation of the musical talenta of the blinds and for thoir astonished success in it. An idea may be had of their proficiency from the fact that the product of their concerts is about $3500 annually. " I shall take care to put into the hands of your committee a more detailed notice rf Che different establishments which I have visited, and I now close by respectfully submitting to you the con- clusions at which I have arrived respecting the general manage- ment of your proposed Institution. " Keeping steadily in view the principal object, qualifying the blind to act a useful part in society, one ought to adapt his educa- cation to the sphere which the pupil will fill; choosing for every one the occupation in which the least possible necessity exists for the use of the eyes. "These who are fortunate enough to be above any pecuniary wants, may occupy themselves entirely with the developement of tiieir mental faculties, and the acquisition of all kinds of knowl- edge ; alternating their studies only with such mechanical employ- ments as may be necessary for physical health. I can conceive nothing more delightful than watching and administering to the intellectual wants of a blind person of good parts, as they gradual- ly unfold themselves ; and enabling him to wander at will among the fields of fancy and science. Such a person may attain a know, ledge of the classics, of ancient and modern languages, and of al- most all kinds of science. There is nothing to prevent his becom- ing an elegant and accomplished scholar, and of being qualified to odorn society as wuU as to be a contented and happy being himself. Think of such a person, and compare him with one sitting in intel- lectnal and physical darkness, and say whether it is not worth while persevering in your undertaking. " In the education of indigent blind children, or of those whose principal dependence must be on themselves, I should hope that our institution will avoid the extremes into which tho French fall on the one hand, and the English on the other. We should depend entirely ncithgr upon physical nor iatellactual education, Vior oho'd ApPENDii TO Report ON Education. 105 we lay dovrn any jfencral rule to be observed towards all pupils — une ought to be even more obEcrvant of the bent of a blind boV'a mind and the direction of hie talent, tlian he ia in the education of •i.'emg children. "Considering handicraft work tn b,. the occnp?"ioii in w'lich the Wind can compete to less cdvanm^r^ witli 6e«i. .j men ihauaiiy other, «t jhould be resorted to oniy in the case of thoF,. ^vho maui- yooth, there will probably be found f ,jr who pofseus a docided mu- sical talent, this then should be i.ssu aously cultivated, rausio sho'd betheirppncipaletudr, and they should devote as much lime as possible to It. ♦ulV^.^j*' °f*''0 should exhibit a strong inclination for matheiaa. tical studies, or display what may be called the teaching propensitr that 18 the talent for communicating their knowledge, They should hi.ve these powers cultivated ; they will surely do bitter by them in the world than by making baskets or mats. / « « *'The majoriiv whose talents are but ordinary should betaucht !?h« "^*','l*"«=?* ?««. such «8 mat, basket, or matfrass making and they should raak« It the chief object of their education to attain an excellence in them. I would not indeed prevent their learning to read and write, or acquiring a store of intellectual knowledo-e, but It should not be allowed to impede their way in learning tnei7 trade. 1 have often wondered, when in workshops of European blind institutioos. that they did not have some one reading in the room while the pupils were at work. I do not believe that it would ma- terially take off their attention from their occupation, and if they did not profit much from the reading, they would do so to a certain degree. -t.r TJ"^ ^1?"' ^}'° *'® *° '®*" thoroughly any handicraft work, should not have their attention too much distracted by a multiplici! ty of occupations; it is true that there are some advantages atten- dmff the French method of teaching the children a half a dozen trades, aa there are advantages attending almost every bad system: but they by no means outweigh the immense di8advanta" '^ «'«»»« «f p'-y^^^*** in n!l!^l,'r?\ '''''^'•^'•P* «"f institution to local circumsfancos, and in our workBhops try to produce those arricles best adapted for Bale ,n our market. I hnre no doubt that tl.tf profit, of wofk done mth.8 country by the blind w.li be innnitely greater than in aSy other, owmgto the ii.gher price of labor ; and if one cannot make i .^nnT^ru'PP' •*'''' *"y "''*''^'' '" "'« s^^'-'ff workman in the amount of his gams, yet thanks to Providence, th« gams of a iabo- E"h " -I "I "^ ''"' "" ^''"^«'l ''"»» ''e would i.arve on their being dmunishf'd one quarter." I.I submitting to the public this extract of the report of Dr. «mve, the Trustees nre aware that they are furnishing to ca- viJIers some opportunity of objecting to their infant establish- ment on the grann.} that it is so ditFicult, even in Europe, to bnng th.Tn t> that degree of perfecion which enables them lopny ti.eirown way; t.ut besides that the Tnistees are un- willing to suppress any evidence in the case, they arc con- vinced that thMy can steer clear of ma..y of the difficnlties Which are to be encountered abroad, and they insist that too much consideration cannot be given to the fact that they will have fewer obstacles to encounter, and more circumstances to favor them than their predecessors. It ccnnot he that in these United States there exists a parish which would not give a salary to a blind organist in preference to a seeing one, pro- vided they were equally well quaiifi, d, yet in Europe this is the case. 1 here is not here this fixed prejudice to struggle with, nor yet the immense obstacle of the low prire of labor which in many parrs of Europ« is i„ ,he direct ratio to the means absolutely necessary for supporlini; life. Iheyh.ve too the light and experience which the others tl"c";srfVd.''"^''""' ^^ '^''" ^''l^^'i^^^ts, successful and The Trustees are well aware that the advantaaes of at> educHfon cannot he extended to all the blind ; and i. is in the their rela.ves ., inr.ted to .ome remarks on the subject of the domestic education of the blind : J »•* "^ frilT^*" 1 * '^'*''.'' *'''■'"' P'"e'':''^nt among those who have friends or relations deprived of.heir sight; and who imH^L hat th. L ; .^" '^''""'•'''> » "»="-*ke, and it is quite c.r.ain that lr« ?.. "''""'J" L" "'• "d"^"'*"" "f the blind children Xo naat™.n hail^Jn^' ^h" '"^'" '"''»""«>«»' - that their previou^ — — — — ^- — Wfj9^^, H V AppeifDix TO Report on EowoATioir: 107 "Parents absolutely smother the facuUiea of a blind child in kindnesses ; • tlie poor dear thing' is blind, eay they, Mt canqot feed itself; it is blind,' ' and cannot dress itself;' and if it ven- . Cures across the floor alone the anxious mother runs and silently removes every obstacle, instead of teaching it a lesson by Jetting it run against iliem ; and bye and bye, when she is not near the child it may severely hurt itself by falling over something of which it never dreamed. Then the blind are continually addressed in a strain of pity,— they are reminded every moment of their misfortune, and taught to believe themselves inferior to their fellows, and burthen* iipoa society. Now nothing can be more injurious than such treatment of blind children, and ' It is all important to disseminate' in the com- munity usefOl knowledge on the subject cf infantile and early education ; the mother is the most influential teacher in the world; and if fev^ have correct ideas of their mfluence and their duties as teacheis of their seeing children, we may say that al- most none understand how to act their parts in relation to a blind infant. The comimssion of the woman, the aflectioo of the mother, doubly claimed by the misfortune o'' ht'i iufaut, grows into fond doting ; and as the anxious bird in the eagerness to warm its shivering nestl ng may stifle it beneath its feathers, so the mother of the blind child renders it doubly helpless by an excesa of solicitude about it ; by preventing it from supplying its owa wants or putting forth any of its own energies • " It should be sirongly impressed upon the mother ofthe blind child that she ought to do no hing for it which it can by any pos- sible pains do l'<.r itself; she should allow it to roam about where it will ; there is no fear of her snffeiiug it to come to any serious harm ; there is no danger that the tendrils of maternal afleciioa should fail to twine about (he frail plant, but there is danger that they may encircle it so closely as to stint forever its growth. "It would be useless to quote the immense iittaiKinients of manj blind persons who have had the advanlngc^ of a proper education, or have been endowed with great talents, lor such examples would rather tend to discourage many blind than induce them to strive at imitation, but 1 may noiice what 1 have repeatedly seen ; the extraordindry difference between blind youth possessing the same natural advantages but diflTerently treated by their parents. I have known young men who could not walk out without a guide, nor occupy ihemselvi s in any handicraft woik,nnd who could not even dress or feed themselves ; they were mopeing helpless depend- ents, silting bowed under the weight of an infiriniiy, and the con- ciousness of their inferiority which was recalled at every move- ment by the ofliciousness oftheir friends ; t^iey were alike useless to themselves and b'lrdensotne to those around them. "I have known oth'-rs loo without greater naturnl advantages, who required little more personal attendance tlian seeing pesons, who never were assisted m shaving, or dressinjr, or feediiiij tiiem- selves, or going about in tie neighboring houses; who could go ail ovtr a city; nay who could ride on horseback in the coun- try, and mingle with grace and spirit in the waltz auil the other • Dr. Howe's Report. Jl i08 Appendix to Report on Education. only useless b,u discouragrngrandhir^^^^^^ ''"'"'' directed to th. deveIopemei^?of thoJ of h ""^'t* T *° ^^ to him. He ought o bTmad^ rl ,.? f ''"' !f ?'"' "''^'^'^ 'e™"-* nn t i ''"''!^®' have endeavored to base their institution „n ^oc:::^::::^^!^^^:'^'^ --^ have ;srs; of the mo^t „ * ^ ;• Ji^y ^'*''* procured from France one ed attl P ^'S"'"f'''^''.^^ ^'oung n.en who have been Hucat- fa dt the Pans Institut on for the Blind • a vn..n» „ »/ iT per',."' "'" ''''°'' "''"■°'" ''""'' •™'''"> <« »«e».ri^ im! .„ Jl'° T'""««' ""y »''» procured from Edinbareh • blind mechanic who teaches different kinds of »„,l . ij- u now be seen at the inslitwion. "°"'' "''"'• "'J" inJIlf^ flalter themselves Ihat they have already introdaced a Api'endix to Report on Education. 100 with Infinite pains and expense, b yglueing strings onto another map pasted oti a board ; besides tlie great expense and neces- sary diiiTi^ini sj '>f which, they do not admit of the divisions and the li tti ning, which are here introduced. A map of this size would cost at Edinburgh, five dollars , and it would weigh three or four pounds, and not have half as many distinctions as this, whicli costs less than the one hundiedtli part of that sum. The trustees deem it unnecessary to go into any particular detail of the metliod of instruction pursued at their institution, the specimens at the end of this pamphlet, the raised letters, the musical notes, &c. indicate that the touch is the sense upon which the blind depend for the acquirement of their knowledge. Their apparatus is as perfect, to say the least, as that of any other institution, and they confidently hope for success in ac- complishing the object proposed by educating the blind. Fully satisfied as the Trustees wore themselves of the ca- pacity of this neglected class for receiving an education, they were determined to prove it by experiment before making a call upon the public : on the return, therefore, of their agent from Europe with the blind teachers, they took seven blind persons from different parts of this State, varying in age from six to twenty years. These children taken at random have now been under instruction nearly five months, and can read correctly with their fingers, books printed for their use : they learn arithmetic faster than the generality of seeing children ; they acquire more correct and definite notions of geography from their maps than seeing children can, since they are un- assisted by the written names ; and their progress iu music is decidedly great. In regard to manual labor, some of the pu- pils can already fabricate mocassins and door mats, which are as strong and durable, and as handsome in appearance as those made and sold in our shops. Finally, the Trustees considered that they have accom- plished the most difficult part of the task in putting their insti- tution into actual operation ; they have planted the tree it depends upon a generous public to water it and rear it ; and they will only add, that if there be the slightest hesitation in the mind of any one about the propriety of encouraging the charity — if there be any one who shall entertain the shadow of a doubt of the utility of their Institution, its doors are open, let hitn come and see for himself. 110 A^MifWX TO ReFCMIT (M ElWCATfOrf. REPORT or A COMMITTEE OF VBI REGENTS OF THE UIVIVERSITY Oy TBI Olf THB EDirCATION OF COMMON SCHOOL TEACHERS. iU^t meeting on the mh of the sameZuk " "' AN ACT IIBLATINO TO PUBLIC INSTRUCTION. ^ Tke People of the State rf7el' vtk ^l7''^ 'f'' Senate and Asse^nM,, do enaci a7 folios ! ''^'""^"'''^ ^^ copirs of the Report of a ConI ttie'of ,he r''' ^'"'•^'.T Un.vrrsi.y on thoH-duction of ( omm.m I s Tlr^ "f *''« presented to the Regents on the ekh Iv f"r' '^^^^ '^••«. for the use of said districs? ** "^ "^ '^*>""«'-.>' 'a«N State or Ni;\r Yokk, > Sbcretart's Office. / The foregoing is the first s.fe^:,^^;'^';- )'''V printing and distributing to the schuo d=, i.. ' "^'"^ ^*''' in referred to. ^ '^'^'' '*^^'* » report liiere- Although the Act dops nnt Drescril.P «h« .• , uer in which the copies of il p I.^ . . n P"/'<^"'«'- n.an- «.• of the district. tT which t^ty a e .1 ? " ^' ''.'^^ ^"'- '^'« •f the Legislature will be belt answer.W »" ''"'"'.'^" "'^"••'«« the baad3*mih """ " ^?"rfi'^'^' - '"'^ 't have been amcfpated from the aniouni ol tho expenditure, the ..uses are to bo found ,n some d-fccts of the system, for which an early reme- dy should be provided. ^ The committee have already said that the principal defect s he w.mt ol competent teachers ; a,id the fUition is indis- putab e, that without able and well trained teachers no system ofinstructmncan be considered complete. Much m'ay be accomplished by a judicious choice of the subjects of study and by plans of instruction divested of every thing which is superfluous ; but to carry these plans into successful execu! tion, talents and experience are indispensable, and if thev are wanting both time and money are misapplied, and the effort which IS put forth falls short of its propef Ld legitimate In other countries seminaries for the education of teachers have been deemed an essential part of the system of primary nstruction. M Cousin, in the year 1832. in his report^S the ccndifotj of public instruction in some of the provinces of Germany" asserts that "primary instruction is wholly d" pendent on the primary normal schools," or schools for the education of teachers; and he observes that in France, thity have been established, "of which twenty are in full opera toa [rpefpte."' '''"''"'"* '^ ^""^' focus of iUuminrtionfoJ III Prussia, the system of public instruction flhd an earlier origin, and results far more extensive and beneficial have been oijta.nod. It ,s more complete in its organization. anS more efficient m its practical operation than any similar sys- tern, of which we have any knowledge. In the year isi ^ t^at Kingdom had forty-two seminaries'for teache?,Ch mo^ than two thousand students- from ^iffht f~ --— • » 4 ' r Appendix to Report on Education. 1i3 whom were annually furnished for the primary schools. Tho vocation of instructor is a public office as well as a profession. Ho receives his education almost wholly at the expence of the htate ; liis qualifications to teach are determined by a Board deriving its authority from the Government; his salary cannot be less than a certain sum, which is augmented as occasion re- quires, and the local authorities are enjoined to raise it ag Jiigh as possible above the prescribed minimum. Finally, when through age or infirmity ho becomes incapable of dis- c;arging his duties, he is allowed to retire with a pension for /lis support. These provisions of law have made the business 01 teaching highly respectable, and have secured for the pri- "^7..f l""^'^, ^^ Pi'ussia a body of men eminently qualified to fulfil the elevated trust confided to them. It must be confessed that the efficiency of these measurei IS derived in a great degree from their compulsory character, and that they could only bo carried into complete execution by a government having the entire control of the system of public instruction. It was apprehended that the subjection ot the system to tho discretion of the persons on whose con- tributions the schools depend for their support, might fre- quently thwart the government in its measures, and sometimes wholly defeat them. For this reason, parents are required by law to send their children to school, and they are punish- able by fine if they refuse or neglect to do so. For the same reason the principle part of the expenditures necessary'to comply with the law in maintaining the primary schools, pay- ing the salaries of teachers, providing school houses with their appurtenances, fnrniture, books, maps, and apparatus, is paid by property and income in proportion respectively to the amount of each in value, and those on whose contributions the maintainance of the schools depends, are neither allowed to judge of the extent of the provision required for the objects referred to, nor to have any voice in the selection of their teachers, those provided % the state being employed under the direction of an authority independent of them. These features of the system are in a great degree irreconcilable with the spirit of our political institutions; but the committee believe that public opinion may be stimulated to a just con- ception of the importance of making more ample provision for teachers, and thus supplying a deficiency, apart from which our system of popular instruction would be in equal ineffici- ency, as it is now superior in extent, in proportion to our po- ' pulation, to any other in the world. Common school instruction in this state existed a long time upon the foundation of voluntary private contribution, before it waa recognized and reduced to a system by public law. Ths result was in nn* in VAniiiaUiAn tUm. .»-..: — . -r ! .-■- I ;i It Hi 114 Appendix to Report oif Education. numbors of persons who by long prnrtieo had beon familfar with tho business of teaching; nnd it is doubtless to boas- cribcd in no inconsiderable dogrcc to tliig circumstance, tiiat tho necessity of making somo provision for tho education of teachers was not felt at tho timo tho common school system was established. Althoiiqii this important subject had been repeatedly ro- comm(uidud to the attention of" tho Legislature by sevrr.il of tho Governors of this state, no provision was made by law in conformity to these recomniendations, until the yoar 1827, when an act was passed adding to the capital of die Litera- ture Fund tho sum of one hundred and fifty thousand dollars, for the avowed object of promoting tho education of teachers. But ag the annual income of the Literatiu-o Fund has been heretofore distributed among tho academies in the state, without any lestrictiction as to its application, it has in very few instances been devoted to tho object in view of the law.' To this remark there are however several exceptions. The St. Lawrence, Oxford and Canandaigua academies have each established a course of lectures and exercises for the prepa- ration of teachers, and such has been their success with a very limited contribution from tho public treasury that nn augmen- tation of the means of some of the academies is obviously all that IS necessary to render such a course of instruction of inestimable value to the common schools of the state. In the neighbourhood of the St. Lawrence academv, the school dis- tricts are almost entirely supplied with teachers educated at that institution ; and so beneficial has been the effect of intro- ducing into the schools abetter class of instructors, and more efbcient plans of instruction, that tlie compensation of teach- ers is already, on an average, from thirty to forty dollars per annum more than it was before the academy had established a department for training them. The influence of these measures upon th3 public oijiiron of a small section of the country fur- nishes tho strongest ground of assurance that it is necessary only to extend them in order to produce the same results on a mot-e extensive scale. It may not be improper to remark that the question of cre- ating separate seminaries for the education of teachers has been repeatedly before the Legislature, but after full examin- ation It was deeiiicd more advantageous to engraft upon tho existing academies departments of instruction for the nur- pOSO. r"' This may now be considered tho settled policy of tho State, and it will therefore be necessary only^o inquire in what manner.t can best bo carried out to its results. ^ The Act of the 2nd May, 1834. authorises the Regents of the Luiver.,tj to diitribufe tha excew of th« annual rovwue the AppBNDix TO Report oy EvvtiArica, US of tho Literature fund, or portions of it, over the sum of twelvo thoiMaud dollars, •' if tlioy siiall dcom it expedient to tlio ncadomios subject to tlioir visitation, or a portion of tliem" to bo expended in educating teaciiers of common scliools ; & It IS niado tho duty of tho trustees of aciiden.i> s to uhlch any distnhutmn of money shall b.,- made, to apply it to the pur- poso spi^cbed " in such manner and under sucli rei-ulationi us said ilegcnls shall prescribe." Tho llegenis are therefoio entrusted with an unlimited conlr()l over such portions of tin, excess of tho re venue of tlio Literature fund as they may think proper to ar.propriate to tho purposes of the laiv last quoted ; and as this is tho first instance in which the contributions of the State to this great object have been acconiqaniod v. iih such a delej^ation of au- thority as IS necessary to ensure its execution, it appears to the commitleo tliat a most important ni.d delicate duty is de- volved on them. Tho fust step towards tho execution of the plan adopted by the Legislature for the education of common school teachers is now to be taken. We are to lay the foun. dations of a system which may become an essential part of our plan oi common school instruction, and which if properly organized may be the mrans of remedving existing deficien- cies and elevating the standard of education to a grade in some degree commensurate wiih the high responsibilities which tho constitution of this State has cast upon its cilizeni as incidents of too condition of ciu'zenship. If we aro suc- cessful, tho foundations which will now be laid may hereafter be made to sustain a system adequate to tin* wants of all the common schools in the S(ate. The point therefore which of all others the committee deem it indispensable to secure, is efficiency m the departments to be created. The funds at the disposal of the Regents being limited in amount, tho aim of the commiiteo has been to devise such mcasuros as on a littjy^ ed sciile would bo mo3t eflicieut. The siini in tho trea^^"^ applicable to the object expressed in the resolution is ten thou- sand and forty doilars and seventy-six coats; and tho annual excess of the revenue of the Literature Ftmd, after distribut- ing twelve thousand dollars to the academies, as required by the Act of the 22ud April, 1831, wiH amount to about throe thousand five hundred dollars. The sum first mentionetl is now applicable to the establishment ol departments of in- struction for common nciiool teachers in the existing acade- mies ; but it is obviously too small to admit of a genorol dis- tribution among them ; and if it were adequate to the esta- blishment of a department in each, the annual surplus of re- venue applicable to the support of those departments would be too small, when divided among so great a number, to be of any nfHCtlrnl UtilitV IV Uua unr,..r,r^r^A J^J: UI- ^ - .%. . Hi ' i ;il I i i 116 Appendix to Report ow EDuriYiox. comniitteo thoreforo that the academies selected for the pur- pose shou d bo .mitcd in Lumber. If dopart.nonts can b« established m which oven a small number of toachers can bo u^oll prepared for the business of instruction, the good ertccts which would result from the improvemen.s Ihoy would intro- duco into the common schools, would bo likely to become so manifest as to h,ad to more enlarged provisions for trpur" peso of extending the benefits of the sys.om. The commit- tee therefore, as they have already observed, deem hZ the utmost importance that the de{,artment to be organized should be put on such a footing as to ensure eiriciency in the extent of the means at the disposal of tlio lU.gen.s^ that ,Ce„d proposed should bo to prepare a limited number of lei ed^ fica ions. Tins oiul must necessarily bo attained by selectinir for the purpose a limited number of Academies. At the same time he public convenience would demand that H.e numTer should not be too limited, but that one should be within the reach of every county in the State: although it is , anifest that the efficiency of the departments will be n the rat o nV Uie sum expended on their organisation, and the amoun an- nua ly contributed to their support. The least number wbici could perhaps bo selected consistently with the generaUon. vemence, would be e ght. or one in each Senate District .3,^ the co.iimit.ee are of opinion that eight might be maintained without putting at hazard the great object of rendoH.- '^ equal to the preparation of wefl instruied^^n^^^^^^^^^ The committee are aware that the establishment of thco departments on the most favorable footing wMI nnt every difficulty ; that there are others'nl fre^ ' n /s^vTem vLeT'"Tir-TV"f"""*^^'r T'^'^^ "^^y "°» ^^ els & Ob" viated. 1 he inhabitants of school districts hnv« tl.r? 1 .1 trustees who are elected by their su£getr%ecl„rr their teacher and the regulation of his wages ; and iT ,ho st.t« were to prepare a sufficient number of teacLr, J ^*"' f^^?, the districts, there would be no absolu e ctrta , t/thSh^v would find employment. There wm.M h« '^''"'^''V^' V •»' d for life wodd bo salutary in its eirccts. Tlic greatest Hiiniulus to improve, mont IS unquostionubly the necessity of arduous and unconsinjr •xertiou. IMuccs of trust iu which the incunihrnts are j.orma- uent, are not, an a general rule, tlioso which aro best aduiinis- terod. The eflorts of tlio incumbents are most likely to bo fresh and viRorous when they aro indangcr of boin? di^^nlaced by other individuals of superior qualifications, and when the tenure ofpftice is made to depend on the ability with which its duties are discharged. If therefore the compensation of teach- ers were equal to that of other employments, the public end would probably be.as well answered as by securing to them an unfailing provision for life. It would bo extremely difficult, ovon if it were desirable under our insututions, to make thosystcm of public instruction compulsory by subjecting it wholly to tlio regulation of the government ; and it must be adn.itted that this is the feature ol the 1 russian system from which it derives its principal ef- ficiency. The occupation of teachers must therefore neces- sarily be with us somewhat less certain ; and it will require stronger persuasives to induce individuals of competent abili- ties to enter Into and pursue it as a permanent vocation. This IS an inconvenience for which there is not perhaps a perfect remedy, although it is conceived that it may bo in a great de- gree obviated by tho adoption of measures which will secure to them a bettor compensation for their services. Much may undoubtedly be done by providing for the educa- tion of a certain number of individuals, and by scndiuff them abroad among the common schools to raise, by the exhibition of the improved methods which they have gained, the standard of education to the level of their own superiority over the great mass of common school teachers. In this manner the mhabitants of school districts may, and doubtless will, in most cases, be led to make more enlarged and permanent provision for those to whom the instruction of their children is entrust ed ; and to the adequacy of these provisions the standard of relatr*n°" **'*^"'''^ ""*^ niaintain a uniform and certain The committee then would recommend that one academv in each senate district be selected for the purpose in vie w and that the selection be made from those which from theirendow ments and literary character are most capable of accomplish It. The object to be attained is public, and the interesr nf one academy or another cannot properly be taken into consi deration with a view to influence th« rho-« «,.,:.J J:°"f made from^among them. "^" '""^' °« 'ir-t- 1 i« ApPE]tX)lX TO RePOIVT Off EmrCATlOCT. Should this recommendnrion ho adopted bj tho Reg^-ntB h tMl) reinam only to consider :~ *^eg«nw it 1st. 0,1 what {)rincii,le tho funds appiicahl« to tho pstal.lUJ. ment or orpni.ation of .he d.pa.tn.ents .ha 1 be t^nfrtioned to tho acadonnos which may Lo aol.ucd for the pun ose ^nd On what pnuciple and to what extent the a u Ji or drd. Wliat shall ho the orjranizatiou of the deorrtnnn,. 1st As to the counsG (or subjects) of study '^'P"^^^''''"^'' ^nd. As to tho duration of the course. «rd. As to the necessary books apparatus ;^and talt' .^^l'^.^^^''^^"/^^ of qualification to tea^h shal' be eiven to the ind.r.duals who may bo trained in the depar inent? 4 at staS'^ ^'" "^^ '^ --^^-^^ - «ho o'rdrirhich tioned to the acaden.,es which may be selected for the purpose mmmmm placed ,„ tl,m,org,„iza,io„ „„ ,i,„ .irao foo, „,, ,hev slLll academies selected. It will therefore be udv'rble aftX fi . " *P^".^'*" '^o, but of Ibis sum the coram ilee arp nf opm.on that not more than $4000 should be applied to th« es ab hsiunent of the departments. Thosum of So Lnn I ana as some of the academies may not require so hr,rn In an arnou-nt. a surplus may remain and be a.op?ied to deliScic^ AppExNDix TO Report or» Education. 119 If tho sumof $4000 only be appropriated to the establish- inent of the departments, a surplus of about $6000 will bo left for future uses ; and for reasons which will be hereafter ex- p a.nod. ,t may be imrmrtant to keep on hand an annual sur- plus to meet any dendency in the revenue of the Lite a uro i und m succeeding years, .J'^\^'^ ""'^'''^ principle and to what extent the annual ex- the suln " /:rr "^ *'"^ ^''^'-^^"'-^ ^""^ appncal t Jo the support of he dopnnments shall be apportioned to the academics in which they may be established: If the departments are to be maintained a( all. it is neces- sary that there should be apportionerl annually to each of tl!e academies m which they sh.II be e.tablishrd", in nddition to J.e amount to which ti.ese academies will be entitled udir the general annual apportionment, a sum as nearly adeq ate as poss.ble to the support of n con,petent instructor^^S huS edTn.r ' ''l" •'^'- '■'^"''' '^ apportioned to each is four hundred dollars : and jt is conceived that each of the acade- m.es referred *o should receive that sum annually, withom re- ference to the number of pupils in training. With such a permanent provision the object of the acado- m.es will be to render the departments efficient, rather than ^ secure the greatest ,)ossibIo number of pupils. The rule su^- gosted ought not to be carried to an eitrcmo ; and if fn 1 course of tune any academy should be found, without eood cause to have failed in promoting tho object in view to a rea- nonab Ic extent, another should be selected and substituted for It, so mat the pubhc munificence may not be expended in ^aln. If after appropriating to each of the academies the sum above mentioned, a further sum could in any year be safely apportioned to ihem, the n,ost equitable rule would seem to be to distribute it in proportion to the whole number of pupils m training for common school teachers, and to the aggregate length of time in such year during which thev shall have been so trained according to the prescribed plan.' It is on a similar principle that the greater part of the revenue of the Literature Fund is now distributed under tlie general law: and alter securing a proper degree of efficiencf in the de- partments to be created, there can be no reason to apprehend Jnconyemence from stimulating tho efforts of those who have tho direction of tho academies, to augment tho number of tiieir pupils, and thus to extend as widely as possible the be- nefits of the sysiem. . The proposed sum to be apportioned annually as above suggested for tho suonort of instnintni-fi in lU^ o^"h^ 'i ' ments is three thousand two hundred dollars j and this is about 120 Appendix to Report on Education. ^.fT""}*!^ ?" ^^ '•egularly applied to tho object. Tho r»- ' :-«. 4. (geography and general history combiued. Q it' '' K '■ 122 Appendix to Report on Edu.catioiv. 5. The history of tho United States. 7 N.?""'?!] :^''5onomaUy, Mensuration and Survcvint^ puJli'c TmTeT''' ^*' *'" ^^^-"^ S^«^"tes. and the duticsof 11. Moral and intellectual philosophy. 12. The pnncipics of teaching. aca^de^i^r'SL^ "^ pe^: ^^ S T '^IH'' "^^" ^'^"^ ''- should however.insht^hattl,^ ?<'•'' ^T* ^'"^ ^^?^"'^ and that they be not alio vod t ^''"^ ^' thoroughly studied, others; nor Should any olers bo Tel'^'Y ^"r^'^S-'-^ »« - thepupils to the Prcsc?;-b°ed;" d'ctnZ^n aUru^tr^ ^"^'''° i.n^:^aTtr;^^Si:;i' ".^;[ei:r ^^' r -r ^^^^^^^ -- several subjects of st.dv .1 '' ? *'"'" '" '■^■^"»'«» »» 'h« pointingou In every case 27^?''^ ' "''^ ^"'- "^'^ P»'-P««« of is expefted to bo cmSd fc^ 'f .^^'^"t '^ which the courso extIISv?SiST;~:'!'^ branch constitutes the ,«ost for a teacher.^ Unre's'Tur^":'^ '.'"P^'''?"^ ^^'d of instruction own language, he c'nno hn^^ '' thorougly master of his utmost ^fains should thereforM,oVr'''''''V '"^^"'^'^•'•- The knowledge of it! and the n 1 ''" '^ ^^ '^'"' «" «'^"'-«^e which it will bo h's businp^?r" P'■«":«^'^of '"^faction is that to others. ^"''"''' *° """"P^^y i« givhig instruction n.^h:^;l:lK:.S^£'f ;: t;':;^^'!^^'^'^ -^ -^"- ducted with the greatest faciMtvn. ^'"l''''" ''^" '^« '^o"' the receive. rL for ie 1. '.t '\'''^'''' '^^^°»« ^^^'"^'^ their application shel^nHf/'^V'''-'''" ^' '^^''"od, and compound and de vaivVCdflf 'V'l n'^"8-phy of inflexions of verbs and To JZ ' ''i"'''"''" "^ "«""«, tho these exercises blacul^^^^^^ «"d in the eye as well as the ea Xto '^ l'" ^ ''' '''"^- '^ ^''^' correction of errors ^ "'''*^° instrumental to the of pronunciation, as weT s\ "1. ' r ^"' '"'^Sard to distinctness - the voice. A clear LkI cor erf T "'""'' '"'"'^ mo.lulation of portance to a tcacS w /^d c"cts"n^^^^ ''^'^ '"'s'"^* '"■ communicated to his nunih • Z i-f- ? ""^T^^ ^^rtain to be that reading with criti is tl' in '''^' '^''''^'''' "»'i«Ponsable cadenceandpunctSophouhir ?'''-''' ''''^^'^ ^"'P'^«^'«' ciso. in this branci, of 'tudy '"''''"'" ' P""^* ^^ ^^^^ ^xer- Appendix to Report ot* ISducaI-ion. ijs „i;J''i'' ^"P'' '^^"''^ "°' °"'^ ^t-' practised in readfnp ihn r„ r1>sI. language with accuracy and disfinctnes" Inrf L i ,"," be taught to write it corror.lv j "'^""<^ "«'«> ^»} he should ly ac,i,^inted wi h L s 'uc m.; id f -f ^" "''^" '''."''""e''- In addition to the ordin rv I , f '^'on.atic peculiarities. of universal gran'nmroLhe';^:;.- T'' r "^' *'^^ '^^"'^^'^''^^ ture and pl.ilosonl v nf n ^" '/"'' '^ discussed, the struc- of andnufiSSatiL^^^ ''""^^. "^^ "'^'^^ *^'^' '"^J-<^t the difTerent wore ?o "' """^^ ,'"'^'' ^'^ Performed by relations to each otil a e?^^^^ "?^ ^ ["'^^ ^^^ which their tiitl. whole s;li^^-^-f::;^;;^^-;^|^e ..plained un. mind not tas'lceS bevond il^ ''' "'"^ '^f .^^P^ ^"^'^ «"J the ^i^^t...;:^,,i~:"~ ■>«—■» ■*. Syntax. 5. Prosody, in all its parts. fi. Punctuation. Use nf CnnUn},, a 1,1 • . 7. Reading. ^^npjtals. Abbreviations. .he'Lu^S ':rS:'L '''"»'-'=— ^i«'» com.oc,ed „i,.. JLlllZ.J.r''''' "' Blair's rhcoric (Mills- odl,i„„) 11. History of the lanjrnago as cotttninod in Johnson's and Walker s pro aces to their larje dictionaries. Altliongh the committee have not in the cour-e nf «„ "atirshe'i , r:d°:;;'";'::^^%"i'''''^r'^-'r^ r I '-'--""'•'<• -0 muvjias IS contained jn liie abovo synopsis of the course in the Kindorhook Academy Hrilmgand to convert the exercises to the best use AntMc.-ln this branch the pupil must be thoroud;iy instructed in t ,e four ground rules of arithmetic, ns well in heir compound as in their simple for«is,and as welln vulga & n decimal fraction as in whole numbers; thesingle rule oflhree ^gether with reduction, practice, interest, fellowship, baner &c. so tha tlje course shall be at least equal in extent to tha; contained in Daholl's an,l„netic. In all the operaWons per- fornied by the pupils black boards should housed fo demon- stra ions and ,lIustration.,and every lesson should be exnSrd until the pupil con,prehends it thoroughly. In nofhiiSs ho dependence of one step on another so comphteafii^ ho science of numbers ; and if the pupil leaves behind him any thing which he does not distincl/ understand, h s Zre"^ re t in "'T: f^c I'iMi''^' ''1 '" ""''^ '' '''' cdculationf un- certain. In facilitating a clear perception of abstract num- ^ bers and quantities, visible illustrations should be hbe"X employed. Mental aritmetic may also be advantSusv resorted to. and indeed may be deemed indlspen alle as'^ discipline to the mind. To all these exercises^ a practka^ direction should as far as possible be given by soSlal subject^s for practice those familiar operations of h. .jlJ with which the pupil, must be conversaKrenl Thus ^'."r^ V^^^' ff"g""^"'^d by the same procesrwhkJ stoiing 11 With useful inlormation. Appendix to Report on EDUcAiioif. 125 A knowledge of arithmetic enters into eo many of the com- mon operations of life that it is not only an essential part „f the most ordmary education but it should bo so thorough that an application of the rules of the science may be made with case and certainty As a mental discipline also the study is the^l «^!fi? l^ f "'^ " '''°"l^, ^^ ^° conducted as to secure all be to r L ^^'''' " " •^■"P'^^^" °^ producing. The aim should as i h^ VI '""''''" °^^''" reasoning faculty, and not, as It has usually been, a mere exertion of memory. A facilitJ in performing the operations of arithmetic ma/ be acquired without a distinct understanding of its principles ; but to ren- der sure and easy an advance into the branches of mathema- tics, for which It IS a necessary preparation, a clear and fanMl.ar knowledge of principles is indispensable. h« «.?!.• ^'"^'^"^ '"'"P'^ '=°"'*'« «*■ Book-keeping should be aught in every common school, and it is therefor! an es- sential part of the course of instruction for a teacher h.L! ? pursued in the St. Lawrence Academy is per- h/ll- '°""'^ «"^ «« ''•^e'y to be successful as any that ciuld ton's Rnl 1. '•' '^•''"'? '°"*^'"^*' •" '^' fi^^t P^^-t of Pres- ton s Uook-keeping is taken as a guide. " The pupil is first aught to rule his book, and is then required to caTl.L slate to the recitation room ruled in the same manner. For seve- ral of the first lessons examples of accounts are taken where «.!n . 'r;?,"'^'"^? ^'^ "''^'■g*'^ ^'''•^^t'y '" o winch ,l,e co„d i,i„V„7 He Var 1 p r„f''re'"' T"''"'' n._a„ced. ..,o„.d bo .,ie„,, ,„, zrr;'a„la';:fX";:;L!S: . complete course of iveutacn |ec,u,e, ''° "'°°" '" .o„!^'l±,'&"!;£S:''"/ """•;- of "■= o.r,h, ■ religion, aod ihcirMnerll ,,'?•' °''"" °^ government and Nor wil this l„nicoirr.,^rf""! "■"" "'>o bo united, not b. content ,0 see the etl^ T" ""I*'"- ^e must We must lookalso at »h^. thev h '? '""'"''°" »' ">»> "■■«• of history. A generalT, le, ,,ni^ ° b«en, through the lights infancy t'o ago^rm taSel ^pZH/r.!; d"""!'^ '''°"" rn^re^thltt-^r'ril'ij'''^"'™^^^^^^^^ panied their c owT-,„d ^ '? "?,'"' »''''<^'' ''""> »<:"«- cursory su vc?v of ,' I, ?™^' *™''^ '"' I"'""'"' out, and a and sp^ceTsZfd't S b;' e'^'pir'tT' ""'," "'l'-™ may seem arduous l.nf w „ "^i ^ P" ' '"' undertakmg dire^cien wlhnml,'^;,.:.^,,^.: »-■-',",'' "'"''" J'""^'-" sary to accomolish , '"l *'""''' '"' su|>posed neces- oJt .0 that con a ^d i„ TnllTv!'' "'"°Z j"™''' "'' ^ tory, ancient .„d modL. '"°'""' "' <^'="">' »"" oceans, Appendix TO Report ON Education. I27 ' forenci to larger woX so h,, 2 ' ^ '"'^"'^^ """^ •^>' ^«- miliar with thf sourceffVomt^^ ^\T'^' ^^• rich theinstrnclion thoy tZnllvp, „• "^ 7 ''° '^^'« '^ 'in- come instriicters ^ '^^^'n^olves g.vo when may they be- Un1f:rsItefiste3sS ^T^^''^ ."^-^ ^^ the a distinct hranch of stmlv I„ M • "'^^ J"^''^ be treated as ficient. The pupil shoL „! l " ' 1^'?''° ^""'"« '« "Ot «"f- history of hisoTn count V Hr^"^S^" f" '•''' ''^''"''«' '•^'^ covery, and first setUeZ7/ ] ""'^ ^^g'" "''"' ''^ dis- stages of its nTaldeponXnce JT "''"'^"S'' ^"^ ^-'""^ control of the mother c„um;rin\hoT'"''''"^'%" ^''"" '^' who stood foremost in Z r^n/ / V '''?''"''^'' "^ '*'« '"en measures of pro vrcLion^vrr. ^"^ ""^^P^^-'ence. the tanco, the t ials trou"h wh ,'''^^ ""^'^ '""^^d to resis- which they stainedtl T^'^^they passed, the reverses the great Hi a privet '3c ' "'''^' -"'7 "•^'"■-«'^' ^"'i these are lessons of instruc, on .^o 17'." '"^.^^'^'f ^y them, which can be drawn fr n the his^orv t'"' '" "' "° '' ''"^ people; and if the mind orevery voutl T^Z f''' T '' miliar with them, and his fppMn?/- . f"" .^^ '"'''^« '^- work which contains such a course on ^ntl' '' '7- ''"^'^ they deem necessary. The works on «ilh ° '"^J"='« ^« are in general too extensive f^ t .1 ''' ''^'""''^ «"^^i^«=t course should be altogether m^. r'''"- "^ '" ^'*^^^- ^ho should be divested oTevrv th n^^'^n 'fl ''' '^'V''^ «"'^ pies of geometry and tSore?rrsS:id"h' T/" P''"'^'' ' understood that their -innlin..- •^' . "'"^ ^° ^'^ thoroughly The pupils stnid beS rr'^ '^•";'^^^ "''"^ ''^^'''t/ faces with ease ; and they houhf h ' "1"^' '' ^^«" ^' '»'■ ed with the rules of surveyfnrand .h^ f '' ^'" '^'^^"^'''f- the purpose as to be able ri./-V-'';"'"''"'' "''^*'d for and determine the cement o?!-" ^^'g'''« «"^I distances, diness and precision? ^'^^ g'^en piece of land with rea- prelei; a'itptTd Irtircr ''' '' "'T '' '^y -'^'^«- -ork they Pro'^osettave he LTr tho" '" '"" ^"^J-'«' the academies, with the sinde "1 5 ^.uT'V^ P'"'^^*'"* »" have such an 'acualnTa^c-e^'^itlft:!; ff^l.^tf^^J-' ^'^f J^cts a« m n,c,«sary for every practical pu'rposer "" ' „;-fr^. Ifnliiii; ill! j-rsi i :i| IL . I nil II 128 Appendix to Report on ErucATrow. Natural Philosophy and the Elements of Astronomy. — The coiirso in natural philosophy will embrace a clear 'in- dcrstanding of the several properties of bodies, gravitatio*:. the laws of motion, simple and compound, the mechanical powers, the mechanical properties of fluids, the mechanical properties of air, the transmission of sound, and optics. Each academy should be furnished with a complete philoso- phicnl apparatus, and all the subjects should be taught with full illustrations. A practical direction should, as far as pos- sible, bo given to the science, by teaching the proper appli- cation of its laws to useful purposes. It is from this course that those who intend to devoto themselves to mechanical pursuits may reap the greatest benefits ; and it is of the ut- most importance to introduce it into the common schools. The first step towards the accomplishment of this object is to prepare instructors competent lo teach it ; and it is for this reason that it should constitute a particular object of attention. In connection with natural philosophy there should be a brief course of instruction in the principles of astronomy. The nature and causes of the earth's motions, the planets and their motions, their size and positions in relation to the earth and the sun, their satellites, the cause of eclipses, the variations of the seasons, th^ length of the days, the causes of heat in summer, &c., should all be made familiar to the pupils. Each academy should be furnished with an orrery, n moveable planisphere, a tide-dial, and a set of globes : and nothing which is capable of being illustrated by appara- tus should be taught without illustration. The same opparatus may be employed for the illustration of subjects connected with physical geography, between which and that part of astronomy which treats of the earth's motions and the effects consequent upon them, there is a very close connexion. In pointing out some of the subjects which belong to the department of physical geography, some of the foregoing have been already enumerated, as the mo- tions of the earth, the seasons, tides, &c. It is indeed not always easy, nor is it always necessary, to assign to each science its exact boundaries : so far as instruction is concern- od, the separation of one from another is of no practical importance, so that all the subjects are clearly understood. Che.7nistry and Mineralogy. — The course in mineralogy and chemistry is not expected to be carried far. It is in- tended that each academy shall have a small cabinet of mi- nerals and the pupils should be able to distinguish the diffe- rent specimens which should be well characterised, and to understand clearly their composition and distinctive proper- ties. Chemistry should be taught in such a manner as to clucldaio these distinciivo^ in the jnioeral kingdom, and to clear 'in- ivitatioi.'. ichanical jchunical 1 optics. philoso- jght with ir as pos- er appli- is course ichanical f the at- schools. object is it is for )bject of uld be a tronomy. I planets n to the pses, the le causes ar to the I orrery, ' globes : appara- ustralion between e earth's lere is a subjects by, some the rao- [Jeed not to each :oncern- practical stood, neralogy It is in- t of mi- he diffe- , and to propcr- ler as to , and to Appendix to Report on Education. 129 pve a rorrort knowlodt'C of the pro,)orii-8 of the various •>odio8 nnri substances which are in most common uso ; and ifs apphrntiou to agriculture and th>i useful arts should be mn<«o a prqminent subject of instrurlion. Minoralor, Abercioiiible's treatise entitled " Inquiries concerninff tlie intellectual powers and tlie investigation of truth," is well adapted to give a clear and correct conception of that pert of the subject ; and the fire firsts books of Poleys' '• Princinles of iMorul and Poliiiral Philosophy," will suffice for the other part of the course. In f>«'neral, the subject matter of the Int- ter IS more practical, and better calculated tc delineate with lu-curacy " tlie offices of domestic life" than most of the noo- ular treatises on the s^me snbjf-ct; and it has an advaniaee over them in giving an explanation of some of the obligaiioL resulting Iro.u the rights or properly, and from contracts with repard to its transfer and use. The political part of the work, or the sixth book, should not, for various reasons, be made a part of the course Of these. It IS perhaps only necessary to assign a single one — the obvious objection of making the course too extended ' The lamily libraiy edition of the former, and several school editions of the latter, have each appendeded to them a series of quepMons upon their. espcctive contents for the examii.a- lion of students. The principles of teaching. —U this bianc s -istruction nrjust be thorough and copious. It must not be confined sim- ply to the art ot teaching. Of the most succesful methods of i:ommunicating knowledge, but it must embrace also those rules of moral government which are as necessary for the re {Tul.ition of the conduct of the teacher as for the formation of the character of those who are committed to his care Although this branch of instruction is mentioned las't in the order ol subjects, u should in fact run through the whol« course. All the other brinichcs should be so taught as to be subsnvient to the great object of creating a facility for com- inuciciting instruction to others. In teaching the princiules ot the art it would be desirable to mnke Hall's Lect-ires on school keeping a text book ; and Aboti's Teacher, Taylor's District school, and the Annals of Education, should be used as reading books for the double purpose of improvement^ in reading the English language, and \\» becoming familiar with the most unproved modes of instruction and the best rules of school government. From the Annals select parts only wou'd be chosen for the purpose. ^ The pupils in the departments should be practised in all that can devolve on a teacher. It is of the first importance tha they should be made, each in turn, to conduct some I,ai of the icc.iat.oos, to prepare proper questions on the particular subject ot study, and to illustrate it by e.planatio s or the purpo.o of improving their colloqji.l power,, and hus giving them u facility for explaining whatever they may be fequi.ed to teach *n the fumro office of inst.ucter. The Pi DiX. Appendix to Report on Education. 133 concerninir ill," is well iliat pert of Principles r the other ■ of thplnt- iieate wirii of the pop- advaniage obligations tracts with )k, should uise. Of gle one, — pnded. ei a) school Jin a series exaniioa- 'istructioii fined sim- eihods of ilso those (or the re- inntion of re. I'ist in the the wholu : HS to be for coni- principles :ti.ires on Taylor's ti be used ement in iliar with it rules of irts only pd in all portance let some s on the lanations ers, and ley may r. The tutor should then go over the whoU- ground after them, point- ing out their errors or defects, and giving them credit for whatever may appear to merit commendation. Jn this man- ner the future teacher will readily acquire a facility for com- municating instruction, which is one of the highest elements of his art. In all these exercises the language of the pupils should be watched and criticised, e\ery w;iat of perspicuity pointed out, and a rigid conformity to the true standards of etymology and pronunciation insisted on. At the same time every thing artificial or affected in tone or manner should be stuflinnsly avoided ; and the pupils should be taught that elocution is always effective iu proportion as it is natural and unconstrain- ed. It has boen customary in the examination of teachers with a view to determine their qualifications to ascertain only whe- ther they possess a proper knowlerlgtj of the subjects in which they are expected lo give instruction. But although this is in general the only object of inquiry, it is in fact a very errone- ous criterion of their ability to "teach. The possession of knowledge does not necessarily carry with it the faculty of communicaiing knowledge to others. It is for this reason th.it the best methods of imparting instruction should be made a subject of instruction to those who are preparing them- selves for the business of teaching. They should know how to command the attention of their pupils, to communicate the results of their own researches and experience in the manner best calculated to make a lasting impression on the mind, to lead their pupils into the habit of examining for themselves instead of being directed at every step of their progress by their instructer, and thus to observe, investigate, and classify objects, to combine the fruits of their observation, and draw conclusions from the farts which they have obtained. Undei such a system of instruction and exercioe; the mind rnnnotfail to gain strength, and to acquire that salutary confidence in the result of its own operations which is the best safeguard against the prevalence of error, and against those impositions which are almost necessarily the fruit of imbibing opinions without a rigid scrutiny into the nature of the foundutions on which they rest. In carrying into execution the plan of instruction about to be established, it should not be for a moment forgotten by those who are charged with this important task, that the ob- ject of education is not merely to amass the greatest possible amount of Information, but at the same time to develope and discipline the intellectual and moral faculties. It is in vain that the stores of knowledge are enlarged if the skill to pm= n for useful ploy purposes Iso acquired. At e\ery !! Ill I i mai 134 Appendix to R.port on Edi,cat.o«. "i; pit' XuH^ilouid r'^ ""■'"'. ""^- »f '« sons for everv „V -.-'^ ^ ", ""^ "-equired to assign rea- the subject, but for thf m„ „ '" "^/''"'J^Sli comprehension of ^f<^ruicnlinvcsi\.^^{^^^Z-' '^'^r^f. cultivating that habit 'he subject of i^-^^ ^'^^J^t'rt ""'' T'^ P^'"' °^ school education i, most ca.n/LT i J'^ '""'* °^ ^""^n'on facts and rules of S X ' '^"'•dent'-e memory with but imperfectly comp t ^d' ''tL'1?"^^^''''^^''"" " the spirit of the age which^'to nr 1 . '' •' '^ ""^'^ ^^''»h «very subject of lu)o\vIe ge a d tc^c mnecVIl '""'"f ^'^f^"'^ inquiries to useful purposes pJl- T I '"^ '^'"^'^ ^^ our end of inte^ecu,al^,ii ; .;« .^j Xul "t^^^ ''^ ''' ^-'^^ v,e^ by the teacher, and he wi I non l ^ ^T '^"''^'^''3' hi ^hen its reason and Us olZrl T '"" *''^' his lesson of his pupil willirml ''.''■'*^^' ^-^e presented to fbe mind this fur inde : androflet;r-^\"l''^'' '" "'« ^^sence of in vain to evcite " '^J'"' '"^ ^^ould have labored - ^tt^'K;\^Sr;;St;;n-^^^ ^^'-'^ --h time tlon; they are ficTdTfof colli'^- •'^'^'''""^'>'^^^'"'« '^t'instruc- for discipfining Ihe fat I ie^ THr!: I "' .'^'"''^ '"^^'^^ "-" correct'^. Pupils shm.uV ^^^'^al error should be stead of tre.sSg ;''^' rei;':,r ''"'f ^^i'— 'ves in! thoughts. The giea instr m^t f 7""'"^ "♦''^'- "'«"'« demonstration kfen Pace li M. ^ '.■'^'"''" "'" '^^ *« '"«'<« ho left unexplained ; 'nor sho Id anvtr^'V ^^'"'^ '^'»"'d on n,ere authority, eicep i "^ tefrom r^ ' '"''"'::^ ^« ^^^* jec., u admits of „« „tfer fblmZtion " " "'^"'^ '^^^^^^ «"''■ -^n;:;^ Sd r ik^!:^^?----^ -'- ^^o.. F'l-st principles and rllJ- , '^"^'^ ^hich are not.— natin/that 'the .'nfnd can ^itkr "' ''^^';' ^''^ °^ «-h a without being able to assirfhfr'^ f .'^''"' «« «»^h Separatelv, thev are nm! V - ^" "^ *^'''''' ^'^'^t^n^^e.-- 'l'emoryrb\.tno';rtlf;Xsonit'T'^ '" ^'^ ""^"^-" «-' sidered in the relation which H^^ T''"'' ""'" 'hey are con- however the materials on wbi 'X ^'"' '? '''^''''- ''^hey are Nor should it be fo ' ^t,'" ^h^ tb " """^ '' ^" ^« ^"'P'oyed! pending wholly on an exer kt "'"' "'"" '"'"'''^' P-'ocesses de- valuable intell^tuaTd S r^^^^.^' "hich constitute, powers the memory should also Z 'f''T'^ the reasoning oxertion, and stored w h use^I fa^ts 't'I'^'.^'^ '"'"^''"^' »ttX:ff----^!i;oSaj^^Ss;Li: '-i.- ' mature hei'iSeli Appendix to Report on Education. 135 soems to teach that the observation of facts should precede inductions, and tliat general principles can only be deduced from pfirticular facts. An intelligent instrucler will know how to apply the rule and convert it to the most useful purposes. In determining the proper organization of the departments the committee have fully considered the question wheiher the studies and recirations should he distinct from the ordinary academic exercises ; and although they are disposed to leave this in some desiieo to the discretion of the academies, yet they are decidedly of the opinion that convenience coincides with good policy, in requiring that pupils who aro in a course of training for teachers should be ttiHpht in connexion with the other students. So far as mental discipline is concerned both classes of pupils require the same mode of training, and to a certain extent the same studies will be pursued. "Whenever the pecular duties of teaciiers ure the subject of study and ex- annnation separate recitations will become necessary; and although an instructer is proposed to bo rtiaintained in each of the departments to be ori»anized, this provision should not be deemed to preclude a division of labor, or to devolve on the individual thus supported the task of conducting the pupils in a course of preparation for ti' aching tiirough all the studies required to be pursued. On the contrary it nia> be both con- venient and profitable to assign recitations in different branches to different teachers, according to their peculiar fitness, and thus bring into the most efficient action the united sldll of all. In this respect the Regents must rely on the principal of each academy to make such arrangements as to convert the intel- lectual force under his control and direction to the best pos- sible use in furthering the great object in view. The committee cannot forbear to add that the instructors in the academies with which the proposed departments may be connected should labor to impress on the minds of those who may be preparing themselves for the vocation of teaching a deep sense of the responsibility which belongs to it. There is in truth no other in which a conscientious a^. discreet discharge of its appropriate duties can well produce more beneficial or lasting effects, It is from the conduct and precepts of the teacher that the minds committed to his gui- dance are destined to receive impressions which may accom- pany the individuals through life, and give a deternnning cast to the character. In his demeanor they may read impressive lessons jf moderation, forbearance, and self control; from his rules of government they may learn the value of firmness, jus- tice anc' impartiality ; or they may find in exhibitions of petu- lance, unsteadiness of purpose, and unjust distributions of fa- vor, a license for the indulgence of their own prejudices and passions, r^otuing is more vilai to the sucocssfui government i -li. 136 Appendix to Report on EDicATrov. of li.e teacher and .o the exnc.iion of his plans of instrnction an a steady self command. The n.ost cenain n/odro hS ng h,s own authority into confon.pt is to shew that he is not h.s wn mast.r. The moraJ atmosphere of tL school room i.rn'iralx:fdre^ -^' -- nnmhers whose i.^.^^^'l^ilr:^^;-^;;;'-;'-;;^^^^^ soa.ny .n, e operations of which they are ^^^^^^^^^ t oh out and cany with it, for the benefit or injurv of all which ,t roaches, ,he moral influences imparted 1? h Le f Itis equally important that tearhess should become 3ain rod w,,h their own cHpabihues and inspired with the 73": an ':?;,Sd ^ tl., r own i,dustry ,.ai';e their quairficado:,! loany standaid I he discipline of their own faculties should not termm.te with the close of their course of pCratbn I e .n .rvals of teaching may he filled up by stu ii^Tw nch w 1 not only bo a source of constant improvenfent in tlerr vo- cation, but which will elevate their own characte^ en ar^I oet-er qualified for success in any other pursuit in life In proportion as their ability is increased will be heir ctnces sX of .1 • I I '"■ ?."^''^'^«'>""S and the successful re- suU. of thcMr labors, will stand so strongly in contrast whh those of ordinary teachers as to create a^ompeti ion amon^ districts which are desirous of obtaining their servkes and thijs secure , competent provision for .lifir supp^n. '^"' "'^ It must be confessed that there is much in the present pros- pectsofthose who intend to devote themselves to tlfe busi- ness of teaching, which is calculated to produce indrfleem^^r and to damp exertion. The vocation does not now e"'u^^^^^^^^ s.ant employment, and therefore is not to he e iX„ as a" rerta.n support ; nor does it yield rewards at all adequate to to. s andsacnhces. But it is not improbable that more i»rral views wdl prevail in relation to the remuneration of teachers ; and ,t is ce.tnin that the most ciTectual metlod of oxhibi'tioV f ■'. 7' ' ':''"'''' '' "-^ ^^"'^^^ "^ oonducT and a' Trt T.u- ^ ' ""■ *''"'■ f^""^ "^"'•'^ Will elevate the char- siblc of (he vf lue of ihe.r servi, es, will secnie a proportionate ncrease of compensation. Teachers should f. efthat wh o^' a deep mtcre.t in their occupation they cannot bring into op. rov. instniction, leof bring- at lie is not choo! room nd charac- will in no destiny of e political R an active >ly the im- present to is actions, entie of a to spread Jry of all himself, i acq II a in- fie feeling lifications ies should 'paration. ips which their vo- enlarge der them life. In chnnces adequate isslul re- ast with n among ces, and nt pros- 8 busi- fleencer Jre con- n as a []iiate to t more tion of thod of uid an ' char- re sen- tionate k'ithout !tO op-! Appendix to Reik)Rt on EDucATiotf. 137 eration the talent required to do themselves justice, and to convince the public of the necessity of a higher standard ofe- ducation. Time may bo necessary to produce upon the pub- lic mind the requisite impression ; but there is no reason to doubt the result. If in the mean time they lose through the narrow views of their employers, something of the indemnity to which they are entitled for their labors in a most difficult and responsible sphere of action, let them not superadd to this loss a sacrifice of their own reputation by a careless or imperfect discharge of their duties. Let them resolve to gain in character what they may lose in pecuniary profit ; and let them be assured that if any thing can succeed in obtaining from the public the justice which they seek, it is a course of generous devotion on their part to the great cause of educa- tion. If such a course should fail to win from those on whom they are now dependent a corresponding return of benefits, it is to be hoped that the time is not far distant when the va- lue of their labors will be better appreciated, and complete justice awarded to them. II. As to the duration of the course. This is necessarily regulated by the number and extent of the subjects of study; In the Prussian Seminaries, in which the requirements for the teachers of the first grade are about equal in importance to those which the committee have proposed for the depart- ments in question, the term of study is three years ; and they are of the opinion that a shorter period would not be sufficient for a strict compliance with the contemplated course. As has already been observed, the object in view is to prepare teachers of the first grade ; and every other consideration should give way to this. It should be recommended to the trustees of the acadamies in which the departments may be established, to make the rate of tuition for those who intend in good faith to devote themselves to the business of teach- ing as low as possible ; and to regulate the terms of instruc- tion in such a manner that the pupils in the teachers' depart- ment who are sufficiently advanced may have an opportunity of taking schools during the three winter months. They may by this means earn something to enable them to complete their course of instruction, and at the same time improve themselves by making a practical application of the know- ledge which tliey will have gained during the rest of the year. To accomplish this object it may be necessary to have only two terms per annum of four months each. The pupils must not only be required to comply with the entire course, but they must understand thoroughly every subject of study be- fore they receive a diploma or certificate of qualification. In this respect the Boards from whom the evidences of qualifica- tion arc to issue must practise the greatest caution, — Their S 138 Appendix to Report on Educatiopt. hi' n I W- monLs. and gS ?onh to 1 T ^'l^^ »',« proposed depart- the requisitfrnor- rand • ! n '' '''''' ^ '^'P'°'"«' ^"t without much ?obHng 'he whlt'^ ^o and extending S.e reTuta 'on^^tl • ' '"^''"^ ^^« "^^^^^'^^^ they succeed in doir/so^nr. l "i '"«' '"'ions. Whether with which the prescribed nLo?'"^ "" '^' ^'^^''^^ ^"'^ ^^^^ Into eftect. They can „ of £ " '"!^'-"^Vo" ^^«" "^^ '^^'''-ied the want of proper exer^nnt P«''^«'^«/'so, that if through give satisfacff and Tl n. ? T ?"' °^ '^'"' «''«»'d fail to to transfer the denarti^nt tol"' '' '"l""'''^"* °" *''« ''Sems would devolve on Ca^--"'' ^'her institution, a duty It would be prel^d cia 1 h/ "I'^'SroeMe to themselves a» relation to wfic/. i'^TeU^ntc^'^^^^^^^^^ - ?^^':ii^ttdrs.;^S^ that a complete register of thoc u ^'"*''' '' ^«« "^ued, so prescribed'courseff ta?ni fr^iiTt'''"^^^ tary of the board for anv !„ °" ^'^ ^"^ ^^e Secre- The reports should aLoYhovvTh?''^ ^v'-^'"' °^ •'^^^'-^^'^e. mentsas to the number of 0^,.,.?"^'''"" °^ '''^ ^^P^-'t" training, the books Tn us'e^^rextlt tn''™,' T^ \'' ^^«" '" been studied, the state of the SLl,:,'"^ '^'^ ^'^^ has short every thing which is cont JS • u "'^ apparatus, and in the Regents in fela. on o other ' i" '^^ 'V "^^'^ '"'"'de t(x exhibft every thing whld^m^X etS^ted'^^'o'^' •"'"''^ ^'^° fects and suggest lmDrovpmpnf= ^^aicuiated to point out de- panied withTuch o"servatTo„?' ^"'^ '^J^ey should be accom- officers of the acadeSH , ^.r*^ ^ave '''^"'^ *<> the scribed plan. The form of tuJ^^ "*° execution the pre- nally fro'm that now used^ ex 'ept" f^Ior' ""-^ ''^^^ " '^- cessary to embrace new itemsZTfJ ^' '* '"^^ ^^ "e- accompanied with the necSrvhLn.T^''""- ^^^ f^'''". supposed, be most nronpS! ^ 'nsfructions, would they have the Secretary of theTeS''"'^'"'^ '''^'' '^' clirecUon of -th the best authors on thriT^e^td '^bl^ :^ ^^^^ lopr. The system its objects, seel depart- but without I would do The re- elity of tiie f qualifica- ofit. ch may be ible oppor- i character Whether y and zeal be carried if through uld fail ta he regents on, a duly tDselves a» ademy, in i» ) annually )artments. lerson re- issued, so rough the ^e Secre- eference. * depart- s been in book has s, and in V made ta ould also t out de- accom- d to the the pre- 5r nmte- 7 be ne- e form, ey have ction of Books, [ stored ' study. Appendix to Report on EoucATioff. 139 The committee propose to leave the selection of the books for further consideration. A list can be made out on consul- tation with the academies and presented at a future day for the sanction of the Regents. As these books will be wanted tor examination and reference, several copies of the same work will bo required. The committee have had under consideration the expe- diency of designating all the class books which shall be used in the departments to be established, or of leaving them to be selected by the academies : and although they deem it of great importance to reduce the course of study to the greatest possible precision, they have come to the conclusion that it is better at present to adopt the latter course. The principal consideration by which they have been guided, is the belief that the Regents may, by allowing the academies to make the selection in the first instnncc, and requiring them to slate in their annual reports the books which they have used, and their reasons for preferring one author to others in common use, be furnished with the means of making a selection them- selves at a future day, should h become necessary, for tlia purpose of securing entire uniformity. At the same time they would suggest that it will in general be found most advantageous to use for the instruction of teachers the books from which they will be required to teach m the common schools. Larger and more copious treatises on all the subjects of instruction will, it is true, be necessary for the course of study in the departments : but the principal "'^ rif. .^"^"""y'" ^""^ ''or reference, and for the purpose of more full illustrations than are afforded by the smaller works. Apparatus The following list includes all the apparatus and maps which the committee deem necessary at present, with the prices annexed, so far as they can be ascertained :-l- No. 1. Orrery... ^20 00 Numeral frame and geometrical solids 2 50 Globes ^^^ J2 00 Movable plamisphere \\'.\ 1 50 Tide dial ,^^[ g qq Optical apparatus .*.*.'.'."*.*.* lO 00 Box No. 2. Mechaniciil powers 12 00 Box No. 3. Hydrostatic apparatus 10 oO Box No. 4. Pneumatic apparatus 35 oq Box No. 1. Chemical apparatus 25 00 100 specimens of mineralogy 10 00 Electrical machine 12 00 Instruments to teach Surveying 80 00 K ^. Map of the United States 8 00 'i.i n 1,'ii !i ill III !i ii lli I 140 Appendix to Report on Educatioiv. Map of the State of New York g 00 .^:'"^ V.V 5 00 - S=!v:;;:::::;::::;;:::::.vjns l-i^■ apparatus in contemplation of the committee an,l understood to be the best of ,L kind, is prepareHyl^o^n Ne/York. ''^°"' '"'^ "-y be procired' in th^ "iirof tolho .^I'^VI'^"".'^ of qualification to teach shall be given In n in' "•''' ''^'^^''y ^' ''•"'■"^'^ '» the Departnfems In the Prussian and French Seminaries of teachers difflr srurplsr'f ^'"" "^ '-^r^"'^^^- --^ "r; c:;ti w: wnicn tne pupiJs receive on comp et ne their coursn nf nr^r,. ration are fran.ed according to thiir ros^ei^ve abi ty to^ea^h" If the departments about to be established were to be Idenuate to supply with teachers the districts throughout the State surh a d,stnjct.on might be desirable. But as tie number of t;ch crsw.l necessanlybe limited; and as one of the most im por tant efiects to be anticipated and desired from TheVsZ bl^hment of these departments is to influence pub™c opinioT and by an ex iubaion of improved methods of teachC tn correct prevailing errors with regard to the necel.^fv if provdrngsuch a compensation for teachers as haU be hso^m' degree adequate to the value of their service/a the nm^I, who are ,n training should be encouraged S comdet^e The prescribed cour^u of nrenaratlon Th^ i i- ^. ""P'^^® "'e posed ,„ be ,akeu byThTcrruee"^- .tfetr S^o" .'2" through the PMire course isbolMen Ihoss wLnJi -fnJ 1° qualitication from.tf ^^enSlLl'ljSr ersT/;:; fc^rrf with ,t greater weight. There may be, and doubtllss is som« force in the sugges.ion : but as such eWdence of qual ifi'cati^n must after all rest upon the representation of tl?e officers of the respective acadamies, they propose to let it is LTom Z ot the cdbe. They have drawn a form for a dioloma whirh is hereunto annexed, marked A., and which, from rtlrms can on y be given to those who have completed the coursTof instruction prescribed by the Regents, and have passed a sa tisfactory examination in all the subjects of study^ Appendix to Report on Education. 14 1 ^^J.'^e of'^H^'" •''°" '{"""y ^' Public. and be made in the pre- Academy/ P""''^"' '"^ ' '""J"'-''>' ""^ '»'« ^^"^'^es of'^^e The diploma will not of cousse dispense with the necessity of a certificate from the inspectors of common schods of the town ,„ order to enable the individual to whomTt is ^ven to Swual in^I J-" ■^'' '''^"'' ^'" "°» be affected. Every n elch vLrT^ '" !"^!["^^'"g ^ 'orufuou school must once in each year be examined by the inspectors, and recrivea new certificate of qualification. There would be a dlfficuhv in dispensing with this rule, as one of the ob^, of such a periodical examination is to pass judgment upon the mora! character as well as the ability of the individual, who mavbv contracting bad habits, become totally unworthy of bS'en^ rusted with the education of children"; The only advantage he in^?/^"V''u mP'."T^ ^""' g'^«' " «»>« assurance that tocatfon; " ^"^"^^ '' ^^' '''*'" ^^Sularly trained for his ahJ!tril'^" happen that students will not be disposed or able go through the whole of the prescribed course of in- struction for teachers. In this case the principals of the academies should be at liberty to give them a certificlte setting forth the particular studies they have pursued wtth to t^^hTt''^ '•'f"" "'r' '^'•^'•^^^^^ ^^^ their quaiificu, on bP ^nn«i Ji'''"''-'f r**'*^*^ they have studied,\s they n^y be considered entitled to. But this certificate should bo n^e ely under the signature of the principal, and not under the seal of the institution ; for the committee deem it of the u ! most importance that no evidence of qualification should be given which can be mistaken for the diploma received by those who have completed the prescribed course. To avoid all misapprehension, the committee have prepared and here- unto annexed a form for such a certificate, marked B. Ihecoramittee^deemit within the scope of the reference to themto designate for the consideration of the Regents the academies with which the proposed departments may, in their opinion be most advantageously connected. They would therefore respectfully suggest the following, viz. Ist District, Erasmus Hall, Kings county. 2nd do. Montgomery, Orange county. Kinderliook, Columbia county. St. Lawrence, St. Lawrence county. Fairfield, Herkimer county. Oxford, Chenango county. Canandaigua, Ontario county, Middlebury, Genesee county. selection the committee have been guided I they have given by one of two vonsidera- 8rd 4th 5th 6th 7th 8th do. do. do. do. do. do. la Mil 'I if 142 Appendix to Report on Education. tlons ; 1st. That the vaiuo of tho philosopl.ical and chemi- cal apparatus and library w,,s superior to thlit of oZs inThe tlV "■'^•'V'' '''•" ""^ '•^■"^"" onhoircndowments or heir pecuhar cons.doral on, ,ho course of ...hiction in tie uVade n,.es selected wou d he lill \ The pupils in each department might be prepared by the s udy oftho proper text books so as to be re id 7a a specified tune for the lecturer, who would carry Id appara- tus with him and who from his familiar knowledge of the subjects could in a course of lectures of not more than one month in duration in each of the academies, give mo"e nrac t.cal information than could be gained in tl.; idin iTwa/ ^ a much longer periol. The services of an indivLuaf of competent talonts might undoubtedly be s.curerfr$10oo per annum, This sum, with what ho would be likely to re- ce.ve from other students not in training for the busLss of teaching who might wish to attend the ifctures. would cover his expenses and afford him an adequate compensation for the service rendered The lime occupied wou d not exceed eight months, and the lectures would be given during such portions of the year as to leave the individual employed the VTnV '"''"'•^ '■" ^"'^•- institutions. Thus for he sum of $1000 per annum the students in the eight departure ts would be carried through the entire cour.o In the'^ sub ec s h^-"^ TTu'^T-T'' ^'^'^"'^3'. from the necessiilTf being taught by individuals familiar with them and with the use of the apparatus by which they require to be illus tra ed With this object might be combined another not less im- a low. nd chemi- lers in the ts or their he uoadc- ve to slii- ;|)arit'(l in 1 districts. » appara- :o village, 'e greater already a peiution ; t tlio rate sate for a of board, noilher of for others so aiig- diturefor f opinion lectures, 'lineralo- individu- on these prepared tdy at a appara- e of the han one re prac- y way in idual of r$1000 y to re- iness of d cover tion for exceed ig such yed the for the rtnients lubjects ssity of vitli the rated, ess iin- Appendix to Report on Education. 143 porfant. The individual thus employed bv tin. n n"£;l«t bo required to examine into tim pm?:.. ^ r • ^^e«n»» "n o d,.p ,1", , ,lnll l,.,v!:1 "'"'""l."">l'e ""■^«sary gronnd lo^'b'err;,;; i:°/„r '„;■ 7"r°' " "',"■'■'■ '^° may have escaped their nntw!, ""l*^' d. '"any considerations theV-.posed pS Tp t i. ,:;: ion "t^ '^ 1'""'"-^^^ ^^'-'^ it wi.h tl.ecol,fidence^hat itTp'rf;,,^^^^^^^^^ "'^^ ^"■.^^^"» may not dirtate salufirv iW^.. • '^'^r'^.^t, ^r that experience with the ligh befo e ^he ' T'" '." "' ^l'' '' ^''« ^''' ^^'>'^"'. consideration to culvl'e. ' "^ ''^"' '^""" ^^'« «"««• <"»» All o.^'l ^*'''''^'' '* •■f^spectfully submitted 'Albany Sth January^ 1835. ""mmed. (A.) »IPL.OI1IA. nion school teachers. department for the education of com. WE. the President of the Board ol Trustees, and the Principal of town of ^°'^t'7' ^" ''''"''yc '"'"''^'y t'^-^t A R^ftho*^ State of I. county of ' '^"'^ passed a satisfactory examii:tio":r'i;''iy"th;"T "f-^l-^"'^^' "" ^"" Bcnbed hy ,he Regents for the department th^h'^l °^ "'"^^ ^'°' whi e at the inst.tution, a ffood mora nhrl' I ^°, ^"^ sustained, quahfied to teach a con mon school of ^uT^?'' '''J'^ ^''^^ ^« ^« ^""y whereof we have hereunto aScd our « ^^ ^"■''^°- ^" testimony seal of the institution at ' signatures, together with the this day of ig ^" ^"0 county of A. B. President, C. D. Principal, (B.) I, tho Principal of the ^"'^ °^ 1S3 Academy do hereby certify 144 Appendix to Report on Education. that A. D. of tho town of in tho county of and State of haa attondod a courmi ot inttruotlon at this institution in tho art of toaching; that ho has sustainod a irood moral character ; and although ho has not completed the courso of study proscribed by tho Rogontn of the Univor«ity for common school teachers, he has studied, and is competent to give instruction in tho following subjects, viz : — P ^e- ference to the table marked I I ^,^'^ °^'° 8100,000. By re- f«nds of th« towns have ytldeV$18 62SV9''=t.^'^ ^''"^ "^« J°Sl of m,m 6 is raised bylaw in K^ ^^ J*^*" ''d««- eommon'schoofs'^aTtrr ,"Sil^:;tf .^°"™^^^^^^ ties are to rec^uJate the boundariS of f..L ^^ !°^"- Their du- the towns for which they are clTo,e„ ti„1f''°°^ districts within tnd form new ones when it h,.LX!i * ^ °"^'' exiBtinff district*. of the inhabitants. liiev ece- v^- "' k''"^""^ ^'^ ^he cfnvenSe' whom it is deposited, tlfenuo; 0^ thl'^" ^"""'^ Treasurer" wUh School Fund to which the tri^ifenUtler'""//^ '^« ^^'^^O" of the town the equal amount rafsed,"!.''^ ^""^ ^'■«™ 'he collector and tJiey apportion these Zn/n^ P?" "« t«*able propertv • town accor!l!„g to tf e nu.nber"of Sf '^^ ''=''°'" districts S?L' t«en years of a^ge residi^ , eacJ tttf. °''' ^""^ ''"^ ""^er si! been kept m it three months bJa a m fi V^P^P^'^^^d a school hw ceding year, and provided also JlT. M ^^"^^^^^^ during the pr" year have been applied toth^ec^mpensttioLnr^^f '^*=«'^««^^^" fhtt K£^ «p--^ in ^^e =u;:ri:^:^:;^s«s^ Three Inspects feSm ""^ ?T'"'^ '^'=^°«^«- each town. 'Therdu!i.?rt°o"examffar -""»"y chosen in " it al? thr'''^"^ for teaching'coro„lE::;i;"^°f?^'"^ them, visit ajl the cnrnmon schools at Ib«T^ ^^hools in the town : to «ay ''give their advice and dt^eitSito'fh'"."''*^'^ y""'' »"d Vhly !ijC "°hools as to the goZnm^^thfrl^r^'/r^ t«»cherj ■«dl«f to-bo pweued thorein.'' thereof and the cottrts J Appbndix to Espokt ow Edwaatiow. 147 thll' «J^' Commiaahnera of comrnon schools hare by rlrtne of •ons in each town authorised to act as inspectors. ^ -ni„/ examination of a candidate for teaching, if the in •pectors are satisfied that he is qunlified with respeS to mo a is tTen TafS.^f \ ^"f'^yi'^' '^^^^ g*vc him a certificate H« prevTousiv^aomWlpV'^ ^°' ""' ^^"•■' ""'««■' ^is certificat "u may reoufreTf Ipv T " ^e-examination, which the inspectors may require if they deem it necessary. So Jone as hft Llrl« . certificate dated ,vithin one year, he Jay rece^^e^tl^ pubKc ««! Z{ ni Vr p.' r '"°" *" ^'^"'^ °^ '» P»« '■«r his servicE. Tr« Dsnectedorif '''"''' ""^ '™f"°^ ^ '^^^^^^ ""^^ has not beea bv fhP Snp.. r «''^'"'"l»io" has not been deemed qualified by the inspectors, but no such teacher can receive any porlion of the pubhc money for his wages. ^ poriion ol . n^:i .A'' e^ani'iations must be made at a regular meeting ealled for the purpose, and attended by at least thfee inspectors' 14. It must be manifest on the slightest consideraii on Thf: the success of the common school system so ^^Tr a concerns th« great ends of education, will depend in L higher degree on h« iDspec ors than on any other class of officers conneefedwiih ft! administration. With them it lies to fix the s.Sd of ou^^ cation for teachers, and thus to determined amount ofTbifv' which the latter shall bring to their tasks. If the requirement^ of the inspectors are small, the qualifications of the telcLerTwi? as a general rule be slender, and to these the standard of educa tion in the town will gradually conform. In practice the rulV has perhaps been reversed. The inspectors have nsually h^ grauting certificates, been influenced I v the state of educatL n iJeaiT'^rn^^r^ thus conformed to' an existing standard ii- .tead of establishing a new one of a higher grade The suner intendent has therefore uniformly urged upon the inspector. ,hJ importance of assuming a high standard of qualificatioraJd^^^^^ requiring all candidates to be tried by it. That this Zy is not always properly discharged is not to be disguised. Inspecto« have sometimes given a certificate of qualiffcatioa to a tetche" for a summer schoo , and. at the expiration of the term, annulled It upon the ground that he was incompetent to teach a winter school, which IS usually attended by a larger p.«-oportion of o"der scholars. This distinctioB is wholly unaSthoiised by law a„d noin?.T7" «PPo»unity has offved it has been con^demnedia pointed terms. It is no hardship to adopt, in all cases th^ highest standard of requirement. School dLtVicts, i'sTru;, a^e" thlf^T-^f™"" pecuniary ability; but in order to entit e a school district to a share of the income of the Common Scl eol Fund the Statute demands only that a qualified teSr sha bi annually employed for three months. It does not even require U^at a school shall be kept by any teacher for a longer peS There IS no school district which is not capable of com'SviD; with this rule, even if a teacher ol undoubted qualifica'bns Jerl in all cases to be required. Inspectors should therefore imtj advance the standard of requirement for teachers as much a^ po^ s.ble. Without their aid opinion may do somethimr. but h K iucir power, by seiiintr„p a higher rule of "» particul-r series of suSts and thrnor *', '*''"?'■**'*''''*''« a they are to be studied. Temink is ih^at' I.?'"' ''"^" '" ''^^^^^ to«ns have taken upon themselvL to ,l ! 7'^**='°'"" '^ ''«'"« pursued in the commo" schTols within th'^'-' •'^"'^''' '° ''* in one case an application warmade to^hl ! ■V""'*''^''"'' ' '"•'^ fine the limits of their auihoritrboth wi^h *"P"""«°dent to de- of studies and the selection Jf schooTLnT''V° '•''« '=°""« having, in the case referred to, g ven the rdfr^^V *'^' i"«P««ors in both these points. The mLtter wn« n • k" u" i° '^^ **''<'^«^'" the shape of an' appeal, and no decisTnrs pTon'oun^'r ^"" '° out with the consideration he had givenl^o if hf '"^'^ "J"*" '^^' strongly inclined to a construct on oitZu ■ c **' *' '*•« '^^e of inspectors to direct the teachers ofl,! '° C^''*"' "'^^'^^ ^ght jurisdiction as to the particular -'bi-rT"^^^ With regard to the righ of "be In^i!. "'h'ch should be taught, books sh^all be studiel in the cSo?!!;" f^?.' ^^^at clasl of entertained but little doubt S^rj ^'f' ^^ '"«"'*^ have than that of determining what subfecL^nV'^u^ "S" P«^er To direct a particular class booktte used n^of'' *"' '^"«''»- the subject of which it treats, but ncludes f ' ««i °« '^ prescribes extent to which it shall be studied nndin 'P^^''^"""" of the mod. in whirh it shall LlT^ht-lforV^^^ subject is treated is often the nfost essLrli ""'*/ > '"''*<^h a •o f^ir as it is a vehicle of instruS Th P'" "'^ '^« •«»'"«, class books has not been given h ex ^rZ ''°'''*' ""^ P^««cnbing ed that i: can be derived byhn; ieS f l"''*""'';^ [* P""''' delegated by law to the offiL s co„Jer„edT ?h? °^ '^^.P"'^"- management of the common sclSBnf^.h supervision or jects of study, the case is ent rely difftl7"%W'' *" '"''- the law seems to sanction the cons?ruct?o„ .K ^ ?"^""8 °^ inspectors authority to direct wh. t rll^ii ?. T^^"'*' S"'*' »<» the sistent With the ofher important diltiLr" f ^-^ l"** '' '» «»«- includes the examinationTSe^rdHl''^''' *'"''««' «hich to give instruction in partic.Lr branVh«. "^'T.''*" ^^^" ability f. lOff. ▼ate the cha- uld leave lit- irt ofthis re- fer the edu- laaner above ital ID secur- I importance discharged, ection" " a« loo schoola. ; responsibi- :onstraction he particu- pursued, it th the other rs, in so re- "dies" in its 'efaendiog a T in which ars in some dies to foe ction ; and dent to de- the Course inspectors he teacher ^ore him in 'd upon it ; »t the time f the right ithin their 1)6 tanght. at class "of ould have ;er power e taught, prescribes on of the also, the > which a > treatise, escribing perceiv- B powers vision or to sub- guag of !8 to the t is coo- ', which r ability :he lai. tbeia. Appendix to Report on Edl^atio.x. 149 Ind un?fo';;''?u"e.*'' "''"'""'"* •*« "«'«<' »"-ding to . j„.', i^^^'^orsZt^^^^^^ as to the .ub- duty; and, if ft be wisel^Secuted h Zmfnl7 ! '""^ ^"^Ponsible beneficial influence upon !hrcommln «! f"' '»""' * '»»« thority of the inspectors were rested to th?' ^"' '^ ">« ''"- of teachers, they might make iSlv iffi. ."""^ ^^^i^ation of advancing the standard of educat^o^n S ''"S 'T""''''' grant a teacher a certificate unlp« i?. ®^ ^"'S*^ 'decline to .truction in the branSt^Sil^ects Thicr •"- ought to be taught m the common pfC, i» \° '^^ir opiuion duty now; and independentnr.h m^^^ .'"d'-ed such iL their fearlessly and faithfuny, the J fs », h"*., f"""."'" P^'^ornung k hardship in its performance w?h - .*'" '"'^'^^ shewn, no come within the UTofrheiTaitrori;':' '' ^ ^' '^o.. Uo 16. Trustets of School Dlitrii't, tee's! ^^^^^^ST^i^ annu^lfrotsen three Trus- whenever they dVem^t'^netLTr^T olateTural^ "t"^ taxes are voted by the inhabitants of fhl^r ^" " '^* ''«'« wnen pair the school hJuse ; to Se fuel „' / "°' V'° *'""'' «' ^e- •chool house; to make oSt aU rate b-n, /, T''*'*'^'"'' « '»» f"' « lists kept bytheteacher8"toexemn^ ni""'°" bills) from the payment of their propo fiin of 8u"h rate bl"- ^^'T' '''«™ '^* tody of the district school ho. J" ,« ^ ' '° ^^"^ 'lie eus- all teachers, and to p'ovl foMhVp'aymrrf'tlT;'' '''' '"P'^^ manner already explained under thrhSof°^Ix»en:'^'' '" '^' left them any discretbn as fthe ^aoLr^of'ner/^ '^ '^^ '»* '»• Ere charged with the managemenTonhP nrf • T'°S "* They of the district, and as th. ^nlS "/s're;*? "/ShSr h "If ' "''''» than three quarters of all the expenses of th/Ji . 'f ^^^ "»•■• Tirtually deposited with them the control of -?''"°'' V.'^ ''^'^ ''" cerns it. With respect to the form -inn „/*'r'''".' .''" 'hat con- the regulation of the boundary T^differ/nf'^""' ''?'"'^'»' «'»^ The commissioners of commo7'schoolf n ih''"""."'" P^"»''«- IS vested, are town officers : thev arrlhi "'^'V^^'^ authority all the electors, and though they mavb«T-H^ V^" suflVagesof to all the districts, the vofersTor Twn nffi'"^ '1.''^ accountable .ubstantially of theVoters b schtl diltrictfSL'r^ ''T'"'^^'' sidered as controlled by the onininn Tr * ^ ^^''''o' ^e con- when it is at variance with others nm°f/"^ Particular district, discharge of their dutief T^e same n nHnl"""""'''^ *''h thi gard to the election of inspecVors Thil "^^ P'^'*''» ^''^ re- and the la* has very propeSy confided Z t^ "r '°*° «««=««. «Pon the qualification of teachers and r "^ «f Pronouncing .tudie. to le pursued in he common .i''?A'i"? the course o^f I' ll yi 150 Appendix to Report oi? Education. to tnistees of school districts. Although the law has glren th«m certain powers, the successful exercise of some of these power, must depend on its accordance with the wishes of the inhabi- tants. Thus the trustees have the absolute right of empiovinir all teachers. But .f they were to engage an individual iho fo? •ny reason «as obnoxious to the inhabitants, the latter might refuse to send the.r children to school, and thus subjea fhe trustees to sorne embarrassment in providing for the payment of h.s wages. They might it is fue, pay him the pub ic money ii; |p.'t fhl """"i^ '°"r" ^u' ^''^'^"^'^'J' 'hey would be ob"ge7td collect the residue of those persons who send their children to Mhool, and the greater part of the burthen would fall upon the trustees themselves and the few who should favor their vie vs Under the Prussian system this result could not happen, as all f hrini^r r'^"""''' ^^^^'' l° ^^"'^ ^'^^'^ children Vo schoo Ihe spin of our common school system is to refer almost all matter, relating to the districts which are of an internal or do- mestic character to the ir.habitants themselves ; and from the organization of the districts the powers of the trustees are neces •arily exercised, so far as any discretion is admissable, in subor- dmation to the opinion of the district. But where the law ha. l)rescribed positive rules for their government, those rules are of course to be- obeyed even thougi, such obedience were to con- flict with the wishes of the inhabitants. .v,'*-'t''i''?^y '%"'^'^ i" this place that at the annual meeting of the inhabitants of each district, a collector and clerk are chosen together with the trustees. The duly of collector is to collect and pay over to the trustees the amount of all tax lists and rate bills delivered to him for that purpose. The trustees may, before delivering to him any war 5*°u fv, ^«"«^t o» «f moneys, require him to give a bond in double the amount of the sum iu be collected, conditioned for the faithful execution of his duties. The duty of the clerk is to keep a record of all the proceed- ings of the district, to give notice of the time and place for all meetings of the inhabitant*, and to keep and preserve all book. &c. belonging to his office. uoom, Under a law passed at the last session of the Legislature au- thorising the inhabitants of school districts to purchase distriot kbraries, a librarian may also be chosen at the annual mseting: 17. Inhabitants of School Districts In addition to the right of annually choosing officers for their respective districts, the inhabitants have power, by a maioritv of Totee. te designate a site for the district school house, and to la» taxes on the taxable property of the district to purchase a diiric^ library and a suitable book-case; to purchase or lease a site for a school house, to build, hire, or purdiaso such school house to k3ep it in repair, aud to furnish it witi, necessary fuel and appen- dages. By the construction given to this part of the statute bv the eupermtendent, th3 term "appendages" is limited to a few Bimple articles which are indispensable to the comfort and health iLlt' r^%r'^\'\ ' '^'■"""^' ^ '''''' P'"'. « «'^ve, a wood- house, &c. The in«habitanl« have no power to tax themselrM low. s giren tb«m these powers r the inhabi- if employing inal who for Jatter might subject the i payment of blic money ; e obliged to ' children to Hall upon the their views, appen, as all > to school, r almost all !rnal or do- d from the s are neees- e, in subor- the law has rules are of ^ere to con- meeting of are chosen he trustees im for that I any war- B a bond in ned for the e proceed- lace for all all books, slature au- sse distriot I msetiog. 8 for their majority of and to lay 8 a district a site for house, to nd appen- statute by i to a few nd healfh , a wood- iieniselras Appendix to Report on Education. 151 "eT^rat XX^a^foVerr ^' '"'' ^^^ ^* " " ."^ '• ^-^^^^^J 'Ji^'rict in highway during the year o't '''.'" "'"°^''" '° ''°'^ «" 'h* school district^nee,C' for .nVTMh^'"^ T^f'-^^ ^'^ ^'''^ ^' vo.ce in the choice of d s. °ct officerl .Tl ""^^'J"'' "« ^as . tute of property himself 1 1 ^!' ''^'' ^^^"^^ ^^°^h Jesti- property'of'uae'dfst" f' I^ s^.r^at;''!'' '? ^'' ' '^* °° '^^ be taxed for common seWl n ^ '''ereibre, property may possessors; but TtZ ob ec^Wr? '''^''"'' 'b« «iihes of itj no danger is likely to arise fmmlhri" T «^tremely limited; case of school h-ises^ IvuJ^s U.e .reateS V^'' T'''' ^" '^0* there is a further safea nnl . n,! ? °''f '^^ °'^'^*P«n'J''ure. dollars can be voledtr'Sobil./? ^^'^^e'ling four hundred common schools of the toUn Sfv itf 'f' ^"•"'"'ssioners of sary. The tax for nurcInsTn^ lit? "^ • r '^'^^ «"'" *« neces- year, and to $10 perannur ?nl T^' " '""""'' '« «20 the first all other taxes* mu' t f om th ".'ure'^orrh ''k J'°"^ '" '' ' ^^ amount. ' ^"® "*^'"'^® "' the objects, be small in «cho;i ^^^:^^l^z^tt:::^'-rT' '^ *«-'•- - selves liberally for all (be authorui? k- '°^»^^'^a"fs tax them- 20. Tlifere is one part cuW in vtr f J^" '^^"""'^ '«• generally duo. It is'^Sie cSse o? aM n {,""" '"'"^ P^'^'^^ " "o* «<» beraiity is most neces Sry to accomDl°h?ht '" ^^''•«'' » suitable li- and in which the ffreatest vvmf n? f/ k ''f °''J®<'^« "^ ^he system. The school houses^areiSaI^rcomfn,''n ^'T''^''"^ been shown, oi^ the scholars are sufc f/p^^ ^L Physical wnn?s thmr moral and intellectual imVo7mcntthprn f " *"'' '"fP^*^^ ^o deficiency. I'he only material Tfb^t ? ,u^ '^ '" ^^"'^''a' » great competent teachers. ^The cau e of 'i.^ -^ *•' '^^'*"" " "'^ '^*"'°f on the part of ,ho inhab ants o nai ^hh"'' " ""^ unwillingnes. services of individuals of "ultablpITfl T*"^^ as to secure the the prevailing apathy on this suL^.r' ''''''"'• '^^""^ »"»«'' of tention to its" importance wfllhS^K °T^ "? ^'>« ^^""t of at- school system has'been bu a fe J yearns ,n nt"' r" ^"I ■««'""°» recently that it can be consrdprVd IT, " ^P^'"?^'*'". and it is only tion. In building urand b S, . '"'"."^ ?"'""'' * ^^'id f'^unda. nization, the intefnal condi uf nl" It ^^'^t'^'T ''« «"'««*! orgj- degree neglected '' " °^ "'^ ^«^o°^8 ^ae been in soSe -^JMSI^E^^ exertions of indi^iJu'als tolo feet ^0^"' ''"''''''• ^^ '^^ subject, the countenance and CO oneratinno^rT"^^^^^^^ °" this been euppradded. Bv an art Ul/^ .u °^ *''® Legislature have of the Umvers.ty vver^e auUmrloH 1'" ^^^ y^'"'' ^^34 the Regents income of the LLrature ?und o tl t^^PP^P''"*." * P°'-««n ^* the authority was promnTL„rli°.''i! !_1,r.«t'?» of jeache«. This P'an adopted by the- R;gents-h--5re;ci?r1edir:iJ^^^^ Vil ApPETiDix TO Report on Education. long as the tf agca of tetcherB were extremely low, men of talenli would not devote themselves to the business of teaching, nor could tliey afford to fit themselves for it by a regular course of prepara* tion. The rale of compensation for teachers is gradually advanc- ing ; in 6omc part of the State good wages are paid, and many in- dividuals are preparing themselves for teaching as a permanent vo- cation. As ihey find employment, the demand for them will in- ^ease; for as tlie benefits of instruction by a well fraiued teacher become apparent, the influence of the example will extend to neigh- bouring districts ; and tliese causes acting reciproca ly upon each ether, cannot fail to produce important effects. 22. The Legislature has done all that can be accomplished by legislation to promote the cause of common school education, ex- cepting by a resort to compulsory enactments. The ^'fit ot our institutions is averse to measures of this description. The success of the common school system has been mainly accomplished by arguments addressed to the reason and the interests of the people. without a radical change of policy, tiie improvements of which it is susceptible can only be introduced through the influence of the same motives. The enperintnndent has heretofore expressed the belief that nothing was wanting but a full vi3W of the subject on the part of the inhabitants of school districts, to bring into the schools a better grade of teachers. He has seen nothing to shake bis confidence in this opinion, although it must be admitted that the change for the better on which it is founded proceeds by very slow degrees. When the measures adopted by the Regents of the Uni- versity shall have been carried into full effect, a more rapid and general improvement may reasonably be anticipated. These mea- sures will now be briefly considered. 23. Educatien of Common School Teachers. In pursuance of the provisions of the act before referred to, bearing date the 2nd of May 1834, and authorising the Regents of the University to apply a part of the income of the Literature Fund to the education of common school teachers, a plan was reported to the Regents for the purpose of carrying into effect the intention of the act on the 8th of January 1835, and adopted at a subsequent meeting of the Board. The outlines of the plan are briefly as fol- lows : — 24. An Academy was selected in each of the eight senate die- triote, and a department engrafted upon it for the education of teachers. To support these departments each Academy received ftom the Literature Fund a sufficient sum to procure the following articles of apparatus, viz : — An Orrery. A Numeral Frame and Geometrical Solids. A pair of Globes. A moveable Planisphere. A Tide Dial. An Optical Apparatus. The mechanical powers. A Hydrostatic apparatus. A Pneumatic apparatus A Chemical apparatus. One hundred specimens of minoralogyt Appendix to Report on Education. 153 An electrical machine. \ Instrumants to teach surveying;. A map of the United States. A map of the State of Now York. An Atlas. A Telescope. A Quadrant. In addition to this proTlsion, the sum of $191 was appropriated 10 enlarge the library of each of the academies in which a de- partment was established. These expenditures were intended merely to put the departments in oper,ition. For their support, «ach department is to receive annually, to pay the salary of a tutor, the further sum of 8400 from the Literature Fund, which, in addition to the means of the academies, was deemed adequate to the object. 25. The students in the departments are required to be tho- roughly instructed in the following branches or subjects :— 1. The English language. 8. Writing and drawing. 3. Arithmetic; mental and written, and Book-keepln^?. 4. Geography and general history combined. 5. The History of the Uuued States. 6. Geometry, Trigonometry, Mensuration, and Surreying. 7. Natural Philosophy and the Elements of Astronomy. 8. Chemistry and Mineralogy. 9. The Constitution of the United States, and the Constitu- tion of the State of New York. 10. Select parts of the Eevised Statutes, and the duties of Public Officers. 11. Moral and Intellectual Philosophy. 12. The piiuciples of Teaching. To these subjects it is understood to be in contemplation of the Reg'ents to add Algebra. 26. The term of study is three years, but only eight months in each year are devoted to instruction. There is a vacation of four months in winter, to enable the students, many of whom will, it is supposed, need such a resource, to teach a district school, and thus earn something to support them in completing their course of preparation. At the end of the term each stu- dent is to be examined publicly, and if he passes a satisfactory examination in all the prescribed subjects of study, he is to re- ceive a diploma under the seal of the academy. 27. The departments were organized in the summer of 1835, and in several of the academies they are already in successful operation. For the purpose of securing entire uniformity in the course of study and the results, the principals of the academies were intended to meet a committee of the Regents of the Uni- versity in the City of Albany on the 1st of September last, and settle some preliminary arrangements. The meeting was attend- ed by seven of the eight gentlemen, who were several days in session ; the extent to which instruction in each subject of stu- dy should be carried was agreed on, and a comparison of opinions was made on every question connected with the management of the deparlraeuls uiider their direction. The course has coui- mcnced on a uniform plan in all, and it will be carried out in 154 Appendix to Report on EDUOATioif. iuch a manner as lo secure uniform results. The influence of ■ large number of individuals thoroughly trained to the business of teaching, cannot, if they find employment, be otherwise than beneficial ; and it may do more than all other causes combined to bring about a salutary reform in the only particular in which the common school system can be considered materially defec- tive. If the hbernl provisions of the legislature ore not met with a corresponding liberality on the part of the people of the State, the measure adopted by ilio Ilegents of the University will bo fruitless. The individuals who shall have prepared themselves for the business of teaching must abrndon it unless it yield them a fair remuneration for their services. But on the other hand, if sounder views on this subject shall be found to prevail; if the mhabitants of school disrricts will but see their true inte- rest in employing well trained teachers, our common schools will soon bear, in their intellectual condition, and honorable relation to the other parts of the system, and exhibit in all its internal details, the same order and perfection which prevail in its organi- zation. The provisions of the law have been ample, and it re- mains only to give an impulse to that effective public opinion which when once moved is sure to bring about the results to which It IS directed, lo this end the attention of all the fiiends of education should be turned. The people have the princpal control of the system, and their opinions must be influenced. Discussion in almost any shape may promote the object. It at- tracts the attention of individuals and the public; and even though It may not always point to the true remedy, when it has exposed a defect, it can hardly fail to draw out the views of others and shed light on the subject. 28. In passing the law under which departments for the edu- cation of teachers have been established, the Legislature has mere- ly provided for the raoro ccnrpJete execution of a desiffn long en- tertained ; so far as respects tlie employment of Uie academies for the purpose. Thepropriety of founding separate institutions upon the model of the seminaries for teachers in Prussia, was for several years a subject for public discussion in this State. It was con- tended on the one hand that such institutions would be more like- ly to secure the object in view ; and on the other that it mieht be as effectually and more readily accomplished through the organized academies. By the act of the 13th April, 1827, tHe avoweS object of which wag "to promote the education of teachers," the suin of one hundred and fifty thousand dollars was added to the capital of tho Literature Fund, the income of which is appropriated to the support of the acadeinie?, subject to the visitation of the Reffenta of tho University. Tiius. although the plan of engrafting upon the academics departments for the preparation of teachers inay not have been contemplated at that timp, yet this measure is to be re- garded only as a more complete developeraeut of the design of the Legislature m passing the act referred to. 29. School District Libraries. h.?? ^^ **'r fu"'®i*S^^? '"' ^'-''^'°" °f ">« Legislature, the in- habitants of the school districts yietQ authorized to vote a tax not exceeding 820, to purchase a librarv for their common ■«- and «uea adUUionai sum asihouid be deeiied neceasiry to'proCTj'ro'a f ' Appeptwx to Report on EoocxTioir. 155 '***'* 5?"®- They wore also authorised to vote a further tax, noi exceeding 810 in any one year, to make additions to the librarr. As has been already stated, they wore empowered by the same act to choose at the annunl meeting of the district a librarian whow fluty It should be to take charge of the library and have the cart and custody of it under such regulations as tijo inhabitant* of tha district shoulJ prescribe. 30. The object of rh's proTision has not been in all cases flis t.nctly understood. It was not so much for the benefit of children attending school as for those who have completed their common school education. Its main design was to thraw into School Districts and place within the reach of all their inhabi- tants a collection of good works on subjects calculated to enlarge their understandings and store their minds with useful knowledge. It was believed that such a measure would come strongly in aid of other provisions adopted with a view to the intellectual improve- ment of the great body of the people, and to point them to the true sources of their respectability and power. Works of a ju- venile character would not therefore as a general rule be suited to the purposes of the law. For a more full understanding of tha •iibject the following extract from the report of the supermteo- dent for the year 1834, in introducing it to the attention of the Legislature, is subjoined, '•If the inhabitants of School Districts were authorised to lay a tax upon their property for the purpose of purchasing libraries lor the use of the District, such a power might, with proper res- trictions, become a most efficient instrument in diffusing useful knowledge, and in elevating the intellectual character of the peo- ple. A vast amount of useful information might in this manner be collected where it would be easily accessibl?, and its influencf^ could hardly fail to be in the highest degree salutary by furni3hii);> the m^ansof improvement to those who have finished their coni^ mon school education, as well as to those who have not. The demand for books would ensure extensive editions of works con- taining matter judiciously selected at prices which competition would soon reduce to the lowest rate at which they could be furnished. By making the imposition of the tax wholly discre- tionary with the inhabitants of each district, and leaving the selection of the works under their entire control, the danger of rendering such a provision subservient to the propagation of par- ticular doctrines or opinions, would be elfuctually guarded against by their watchfulness and intelligence. The power of th > Inha- bitants to lay taxes is restricted to specific objects, and a legislative act would be necessary to enlarge it." 31. The law has already been carried into effect in numerous instances, and ail that is necessary to ensure a much more exten- sive application of its provisions is a cheap edition of books on useful subjects, and unexceptionable both in their matter and ■tyle. The superintendent has been requested in one instance to make a selection of books for a school district, and in several other cases incidental questions connected with the coHection of taxoa for this purpose have been brought before him, showing l"!y' I i, J. 'Hill 156 Appendix TO Report ON Education. eonclutivcly that the law has already attracted a good deal of attention, although it was very recently passed, and canDot yet be generally known. 32. General Observations, Some of the moBt prominent features of llio common school sya- tem liavo thua been briefly surveyed, and its policy, so far as res- Eects the distribution of power liirourn which it is controlled, has een cursorily caamined. It is, empliatically, an institution for the people, and to them has been allotted a large share in its ad- ministration. On the leal with which their task has been perform- ed, and on a degree of importance which they attach to ita eleva. tion to a grade commensurate with its high objects, must depend to a very considerable extent the rank they will hold in the politi- cal system under which they live, and the part they may take in giving a direction to its movements. If in any country knowledge is power, it is here. The influence of all others is feeble in com- parison with it. With us there is no system of entails, or rule of primo geniiure to perpetuate wealth or family distinctions. Wealth may indeed give its possessor some advantages in society ; but on that theatre of exertion where the political condition of men and communities 18 determined for good or for eviJ, it is of no account. In this field the contest must be decided by intellectual force • and those whose destinies are involved in the issue should take care that Ihey are not deficient in the preparation necessary to enable them to maintain their ground against the combinations of more practis- ed and less virtuous competitors. On the part of the people con- tests for great principles are always deemed to involve, directly or indirectly, their inalienable rights. With what effect can those rights be vindicated without a sufficient degree of information to ■ee how they are m danger of being impaired ? How else shall the people amid contending appeals to their understandings and in- terests, be able to distinguish the true from the false 1 It is in the common schools alone that the knowledge indispensable to their ■atetv can be acquired ; for in them a vast majority of the entire population receivo all their education. There are few social in! Btitutions which have not, at some period in the history of mankind XlZT^l subservient to the pu -poses of usurpation and tyranny* Schools cf a popular character are in less danger than any other of being perverted to such a use : they have never been m/ie,ml from their nature IS it easy to make them, an engine for the d Use mination of principles tending to dissolve the bonds of societv or to subvert the great maxims of human liberty. Literary Situ tions less popular m their organization may be more easilv m.V?« the instruments of such abuse. The supivisionTo wh.'Sh"w are subjected is more restricted, and their accountability is notT ways so direct. But if the common schools are in no danger of being approached for smister objects, there is another wffi it ?e equally important to avert. There is danger that they wi i Lti! answer the ends of their institution, if tht teacherMhe body of men who are relied on to infuse in them the moral and intellScfual improvement which constitutes the vital principle of the whnfi system-are not fully adequate to the task.^ WiB nSt those wh« are the most deeply interested in elevating the standard of Td.?^. tion adopt the only measure by which the object can be accomnHsl* •d? Will they not brin^ to th;. Q„Kio«* ♦!„ ^I.":-_,"°''°?P"'°" Appendix to Report on Education. 157 by which they .re di.tJnguiBhed, and sea In this, as in all other ewes, that even the e.ida of economy are best anawercd bv n^ ploying those who are most skilled in thoir arti Thlvalue of ,h; co.nmon school py„tem is universally acknowlc-dgnd and felt in thi- State. In this respect public opinion needs no tmpuls" Vu i?! 1.0 more than just to say that the i nportanco of a h>Xr standard of education is not so generally or correctly appreciaSd. Omn In has however made somo advances in this particular /and a'corfi t.r- f tif "■ «'"«^'^'"''d that the liberal provisions of the leSa.' tuL-e for the preparation of teachers will meet with such a recoDtion from an enlightened people as to remedy effectually the on IvCa terjal defect in our common school systen), and leave nothSob; 158 Ai'PEitDix TO Report on Education. Amoimt of public mon»v ditlrihuifil \u III* diilrii'ii by tba ciMtiniiipinueri in April IKIA. ►iliilsillllilisiisi^ifi No. urdiildreii br- tw'ii llie ngn iifs A 1(1 yr't re.iU'ji llieraiii ■> •inted ln^i»l'l nlurni. } No. of cbililrea iKiiXliI lii III* iciioni
  • lri€li wlikb bitv« Hind* rettinii. •-• nt n —• n 3 r; p SUO lO W Amoiiiw pnid for Teaclierj' wnf;p) be lide public luuiioy. Am't nf nnblic mo- l^ny iccrivM A ejipeii- Ued ill tiie iliilriiti nn Hated 111 tliti rplurni during tbe year Itai. < I"! R Mrt »^'n Sc f2 12 "^ '* «o iS «5C»3 o too >-lCI •"! •A^ n*# "TT ;o — 'N e« M d nrj u H o ' " ^ ^* (Tf ^ ^^ ^^ pm fa^ fm^ ^^ £ J;«an » a o :3s a Appendix to Rei-ort on Education. 159 3; OJCOM»^osooM«cot^»^cooeoooeoe990oo-4S?om.*is,5cao«^,^MC( — « 09 -3 (jj»^ri^"T~ic5i=-• 4 _ -a c u a • 4> S !> Hi ^-2 « S So a gis I g «S S d i gj; = S^4Js555;-i »>■" 3S».= o (Boo «— ". = 3.2 o — J= " « M'S «eiZ2;ooOOOCOc.afaia{aj(»!»yj(»!«co'-«xf«c;;3^^^^^ J - M : s • -"I rt ed o *^ i|.J;ii I'll II, III IJii I III' 11,1 _, - -"ij illllit 160 Appendix to Report on Educatiow. Having decided that it would be expedient to recommend an im- mediate distribution of the income of ilie fund, the committee next proceeded to consider upon what principle this distribution should be made. Thif was regarded ,by tne committee as a question of some delicacy, and they have given to it the mature deliberation whicli ils importance required. They have also consulted some of the persoiiB most interested in tlic subject of popular education in this neigliborhood, and have taken advantage of the presence of an in- telligent citizen of the State of New York to obtain information as to the results of the metliod i.dopted in that great and flourishing member of tiie Union. Tiie information thus obtained has been coinpan d with that afforded by the published accounts of the state of rducation in foreign countries na far as they could be conveni- ently consulted, and by such othorsourccs as were accessible to the committee. In answer to tlieir inquiries on those points, the com- mittee were favored l.y a highly respectable and intelligent sub- ject of tlie King of Prussia, liow travelling in tiiis country, with a Jucd, and tit the s,:mc time, very siiecinct expo^sition of the Prus- sian .system, which lias become celebrated throughout the chris- tian world. A ccij.iy of this paper is submitted with the present report. From tiie best consideration which they have been able to give to the sul'ject, the committee were satisfied that the dis- tribution of the inciSine of the fund sliould be so regulated as to stimulate the exertions of those who receive it, rather than to re- lieve them from any portion ot tiie t-ixcs which they now pay for the .purpose of education. The amount now raised, though consi- derable, is not burthensome to the people, and is cheerfully contri- buted for an object wliich isgenorally acknowledged to beofjpa- ramouiit importance. If the off 'ct of the fund were merely to change the form in which this amount is raised, it would be of little or no benefit to the community. If it can be so managed as to in- crease the amount, and at the same time to improve tiio methods of applying it, t!ie results will bo highly important and may even constitute an epoch in the history of education in this common- wealth. The act of the last G:.ieral Court "which established the fund, provided Jhaf. the income should be distributed among the several towns and districts. The committee propose to adopt this provi- sion as the basis of the system of distribution, and with a view to the promotion of the first of the two objects just alluded to, namely that of making the fund as far as possible an instrument for increasing the amount of mopey appropriated to the pur- pose of education they recommend that one half of the income should be distributed to the towns in shares propor Honed lo tlieir population, fiuii the other half m shares proportioned to the amount of money ivkich they shall raise themselves for the use of schools. On this plan, if of two towns of equai population, say one thousand in- habitants each, one shall raise a tliousaiid dollars for the purpose of education, and the other five hundred dollars, the former will re- ceive two thousand dollars from the income of the fund, and the latter fifteen hundred, or in that proportion. In this way it is hop- ed and believed tliAt the fund, instead of inducing the people to relax in any degree from the eiibrts which they now make, will operate as a buuntv upon now and stil! more libera! contributions. The other of the two objects just alluded te as those to which th© I Appendix to Report on Education. 161 !i!^t,«'^'^'l.* be made subservient, namely, the improvement of the inethods of applying the money thus raised to the purpose of educa! tion, IB perhaps even more important than that of locreasino- it. omount. It is thotigln by some inteliig.nt persons that the ainount TnJ.. h"u^^^ 'V^'','^ '"/'"' commonwealth for llie use of schools, nnd which 18 calculated at about one million dollars, would, if an. pliod ,n the best possible manner, bo amply sufficient foi^ every Zrll 'f^T"- ,U" '''•'"n^tely the methods of applying it are often very defective In liic consMuction of the buildings, in the amount and quality of the books and scientific apparatus, and especiallv m the system of procuring teachers, thecomm.iteo are persuaded ttiat there is great room for iinprovcment, and they believe that a portion of the proceeds of the fund may be employed with ereat ad- vantage m endeavoring to promote it. The last of these points, namely, the method of procurintr teach- erg, is the one whicli now engages, porhaps more strongly than any other, the at ontion of tiie friends of education throughout thJ chns lan world. The great superiority of the Prussian system, which, as the committee have before remarked, has become colel brated, ;s supposed to result from the care bestowed upon this de partment. In that kingdom a distinct class echools is appropri- ated especially to the education of teachers, and the masters of the common schools are all taken from among the persons educated in these seminaries. In the State of New York the same system has been recently adopted in a somewhat different and perhaps less effective form. It is believed by the committee that an appro- priation of a portion of the income of the fund to theeducati n of teachers upon some well devised plan would do more for the causa of public instruction in this commonwealth than almost any inno- vation on the existing institutions that could well be ima boys 987,475 > t ni-roo,i Elm. Schools I girls 930,359 \ 1,917,834 Middle schools (for boys 481, for girls 342) 823 Teachers in middle echoo's, (male 2,296, female 514). . 2,810 Scholars in ) boys 56,879 > ,no^~r Middle schools \ girls 46,598 S lUiJ,477 Colleges for Citizens and Grammar Sckools 140 Teachers in Colleges and Grammar Schools 1,493 Scholars in Colleges and Grammar Schools 26,041 Taking together the scholnrsof the tiiree mentioned gradation", we find, Bcholari in elementary pchools 1,917,834 Scholars in middle schools 103,477 Scholars ia Colleges for citizens, and grammar schools 26,041 2,047,352 Number of children from 7 to 14 years 2,043,030 We find therefore, though' many children are retained by bodily or mental infirmities, from visiting the public schools, and though many children of the liigher classes are educated at home or in private boarding schools, that more children visit the public Bchools that are legally bound to do it. This arises from the circumstance that many children are sent to Bchool before the prescribed age of six years, or go there after the beginning of the fifteenth year, proving at the same time the good sense of the population and the value they set upon a religious and moral instruction. 2. It will not be useless to give here a short enumeration of the aubjecla taught in the ekmentary schools and in the middk schools, *Thi« must havo !<8cn an error, it should hiTO been IG\) instsad of MMi. Appendix to Report on Education. I67 »b« latter being for those who do not pretend to attain tha hi^u . I •, t> , . ELEMENTARY SCHOOLS. •1. Keligious instruction. 2. German language. 8. Elementa of Geometry and Drawing. •4. Calculation and practical Arithmetil Nat'VafpElhy!'""""^''^' ^"'^''^^ -«^ P-^-^ Hi.tory. and *o. Smgmg. Reading. Writing. Gymnastic Exercises. •7. *vS. *9. 10. *11. 1 p«i ^ MIDDLE SCHOOLS. 1. Religion and Morals. 3. Foreign modern languages. m.lic,!^™''''"''""""'" Ari'l'metio .nd the Elcmont, of Malbe. 9. Drawing, 10. .Writing in the highest perfection. 11. Singing. 12. Gymnastic exercises. obferJLt7onUyuSvT/.t?SL"S''77 '' ^ ^'«- ^'-«« the Prussian /chools."' A sSoffheTrna K^^ i"lo for imitating them, would certainirb; f u efuTacm'.i'l'i'; '"^'^ ^"- '^ country, the Germans having occuuied thlTJJ^ I '°" '""" '"'» turies with the different mefhods oTteacS ali .7''7 '''"- their fiindamental principle " as is fl.rmr.r^' ^'^cording Jo always rejecting th'e Mo'nitorial ir t^c a^rn Vtr.'''rK can only be useful as an auxilary in certam mSiical deTailT f? Zt'h "I'^^'^T- °f^'^«''^«J^«« mechanism, oSn.LrTli ^^^^^ ployed where christians are to be formed. ®™' /TK T • , r, L^^ICAL EXERCISES. (The Log.ca Exercises, a J'^^d »"'l confused bv the appearance even b.nat ons may be suor-resfod by a new arrangement of matorialB. and the curiosity and enthusiasm of the inoxpori.nced maib. awakened, and excited to accurate and laborious researches ^ W,th respect to what is commonly called the education 'of the heart we have endeavoured to suggest the easiest means of indu- nl^^l^'ti-"". »g'-«"\'^'«. habits, well regulated sympathy, and be- nevolent affections. A witty writer says, "II est perlnis dVnn.iver en moralites d'ici jusqiii Constanlinople" unwillin .i^p Mrs under the name of two authors it is natural to enquire what share belongs to each of them ; all that relates to the art of teaching to readfin the chapter on tasks, the chapters on grammar and classical literature, geography, chroiiolo. gy, arithmetic, geometry and mechanics, were written by Mrs. Edgeworth and the rest of the book by Miss Edgoworth. She was •ncouraged and enabled to wntc - , i ,, important subject by naving for many years beforo i.Hr eyes the conduct of a judicious mother in the education of a large family. The chapter on obedi. 'a'^u T" ''""®" *"'**"» ^"- Edgewortb's notes, and wasexemplifi. u °y."*^' "ucceBsful practice in the manngement of her children » the whole manuscript was submitted to her judgement and she rs- vissd parts of it in the last stage of a fatal disease. EXTRACTS FROM AN ADDRESS TO THE PUBLIC tABTICULARLY TO THE MEMBERS OF THE ilrfitoUture of Kelti=¥Qrtt» VEOP08INO A PLAIT VOS IMPBOVIIfO fiMMA WILLARD. ADDRESS, d(e. The object of this addross is to convince the public that a reform with respect to female education is neeesaary ; that it cannot be effected by individual exertion, but that it requires the aid of the Jjiegislature : and further by showing the justice, the policy, and the magnanimity of such an undertaking, to persuade that body to endow a seminary for females as the eommencement of such re- formation. The idea of a college for males will naturally be associated with »»t of « seminary instituted and endowed by the nublic : and tfaa •wwaiiy or srading ladias to eollsg* may, at first" thought, •uika A*>PEND1X TO RsrO&T OS Educatiov. 171 — J one to whom thia subject flhtll be propased. I therefbr* Ra«« ten to observe tlmttlie seminary here recotainended, will be as dif- ferent from those appropriated to the other aex, at the foniale cha- - rtcter and duties are Irom the male. Tho business of the hus> band is not to waste his endeavours in seeking to make his orchard attain the strength and mujosty of his forest, but to rear each to th« perfection of its nature. That the improvement of the female education will be consider, •d by our enlightened citizens as a subject of importniice, the li- berality with which they part with their property to educate their daughterH, is a sufficient evidence ; and why should they not whea •ssembled in the Legislature, act in concert to effect a noble ob- ject, which, though dear to them individuali\ . cannot be accom- plished by their unconnected exertions. If the improvement of the American female character, and that alone, could be elTected by public liberality, employed in giving bet- ter means of instruction: such improvement of one halfofsoci- ety, and that half, which barbarous and despotic nations have ever degraded, would of itself be an object worthy of iho most liberal government on earth ; but if the female character be raised, it must inevitably raise that of the other sex : and thus does the plan proposed offer as the object of legislative bounty, to elevate tha whole character of the community. As evidence that this statement does not exaggerate the femala Influence in society, our sex need but be considered in the single relation of mothers. In this character, we have the charge of tha whole mass of individuals who are to compose the succeeding ge- neration ; (luring that period of youth when the pliant mind takes any direction to which it is steadily guided by a forming hand. How important a power is given by this charge ! yet little do too many of my sex know how either to appreciate or improve it. Un- firovided with the means of acquiring that knowledge which flowa iberally to the other sex — having our time of education devoted to frivolous acquirements, how should we understand the nature of tho mind, so as to be aware of the importance of those early im- pressions which we make upon the minds of our children I or how should we be able to form enlarged and correct views, either of the character to which we ought t > mould them, or of the meaaa most proper to form them an^ t } Considered in this point of view, were the interests of naale edu- cation alone to be consulted, that of females becomes of aulficient Importance to engage tho public attention. VVould we rear the human plant to its perfection, we must first fertilize the soil which producns it. If it acquires its first bent and texture upon a barren plain, will avail comparatively little should it be afterwards trans^ ^nted to a garden. In the arrangement of my remarks, I shall pursue the following carder : — lat. Treat of the defects of tho present mode of female educa* tion and their causes. 2nd. Consider the principles by which education aheuld be te- gulated. 3rd. Sketch a plan of a female seminary. slh. Show ihs baaeaig maioa aoviety would rssehra irpin suak minariea. 17^2 1,*' mm iiii Appendix to Repout on Educatiodi. Defect, in the present mode of Female Education and their Hnmt. Civilized natiuna h lavo Jofiff "eince been convinced that od tin,, •. . • •••-.- ."■■^ Biiicn ueud GOnVinceu Ihftt fl 11111/ r»>nii;airn •,> »'.-;i.. . .."' . "K'"" uca> ovrry thin>req.ieito fo'fVmi;';^?.'"'"' '" f'OV'do that box with Prs: unri tl.o vonsiauPtno hi. K ""'"^y o»^ Pr'vate advcntur- crc «o hat w V J\l,?l , f '^"'"""'""y ^'in be brought into ex- P mi. i „ , ,.^'""''' ot pi.wer to enforce th«ir obedience their lualff arwl' on "P''"*^"' '■•"'" cnn-idoration8, that regard nnn,..v i '"'.'^ """"'Stic accotnphshmonts. nuf.?,l"f *'"':''• y'^'^''^^*-'' ^*'"''«^'^' -"-y be their defect, fur datioHB 1 "^''"^""'^ c^"""^ «ffora to provide auitable accommo a?Su:u;s;\rterh'pre?i:t£^ °^"' '-b-rieraxr; tliey pretend to inMruct P^P^^^ »^« ^^'o^^ branches in which one instructress teaches at th^ Jj,!; ""'^^^qfHy happens that ten or twelve different branch^ If 'l ""'^ '" "'^ «•'""« '"°™. are usually taken arc.nenr; '^"T^'^nts are provided, such True, ,„ ^„r larVci ie" Le ° r*^ ^"" ' «T""u'='""P^"«»^i°«- niasters, thou-rh a7 «n ^n^^'^T f'r' P"""""^^ ^''«"" P"P*'8 with the.e .nasfers aS respoS i ;-: S'^^i/'^' ^'an aff.,rd_yet none of rneanor of the puniJa "H J , i ^ ^^"^'^' proficiency or de. Jar branch ^^'lJh% tlZ TJlt^Tr''^' '^ '" U.e particu- doos not understand^ herself lid who 'Jf r^'T '"''^ P'""'"^'''^ judging whether or not it L-^Jiiaugfal "'^'^'®^°'« incapable of AppBifflii TO Repoiit on Edvoavio^. 173 4. It ii impoMible Ihat in thoae •chools auch avHtpms ahn..),! h. •dopted and enforced aaaro requisite for prouerlLlZuTt 1 ^ P.I-. Inatilution. for young ^o.ule.uan L fou-fdeiby pVb re Z thority, and aro permanent; ti.ey «re endowed w th fSi -«;; S rrrjEeVih^if = "'tt' wit;'a:ii':yt ™ i neLyXrVawaid eir ^dri:::^ w.t.xfr" rr auj)erior to what can daewliero bo fouod ; and to eniov thesP in' . bStt Tir "h "'"fh ""T ''^''*''""«' -'- -oS'nofe ;j 'b"; ■UDjected to jt. Hcnco the directora of these institutiona can Z I pXTcLrituiiin^of ''fr- ''T. "'''*''» -"•'"•"^e- "L\"; » ptHcci ciaasinciition of their atudenta. Thev rpimlif., .1.,,. Siate celebrity to the ^schoo fe'""«\*=r'"'r^ '° S'^« *"""«" tivation of the min l th . " ^^^^ *"®"'^ '"^''"^Y '» f'e Cul- irlance • but IPf Th^ ' f" "^""'K """^ ""' ''« manifest at the fir^t accomplished notwithatandin/ ^f-'thl, r '"'^^^''^'f '""y ''^ rat|,er than her pupil'a advaSge *' "* '^""''^'"^ ^° ^'^^ ""''"^ .'^.'.xrrs Sir- 7' rr ir:^ tr- that in the presentstaTe nf 1 '"'f.' *?"' ''''"'' ^•^''"^'•^ observed, ■ne leit mat impulse tobe active and usefnl whirl, i« n,« jn..>_-."_ avSiuiVJKf '"'^°?^^« °»°dJ *nd becausoVhe fb'.fnd "few avenues to extensive usefulnea. open to her sex. Bat if auoh Lj i Miiljil ilil!' il m 174 Appendix to Report on Eduoaticw. been the fact, it has not been the consequence of any system frow which a similar result can be expected to recur wilh roffularitv : and It remams true that the public are li»b!e to imposition both with regard to the character and aco.uiroments of preceptresses . Instances have lately occurred io which women of bad reputa- tion, at a distance from scenes of their former life, have been en- trusted by our unsuspecting citizens with the instruction of their daughters. But the moral reputation of individuals is more a matter of pabhc notoriety than their literary attainments; hence society are more liable to be deceived with regard to the acquirements of Instructresses, than with respect to their characters. rhose women however who deceive society as to the advantage* which they give their pupils, are not charged with any ill intention. Thev teach as they were taught, and believe that the public are benefitted by their labors. Acquiring, in their youth, a high value for their own superficial accomplishments, they regard all others •s supernumerary, if not unbecoming. Altho' these considera- tions exculpate individuals, yet they do not diminish the injur* which society receives; for they shew that the worst which is to be expected Irom such instruction is not that pupils will remain Ignorant ; but that by adopting the views of their teachers they will have their minds barred against future improvement by ae- quiring a disrelish, if not a contempt, for useful knowledg'i. 7. Altho', from a want of public support, preceptresses of boarding schools have not the means of enforcing such a system as would lead to a perfect classificafionof their pupils; and altho' they are confined in other respects within narrow limits yet be- cause these establishments are not dependent on any public body within these limits, they have a power far more arbitrary and un- controlled than is allowed the learned and judicious instructoia of our male seminaries. They can.^st their option, omit their own duties, and excuse their pupils irom theirs. They can make absurd and ridiculoua regulations. They can make improper and even wicked «xactions of their pupils. Thus the writer has endeavoured to point out the defects of the present mode of Female Education, chiefly in order to shew that the great cause of these defects consists in a state of things in which Legislatures, undervaluing the great importance of women in society, neglect to provide for their education, and suflTer it to become the sport of adventurers for fortune, vho may be both i«»- ooraut and vicious. ^ Of the principles by ufhich Education should be rt^lated. To contemplate the principles which should regulate systemi of instruction, and consider how little those principloa have been regarded in educating our sex, will ahow the defects of female education io a still stronger point of light and will also aftord a •tandard by which any plan for ita UBprovaaeDt may ba mmm^ cured. ^ ' Appendix TO Report ON Education. 175 Education should seek to brirrg its subjects to the Perfection of ^eM- mora! .nteliectuai, and physical nature; in order ,h„ the, T^. "fi-'''' ^'""^'''^ ''"'"'"'^ "«« '° themselves and othe s or to use a different expression, that they may be the means of th- 5ha?rtr""' ""TT' f "'"'^'' '''^y -« caj^bl^. both as': what they enjoy and what they communicate. ,inih ^''""' ^f''^ the surest chance of enjoying and communica. ^nleZ'ZlVr r ^T ^""^'^."^ ""''^ by infernal d,spo"S TJirT. \K ^% to perform with readiness, those duiics which SM, lip"""" f '''" '""'' f^^"''"^'^ ^'^^ ^'"^t" ""»«i"" to practice, or bott of tT}^'''^"""'' ^'T'^ '''^^^^"^° be selected, from one or both of the following considrrations ; eilher because thev are pecuhariy fitted to improve the faculties or because tluy are such as^liie pup.l will most probably have occasion to pracfc/ in fuiura founded' hnt T^^J^^t^, °" "''"';^ '■"^'"'' ^^ '""'^ Education are lounded, but female Education has not yet been systomaiized — Chance and confusion reign here. Not even is youth SS^d n our sex, as in the other, a season which should be wholly devoed schcnl n«.f r^""".""' ^'""'"'^ "■'•""e'^ the routine of boarding wtl3 and r'l .rirr ''fi^ ^l "" "''^''' ^""^^ introduced into uJglf world and tliencefortli their own object is amueement Mnrk tui different treatment winch the sons o/these fllmil eTre eive VVh io hev PmL-""' h'' ?'"^"'^ ''"°"S'^ ^''^ '""^'^ °^the n.idnlg u dance in^{«7'^'"-V''''^"'"P'° t^'^^^-^^ "P f«'- ft'tuieuse the riches rf Sloi n^Tr'"'" ', V? g'«»'?^«-«»'-^'^g'b or expan.,on of m,„T n ex- ploi.ngthe wonderful paths of philosophy: When tli° vouth o^- the vvosoxos has been spent so difffronUy, is it *tra g/o? is i nature in fault, if more :,).ture age has brou-ht .uch a difference of character that oursox have becM, considorecTby 1^6 01^,6 J th? pampered wayward babies of society who must Lve .ome ra tie puunto our hands to keep us from doing m:sclucf to ourselves "n3 Another difference in the treatment of the sex is madp in «.,- pS[Ln'"' '^''''' "^^ ^1"^"y P^-icioustoso e"; J moT pathetically unjust to our sex. How often have we seen a stmW eauaniT' ''"" "^ ''terary pursuits, finds a sisler w^wt h^' equal in acquirements, while their advante-res were eaual nt\^u^i^ heis now ashamed. While his youth wa% devoted to s^uira^^^ he was furnished with the moans, she wiSlmut anv 0!.^.""^ improvement, drudged at home to ass'ist in J^^ st"pport^of fc ff ibr -IIIh^' ""^ perhaps to contribute to her brotliers" ^Ustance abr . and now. a being of a lower order, the rustic innocent won ders and weeps at his nrglect. Not only has thcr "been a want of sy.tem concerning female education, but much of vE has beoa done has proceeded upon mistaken principles. of lif^ nl "'^!^ ''' "'"'' ,"'"^°"' ^ '■'^•'^•■^ f° the different periods ot life, proportionate to their importance the education nf r^r^ i vantage the charms of youth and beauty.— Tho' it imv bp nmn«^ o adorn this period of life yet it is inco^nparably more in prtJiu to prepare for the serious duties cf mature yea^. Tho' well "o decorate the hineanma ;» ;= r.^ u-*. •' . . wen 10 J ^. , r • "■ •■' '"" "'--tici lu prepare ior (lie hnrvner ia the vegetable creation, nature seem, but to sport, whinsh^I I^' :,: 176 Appendix to Report oh EDucATfocc. r-.^T^" ^'''■'"' *^' '^'''* '' ^•''' ''««" ^"3^° 'be first object in eda- eating our eex to prepare them to please the other. But reason and re ng.on teach that we too are pri.nary existauces ; that iHs for us to move m the orb.t of our duty around the hol^ centre of perfectton the companions, not the sattehtes of men -eUe in- stead of shedding around us an influence, that may he" p to keen wres;"di;raTi:„7^^ ''-'''^ -- --' accompany^th*';^' L° S I would nnt be understood to insinuate that we are not, in par- t.cular suuanons. to yield otedienee to the other sex sibt^is s on and obed.encc belong to everi being in the universe; except the great master of the whole. Nor .. iT a degrading pe^uSy Lumrr- " ^'r^'' ^'"'"^'" ^""'«^'^'^- VVhcncver^one cla o^f mo ; .r T '"' '*■""' '"°*'^"'' ''^«^ ^^"^fits of support and we e<.lil^' tUp ^"« V'^y "« equivalent obedience. Thus while we eceive these uenehts from our parents we are all without dis- f n^ Ti' r-'^"' '""^^' ^^'^'' author.ty ; when we receive them irom the Government of our country we must obey our rulers- and when our sex take the obligation of marriage, and receive E l"."! '"" f r f "'r''°''' ^'■°'" '^^ °'''^'' '' '' •■•^nsonable that we too shm d y.eld obedience. Yet is neither the child or the subject, vine "^ '" "^" authority, but in observance to the di- Our hi,a}.est responsibility is to God and our highest interest is to please Him ; therefore to secure this interest, should our edu- cation be direcfed. Neither would I be understood to mean that our sex should not seek to make them^ielves agreeable to the other. The error complamed of is that the taste of men whatever it might happen 1 be has been made a standard for the formation of the Female cnaractor. In whatever we do it is of the most importance, that tlic rule by which we work should be perfect. For if otherwise wnatis itb'itto err upon principle? A system of education which leaas one cK^ss of human beings to consider the approbation of ano'her as their liisrhest object, teaches that the rule of their conduct sho lid be the will of beings imperfect and errinrr like themselves, .ather than the will of God, which is the only^staa- dard of perfection. Havin / now considered Female education both in theory nnd practice, and seen that in its present state it is in fact a thing •' without (urm and void" the mind \: ..aturally led to enquire af- ter a rt.nedy fur ih'i evil it has been contemplating Can individuals furnish this remedy ? It has heretofore beea left to tli( in and we have seen the consequence. If education is a business which might naturally prosper if left to individual ex- ertion, (vhy have Legi.-I,iiur..s intermeddled with it at alii If it is not. why do the> make thru d lughteis illegitimate, and be- stow all their cares upon their sons. It is the duty of a Government to do all in its power to pro- mote the presrnt and future prosperity of the natinn over which It 18 placed. This prosperity will depend on the character of its citizens. The characters of these will be formed by their rao- h the rjj.-.thcrs that the GorcfS seat eaa thers. and -t I th fill] oil ApPErjDH TO Report O.X fiwcATioj. 177 'he Females, » ho are t, hVZ-^ ", '"" ''^ ^ontrolin. that of them n season of i^;:ime:.t " ""''"■^' *^''"« '' » ^«' -'th -e u:;S!:i^;^^S';?u.:'?:s,"?"''"^^ ^;-^ -^ «- ,00 d»'y to aff.rd lis a share ofthorLr "''''!"'■'''■ '^"'^ "'"^ 't is their Col]et;nn ti ■ ^- . four heads. '"^''"°''0"- This a.ticle may boe,/„Jiy,jeJ uad^r 1. Religious and moral. *• Literary. 3. Domcstio. 4. Ornatneutal. |'"f.on. The TrusteerSbe eiTc ;i to' ''"' ""^ ' '^"'' •'^''''^ i"- ho would not reach relicrinn 1^° i^^' r^«PP"•"t "o instructors ties, ftitu who wotild not reach rei'i<^ion'o 7 '■'"''^"." '"" »PPoi"t no instructors and by leodin-r ::ro m,mh o?H n •"?'""'">'' ^"^'^ ^^' ^'"^ir ''Xarnp L «itu., the truo-'^ndTftirE tS « to percoivVthat the'L'S? the young lad.es should spend ana/nf ! '''""'^ '"^ •'•^^^'-''^We that discourses relative to the Lculm d tril r'.'".^""'''^''^ '" ''^^rinjf dences of Christianity and moral Ph I °^ ^^''' ''^•^- The eyi! part of their R'!jJie=''^ '^^^ JPhilosophy would constitute - y cTrojv.-io maxe an exact enumoratioTi of ., , '1: m \i \(Af:, it>. V' 1 78 Appendix to Report oiv EcurATiow. thfcbrunches of litcraturc.vyhich inigl.t be taught woulJ boimposHible, unless the lime of the pupils' contiiiuanca at the POininary, and thu requisites for entrance were previously fixed. Such an enumcra- tion would be tedious, nor do I conceive tlmt it would bo at all pro- motive of my object. The dilficulfy complained of is not lh»t we are at a loss what sciences we ought to leain, but that we have not proper advantages to learn any. Many writers liave given m excellent advice with regard lo what wo should be tau-rht, but no Jjogislature has provided us the means of instruction. °Not how- ever, to pass lightly over the fundumcntal part c^ education, I will mention one or two of the less obvious branches of science, which 1 conceive should engage the youthftd attention of my sex. It la highly important that females should be conversant with those studies which will lead them to understand the ope.ntions of the human mind The chief use to which the philosophy of the mind can be applied, is to regulate education by its rules. Tho ducti e mind of the child is entrusted to the mot! c>r; and sheou^ht to obtain every possible assistance, in acquiring a knowledge o; this noble material, on which it is her business to operate, tiiat she may best understand how to mould it to its most excellent form. JNatural Philosophy has not often been taii.rht to our sex Yei why should we be kept in ignorance of the great machinery of what deviates from her co.imon course ? If mothers wore acquain- ted with this science they would com.-nunicate very manv of its principles to Aa children in early youth. ^ From tho bursting of an egg burricJ in the fire, 1 have heard an intelligent mother load her prattling enquirer to understand the cause of the earthquake. But how often does the mother from it. noranceon this subject, give her child the most erroneous and contracted views of the causes of natural phenomena; views which, though they may afierwards loam to be false, are yet from the laws of association, ever ready to return, unless tfie active powers of the mind are continually upon the alert to keep them out A knovyledgu of niitural philosophy is calculated to heighten tho mora taste, by bringing to view the mnjpsty and beauty of order and design ; and to enliven piety, by enabling Mie mind more clear- ly to perceive throughout, the main fold works of God, that wisdom in which he hath made them all, wjbuom, In some of the sciences proper f;)r our sex, the books written for tho other would need alteration ; because in some they preZpos,. more knowledge than female pupils would possess ; in otE^thev have par a not particularly interesting to our sex, and omit subjects TZl^T^ 'f "1^ '° '''"■ • P"'"«"»'«- There would likewise be needed for a female seminary some works, which I believe are no where extant, such as a systematic treatise on housewifery! 3. Domestic iNSTRucrioN-Should be considered important in a female seminary. It is the duty of our sex to regulate tZTnte mal concerns of every family, and unles. chcy he properly quaETo discharge this duty, whatever may be their litirary o? OTniniental attainment., they cannot bo expected to make e fhe ZZZes good mothers, or good mistresses of families ; and. if thfrare none of these they ,ru«,' b. bad members of socio y ; (br r 3 by prSmo ;i:s?j^:£T^^^^j-f«^^-^p-p-i«y^nheirj;Js;s; ArreiVDix TO Report on EDUc/.Tioif. 179 To superintend thr? domestic depfirtmcnt, tliero ehould bo a r-e- pcctiibJo lady, pxperienccd in th>^ best methods of housewitery. and acq«a,ntcd with propriety of dr.Pe und manners. Under hit tui- !on the pup,1.5 ought to bo placed for a retain length of ti mo everv nT^y' ^ T"^ ""^ ""'''"/'" '^"'^ "f'''^''" «''«"'^ '"--re be treated aa a virtue, and tiie contrary if excessive and incorrigible, be punieh- mtho V;^'^""'°"i ^y^' "''^''^ ^' '^ gradation of empb^ment Ml tl c domostic dcpartmenl, according to the length of time the M,pd6 had rema.ned at the ii.siiiution." The older scholars miglu hen assist the t;uperintendent in ni.structing the yoimger, and tho whole be fio arranged, that each pup,] mighiliave advantages t« bo. BtuTcs ''"'"°«''c manager by the time eho has completed her Tiiis plan would afford a hnalthy exercise. It would prevent hat estrangement from domestic duties, which would bo l.keJv to hev tT III '^ -""^i"' f '"r ^°^'"','^^ '" ^^"'^>-' ^•'l' ll^oso to whom tley were previou..ly famihar; and would ancusto,n those to them. who. from Ignorance niiahf. oihorwiso put at hazard tlieir own hap- pinets and the prosperity of their familic.-^. liiese obj.'-cts might doubtless he effected by a scheme of domoa- nc instrucuon; ana probably others of no inconsiaerablo import- anoe. It is behev.d that housewifery might be greatly improved by being aught not only in practice but in theory. Why may it not be rcducrd to a Fysiem as well as other acts ?-The.e are rfirht ways of performing iis various oiicratinns ; and there are reasons why those wayti are right ; and wliy mtiy not rules bo foruied, th-ic .viison.s col o<:t-;.1 J and the v/iiolc b,x to Report on Educatiox. mat T^urrTrf Z'"''"''^" ^V^'' ^ '•■''^"^'^ recommend for a fo- music an7 rei;ra;:^.?„^^^ ^"J, P7^'"g| ^^^'S<^-^ penmanship, ed.-The be.;tttvU,f «not'0".--Needlcwork is not here moiitioa. the domeeiic dcSl r "' ■^"'''li^'work sl.ould either be lau.^ht in ford. lUUolu aJaJfn/i 'l"^ ^^'''r^- P»'-Po^'^''^ than thcao. „8 uaf. gard al a wastrol-Lme ■ ™'''"" °^ ''° ''''''''''^ ^ ^'>'>»id 'o- daSr^0^hc""ad;i\:r \' 'T''', "''^'^^y f^«™ '-'^-^t on ia ciouJv tm7pT I' "'^'' "'^^'■"' lio". If the le,,^oas were iuTji- ioS^J:^Lj;:'::^!^^ ^l^^^^-^ [o ll.e he.lth, and recreuS .iot be allowed to rani ?r /'''"' 'l^ -''^""'- ^''■'"'^'^- y"""' ^onld .solves. If it wal JSrn.< • ir ;'f '? '''^ a.nuse.neut for tnom. ductandu-u.ld ImvL n^ nil T '"'"^"^ ""Propr.eijes of con. by inducing a ha t of Sr^o'fn- "^"" ' ^'^^-^f ^al character, remains yf t . J vl t'l cmt rh ° >""'"' '"" "^'^"'•"^t've thv. thoconfinemonto rl.^ 'v V P^'P^r recreation, wn.ch. after in.tructers.-D .cLil^^^^^^^^^ ""'^^'- ^''« ^'y<^ of. heir of exorcise ; for pefj a o t,? /. f ^ ^° """ P"''P°^'^ '''^ '''«" '" '^^^^ oiheramusement thaU^atT,,.! , ; ''^"'^'' '•'"' advru.f.ae ov.r butlet''da.ei;rhc pril:^,dt - ^'/'^'^^l^'^s. li^ve th.« effect ; wuhout Chang" ot piacc dll S tr^' ^ ^""''. °^' '^'' ^^'"« «^-- tho.e, whom tleu^. . ' "^company, and under tJjo eye of as it i« of it..lAZlp^^^^^^^ Lut in degree exorcise to youth as it is . rt I'T . " """."^ '^^''-''^ ^^ a gratuful racter 7™''"- ""JC'rlant consideratioi, of formin.r the ch. in order to imitate C f, •""^''^['i^ ",'^''g'^s us to study nature, ofsensibiL,yTrLr";atier,;r^^^ API'ENOIX TO RkI'UU- tX< EdlOATJOW. 181 5. There would be needed for n feinal. ry a system of lnws and regulations •etnina th e lost ."(ructcrs and the pupils would know their d e, as well as for n mala so arriinged that both the wliolo business The I iiiove with ref.'ulaiiiy and uniformity uiy ; aud thus laws of the institution would be chiefly directed to rognl tlie pupil's qualifications fo. studies, their beliavionr whil for th completion of ih. ir studies, tl entrance, the kind and order of th... e at the institution, tlie term alkttted ate eir le punishments to be infli erl nil ,.ir. .1 7 »'»"»-a, uie punusuments to be infl ct- vtt?/::st;f diX^ent '" '^^"'^ "^ '^'^'^ '" ^« ^-'--^^ ^'^^^^ .tu'denis'iT' '11''"''''' "'' honors used .0 stimnl.te the ambition of •tudenis n colleges are first, the certificate or diplonia.which each oZKte"sVr"""*'r^^'"''^; "''•""^'^ '"^^ '-"' allotted ,.rhi cer-.in n.r ''/'■'''^ 'V,"'^^^ '^" "l'P"i"'ments to perfonu facu I » I'",^''" '''^'"'^•^i""«. »vh.ch are be.iowed by the ^^cuity, as rewards (or superior scholarship. The first of ihesa IV I, ^f '''V'"f '".'•'"•^ "" P^'rt of female educatio... The wan ciotlvei'"''.^'V''''^r'7''' ^^'^'in>n^^ by exan.inutions judt- *ers uK^^^^ T'' '"f"'*^ ""^ inclination of both ins/rue mio'n.r, ';'""'' ^"'""^'"^ '" l""''"'^« " tl'oroufth prepa- ration for these; for neither would have any other pubhc tes of ilie less entertammg parts miRla be enlivened by .nie.ludes where tl.e pupds in j.ainiing and u.usic would di.pla/th 'ir seve' «? .r'rr"""''\ ■^"''' "'^'""i""'*"'^^ would .sii.nnlate the in- d nr V, '" ^T '^'^■'•.'^^•''••''"■^ '"<"« a'''''^'y -"^'d -" '- fitted ^lo emer 1 aoout the age of 14. \vhether they attended to all or any of o c.uard'ianr 'T"''''i' '''""''' ^'' '^'^ optional with the parents befn.J i,T \ ''''° ''""'^ '" ''*^ instructed in them, should Xu Z " """Serterm, but if this was a subject of previous calculation no confusion should arise from it. The routine of Uie exerces being established by the laws of the institution. would be umfor:n and publicly known, and those who were previl ous y acquainted with the branches first taught, n.ighl enter the highest classes; nor would those who entered the lowest be oh- hged to remain during the three years. Thus the term of remain- log at the institution, might be either one, two, three, four or more years ; and that without interfering with the regularity ard uniformity of its proceedings. » j •" The writer has now given a sketch of her plan. She has by no means expressed all the ideas which occurred co her concern- uig It ; she wished to be as concise as possible, and yet aflbrtl conyictiou that it is practicable to organize a system of Female i-u«uat,uu, w-nicn siiali possess the permanency, unilorniity of «p«ration, and roapectability of our male institution*; and yet IK'> r r- Mi 182 AlTENDix TO Ue.OUTON ElUcaT.O.V. 8CX. ""-'' ' "'> '"^"•"'■'i"» shoul.J form tho ..aer BENIFITS OF FEMALE SEMINARIES. In enquiring concerning the hcnef,«, nC .i.„ i sliall proceed upon tlie sn,rpoJ,tio,r L u ,bnL^^ Pn.posod. I presented throughout our country '^"^ ''""'*'^ scm.nanea will be .hat others would foo "be in^ti 3 I Zt „'r? '"""' ^° ^^°"' «an be found to put one in oi Jr-iti ,n . ^'"^"'ent patronage reasonableness, a," om I e nub.; T^ ' ^'■''""'''^ ''^«'» '^^ present mode of fen ale EduJaK ''Tf" "'"' ''^"''^ '"'''« quaintance with iIu.sp n,Z , "" ^"'"' "» intimate ac- said to flourish mosrh'te",i';e";j*;""'r''^' *';»>'^-.-«u-tion :. present state of Tenlalj n tu ^n ' . X""- ' ''u'' "'' '^' not alone in perceivin<{ o, deXw i ' r f ^'T,'' '*'"' «^'« '« are shared by'n.any an% i.l ,'e "'d m 1 '"'',■''', "«rsen.i,nent3 received a boarding schoo edLca^fo^ r "' '"'.^""Shter, who has •'f her childhood.the I " her ltd ' .ticin VT""^ °" '^^ '^'■°"''«« } ning what is ex'cellonl. „ 'd w h Si ft ; "[ """""'•''^ "^ '^"'"- Hespared no expnnse ihit pHm.-u *^hat's elegant in manners, i-nage of hi, in-a ^io ,ij^ iju , ,' '';" ""S^' ''^"'*^« '" him, the ingBchooi, uf.X^Zl!^^Z''''''''i '■-"' herb^ard- ••- Pn^" . .cso pnncp'ns, which on ' l.e^d rf- '"'"^'''^'^^^ »"^ i'^'inration it may br^said lias bn, n Jlf ^ P-rforniaiico of duty 7 r'Tity. But wa/it apnl • „ ,.?' '""' "' "^ P^'S 'iva-ivo of nntiom For /f,u,y parr h^yenteftw'f'i.^^'l^r'^'P''-'^^ wpal.h w.thont thi. prPs^rva iX 1 ^'T, P^'^"'"^"i'>l '^'mospl.e e of ed vvould commnnicite i;;ct"^. in'U''?/ ^'7 ^,''^°'"'"7 corrupt ''«« th„ .xper.n.ent ^vh,hoToZZon ^ ^^''"'^-- «"d ,f eo thr„ never yet bee,, fa.rly tne,|. f^XTn" T^""' T^'^^^^ P""fy. Pxper.moms. Females h;.vpb.e,.vno, h""" '"^^ *""" former without the preservation of „ I ^' j ' '"^'"^ contag on of wealth part of the body pol ticlast CKnl',"""''""' "'^'>' -"^t.tnio tbaj dofl^nce of a (rood Educntion bta fhefr Pnr7.'''^'^".'"'' ^''''""t the rated by a bad one. The chai^arter of '^""■"•^""" ''ng been accele. ha. been and in the old governTnem, ^f ZTZ "'""'^ '""^ ^^'^'^h statement v/ould ]ead ns to exp"p % f^^'' ""'^ '« "" 'h^t fhi, 'Hff to promote their coun?y?'S„,^.^L?«"'^'"' ^'?' •'"'"^ ""'^h- revel ,„ ,i« prosperity, and scaTter [t% . 7'^'"^^'' '^''iJdren they profusion; and .till wor.eJ.h " ! '^^^^^ ""nds with a wantou a contempt for nseful labor Kcour'n,'' '""T ^>' •^'«'^'«i4 within her tcmpJe in defiince of"tho I ^^'TT ^'"^"- business have erected the .del fashion^Li, '^^ '""'V^ ^^'^ «"'^'^'-'""ff o^e; with nutrition for its snppor a^d J-l ?'" "'^"^'' ^"'' '>«« «wel.^d vctun of her unhalloweTdevot-on " "•^'"""^^'^^^ 'rom her. the ;;y sex:S'„;?f,;Xf ifa^'d tX'/il;;'? ''^P^ the cr..e« of »'- 70U a. ,.,tier ti^an .. Y.^.^ JJe^ ^'^mrS^;^^^ Appendix to Repoht on Education, las to any clJs'oilTnlZ tZlT^: '"t ""l'''' ""''''' "« «PP'i^d If. .ey could it would bo uselessTo^™ JT '^oy cannot yotjand rn.lK.Hof any country have becomethriK''Ti ^"' "^^''^ ^''° «*' BO corrupted that nothing biuT"eavvfi. * i'''''^''^" >? that country arr«t Ua career of vice. But tcnnno?hi"'>""'Tr^ "'"'^''" «»« «re vergrng towards those df" crib.d « L? .h '"',!'*^ ""*' ""'•""•"ners hM ..ni been slow ; already do our .Inl .?' "'?""'"' "^"' ^^''^a'. when, we tell them of the^rpmfbl nn„^ ''T? "^"" "'''^ s.irprisa But our manners aro not as yef o hnrn r{!'"=''y ""^ '''" •"«''' era. country they are etill marked with "m" ^"' ""'^ throughout our The inquiry to which these Vl TP"^''*^'^" v,rt.ics. What in n'fforJed by he Xu '^kl'JZ' ''f''"''^ "« '^ ^his- wh.ch may teach or preserve am o^^r education, here proposed, thatpuriry ofmanners^whLT.s al^fJ^o"?!'' °^«'«''!^']y ^^iHe^ prosperity, and so necessary to t T^JiTe J^ofTr^llSlK'gr iztz:'' ^^^'-^ «^--" -ni-aKx^hr of moSy itX'£f:S;5?^J"'^ ^^ ^T^t system- be expected to acouiro i.iKtor , i ^ religion; and they mirrht duty and stronger and hiiherm^r'' '""'' ^""^"'Sed views of t feiJ 3. This plan of educa fon nff "'m' ^? "" Performance. female youfh ^rom^'Se^mpf ^/^ ru hbo? \T '^r^'- become accustompH tn it i.: "' "fi miiaDor. The pupi s wouM literature, and th™ L^a t pur2s"on?" T'"' ^'" ^'^^ -^bjeri' hoped that both from hab.f and ««I f'^"° l""'^' ""^ '' '« to be life regard it as respectable "''°^"*^'°"' they.might m future a -y^r LnL'Utt';^-;^^^^^^^^^^^^ bo raised to become a higher and more Seres nro'"" Pf.'»«'P'««. it would fortune, like wealthy a<.ricu turi«tf .?i i «P'S''°1' ^nd ladies of their business was an^g-Je^bfe'lmplo;^^^^^^^ that to regul.te show and parade, and which would mZ Z?. ? " P^'"'"'' ^"f natural ove of superiority by Spavo; ! tn? '''\'° ^''^'''y '^e tea'chfs^^e'"o^p:arof'ti;e" rd^'ST^P^^' «,f - that which perceive the nature and extenTof thlT a "'""''^ ''^ enabled to sees over their children and thl L l'"^"^'?''® '^'"^^^ they pes- under to watch tZ formation of rJ'?'^'{!" ^'^''^'^ ^his lays^bem vigilance to become heTr is rSctor. L'^Jr'*''? ^'^^ ""^^-^^i"? provement, to weed out the vices from M,5"^ S'*""" ^'^'^ ^''^ir itn! and _foster.the virtues. Mrs'urlTtU^Z^A^^^^ m us pleadings should be aided"^;^^^ viiiCa IMAGE EVALUATION TEST TARGET (MT-3) r// I/, 1.0 I.I 1.25 us 2.5 III Iffi 110 |||M l.'4 11.6 7] v> ^9) V 6\ % ^C^ f"^ "^^ 23 WGST MAIN STRBET WEBSTER, N.Y. 14580 (716) 872-4503 1S6 Appendix to Report on Education. will overcome the seductions of wealth and fashioni and will leadthtf mother to seek her happiness in communing with iter children and promoting Ihrir weirare, rather than in a heartless intercourse with the votaries of pleasure ; especially when, with an expanded mind,. ■he extends her views to futurity, and sees her care to her off- spring rewarded by peace of conscience, the blessings of her &• mily, the prosperity of her country, and finally with everlasting happiness to Iierself and them. Thus laudable objects and employmenffl would be farniBbcd for the great body of females who are not kept by poverty from ex- cesses. Eat among these as amopg-the other sex, will be found master sp.rits who must have pre-eminence at whatever price they acquire it. Domestic lite cannot hold these became they prefer to be infamons, rather than obscure. To leave such without any various road to ^min nee, is unsafe to community ; for not unfrequently are the secret springs of revolution set in motion by their intrigues. Such aspiring we will regulate by education ; we will remove obstructions to the course orliterature, which has heretofo/e been their only honorable way to distinction ; and wo offer them a new object, worthy of their ambition ; to govern and improve the seminaries for their sex. In calling on my patriotic countrymen to effect bo noble an ob> ject, the consideration of national glory should not be overloo ked. iiges have rolled away ; — ^barbarians have trodden the weaker sex beneath their feet ; — tyrants have robbed us of the present 1 ght of heaven, and feign would take its future. Nations, calling them- selves polite, have made as the fancied idbls of a ridiculous w rship» and we have repaid them wi'.h ruin for their folly. But where ■ that wise and heroic country which has considered that our rig s artt ■acred, though we cannot defend them ? That though a w' aker* we are an assential part of the body politic, whose corruption or im« provement must effect the whole J And which having thus onsi- dered, has sought to give us by education, that rank in the s Cale of being to which oar importance entitles us ? History shews not that country. It shews many whose Legislatures ha ve soogbt to improve their various vegetable productions, and t^eir breed of useful brutes ; but none whose public councils have made it an 6b- Ject of their deliberations to improve the character of their women. Yet though History lifls not her finger to such an one, anticipa. tien does — she points to a nation, which, having thrown off Uie shackles of authority and precedent, shrinks not from schemes of improvement because other nations have never attempted them* b ut which in its pride of independence, woidd rather lead than fol- low>in the march of human improvement. A nation wise and mag- nan mous to plan ; enterprising to undertake— and rich in resour- ces to execute. Does not every American exult that this coun- try is his own ? And who knows how great and good a race of men may yet arise from the forming hand of mothers, enlightened by the bounty of that beloved country, — to defend her liberties,— ta plan her future improvement, — and to raise her to imparalleled glory 1 EXTRACTS FROM PROFESSOR EATON'S WORKS. it»^^^^\. },« ___-:,l_„_j «!-_ — 39 :.us i:vrnTK(ns uiQrkahop for all Colleges, Acadamies, and other literary and so4- Appendix to Report on Education. 187 ' scientifc «ntific Seminaries of learning. It ia truly a schoc maniutl labor. 1 The most distinctive character in the plan of the school •onsisrs lo giving the Pupil, the place of teacher in all his exer- €ues. hrom schools or colleges where the higher brHDches are taught to the common village schools. The teacher always im- prove* himself more than he does his pupils. Being under tht necessity of relying upon his own resource, and of making every •ubject his own, he becomes an adept as a matter of necessity.-l ^aking advantage of this principle, students of Rensselaer Insti- tute learn, by giving experimental and demonstrative lectures. ., , *" ®y®'"y ''"nch of learning the pupil begins with its prae- llcal application, and is introduced to a knowledge of elementary principles from time to time, as his progress requires. After vis- Itmga bleaching factory, he returns to the laboratory and pro- «uce» clorme gass and experiments upon i*, until he is familar witlj all the elementary principles appertaining to that curious substance. After seeing the process of tanning, he enters the laboratory *ith most ardent zeal for a knowledge of the priuciplae opoa which the tanner's operations depend.— He can now appir Ui««zpenin«at for making an insoluble precipitate tanning and •liiinal gelatin, also the soapy compound of animal oil and aa •Ikalioe earth, &c After seeing buhr mill-stonea consolidatad by a gypsum cement, he is anxious to try the experiment of di»> •ogaging the water of combination in the gympwim, to abiorb the effect of re-absorption. By this method a strong desire to •tudy an elementary principle is excited, by bringing his labpM to a point where he perceives the necessity of it, and its dirMt application to a useful purpose. 3. Corporeal exercise is not only necessary foi th« health of •tudents, but for qualifying them for the business of life. Whea •uch exercises are chosen by students they are not always judioi- ousU selected. Such exercises as ruouing, jumping, climbing, •cuffling and the like, are calculated to detract from that dignity of deportment and carriage, which becttraes a man of science.—. Therefore a system of exercises is adopted at this school, which, whieu improves the health, also improves the mind, and aa eludes those vulgarisms, which too often become habitual among atudents. Such exercises as land-surveying, general engineer* ing, collecung and preserving specimens in botany, miueralogy, ■oology, examining work-shops and factoriesv watching the pro- gress of agricultural operations, making experiments upon nutri- ttoti* matters proper for vegetables, &c. are made the duties df atudents as afternoon amusements. These principles have now been practically applied for nine yeare, to the full satisfaction of the patron and trustees. The learned of both continents seem to have been simultane- ously impressed with the importance of a change in the system of education. The common routine, which has held the humaa mind m a state of abject servitude for ages, can be no longer lol- arated. The aspiring energies of youth had been chained down to a kind of literary bondage, and genius had been jaded and fa- tigued like a beast of burden. The student snent manv «i>ai-> in aiudying hard nuines, and a routine of rules, whose apphcations He was not perniitied to know. Ilia ardent curiosity was checked 188 Appendix to Report on Education. *" ^"J!*'^**' ^"^ ^** studies were directed by the rod in early yearn, and by fines, admonitions, rustications, and expulsions, in his approach to manhood. A method was loudly demanded which should be adapted to the native curiosity and ardor of youth,— a method which should put in requisition all the strong faculties, and which should enli- ven, not depress, the ardor of genius. Rosseau's scheme of education, by first awakening and then gratifying curiosity, appeared to be just. That the student should see every branch of human learning practically applied, and should be presented with the object of each branch at his first entrance upon it, became the general opinion. For exam- ple, that m learning land surveying, the student should be first taken into the field and then shewn how to use the compass and ciiain, tben to plot his survey and to measure the superficial areas. That mathematical rules should be explained to him from time to time as his own progressive operations demanded; but that he should not be made to plod througba discouraging set of abstract rules. Ignorant of their uses and of th« principles upon which they are founded. Having thus become familar with the objects of his study, he will pursue with a zeal bordering on enthusiasm, all hat part of mathematical studies which is connected with land surveying. In the same manner all the energies of his mind may be sutcessfolly excited in the study of mensuration, of as- tronomy, of natural philosophy, of chemistry, of natural history, and in truth of every department of hum^n learning. Though all agreed in the object to be effected, there was, and etill 13, much diversity of opinion respeciing the n:ost advisable course to be adopted in detail. A scheme appears eligible on paper, if drawn up by a lively fancy which fails when an applica- lon .9 attempted ;--and unfortunately, even the improvement of the youthful mind became a subject of miserly speculation- and many neiy schools were set up and presented to the public' with all the fulsome boasting ot patent medicine. These mushroom institutions had a tendency to dampen public zeal, which if right ]y directed would most effectually ameliorate the condition of TTvol "'i^" ''^'l'"^ have spent their hundreds at these much famed schools and have been subject to the distressing reaUty hat theii children's stock of useful knowledge was improved but httle, and that their morals were often degLerated Uiey wera very naturally disposed to fall back upon the old system of edu- One of the greatest impediments in the way of success is that a great proportion of our best citizens are not aware that the hu man mind, like he body has a limit to its strength, consequently It IS an easy task to inculcate a general belief That the school J best which proposes the largest number of studies. As ftr as his opinion prevails no progress can be made in improving the course of education This is one of the worst ev.ls of the fid schoo s^ in'rthing! '"^ '•"""^ " """•'"''« °^ »''J''«»» «"" «"ccee?; It is not pretended that the Rensselaerean plan will correct all the evils comp ained of, nor that the object proposed is wholll «,mpaM«d by it. but this school was noi MtTp7or thisaSS df Appendix TO Report ON Education. 189 the school itself Most schools are successful when ihcy obtnin patronage, even at the expense of other schools. This school is successful when it causes other schools to imjjrnve their mode of instruction so that they may become more useful to the commu- nity. The objects of the patron of this school ^re effecteciby the successful application of its principles at any place on eiihur continent. Its pupils are now applying its principles from Georgia to Canada ; and as far as they succeed, so far this school has prospered in the object of its establishment. That its general object is approved is evident Irom the fact thai the school does not furnish competent instructors sufficient for one-half of the ap- plications received from respectable Villages, Acadamies, &c. On the 5th of November, 1824, the Honorable Steven Van Rensselaer wrote a letter to the Rev. Dr. Blatchford, requesting him to open this school on the lirsl Monday of January, 1825, and take charge of it as President. In the same letter he appoin- ted Amos Eaton, senior Professor, and Lewis C. Beck, junior Professor, lie appointed a Board of Trustees also, with ten arti- cles or orders for the temporary government of the school. In this letter he stated that the school was instituted for the purpose of giving instruction " in the application of science to the com- mon purposes of life," and that his principal object was to "qual- *• ify teachers for instructing the sons and daughters of farmers "and mechanics in the applicatinn of experimental chemistry, " philosophy, and natural history, co agricullure, domestic econ- " oray, the arts and manufactures." He added—" from the trials '• which have been made by persons in mv employment during "the last summer, I am inclined to believe that competent in- •* structors may be-produced in the school at Troy, who will be "highly useful m diffusing knowledge with its a|)plication to the ** business of living. It seems to comport better with the habits *' of our citizens and the genius of our Government to place the "advantages of useful improvements equally within the reach of " all. Whether ray expectations will be realized or not, 1 am •* willing to hazard the necessary expense of making the trial "— In obedience to this request. Dr. Blatcliibrd and Professor Beck devotea much of their attention, and Professor EntDi. the whole of hhs time and attention to experiments upon the minds of young men who wc re above the age of seventeen vears. Professor Eaton has continued his exertions nine years ; 'but Dr. Blatchford and Professor Beck have been succeeded by others. On the 29th December, 1824, the Board of Trustees was called together by the President. At this meeting the name " Rensse- laer school" was given to the institution; and at this and two fol- lowing meetings (March the 11th and June 5th, 1825,) a code of bye-laws was adopted, and Mr. Van Rensselaer's lettor was adopt- ed as the constitution. The school went into ojieration on the first Wednesday in Jan- uary, 1825. After a series of successful trials for about fourteen months it was iucorporated. 190 Appendu to Report on Eduoation. DUTIES AND EXERCISES or TUB R£\SS£I.AER INSTITUTE, ^^SPJ^^^^^ ^'^"M '^HK STATUTES. BY-LAWS OR DEES OF THE FACULTY. AND ESTABLISHED USAGES. DUTIES OF ACTING OFFICERS. ^«J?*"v'"'® P'®"i^e«t, or (if absent from the City of Troy) a mi. nLrfn ;., ■ **"'"^'^ ^®^ ''^** '''P profeasoro and other teacheri C'Ll'^wefr^^^r/"'? faithfily-that the morJa of 'S ' Bn?n?i«!!^ e jjuarded and preserved— that no amusetnenUi or KL?* f ""^ ^'*""°'*' tendency be admitted-lhat a due de«S -al?; hf is bor."tf ''If '* '" *'' "•" departments of learniug.'T to Ln a wSff ^^ '"^ acceptance, (t-.ough it is not a pay^ffice) Md rfiL^^i^i ^I'^l"' *'^* "P°" whatever may affect theVducatioa •nd disciphne of tiie mstitution- wui^uoa concern J^L^!""*'"^'^'' Committee should supenrise whatever Sj ThJv-hrfJ"^"?'^"' "* P'-°Pe"y. and expenses of the Me^f' thT il^ ^''""^'^ endeavor to accommodate the school in the loLdpr.L, ^' apparatus, cabinets of specimens, &c.; but ao fv all ,ii«n T '^ ^°- ^""'^ '^'''"«* '^^ *»«te and negligence, and ¥hpl I^ u"''''^ restrictions to preserve the property of the school. •nS^^uiS'lr'^'r'^ '° «""^ "eain^t burdeSinJ students, pareSS tw Tl^i^^L'^/'' unnecessary expense. ; tliey are required by ZSi nre^Zi^' ^f^ expediency and inexpediency of establish- articles of S' ^"^"^S ^jouse. where plain board of enumerated Ihe e,nPdi-n ''*?''" ^"^^ *^ * ^^''^ ^*'«' P"ce- Also to consider tiStrSn T "'^'P^diency of providing manual labor at the did ^Trh ?f ''r "ly* ^*'^°' "I ^**^'' afternoon. Finally they an ?ne JklTof t^ K^"" R^^'ers of the whole board of trustees from SmSensaf ion for fh*"' '° '^""'^'- ^"^^ '.'^°"8'» ^''^y '«««iv« no S «? f h J h ^f®"" services, duty requires of them frequent Shaie.«ri n ^^^°°^' "".^ ^'^'l"^"' """^ «*'«*"«»^ examinations into s ii ®P ■PP®"*"'^ to their department. T.ar-',n ^f ^'m'**? PbofESSOB AND AoBNT.-During the niof llllh ^t""** "'''. institution has been in operat.on, these two of- fe wo officer ""?^' though their union Tnot required iyl«^ carry na ^?. *'°"J°!"««» constitute a kind of executive officer for ?SiL^ °A T'*.''"" *•*« commands of the Patron, President. thS?' »•""* Pnidential Committee. He is always to rS de at and Su L"*^%*r.^ ^« '^'"''''^' ■*" students into the tw J department;, imfnid^ff'f^ "i!^" qna'ificaiions for admission ; he directs SfS SL wf nl^ n *"*''"; *>« *"-»nges the students into sections, d ecS tl no, d.H"f ""^''^^f^' »"d decides in all cases of duty which SlS or t-rS M"^'o^ ^y ]**• -^"^ *''y o'' 'n« "«»« "nay be an. tealh«, o^ 3 '^y/''^ President or resident Vice President. Any Ac^llbfi^ri J^Ji";. "«« 0^ »K I'ib^O', Apparatus. Specimeni. - ju- _,.j „,i.auai wijy oppeai irom hw orders to the prudeattai Appendix to Report on Education. 191 commitfee, who are tlm proper guardians in the use of the property of the institution. He receipts all moneys paid to the school under the signature of tlio agent for the institute ; for which he in obliged to account to the Treasurer when required. The property of the Institution being under iiis charge he has the right and it is his duty to defend it as in cases of private propprty. As senior profespor he \a required to give instrurtion to the teachers and students in every department of learning taught at the Institution ; but he is never to be confined to any one division or to one room, — he is to visit every department daily, and make himself acquainted with the character/i talents, and application of each student. He is to give about four lectures each week before all the students of the Institute ; and his whole annual course of about one hundred and sixty lectures shall present in regular succession. Mathematics, Rhetoric, Logic, the general principles of national and municipal Law, Geology, Mineralogy, Botany, Zoology, Che- mistry, and Mechanical Philosophy. All his lectures shall be ful- ly illustrated with mathematical instruments, cited cases, speci- mens, apparatus»and experiments. 4th. Thb Jvnior Professor is to perform all the duties of tha senior Professor in case of absence or sickness, and the prudential committee may mnke arrangements with him to give iustruction perpetually at the Institution on definite subjects. 5th. An Adjunct Professor is to lerform all the duties of th« Professorship to which he is attached ; and assist in teaching a&s cording to the directions of an acting Professor or President. 6th. An Assistant Professor is to assist in teaching as di- rected by the Professors or President. In case of the absence of all his superior officers ho shall have the power and perform tha duties of Professor. 7th. A Sfeciai. Assist >• NT is to perform the duties especially assigned to him until the termination of his appointment, and fbr the time being is to be obeyed and respected by the students. 8th. A Monitor (usually called the officer of the day) is to ring the bell at sun rise and again at 20 minutes, He is tn exa> mine the students at five minutes after the second bell, or get a a teacher to do it ; — he is to give the first lecture in his own divi- sion — to notify the Professor of his time to lecture and to criticise. He may excuse from lecturing on good reasons — he may give short leave of absence — he must report all defaulters — he shall ring tha bell to convene the students to receive orders for the afternoon —at 2 o'clock he shall give the Professor a list of the names of all who go out in the sflernoon, with their respective employments- he shall sweep out all the lecture rooms on the evening of his day, andshall enforce cleanliness in the public rooms — he shall be obey- ed and respected for the time being, according to the by-law rt> ■pecting assistants. ROUTINE OF EXERCISES. 1. Sabbath morning. — One hour's examination on sacred history. 2. Religimi Worship. — Every student must attend religious worship on tue sabbath ; but he is not restricted to any denomina- tion. 3. Monday morning. — One hour's examination in moral pinloM-' ^y and the philotopuy of the human mind. 192 Appendix to Report on Eot/cATrow. 4. Common morning Examination.--.On ti\\ days except ing Bun- Ipp^.Mrt'I J r''"^'' "," «*r '"='^'°" °" "'° ""'^J'^'^f ^ ^f the stiidonts' Jecturps of the proccding day. 8lmll fZT'T f «''^'*-«*— Aft';r morning examination each student 8lm 1 g,ve an exte.nporaneoua lecture. Those lectures, followed by crit.ci.m., cot.t nut- unt.I one o'clock, P. M., excepting Saturdays. 2P Ivf-^fT"" f^'-'^'«^«--«f."Jcnt8 are to be called together at 2 P. IVI. da.ly, and distributed into groups for their respective exer- ttm 'l '" ,n h"""' r' ''r: ^^r ^^^'^"''°» °^ "^e iutS assigned th..tn has to be rendered at the next morning examination. The at ernoon exercises consist m survoying,enj<;ct and the attribute occupy hero that prominence wiiicli beloii^^s to thetn, tod the relative importance of the direct mid indirect cJIuiil ■uicata are evident to mere inspection. Grammar, in fact, h'co.iics z. uub- ject of easy intuition, and hence rules are unnt-ccjdary, uut,i iho pupil is introduced once more to tlie eaiiip sulj^cL iis u science. It is a matter of experience tliat wo are otlen able to n.'iid a lan- guage with facility, wliich we are equilly unai»l<> to wcitu atul to •peak. In like manner the deaf and dumb will olVen com .reiiend •entences addrees-d to them, and evun iiarrtuio is ut' L'ii,'tli when they are too little accuaiomed to use lanj^'uage them.selv'ls, lobe able to express similar ideas in words without, somhj a»d.staiicu.-- The difficulty which they encounter is a difficulty of coiiairuetion Instead of wasting time in such a cose, by expiaininir ut louoth what ia the arrangement of worua proper to" be ein()ioyed, the ByTn bols are spread out before the learner, and tlio d.ffijuity is at « a « ramoTed. In this process there is nothing arldcrary wiiich tJi» caprice of a particular language has not rendered eo ; for so far as reason ia to be found in the great principles of gass through a process similar to that by swhich we nny euppoao anguage to have been originally instituted. Tlie necessity ofcacii pew form of speech must be made to appear, before its use can be insisted on. The learner musttherefore be led to the real intuition of all those circumstances which render a new form of latiguaf* desirable, and which constitute the reason ol its csiablisInnuMt.^ This rrocess is necessarily slow, and when it has been onci; or twice repeated it becomes desirable to possess some airnple and in- telligible sign, by which it may be distincUy ro^called to tho mind, without actually retracing its several steps. tSuch yijjna nro f jntid in the grammatical symbols. These are fh'j brief ropresentfttivca of thoio combinations of circumstances which givo rise to iheir •orreeponding forma of speech. They render easily comprehensi- 196 Appe.xdix to Rbpotit on Er>irrATK)if. bio ideas which on accent of their compIcx*l», it la difflcolt fbf io?.?.."^"""?' .""'""*'' "-'^ i-nocn^skry to conaid.r them i^- ^ota.l. J ho By,„hol8 are also molW in corroctinir tho o ifi-innU^m rhanp o phraHcoiogy without a'roason asHigncI, in not Z^^ mernh^red, and .f it were, would scnrc. ly bo gcn.rLI.^J lo ?« ,o p oveot UHO m any otherthnn a cnsc procisoly srm.lar. To point o„» roctod hy tlio pup,! himaolf, in thercforo what i. d.airnb o Whon o l.rr means /n,l for tho accompli«hn,ent of this ohjoct he nUcinJ o the grammatical symbolH over tho words of tlo acn once 3 In E'';/''° '""^ «'"'"^' ""•' "'« '^°"'^^'i«" immrdrato in line, tho grammaric-il symhol."', may, in eomo ri.«nnr»« ho tStio '"-sre^r ""'1 '-^- p-po-^ of abr";i;ur^i"m • H mTk «. ■ ^ ''*^". "'''" "" I'lvanta^e of which the deaf and fhnT,ih^P'T"?'/°*="'r'y '''« boncfirfthnt they abatrac the thoughts entirely from the euhjoct of discourse, ami fasten h«n» SUbTo ^nthn^ '"«t.nctly upon xht prinripLs of c^nZ ct on^^^J^. nf fl^K ..''T- J" ^''J7"'-d'" th..practicabil.ty«ndadvantao« .litSnSJ'^'X -r^^^"^'- "'" ^^^'^"^^"' "^^"' N- ^-^'- As Roon ns convenient after mv nrrivBl in i nn-i-n i • •. j i^ lnst.tut.on in Surrey. forn/erTv'LerJ-e c-e of j>r\\':^^^^^^ now under that of his son. I was recr,vod by IVlr Wn son with grea kmdneP., and shewn through tho budd.LVwWch i» eo^v^^ pT'ls'or'ldSrlr''' '""-r '4'''- J^contafi.s"ahol;t"oo";«: Watson's fait/rTi"'" "'"^' -^P^t from the others, in AI,. vvttiBons lami/y. i had an opportun fy of witnossimr tho in ■truction of the pupils, which vel^ nearly resembes on"! exccSt" in two paniculors-the use of the inble-Lnred alphabet (ce«a'S ]y I thmk not so simple and convenient as that Srmed with a emgle hand,) and the leaching of articulation. I made verv iarti cular enquiry of Mr. Watson in relation to h s v ew« of the S" d.ency ot the latter, and found his opinion as the resu t of Ivs fa" ' ther's, and his experience entirely favorable to its i[se I saw and ?r tTmi" tSv'Z'." '''«/^3".T ^7yo«rs.andthe^otJeraTort! fr time. They both spoke without much apparent difficulty and in a voice far more agreeable than I had bcVL heard nninf^h tutors also a deaf mute, appeared to ,.nc?.rsS m:^e;dTy by the motion of my hpg, only occasionally nquiring a repetiS of tb- words. He was kind enough to Bhew\e fome o?^h comooi ions, which were not only cerrectly written, but evii^ed 7wJ I informed understanding, and a pious heart. Hig enuncSon waa rl'^"^l"l"^r""P''"''*"'' ^^""''Sh by no means so easy and a^r^e able as that of persons generally, who possess th.ir hSff But . the most gratifying evidence of the practibility of toadfnff Se deaf and dumb t^o speak, was m the performance If a bcS fuf bov between 12 and 13 years of age, who recited an address w I ch had been prepared to be spoken by him at tJio ensuing annual Ser of thefriends of the Institution, at which the Duke ff GlouceSr' is to preside He delivered the wholn memoriter In a sweet oen«'v« tone of voice, m which though there was some monotony vet I hrnpfri''"'' '^'/he accuracy of his emphasis and accent^'and of tb« perfect correctness of his jnemory. Mr. Watson ff.iv« Tnn 1 ApPErTDix TO Report git Education. Ij^' opportunity of witncg«ing the alfemptH at Bpcaking of ««„r«l of the othor pupils, moro of whom equalled tho^o almndy inentlo„-d and -orne ^vero not cpablo of ulioring any Bounds that d not* grato unplcastn. y upon the oar. Upon tho onqn.ry bcmg n.n.lo by mo -vliolhcr all tho pupils woro taught to sucak Mr W«f «! . ^ on all, biu Irotn nmlconrorrnation of tho oriranii of Bpoech ZmTJI causes, .t frequontly f-.,!., and tho a.ternpt is rclii^^qSod tea romarkablo fact, thai a pup.l of tins «cl.ool, ntj col eMni 1* educaion, and proving lmn«elf a young man of exccllont taVn - and atta.ntnonts, aludicd law, „nd huB^een admittc-d to is !«! r^bcTcSrer '° '^ "'^"''•^ "'' "»«'"' -thoOufe/jra .WanVt"'! °^ the extent to which the intellectual faculii,.,„r deaf and dumb persona may be carried, a few of the answers oMho Parisian pupils are Rul.joim.d, to questions of tho naturoof which they could have hod no previous intimation. ' in f hi' r"ii?'"° *" T^"''^ V'^ '"^'"'^ ^''« Abb6 Sicard. he replied n the following words : " Deprived at birth of the senses ofTear. h^g, and, by anocessary consequence, of speech, thodeaf and dumb Se rnho AhlS V""'\ "^'^T^'^y v';getation. tho Abb^ de inn^^nnl i^ » .L "'"'^ "'*''" ^°"'' ''"'^ ^'»-'"« ""fortunate per! hr?2utl,ltJ° '^'"'" ''S<:rxor,iUng care, passed from the clas'i of the AbLV^Ja'd/'"' ^^*^^"'=«y°" "^^y J^g« "«vv much I must lay. Massien, being once asked the difference between God and n. ture replied "(fod is the framer, the creator of ull t lungs -^ first bemgs all sprang from his divine bosom. He sai. Jthe first y^^'l^iroducelhesecmd; his wishes are laws.-theso laws aro H H!fn"''^lK''V''''' "i? * ^"y '""'"'""f yesterday or to-morrow " •• Hope IS the flower of happiness." / " "ivmiw. " Gmtitude is the memory of the heart." A Air. Albert Newsam, an artist, educkted by the State of Pen sylvania, ,n the Deaf and Dumb Asylum at PhJodlh thns been complimented by a resolution of the House of RScnlativGs there, for the fine specimens of Lithographic drawiS-, eSed and presented by him to the Icgisluturef And executed nnw'?r/™'"F ^P^cimen of uncorrected composition, by a la.l THE EARTH. The earth is a globe on which we live. It revolves arm,n^ ♦;.» son every year. The earth is round, for the ^oon Sews Cs thJ» durmg an eclipse the former makes upon the latter a r^und 8^; dow.-T,e earth turns round its axes once in a dav andThV at racts ,t revolving round it. We cannot ?all up ;ff the earT for It attracts us. When a ship comes from down the curve of ti ^ earth, we can see its upper sails at first ; and when the «hf. dl scends the curve towards ns, we can see over it whole Theear.h draws the moon revolving round it. If the sun did not draw Mp earth revolving round it, and if the earth did not attract the mn„f revolving round it they would fly away. ^® ""'°" The people in India think that four o-re«t «!«-K,„t. ,._„, ,. aarta oa iheir back.-but they ar. much mistaken" tTS^^l; ii ¥ I;; 198 Appendix TO Rkhort o.t Education. w\ \i tlifl elepiiantfl atand ? Somo of the ancicnte used to think that a S^reat giant carried the earth on his BJioulders, but they did not «how on what he could stand. The Indiana in Amer.ca think that llie earth ia carried by a great turtlti on his back. Tliese people in India and Amanca are ignorant, and do not know tlie true Gud, and that ho created the world. There is a star on the north, which is fixed m the sky. It ia called the North Star, when we deecend the curve of tho aarth from the North Star we tinnot see it ; but when we ascend the curve to it, we can. eee it. The northern polo is very severely cold, and there ia great ice there in winter, because tlie sun is not in the part of the sky near it fov six months ; but in the summer there are heat and light of the sun in a day oi six nioutiis. Tho southern polo ret^einbles the northern. Tlie sun goes from the southern pole towarda tho northern in th« summer, and afierwaida returns I'roni the northerii pole towarda tha coutiieru in winter. SPECIMENS OF THE PORTRY OF THE DEAF AND DUMB. IJy a young gentleman, an assistant in the scliool at Hartford, in the State of Connecticut, who wiis four years under inatructioa and who says of himself: " after four I wan cut off entirely from common conversation, and I hare uo tecoUection of hearing poetry before that time." TO A SNOW STORM I3r APRIL. Last lingerer of winter's wrath! Why tall «>o thinly, slow and long. Why tiomble on tliy airy path As if siware the deed was ivrong— And why dissolve the moment, wiien The eurth raceives thee to her breast 1 Bay — art thou conauiousi hftitthoubeon Inhabitant of holier rest, Than our low world can bid the share, And art thou whence purs spirits are t Wbj not assume the ancient frown ; And in it? wild and moxy iBgs, Bweeplike a juoontrin torrent down— With w.iid and ocean battle wage t Awaken up tbeutrife thotseems Asleep, or in confused dreams -Of langour buried — why not show Tby powM and end it at a blow — And sufFor nature to proceed And turn thee forth, & smiling jovMi«- ceed. Age, thou art sent to say, ' Parawoll,' And givt» assurance that the prid« or winf.ar is at least to dwell Where Northern lightnings cooly f lidw To roar upon the chained deep, And revel 'niong the Icy rocks, Displaced and started from ihoir elMp, And bounding o'er in thunder ihoelia Bidding the fearless niarinci— Tho' vain it bo— btware ! Then hie away to thy far home, And bear with thee our wishe , best^ Arid whon the summer's past and groDis Thou wilt return a wsleome guwt. Vkuses written on the New- York Institution for the Deaf ani) Dumb, from tho published poems of James Naok. Of iguoiance the former victims, here Riiio to a uoWur and u happier sphere ; T!ia b'ofisiiigs tlieir unhappy lot dBuied, Again by lOiiucation are supplied j To burst tho cioudu that Vfrupt the mind in tjigbt ; 1"o gazo on seieiice in lior slirino of light, ^V hull If it;titl3 beioved in uociul cuuvek'Ae meet, ^'oiaterchiirjig withthtm coi.amunionaweet; » !!! that a tid not by a ]o not Itia earth ad the kt ice Y near ;lit of in the Is th«j AND 'tford, action ' from )oetr]r ■oil,' d» fglidM Imp. io«Jia bMt; ttt. f aci} Afpepidix to Kkport o.t Educatiox. 1 09 wi."* 7*'" ■""'^''O'" eloquence to tell, What fond emotions in the bosom swell — . Thfse blessings tlioy l.ave found,-nor these rilon*. Ihey know tho most sublime tliat can ho kuown. Thf''^K°'*r'',.*'''1 •'-"'''''" H'«i"- "'opa are led, 1 he psth of Everlasting joy to tread, Ijicir knees are taught to bow his 'i'hrono before • i heir hearts a fiioud and Father to adore. ' Before her God upon t'lo bended kneo In fervent pray'; t),i cherub infant sees I er raven hair in tremulous wreaths entwinin*. IJpiin her cheeks carnation bed reclining, Willie she might seoin to the enthusiasts' eyes JJescended in hef beauty from the skies. Her lips are mute,— but from her heart a prayer Ascends to heaven, is heard and answered there- And would'st thou know what from that heart proce*dsT For those who led her to a God she pleads, 1 hat all the blessings they to her hath giv'n, May bo on earth repaid them, and in Ueav'n. Extracts from a Circular oj the, Neio York Institution for the instruction of the Deaf and Dumb. 1835. BUILDINGS, SITUATION AND ACCOMMODATIONS. -u''^'!^]'"'''^,'""^ occupied for the purposes of the Institution are BUuated in the twelfth Ward of the City of New York on a ff'ent e eminence, throe and a ha]f miles dist'ant from the City Hal) -! thilKt ^''""P^*''^ ''^"'r '^'*'" \^nM^r^g, with that adjacent to i.tln S tK°^ ^'"^ *"^' '" ^^^ P'"*'P«''^y °f '^^ Institution. In ad. aition to thiP, nine acres are held by lease from the City Corpora- IIVJ ^^ "-P"' H ""^''^ cultivation and a part constitutns an extensive lawn, immediately in front of the building ; where the Th„ ^r^ ?"?"''' themselves at proper hours, in nfhletick sports. rllru ' ''^" together, extends along fiftieth street from the ourth ayenite on wliich is constructed the New York and Haar- Jaem raiUroad, to the fifth. Though situated within the chartered limits of the City, the Institution 18 entirely removed from the vicinity of the dense popu- lation ; standing i*.olated, at a distance of more than a mile from ine pavenientff. It constitutes a little oommimity within itself an«i ff^!!^!"" , f ^eluded from intercourse with others, as in any situa- tion It could possibly be. •n Jl!f„'"/'? t"''^'"?' '" the dimensions of its plan, is one hundred ^n„\T u ^ '!*^y-. ■^" elevation it embraces five stories, includ- ing the basement, and is surmounted by a square tower or observa- lory, commanding an extensive and beautiful prospect. Its roomn are spacious and arranged with a due regard to symmetry as well as convenience. The whole centre of the building on eachBf the inree lower floors is occupied by those anartments in which there llwl**'?" •^°'" *'' the pupils to assemble : as for example, the cha- pel, the dining room and the school rooms. These common rooms separate the male department, at the eastern extremity from the female at the western. The chief merit of the arrantrnmnpt .n- Blew in Its preserving these two departments as far as relates to »ne accommoddtions, amusementa, and pursuits of the pupilaout ii .ki I 200 Appendix to Report on Education. of school so independent in every particniar, as to constitute of them two separate and distinct communities ; while, for the pur- poses of instruction, intellectual, moral and religious, they may conveniently and speedily be united into one. Each department has it separate fliglit of stairs extending from the basement to the dormitory on the highest floor, its separate area in the rear, its separate pleasure grounds, and its separate communication with the public road : so that for the ordinary purpoaee of life, there la no occasion to pass from one to tlie other. Beside tiie principal building in which the pupils wirh their in- etructers reside, there is another containing tools and accommodi- tioiis for the practice of manual labor, in the attainment of ceitani selected mechanical arts. This buildinar is of two stories, and, with the wings is 105 feet in length by 125 in width. INTERNAL ORGANIZATION. The internal organization of the establishment may be consid- ered as resolvinff ilaclf into three principal divisions; to wit, do- mestic economy, government, and education. These are all under the control of thePrincipal, who is, of course, responsible to tha Board of Directors for the manner in whicli affairs may be admin- istered. I. Under DoMEStTic Economy may be embraced whatever re- lates to (he physical wants of the pupil. With regard to those it is unnecessary to be specific. It is sufficient to say that the pro- vision made to meet them is perfectly adequate to its object ; while the degree of system, which prevails throughout the whole arrange- ment, renders its operation as imperceptible as it is efficient. One or two particuluid, however, deserve notice. 1. — The Female pupils are under the immediate charge of an expeiionccd Matron, whose careful attention is bestowed as well upon the formation of their manners, as upon suitable provision for the promotion of their comfort and happiness. It is a source of much satisfaction to the Board, that the kindness vvith which the dutk'B of the Matror. have been diicharged, has been such as to tecurc to her the afffction of those committed to her care, and lend them to regard her rather as a friend than as a Governess.— The knowledge of litis fact will do much to remove the soliciiudo always felt by parents at a distance, especially for their female off- gpring. 2, — A bathing establishment is provided for the pupils, and tha use of it rigidly eiiforcfid. 3. — Board iS supplied at the immediate expense of the Direc- tO'6. 4. — The Instructors take their meals at tlie same tables and at the game hours with their pupilij, all the tables are furnished with food of the same dcNcriplion. 5. — Spacious and airy apartments are reserved for the sick, if such there should be. ^ II. The Government of the Institution ia that of a well ordered family. The principal ia regarded as a parent; and this title ia not unfrequenfly applied to him, spontaneously, by the pnpiig. The immediate administration of government over the mules, iaconi- riiiltou to the iustfuetets sn $ucc€saion. It is fccognizod as a fun- Appendix to Report on Education. 201 diincntal principle, that, to provide againet any evil is better than to rectify It after it has occurred ; constant supervision is, therefore, exerciaed over the pupils as well in their hours of relaxation, as in lliose of study. By this means a more correct deportment is se- tared on their part, while at the same time the difficuIliiTs always arismg out of the multiplicity of standing rules are avoided No pu- piJ 18 permitted to leave the Institution unaccompanied, without a written pormission. The government of the females when not occupied in the school-room, belongs to the matron. In their eil. tmg room, they are likewise usually accompanied by the eoam- fitress from whom they receive instruction in needle- work, and who lias It m her power to exert over them a beneficial influence. The whole system of government is subject to the constant ovoraiffhtof the principal. * III. Education subdivides itself into four departments; the physical, the mechanical, the intellectual, and the moral and reli- gioua. The first two of these are inlimately connected. 1. Physical Education, bowevo.T in the ordinary acceptation or the term, embraoea only that which is intended to give elasticity and vigor to the muscular syetem; to preserve a suitable oquilibri- um in the dfiv-elopement of its powers ; to accustom the body to that kind and degree of exposure, observed to be most favorable to strength of constitution, and least propitious of the growth of eflTe- minate habits ; to give nature, in short, full and free scope in the formation of the animal man. For this purpose exercise in th« open air should be encouraged of such kind as to call into action all the muscles of the body indiscriminately. As great a space of time is daily devoted to this object, as is consistent with proper at. lention to the other branches of education, and as its relative im- portance demands. K2. Mechanical Education, on the other hand, willioul requiring the equal exertion of every portion of the physical system, is a ifl useful as a species of exercise ; whii.. it gives over a certain set of muscles, that degree of command, which, as applied to a particular art, constituteis skill. It may be said to form a branch of the pre- ceding ; to which it bears the same relation, as in the intellectual department, the cultivation of a particular study to mental deve. lopement in general. In an inotitution for the deaf and dumb, iho mechanical education of the pupils is of very hiph importance Necessitated, as from the nature of things, most of them must bei to depend upon the labor of their hands for subsistence wc Bbou?d but half discharge our duty to them, should we suffer them to leave us without some species of knowledge, which could be turned, in this way to immediate account. Jii the New York Institution a choice is offered between five occupational, viz : Book-binding cabinet-making, tailoring, shoe-making, and gardening ; the male Eupils are engnged in icame one of these occupations about four and a alf hours daily, undur the Buperiiitendeiice of skilful workmen. The female pupils, in the meantime, ore employed, under (he di^ rectionofthe seanititress, in sewing, knitting, &c. &c., or,'under thai of the matron, in light household alTairs, witii the proper ma- nagement of wliicli it is essential that they should become acquiint- ed. In this latter branch of industry, the principle of a division of labor is iiitioduccd< which is useful- tint nnlv as nrnmntin;. ^....^.j:^ lioi), but also as securing to the pupil the" benefits of j Ins klad^of B2 II 202 Appendix to REPoriT on Education. experience, aud at the same time inatorialljr diminishing the bur- then. 3. TAe J«/eZZec/«aZX>cpor/mf7i< of education, if it will not rank in importance with that of inorala and religion, requires, at least, the exercises of talent, industry and perseverance, in a higher degree than any other. The difficulty of tlie task of teaching the deaf and dumb, tiie intimate connexion of this euhjoct with that of metaphy- picB, the depth of ilie Bpeculaiioiis to which the investigations of Ihesciencehis given rise, and the contrariety of the opinions which have prevailed m relation to the details of its practice among its profet-sore, nre matters of which little is yet generally known in this country. Tiie first and great object in the iqtelloctual educa- tion of the deaf and dumb, is of course to impart to them a kn>iw- ledge of the usual medium of communication among mankind, viz : Alphabetic language and as such a languagacan have no existence for ihein, except m a visible form ; it is the early and constant effort of the instructors in the New York institution, to induce their pupils to receive words under that 'brm, precisely as those who speak re- ceive articulate founds, viz. as the immedia'te signs of ideas. When this object is fully attained, that which is peculiar in the education of the deaf and dumb is completed. During that portion of each day which is epenl in the School Rooni the iiistriicter labors to pass over as much ground in the pro- eecution of his general plan as possible. During the hours of evening study, the same ground is reviewed by the pupil, and made the subject or tiie material of indcpjndent composition. When the pupil i(t sufficiently advanced in the knowledge of language to be able with the help of some o.\planation, to pursue- common books, Bome compendium of Geography, history, or Arithmetic is placed 111 Ins Jiands, and he is required likeo her children to spend his time on a particular portion, and be ready for examination upon it on the following morning. So short a time is allotted to the deaf and dumb, generally, in public Institutions— that is a time so short, when considered in connexion with the amount tliey have to ncquire, and the immense ditadvantages under which Ihey labor ; tiiat no inslructer would be justified in attempt- ing to introduce into the School room, as eubjocts of regular instruction.-any branches of knowledge of a higher order than those which constitute what is ciilled a common education • nevor- thcless, lectures a-e delivered at regular intervals, so arranced as not to interfere with the business of the schools, on select portioaa oi the following subjects: — 1. The political, civil, and social relations of man. 2. Universal History 3. Chemistry, natural philosophy, and astronomy. 4. Universal Geography. 5. Natural History. 6. The origin, progress, and present state of the useful and ornamental arts. 7. Eiocraphy. B. Book-keeping. To those conrses, it is propo.^ed to add others, rs the number of instructers employed by the Institution is iocreated. «f ii! "if """°" " ."""^ in possession of a considerable library of miscellaneous books ; it possesses, also, th« largest collectioa Ai't>ENDix TO Report on Education. 203 of French, German and English works relating to the art of in- structing the deaf and dumb, in its theory an<7 practice, at pre- sent existing in the United States. It has liitewiso asmall hbrarj of juvenile books for the use of the pupils, models for instruc- tion in drawing, and a philosophical apparatus for use in experi- mental lectures, to which it is from time to time, making addi- tions. The classes are seven in number, each under the care of the teacher, who remains connected with them, during the whole pe- riod allotted to their education. Occasional instances occur, in which a pupil is transferred from one class to another. This is always done wlioa the purposes of cliiesification which are to bring together those who ore most nearly equal in attainment, or in capacity for improvement, and to make a fair distribution of the labor of instruction, can thus be more completely answered. It ia the duly of iho Principal to spend as much time in each of the classes as the nature of the various calls upon his attention will allow. The benefit of his experience becomes thus felt, through- out the Institution An intelligent instructer, though new to the employment, with models of let-sons or of processes not only ex- plained to him but actually put to use and exhibited in practice be- fore his eyes', will proceed with a much hi;;her degree of confidence than he could possess, if entirely una6sisted. The whole expert- ence of another is, in fact, rendered disposable to him ; and this, united with his own observation, cannot but render instruclioit much more efficient in every class, than could be the case under any other arrangement. 4. Religion and Morality are inculcated together,and constitute a singlo department of Education. No opportunity is suffered to escape, of iinpressinc; upon the mind of the pupil, his duty to hia Maker, and to his fellow-men ; and the word of God ia constantly referred to as the basis of every moral precept ; we need but speak to the conscience of any human being, to draw from him the ad- mission, at least to himself, that he is a sinner. We need but ap- peal to his reason, to convince him that he is therefore 'fleserr- ing of punishment. To point out the office of the Mediator, to shew the necessity of repentance and trust in him for salvation, is the object always kepi in /iew in the system ot Moral and Religi- ous Education, pursued in this institution. Morning and Evening Prayers, and religious worship on the eab- batb, are conducted in the language of signs. DIVISION OF TIME. Such being the general plan of economy. Government And Edu- cation in the institution. It only remains, in order to afford a com- plete idea of its operations, to consider the method which prevails in the division of time, and the succession of employments. The breakfast hour, in winter, is half-past six ; in summer hulf-an-hour earlier — tho hour of rismg, six or half-past five. From the table tho .iiale pupilf, pass under tho eye of an instructer, to the shops or gardcnd. '''he fenialea are, in the mean lime, occupied in do- mestic employ rneitts, sewing, &c. under the direction of the matron and seamstress. ..'> ' '' eon minutes before nine notice \a given to all to prepare for scliooi, cry particular attention is here paid to estab- lished habits of cleanliness of person and neatness of dress; and to prcvenl the fonnatioa of those of an opposita nature. Before ths 15 204 Appendix to Report on Education. ' minutes havo expired the pupild are aU seated in order in th«ir S/I7he"'&~"'"^; f'- "»"« they„VBUmoned"?the tXjJ^^ ?™*'® P"P''" ^'^^ **''■'"? ^heir Jlaces, and afier them folW Vh ^ P'""«^ of Scripturels here explained andTppS MMtd bv a prayer, in the language of siens : the exerciie« o? cupying aLout a ^narter of an Tiour. The male pupSfwihJhel; eacher., then wfthdra^. to their several scSrSs aid afleJ te i'^f *^r°''' ' P'^r^ ^^*"" "t°'y to «tory; sSrof them al beiong to classes on the floor above/ by oppoi^ftefliirhb. of «!^ir? and entenng the school-room by opposLToors A^t halfpw? 13* moned to'SiZr ''XI- '^''^ P"P''^ "« »''«" immedia iCm! S V ir ?' ' *^*"; ^'""«' *'•«'« '8 an "iterval for recreation untill half.past one, when the classes re-assemb'e At three tl?« pZ'?u;on;Lr.t''''P^''/« '^'y'^^''-^ ^"exl mhiltt' .kea S^^ .ho .^^ ■ '"«'»"'ng »nd explanation of the passage explained enair tT.'hT^' ""1 P'"''^?" «""««''• The male>pilf theHS repair to heir mechanical employments, and the femSes toXS appropriate occupations. 3upper takes place at sil Whl 7 h ! js passed the pupils resort to'^fheir sitting rooms, foi th^eveni^^^^^ currence'ofZ^l'lf "^"^ ^''l"^"'^* monotony in the perpetual re- Appendix to Reih)rt on Eovcxrioy, 2C5 7 tr n p !. I I trgg i<» £■* o-" c^;;; d.o a*??" -■ — TD ? i'5-.-3?S|'5 If?.!?.?!"- n S B !?• 3D » C" -.00 " S "^Z* =0 p a 2 2 'T > sr Q^Pn n a as. a o 3 *1 2 •* '^v a-" S-' b3 68" P a • o to o 2.3 o M K 5 a 5 ?- « 3. d S C 3...t» o «0 B a. 5' d B n S. "■ B S is- §.3- S ^ ?9 n o I a a I. B s a e. p §3' o.e a o ft m !§• i'l i: ff.O o a a. f i 200 Appendix to Rkport on Education, CONDITIONS OP ADMISSION. I. Pupils aro provided for by the Inslitution, in all reBpectSf clothing and travelling expenaca excepted, at tho ralo of one hun- dred and thirty dollara nacii per annum. Clothing will also be fur< nislicd by the Institution if desired, at an additional annual charga of thirty dollars. Payment is required Ecmi annually in advance. II. Tho regular time of admission is at tho close of the vacation, which extends from thefillcenth of August to the first of October. No pii[)il will be received at any other time, except in very ex^ traordinaiy cases. III. No deduction will be made from tho annual charge in conte- quencu of ubscuco on any account whatever except sickness, nor fur the vacation. iV. Pupils are at liberty to reside during the vacation in the in- •tttution, without extra charge. V. Applicants for admission should be between the ages of ten and 25 years. The institution will not hold itself bound to rcceivu any not embraced within this rule, but may do so at discretion. VI. Satisfactory security will be required for the punctual pay« ment of bills and for tho suitable clothing of pupils. YII. Applications from a distance, letters of enquiry, &c. must be addressed post-paid, to tho Principal of the Institution. The selection of pupils to be supported at the public expense, is made by the Secretary of Slate at Albany to whom all communications on ho subject must be addressed. Vlll. Should objections exist to the admirsion of any individual the Board reserve to themselves or their officers a discretionary power to reject the application. The above terms are to be understood as embracing the entire annuul expense to which each pupil .is subjected, stationary and the necessary school books are furnished by tlie institution. No extra charge is made, in case of sickness, for medical attendance medi- cines, or other necessary provisions. It is gu^'gcsted to the friends of deaf muto children, that the names of tamiliar objects may be taught them with comparative case before their admission, and that the possession of such know- ledge in any degree materially facilitates their subsequent advance- ment. To be able to write an easy hand, or at least to form letters with a pen, is likewise a quaiificati(>n very desirable. In reference to th 8 subject, it is recommended that the words which constitute writing lessons or copies preparatory to admits on should be such as have been previously made intelligible to the learner. In the case of each pupil entering the insiituticn, it is desirable to obtain written answers to the following questions j particular at- tention to this subject is requested. 1. Was the deafuees from birth, and owing to some original con- siitutional defect ; or was it produced by disease or accident ; and if so in what way and at what time 1 2. Aro there any cases of deafness in the same family, or among any of the ancestors of collateral branches of kindred ; & liow and when produced J 8. Is the deafness total or partial and have any means been era- ployed to remove it j and what are the results of such efforts J 4. Have any attemps been made to communicate instruction, and is the individual acquainted with any trade or art, or with the mode of forming letters with a pea I Appendix to Repoiit on Education. 207 5. I8 the individual laborlnfif under any bodily infirmity, eucli ai palsy, nervous trembling, or malformation of the Jimbs, or does ho •r she shew any signs of mental imbecility or idiotcy 1 6. Wliat are the nnmcs, occupation and residence of the Parent.? 7. If either of the Parents is dead, has a second connexion been formed by marriage. 8 What are the number and names of their children ' iw r'"%^oSi ""'»'>«' f P"pi»8 in the New York Institu'ion ii 187. Jn 1834 the number of the d.mf and dumb in the United tlL StI? * T^" u^ ^^^^^^^'e". was 468. In 1830, the number of , h"^ ""^ 1"'"'' '" *''° United Slates, between the sees of 14 nnd 85 was 1.905. Whole number of all ages,. . . ^ 6 Uifl Number of deaf and dumb in Europe,. ....... "" Uotm Number of deaf and dumb in the whole world,*. * ! * ! * ". 546,000 • ' ■'■■■ — ^^— — — — — — — ^— ____ DEAF AND DUMB IN THE UNITED STATES. Census of 1830. STATK OR TEftlUTORY. Maine New Ilainjisbire Masiuchu-ietti.. Illiodu Island... (/onneclicut . ... Verraont New Vork New Jeriiey I'ciiusylvaijia.... Delaware Maryland Virginia North Carolina.. South CaroliDa.. Geor;;ia Alabama Mississippi Louisiana Tennessee.. . . , . Kentucky Ohio Indiana Illinois Missouri Arkansas Florida District of Co- lombia Michigan Gravd Total. B Is t 189 14 295 6G 203 174 8:{., 22-2 724 35 153 42,5 2:ii) 17C 145 89 29 49 172 303 423 Ml or, 27 10 14 15 ■II 11 c 398 2G3 2107 2637.J1 1816 60:ta59 2045 910:^1 i 672 2U)60:il42ii 279771 1607 187.<66:j,224l 3iJ02b'0il362 lJ099i;0 18i(9 57601|1645 291l()8;|y02 C9l:i00 1633 a l| o ■ "•a a 47284 i 25786:« 296800 190406 70in 89441 63,j74'i 517707 928)29 a3:W99 l.:5GJl 114795 9507 I3"J,;5 275 '15 31346 5363 10332060 196 205 1482 •2047 2139 242 I.. 25 311.: 1709 >16ii 24 i 46 A.d 1192 607 7049 3578 8072 881 44945 20557 38333 19147 155932 517105 265144 .... 323322 468( 5729 517'J <-8 a h a 238 (.7 78 < 894 1315 176 104;< 1370 9,13 2127 162-1 1978 3194 (, 220917 119121 66178 5515 12629^1)014 146158 5220 170130 ,JG9: 95741064 36321210 2334 I 25i;60 3207 47171179 163452724 .L.J 122716139, 293 194 157 304 60 209 171 879 237 763 44 -249 555 313 21" 204 112 41 70 200 349 437 144 66 35 14 II 16 15 743 232864231316106 & ». 39945 26935 C1040U 97199 297675 20065 l9i((t;o;; :i2oa23 1348233|l767 76748 1744 447040 17s)5 121140^2183 I 3059 1715 2008 1620 1424 1567 2183 1354 737 987 531IR5 516323 309527 136621 215739 OH 1904 687917 9379.13 343031 15744 > 140455 30388 34730 39834 31639 2358 2372 2533 •27B4 3;i32 3082 3409 971 2146 2382 2386 1013 2170 3157 2461 2109 12860702 106 f „^°J^".7J''S L*'''" *''^'""? '"/o™* of >t« columns from the officio! r« fo,?h; n^^;f '*'««'•«"•'« arises from the fact that allowance is here rnVdi for the pupils which were at th it time connected with the Deaf «nH ii» ? Inst.tutious in Connecticut. New York. ".% Ppn-v' .! "rr-l".^ '^?.'"«» S I ' 200 Appendix to Report ox Education. (TRANaLATIOnO Rules of tho lloyat inatiiutioti tor the Doafand Dumb at Paris. Beaido tho govcrnmont pupils received and maintained at tlt« Royal Institution, cillior pratuitourjly, or on the payment of one half, or of two thirds llieuiual rates; and the two classes of day- scholars founded by the City of Paris, this establishment, receives an indefinite number of bourdors of hoth s.ixcs. We will not heie repeat tiie udmirablo effocta produced in the education of tho Deaf and Dumb, by tho process of that art which has bueu established by tho tcnefactorB of tho human race. Wo will not here repeat that it puts these unfjrtunn'ea in pos- ■eswion of all raligous and moral benefits of which they would, without its aid, have rem;uned entirely deprived ; tiiat it iniroducfs them to tho bosom of t^ocicty from which they would have been excluded ; that rescuing from a state almost Havago, it elevates them to the dignity of man, in giving a spring to the renson and Bocial affoctious; so tlmt parents wiio have cliildron afflicted, with this misfortune, would bo guilty of the greatest injustice, if they neglected the occasion here offered totiiem, of affording to these children all the b:;iicfita of which thoy have been deprived. ]}ut it is deemed incumbent on us to communicate to parents that during several years past.fhecducation of the Deaf and Dumb liaH received at tho Royal inatituiion at I'uris, important amelior- ntions; — The methods of teaching have been improved by f.\perj- rnco and new discoveries ; — by the better distriliulion of the pu- pils, and by the selection and increased number of teachers and as- eistanls: — finally a decree of the minister of the interior has -estab* lished a council of inipn)vcmcnt composed of eavons, the most ca- pable, by their knowledge to advance this ait. Besides the cfsen- tial brandies of the Institution, which comprise reading and writing — Tho French Grammar — Religion — Ethics — AriUimetie — the Elementary principles of Geography and History, there is for the scholars of*^bolh sexes, a clasa of drawing; several workdhops have been established for the boys. To ehops for joiners, tailors and Bhoo-niukors where the pupils make wiiat is necessary for the es- tablishment, are now added, — A shop for Turning ; A shop for En- graving ; And a shop for manufacturing cabinet ware. In all of which the most finished articles arc made. A new Building on tho point of completion is appropriated fur the accommodation of others, particularly for workers in watch-making book-binding, &c. So that the pupils on leaving the establishment, are prepared to embrace a gainful profession, and experience has shewn that they succeed even better than other childien in those kinds of employ- ment, which, as h;i8 been selected for them, require extreme at- tention of the eye and great precision of hand. Girls learn all kinds of work proper to the sox. One of the in- Btructreses teaclies likewibe embroidery to those wliose friends desire it. The girls occupy a separate building, communicating neither with the street nor with the one for the boys, and see none but their parents. They never go out except but to promenade, and tlien al- together— « large garden serves for recreation. The food is wholesome, and the situation most ealubrioug. The eliildrcn are surrounded, in health and sickness, with all the iitl6n« tion wliich an active and tender solicitude can suggest. Appendix to Report oy Educatio.v. 209 having bec'n dtL/in'o'Xdrr'JfccinltS? ""^' P''" °' "''"'""^ 16th of NovTmSer*"'" '' ' ''°'"'^" ^"' '^'^^^««" '^'O ^Sth Oct. and .b.?;rrSi;^^liro' '""" '^^ '^y^ -^ ««0 for gi^s ; pay. 4)iinctually for l7sZLV aJ^ ^ f ^''' •"" **"'^»d«~to pay cessitics Jf tho schoLr' A ^ ^^l'" '"ay bo resorted to when tho ne- proper. "'° "=''°'"' or any other Circumstance may render it for extraordinarie" ' "'^"'' "^'^ '"^'"'^ "» «^^Pen8e C.P., one ,„„„d h.., 3 p.,r of .h„.., 2 combs' 1^,1 '^^T^„^ OirlB—three pair sheets— 6 (owcls— 6 chemisefi—fi n«ir «p „«.• Bockmgs. 4 blue, 2 vvhRe-6 pocket hndTrclTetene h^^^^^ black straw, uniform--6 caps—O niifht rans r ,, Lf, r *^ ^' l.a„dkerchiefs-2 colored do.Ll wo'oienZ;;;ii?e'lr"ra'rnr' 1 wooJen pott>coat_2 colored do.-2 white do-^ whalebone co7 jetg_-l woolen kn.t under jacket-1 white robe of mushn-3 col" ^-Z:^. Pt"" '''°'"'. ^ """^'^^ 1 fi°«' 1 t«-"«k to Jock, pay llrvlr/lVSe^J!' " '*""" '' '''' '^^^^' ^'^^ P--»- ^° ADMINISTRATION OF THE ROYAL INSTITUTION. The Duke of Montmorenci. The Baron Degerando. The Duke of Doudeauvili,e. The Count Alexis db Noailles. TLTron^L'^Nr'' '''"''■"■''" '" '"'^'"'^^ '" "^ ^'^' ■ The Abbe Bcrnier Fontanel Director—ThQ Abbe Perieh. ilffeni— General Baron Keppler P%«c«in— The Chevalier Itard. N. B. The director is to be addressed on all subiect* aim..* >h. 1- «„..vw!r.i, c?j luc eiiiiurcn, and C2 210 Appendix to Report o.'^ Eoi'cATios. Th(? A^^cnt GcnernI on all matters touching tlio admiMtun ofpu' pilf— the payment of board economical iiitcrestB, &c. In the loMt chapter of a work evincini{ much learning & rcaearch by Rembt, Tobias Guyot, Doctor of LaWH, iho author «]. recta what ought lu bo avoided and what followed, in Icgialatmg about deaf mutca. He excludes from tho clasi of rral draf and dumb all who are merely hard or dull of hearing ; all who have brconic drat after having enjoyed their iicaring lor eome yenre ; all who art) without the ability to epealc, though they arc ablo to hear ; all who in con* ■cquenco of dieeaBe, are aomctimrB but nut always d'-af ; and finally, all whopo tcnsc ol henring has been ret-torcd by ait. Having given this negative staicmcut ho next offiia his potii« tivo detitiition thun : — They only are deaf mvtes who are so Jrom Lirth or from such early infancy that they hate never acquirfd a knowledge of sounds, and have remained deaf forever afur. The conBcquence of which df feet is, that they ne'thcr speak nor un(l>>rHtard thosa who do 6|.*eak, nur make any communication of language by iLo voice. After various oliBcrvatiors he proceeds to the two-Wd inquiry. let. What IS the dispotilion and nature of the uninstructed Deaf Mute 1 and 2nd, what are thoBO of the educated and inatrucied 1 On the first of these queHtionn, he considers tho deaf mute as in some respects inferior to a brute ; though with this memorable dif- ference that ho may be taught tu understand and to act, and tbui perform functiond that solely belong to rational creatures. Of the five senses, he considers touch, taste and emell as corporeal r while ■ight and hearing have a particular reference to the mind. Deaf mutes when uninstructed, are, ho observes, very much prone to imitation ; insomuch, that they more resemble apes than nicn, particularly as they make no distinction between good and bad. They have keen curiosity — are very restless — and exceeds ingly prone to anger — shunning the society of men — prono to sus- picion — and only fearing bodily pain. His observations on the second query, are briefly these :— Their education is considered as beginning in private, though public instruction is incomparably preferable. The remarks contained in his dissertation refer especially to the tatter. Yet with all the information he can be made to acquire, he can only be aided to a certain degree. The absence of hearing restricts neceesarily bis perfectibility ; because he is deprived of that continual repe« tition of things, truths, comparisons, and deductions, which per- sons having the sense of hearing enjoy. Whence it happens that a large portion of what they have learned sooner el' 'c i he me- mory than in tliose who hear, nnd by repeated heaniii^ ■ deaa formed, inculcated, and faithfully retained in t' c r ; .i.e :ioB. Though much has been done for their improveme j SiJiioola established over many parts of civilized Europe, such as writing, reading, aid even spelling, it must not be supposed that they equal others even in speech or writing, and however taught or instructed they do not wholly lay aside the nature of deaf uautee, since the defect of hearing remains. Still many of them have gained an ac- ij w?itance with the nature of thinge, of cause and effect, and of the v^^/ioas fof human actions. Thev beccnio rational and moral be- S4iv.a~w '{»blp the Deity—and are not ignorant of law and right. Appendix to Report on EoucaTiow. 211 I''!Lm'"'T^''i''"''"*"' ■'"'!! """f ^''0 »>»»« conferred benefit, on them li.ey love mankind, good na.r.e, and even grow fond of a,or. riiey .ubmit to order, and willmgly afford asaiit.nco to othora Having bocotno more cultivnU-d, they seek tlio converaa- tion of otliera, and delight to make communicationa of tlieir own inoughta. Out they retain the vice of cnriosity, which, however puerile ia them ,H, neverlheU..8, by the trouble ,t givea to othora. not unfre- ^nently the v.mwe o( quarrcia, the apology and explanation of which la, the Ignorance ot so many thinga which fhomj who hear, can «o euBiIy and ao frequent jr com preiiend as maltera wiU.held from deaf .T ^"*'^j ^u*^''°"^."'8'y Itecomevery impatient, if they lowhom they addreaa thcmaelvce, do not immediately understand them. Haying craved excuae for their excewive curiosity, he makoa an •pology for their ignorance of those thinga which can only be ac quired by apeech, and by intercourse with thoae who hear. For havmfr now become conacioua of their imbecility, they readily yield to the counsels of ihoae who hear. They love to imitate them, but not BO much as formerly. They imitate bad as well as good with very little diPcrimination, for although they may have learned to disunguiah between good and bad, the formation of a just criterion bctweon them is always a work of difficulty, in relation to prac lice and to persons ; points on which they very easily err and arfl deceived. ' ' «.?l *»!,-f?!iT^ °J *''«<'«'«'!»'''> grift of hearing, the d-^f -nntea, unless tutored by art, remaui ig.ionint of the Duty and of divino things, arM ot all the civil duties ol virtue and morality. They have so little sympathy, that they are not moved by the miserlea nor tears of others, but exhibit tho semblance of wooden iiiuiffet in the form of man. They are lustful and lecherous; being under less restraint than those who hear from the advice and instruction of parents, masters, and others in authority. Yet they have somo auperiority as relates to visible objects ; though this advantage ■eems to be but of little use in the main, through the difficuliy cf communication with those who hear. The author manifests extensive knowledge of the sul iect by re- ferences to such writers as Heinicke, Esclike, Ernsdorler, Petschke, Moruz, Reiche, as well as Sicard, Cusar, Bebian, Desmortiers, Alhoy, Kress and Hard. Tte Constitution and By-Laws of the Pr.nsyhania In$titution fur tlie Deaf and Dumb. COK^STITITTIOIV. Article Ist. The title shall be " The Pennsylvania Institution fortho Deaf and Dumb." Article 2nd. The ichool shall be located in Philadelphia. Article Srd. The institution shall be supported bv the annual Bubficrintirns o^ its members, fay life ■ubscriptioDB, by such aid aa the Lcgiglatwr >»«» „ "((.' h' ^ • -JA 212 Appendix to Rei'out on E«ucatm)n. of the state mny be pleased to afford, by donations and legacies, and by the payment for the education of cinldren by the Parenta or others who may have the ability bo to do. Article 4th. The ofiicers of the Institution shall be a President, four Vice- Presidents, (and the number of Vice Presidents may be increased from tj;ne to time, by a by-law or by-laws as circumstances may require m extending the benefits of the Institution throughout the state; a Treasurer and recording Secretary. They shall be ex- ofBcio members of the Board of Directors heremafter provided for. Article 5th. The President or in his absence one of the Vice Presidents, or in the absence of both, a chairman to be appointed by the members present, shall preside at all meetings of the association, have a cas"! ing vote when the members are equally divided upon any question, (but no other) anr' shall perform such other duties as may be re- quired of thera by the by-laws. Article 6Tir. The duties of the other officers shall be such as are implied in their titles, and shall be prescribed in the by-laws. Article 7th. There shall be a Board of 24 Directors, composed of members of the Institution, who shall annually at the meeting next succeeding their Election, appoint one of their number to act as correspon»2ing secretary of the institution, their other duties shall be such as may be defined by the by-laws. There shall also be a committee of twelve ladies selected annually by the board of Directors, at their first meeting in the month of May, to aid in tiie management of the establishment, under such provisions as may be from time to time prescribed by the by-laws. Article 8th. Any person may be a member, who shall sign this constitution, and pay a sum not exceeding three dollars per annum, or such gross sum, m lieu thereof, to constitute a member for life, as may be prescribed in theby-laws; provided such sum phall not exceed twenty aoilars. Article 9th. «r , "l^™'?ers of the Institution shall meet anaually on the first Wednesday in May, in the city of Philadelphia, (at such hour as the Directors may prescribe) for the election of Officers and Di. rectors, as well as for tiie transaction of such business as may bo then iaid before them, and to receive the annual report of the Di- rectors. Adjourned and special meetings maybe held as shall be provided for by the by-laws. *> j »» """i «o Article 10th. Ihe Association shall have power to make by-laws, as well as to carry into eflfect the provisions herein contained as tr.nak" other rules and regulations consistent herewith. _ . Article 11th. rhe right of membership may be relinquished, and the resie- nation addressed in writing to the board of Directors, shafl be accepted by them provided the member shall have disci arVed l\\ demands due to the Institution. oisciiarged ail -,. . . Article I2th. ln« luous of the Institution shall be at the disposal and under Appendix to Report on Education. 213 the management of the Board of Directors ; subject, however •o far as relates to that part derived from th; life subscrSs to su.h restrictions as may be imposed by the by-laws. . , Article 13th. »»,- K . '"^"^u"!^*'^'''*'''"^ '"«y ^^ matJe to these articles, or to the by-laws which may be made under them, having been first u!...»5\^i thirds of the members present, there beine at iMit ih.rty-three members at said meeting, but nit otherwise? BY-LAWS or THE PBNWSirXVAMlA XNSTZTUTZOZf FOR THE DEAF ATO DTTMB. _. _ Section 1. f^JH^• Tu" *i^"' «n°"a"y and previous to enterine upon n^th^ ^.'''•'""K^''" "'"«'f«rthe Institution (or in the ^vent «„d5r r """°" '"'^r''?^ incorporated, then to\l e In titmor undents corporate title) his bond, with two sureties who sha llST^f.^^ A% ''T'^ of Directors, i„ the SaT sum o TnJ/w-fr *" 'T'T® ^°? '""""* '"' «" moneys belonging to the Institution, whether they arise from the annual contrlbm.ons of the members, donations, legacies in cash bequeathed to i?e In rrXreT ''-' -y accmeon investLntroVa^nr^tJe"; sto^k^ ot"lht^r^nltraL''Vro"r;S':i,ri^^.-L^r"^- '^H^ purpose.^''' '^''" ' '^'^^''^^ •'^ ^ ^'''^ '^ ^' kept by th;m for that Whenever the cash in his hands shall amount to the sum of one hundred dollars, (or at his option a smaller sum) he Thall 1 reasurer, and not m his private capacity, to be drawn therefrom only for the purposes of the Institulion. therelrom n^rA fi^^y ^" °'''^^" '?'■ ™«"^y '^'■^"'n on him by order of the faM R„f h""!?''"''' ''^"^^ '^'''" ''^ «'g°^'' by the President of Mn u'?,* f'' countersigned by their Secretary. f.UWu;tiiL'?f PrH?„'il5.!^^.«°""'' ^herein he shall make Kervo vouche^BforTirhiapaym'entr'"^""^ ana shall pre- H« ahall whibu onnualiy (or oftener, if required >o to do by the 2l4 Appendix to Rei'Ort on EDUcATioif. '3 I 1 ! board of directors,) a statement of his accounts, in order that ihvf may be laid before the members of the annual meeting. He shall keep in a book tu be provided for the purpose, an alpha, bctical list of the names of the members, so arranged, that the an> jiaal payments made by the members may be distmctly shewn. His books of accounts shall be at all times subject to the inspee> tion of the President, Vice Presidents, and any member of the Board of Directors. Section 2. The Recording Secretary shall transcribe into a book kept by him for that purpose, the constitution, these by-laws, and such other by-laws as may he made from time to time. He shall pre- serve a record of tiio proceedings, of the members at their annual or other meetings ; he shall keep a list of the names of the mem- bers noting the period of their becoming so in a book provided spe« cially for that purpose ; and he shall also note down against their names the time when they may cease to be members, either by death, resignation, or otherwise ; a copy of which shall be furnish- ed to the Treasurer whenever such cessation of membership may occur. It shall be the duty of the Recording Secretary to act as Secre> tary to the board of directors and preserve correct minutes of their transactions, which shall be transcribed into a book kept for that purpose, as weii as for recording the proceedings of the annual and other meetings of the Institution. He shall givo written or printed notices to the members of the board of directors, of the place and time of holding their meetings, and shall also give public notice in two or more of the newspapers of the city.of all proposed general meetings of the Institution.for at least four days previous thereto except the annua! meeting, of which not less than ten days previous notice shall be given. Section 3. The corresponding Secretary shall be charged with the duty of maintaining such correspondence with individuals, or similar asso- ciations at a distance as shall be directed by the board of directorst or that may arise from the nature of the Jinstitution. He shall preserve copies ol all letters written by him in the performance of his duties, and cause them to be recorded. He shall also pre- serve copies of all communications relative to the objects of the In- stitution, whenever their import may be deemed of sufficient interest by the board of directors to warrant it. His records shall be sub- ject at all times to the inspection of the board of directors, or any member of it, and shall also be laid before the general meetings, either at their request or at the board of directors. Section 4. The board of Directors shall not apply the funds of the Inititu- tion for any purpose unconnected with its special objects. They shall have power .to make laws and regulations for their own go- vernment as well as that of the establishment to be placed under their immediate care and supervision. They shall make all con. tracts in relation thereto, the amount of which shall be binding on the Institution, and paid for out of its funds ; provided that in the e^nenditure ofl or makinnr /•nntrnctB: amountisir to '50Q nr isars there shall be a majufity of tho whole board to sanctioo the same. Appendix to Report on Education. 215 It shall be their duty to procure an order book, with marginal relerence from which all their warrants on the Treasurer shall be taken, which warrants shall be signed by their President, (or presid- ing officer as the case may be,) and counter signed by their Secre. tary. They shall hold stated meetings of their board at such place aa they may determine upon, at least once in every month ; they may from time to time examine into the state of the funds of the Institution, and require from the Treasurer a statement of his ac- counts, whenever they may deem it proper so to do ; they siiali examine and act upon all bills and accounts exhibited against the Institution, and on finding them correct shall order their pnyment by a warrant on ihe Treasurer. It shall be their duty to lay be- fore the annual meeting of the Institution, a report of their proceed- ings torthe preceding year, accompanied with an exhibit of the re- ceipts and expenditures, and a general statement of the funds of the Institution. Section 5. The duties oftheLadies committee shall be prescribed by the board of Directors. Section C. The money arising from the life subscriptions of the members, (of which tlielreasurer shall keep a distinct account,) shall be invest- ed either in the United States, State, or city Stock. Section 7. The annual contribution, until otherwise directed by the Insti- tution, shall be two dollars ; and the sum to be paid in lieu thereof to constitute a member for life, shall be twenty dollars. Section 8. The annual c6ntributions of the members shall be considered due from them on the day of the annual meeting in May, and pay- able in advance ; provided that no person who shall sign the con- stitution at any period less than three months previous to said day. shall be bound to pay in advance to the day of the first succeeding annual meeting, but to that of the second period afler hia signing. Section 9. No person shall be considered a member until he shall have sign- ed the constitution and paid the sum of two dollars, the amount of the first years contribution, agreeable to the provisions of the seventh section of these by-laws. Section 10. The officers of the Institution, and the board of Directors, shall be elected by ballot, by the members in person, (if not by proxy.) who shall have paid their dues up to the period of the election : tha name ofeach candidate shall be written or printed on the same ticket designating the office intended, and the person bavins the highest number of votes shall be declared duly elected. Notice shall be given by the recording secretary of the time and place of holding the election, through the medium of one or more of the newspapers, for at least three days previous thereto. ^M ■ j'j % » I i' r 216 Appendix to Report on Education. Section 11. Special meeting's may be called by the President, the Board of Directors, or at the request of ten members addressed in writ- ing to the President. Section 12. Any member who shall refuse or neglect to pay the annual con- tributions r.r three years successively, shall be deemed as having relinquished his right of membership ; a return of all delinquents shall be made by the Treasurer once in every year to the Board of Direotcrs, who shall act thereon as they may deem expedient to enforce payment. Section 13. Twenty-five members shall constitute a quorum for the trani- sction of the ordinary business of the Institution. Section 14. In case that any office shall become vacated by resignation or otherwise, such vacancy aliall be supplied by the Board of Direc- tors until the next election. Section 15. The unappropriated funds of the Institution may be invested in «tockor deposited in the saving fund Society, by the Board of - Directors, whenever they may consider it expedient se to do. Section 16. All evidences of stock belonging to the Institution, shall be held in the name of the Treasurer, in trust for the Pensylvania Institu- tion for the deaf and dumb, until the association may become in- corporated, when they shall be held under the corporate title. Section 17. A common seal for the use of the Institution shall be devised and procured by the Board of Directors, placed in charge of the Treasurer, and shall be affixed to such papers and documenti as shall be ordered by the Association or Board of Directors. Section 18. A suitable person may be appointed by the board of Directors, as collector of the annual contributions, &c. whenever it may be deemed necessary. Section 19. Whenever the funds of the Institution will justify, measures ahall be adopted by the board of Directors for commencing the In- stitution, and relief of those deaf and dumb persona who may ap. ply for the benefits of the Institution, ApPEiVDix TO Report on EDucATioif. 217 Buhoer's France, »-, i»uut/c/ a j:- ranee, Lducatios ,n France:— The folloiving statement isextract d (rom ,he Review Encyclop6cJiqu«, which give'TshVauriori,; n L.s.y upon the moral statesiics of France, latclv T.Z2\ to the Academy of Sciences ce, lately presented DISTRIBUTION OF IXSTUCTION. Numbir or order, M Kiiiuber of youii^ men kno^vit)'; ]h>w to rcnil uud \vt iiR out of tve ty iJO. 1. «> 3. 4. 5. puse (Maximum). P""'>3 Jura 74 73 78 Hnut IWarno 72 Haiit Rliin ',**"' yj 7i ()9 Number order. 44. Oers Vauciuse , Ain Number of joung mea knowing how to lead end writt out of ev«* ty lOa ;eine 7. Ilautes Alpes. 8. JMeiMihe. . I fjg 0. Ardennes (j7 .10. Marne, Jl, Vosges 12. Bas Rhine C)2 l;j. Cote D'or GO 14. Ilaiite Saone ,09 15- ^»'je 59 16. nioiselle 57 .Seine et Oise 5G I'^iire et Loire 54 ("harente 30 4.-. 40. 47 48. 4V. 50. Lot-et-Garoune. 51. 38 37 37 AucI 34 >Sa6ne-et- Loire 32 31 17. 18. 19. 21. 23. 24. 25. 2G. 27. eine et Marne 54 102. Ardcchc (Minimum") Wf> K 1 /•••> T.. I . 1 ■ ■' 54 Oise Ilautes Pyrenees 53 Cal.'ados 50 '■'"'e !*!',!* 51 Aisne _ _ ^_ 5} Curse " 49 ....". 43 Cantal , ^ j^j 52. Pyrcnnees Orientales. . 31 63 53. llauioGaronne 31 62 I .'54. Avey ron 31 55. Sartlie 39 50. Loire on o7. Isere og 58. Lnndea 28 59* Vend i e 09 GO. Lozere 27 01. Loir-o -Cher 27 ^7 Pas de Calais. 03. Iniiru et Loire 27 04. Tarn ciG'arone 25 0,5. Vienne 25 00. Isle et Viiaine 05 07. Loire Inferieure 04 08. Lot 04 . . _ 09. Var C3 00 lY"""'';; ''^ "^- ""'"petLoiVc! "."..'.*!!.' 23 23. Basses-Pyrenees 47 '^' '" 29. Basses Aipes ^10 3i). Nord 45 31. 32. 33. 3 1. Rhone 45 Ilcrault 45 Orne 45 ^oinme 44 35. Seine Infericiirc 43 GJ). Bouchesdu-llhono. .. . 38 37. Manclie 43 3'^. Loiret 42 39. Dromo 40 40. Deux-Sevres 41 41. Gard 40 42 Gironde 40 43. Charente-inferieure. .. . 09 71. Oeuse 23 72. Haute Loire 21 ~3- Tarii 20 74. Maine 20 75. Mayonne ]9 70. Puy de D6um 19 77. Arriege 18 76. Dorclogne 18 79. Indre 17 80. Cdtes du Nord 1(5 81. Finisterre 15 82. Morbiuan 14 S'3. Cher 13 84. Haute Vienue 13 85. Aliier 13 86. Corr£.";u 12 Average of the Kingdom 38. D2 B 218 Appendix to Report on Education. This is the distribution of instruction in France; — While the average number of children at school in the United Slates nnd different States of Europe in proportion to the number of iuba- bitsmjs, gives tliis result : — Scholar on do. United States 1 Pays de Vnud 1 VVirtemberg 1 do. Prussia 1 do. Bavaria 1 do. England 1 do. Austria I do. France 1 do. Ireland 1 do. Poland 1 do. Portugal 1 do. Russia 1 do. 4 6 6 7 10 11 13 20 21 7S 88 367 Inhabitants, do. do. do. do. do. do. do. do. do. do- do. In connexion wi'h the foregoing, Mr. Bulwer refers to a new nnd vfry remarkable work by Air. Guerry, {Slalistiijue Morale dc la France,) and asks what inflneiice instruction has with the following calculalior.s on crime? Dividing France into five regions or districts, composed each of seventeen dep.irtincuts, and dividing the crimes committed m each of these regions into two classes, i. e. crimes iigainst pro- perty, and "crimes against the person," the following table, taking one hundred as the number of cri.nes committed in, gives the result of Mr. Guerry's calculations. Division of Prance into Five Regions. populatioic. NoKTH. — Aisne, Ardennes, Calvados, E^ure, Mauche, Marne, Mense, Mosselle, Nord, Oise, Orne, Pas-de-Calnis, Seine, Seine-In- ferieure, Seine-et-lllainc, Seiae-et- Oise, Somme, 8,757,700 South. — Ardcche, Arriege.Aude, Aveyron, Bouches- du-Rhone, Gard, Haute-Craronne, Gers, llerault. Lot, Lozerre, I{autes-Pyr6- nees, Pyrenees-Orientales, Tarn, Tarn- et Garonne, Vancluse, Var, 4,826 493 East. — Ain, Basses-Alpes, llautes-Alpes, Aube, C6tc-d'or, Uoubs, Dr6me, I-ScreJuva, llaute-Marne, Meurthe, IJas-Ilhin, Ilaute-Ilhin, Rhone, liaute-Saone, Saoneet-Loire, Vosges, 5,840,096 West. — Cbarente, Charente-lnferieure, C6tes-du- Nord, Dordogne, Finisierre, Gironde, Isle-et-Viiaiue, Landes, LoireJnferi- eurc, Lot-et-Garonne, Maine et Loire, Mayenuo, 3Iorhihan, Basses-Pyrenees, Dcux-Sevres, V^nd^p, Vienne, 7,008,788 Centre — Allier, Cantal, Cher, Correze, Creuse, Eiire-et-Loire, Jndre, Indre et-Loire, Loir6, Loire-etCher, Loiret, Ilaute- Loire, Novre, Puy-de-D6me, Sarthe, Hauie-Vienne, Toune 5,238,005 Corse..., ,,,,_,._____. 1H5,079 Total Population 13,857,961 Ai'PK.NDix TO Report on Edlcaticv. 219 CRIMES, AGAL\ST THE PERSON. V. o w 1823. f North a.» I Souifi 28 -! East 17 I West 18 LCentro U 183G. 24 26 21 16 13 18.^7. 23 22 19 21 15 1828. 2G 23 20 17 14 1829. 2.'> 25 1!) 17 14 1830. 24 23 10 16 18 Total. 100 100 100 100 100 100 25 24 19 18 14 100 CHIVIES AGAINST PROPERTY. 182,=;. . fNorth 41 K South 13 £-1 Kiist la West 17 . 12 M I West... ^ t Centre, 82G. 1827. 1828. 1839. 1830 42 42 43 41 44 11 11 12 12 11 JG 17 IfJ 14 15 19 19 17 17 17 12 11 J2 13 13 Total 100 100 100 100 100 100 43 J3 16 18 12 100 Of all the marvo!lon3 cnlciilalions. snys \[r. Bulwer, ever yet published, this CiilculHtion is perhaps the i.iost marvellous; for whatever tlie basis on wliich the coinputntiorj i.s made, it is not a wliil the le.ss wonderful that it Fhouitl in six successive years j^ive an ahuost simitar resuh ; and tJjis, not in one species of crime — not in on,: division »f France— but in ail the divi.^^ions of France, an> a 4 5 6 7 8 10 11 13 13 14 15 Ifi 17 18 19 20 21 22 23 24 25 26 Cutting and maiming IMurtler Assassination (murder premedilated).. Kebt'liion K:i|ie and a.-3sau1t, witli intent to Do. do. on children Infanticide I'aisu w itncss and ljril)ery Cuttinjs; and maiming parents, guar- } (liauii, &c ^ Poisoning (.'rimiiiai conspiracy. Crimes against childicn Parricide Abortion liigamy Contempt of Cciirt and iisoflkeis.. . . Begginnr, accompanied with violence.. Political ullences Tiircatenin<;. lireaidng Prison Breach of the sanitary laws. .. Castration False witnessing in civil cases. Violation of public decency... Forfeiture Slave-trade Total . not* ion i;;$ 118 87 85 40 oo 20 l.'{ 12 11 i) 9 G 1 1 18G5 107 1i)U lu7 105 o;{ 71 0:j 47 40 21 12 11 7 7 5 3 3 loco '¥t: 1 3 4 5 6 7 8 9 Robbery (differing from the following) do. jn dwelling houses Fraudulent olfonces (dilVering from ? the following) , Forging in commercial documents. llobbery on the High-way Fraudulent bankruptcy Burning of buildings, &c ,. Sacrilege. Frauds uudur false {Tclcuced G219 1043 ICG 159 105 87 54 48 610 ICS 48 20 30 20 16 10 9 AppF.NDix TO Report ON Educatiojc. 223 197 k;7 105 9;j 71 G:J 47 4G 21 i2 11 7, 7 5 5 5 3 6!0 1C8 48 20 '60 20 16 10 9 10 11 12 13 14 15 1(5 17 18 in 20 21 22 23 24 Counterfeit coin Kxaciion and corruption lOxlortioii of si^jiiature Destruction of moveable or irriinove- f iihio property ^ Pilhi go iiiid destruction of grain liurtiin<: of various obj>>cts ronnlurfciiin!; seals, &-c I'iilaire and destruction of furniture.. SM|)pressi(in of titles or deeds Tornery of Hank notes Defrandinn the Public Treasury Stnugsjiiiig Hr< akinjr open of sealed things Loss of a riliip by negligeni . of the > IMot S Barratry Abuse of a blank tignaturu No. 4fl 27 24 23 Id 9 (i 4 3 3 9 7 4 3 o 1 5282 I 1000 CRLMES AGAINST PERSOiNS. DEPAIITMENTS. „;„,,,■_ ] arcusfd out of inlittbitAnti 1 Co-s.? 2199 2 Lot 5885 3 Arricrrc 6173 4 Pyronous — Onen- iale3 6728 5 Haiie Rliine 7343 6 Lozdnj 7710 7 Avnyron 8236 8 Ardoclic 9474 9 DMhd 11500 10 Mots Up 12153 11 iJantfis Pyrenees. 12223 12 Bas-llhin.. 12300 13 Si-mo..t.O,ie.... 12477 14 Htnult 12814 15 iJMEScsAIpes.... 12035 ICi Tarn 13019 17 Gard 13U5 18 Viir 13145 19 D.6a,c 13390 20 Bouclios du Rhone 13109 21 Vaucluso 13570 22 Seine 13915 23 Tarn-el-Garonne. 14790 24 Euro...... 14795 ^o. DEPARTMENTS. 1 nrciiRfd out of iiilutbitanti 25 Viennft 1.5010 20 Corr6ze 15202 27 Marne 15002 28 Aiule 15047 29 Haute Loire 10170 30 llaute-Vienno 10250 31 Bapses Pyr6n6^s, 10723 Avcraofe, 17085. 32 Pay de l)Mne 17258 33 IlantesAlpes 17188 34 Calvados 17577 35 Landfs 17087 36 Loiret 17722 37 Yonne 18006 38 Cantal 18070 39 Siene-lnferieure. . 18355 40 D.ux-Sevres 18100 41 Haute-Garonno... }8(i42 42 Gers 1H042 43 (,'harenle-Ir.fericurel8712 44 L6re 18785 45 Rlione 18793 46 Vosges ,^ 18835 47 Indre-ot- Loire, .-"n 19J31 48 Loire-Inferieure.. 19314 224 AprENDix to Report o.v EnucATfosr. i' 40 y\iihp , , , 19002 08 Alniirt liA . . . . 20574 . 2(i7'10 60 Vou.ito 20.S2a 09 Nord fil Loir-ot cliiT. ... 21292 70 Allien . 20747 5i Kurn-ot- Loire. . . . I) irdo^'tio 2 1. '508 2i5sr> 71 72 liOiro • 1 . 27401 5:1 Omc .. 28180 61 ('linr 210:U 7:\ Oriio . 2H:129 55 Inl0.f.'t.Vll!lin(! . . . 22 IMS 74 Aloycnno . 28: :n M S,Mno.t.'t-Al.iriic.(. . 22201 75 I'ftU'S.du-Noni. . 28007 57 fliiiitc .Siiftiif . . . . 2j;i;)0 7,t Lioiic-ut-Kuoiio. . 2fiy9i 58 Ijiit.ct-d.irdimi'.. . I' IS (I''-(uliiifl , . ,. 22900 2M101 77 78 •'ft^7(» 59 Miinc'-ct-Loirc. . 29592 00 .Morliilinii 2;t:H0 79 Fiiiiftforro . 2!)872 tjl Giroiidi-' 241)90 80 Maiiclio . :Ui078 02 Ml ufl- 24.-^07 81 C6tod'or . 92250 6.i Clinrento 249ti4 82 Iiidrt' . 3'J4i)4 (14 Nicvri^ 25U87 8:» SaiiiiniJ . :i:i.j02 05 Jiirn 20221 20220 84 85 HiiitliP .... .s.'H»i:i f)(5 Aisiif Ardcnn(>s . i^52oa 07 liiuno-Murn". . .. Forwarded. 20231 fcO Creuso . 137014 CRIMES AGAINST PROPERTY. Ko Di:p.\UTftIENTS. 1 firrnseU nut of itili.iliitnnfs. 1 2 3 4 5 « Sijiiio Soino-InriM'Piiro . . S.Miir-i'l-O.o.... l';iir:vrt-L)iP?. ... I'iis diJ-Calais Aibf inos 2900 y^79 4010 4040 4080 4500 • -i.-'M 4529 4889 4710 4774 4915 49 -'0 4050 5042 52!^1 5:J57 5521 5731 5786 5914 5990 6017 7 Ciilviulos b 9 10 11 12 15 14 15 R yiii. '.'.... Mn::S}llU [jocsn Vii'niio Cm-tt lliut. Riiinu Bis-R.uii Manif 16 17 . 18 ( 19 iHirot [Joac!it's-(leRli6iio ylifircn elii'orieux A srio 20 ' 21 i 22 ■ 1 V.uiciiiso S.'iiic ct- Mjrtic. . Jmib.-j 23 Lozere 24 1 joire-et-cher .... Avenge..., 6031 No. 25 20 27 28 29 HO '.n 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 DEPAKTMENTS. I ai-ruied O'J I 111' iuhubilnnti. lifindcs 0170 Noid 6175 Turn 0241 Haiilc-Viomii.'... . 6402 Yoiino 05l() l:lc-t't-vila:no. . fi524 Oso 0059 Avt.-y.r.n).. : 0731 MoiirUiP C831 Fmistfrro C842 Doux Bevr^ 06t)3 Indnsct-Loirc 0909 Cotes-du-Nord.. 70.'j9 Soiiimo 7114 H.int(,< Garoniit'. . 7204 Risse.s Alpcd.,.. 7289 Ciroiidc 7423 Maiiclie 74:j4 V.ruluc 7.'yr;o Indrc 7024 PyrcSuecis-Urienta. los 7033 Dr6rno 7759 Haul, Sa6ii(' 7770 Allier 7925 Appeivdix to Rei'out on Education. 225 40 Morbiliau 7910 00 Card 790() 51 Jura 805U 52 Ilaulos-Alpea ... 8174 5ii Ni6vre« QtiliQ 54 Orro 8248 55 Snrtho 8204 5fi IsOre 1326 o7 Maine-ct-Loire. ,. S.VJO 58 Baeacs I'yrSndes. 853.3 59 Tarno-ot-Garonne 8080 60 Ardonncs 8847 61 Lot-et-Garonne . . 8943 62 VoBges 9044 03 Lot 9049 04 C6to.d*or 9159 65 Mouse 9190 66 Rlayenne 9198 67 Loire Inferieurc, 9392 OS Ilauto M&rno. ... 0539 69 War 9572 70 Ariego 9597 71 Haiitos-PyronocB. 9797 72 DordoRno 1023T 73 Ardiicl.o 10203 74 Aude 10431 75 Gow 10480 76 Cher 10503 77 S!\6no.ct-Loiro.... 10708 78 Horault 10954 79 Cantal 11045 80 Puy-de-dftme 12141 HI Loire 12005 82 CorrSgo 12949 83 Charcnto 13018 84 Ain 15890 85 Ilaute-Loire 18045 80 Crouso 20235 EDUCATIOIV mislj. T1THEREAS, the promotion of the Education I'reomblc. ▼ ▼ of the youth of this Province is indispeusible to the domestic and social happinsss, to the commer- cial prosperity and uutional greatness, and to the peace, weUarc, and good government of the same : and whereas the common school system of this Pro- vince has not produced the benefits bo much desired by the thinking portion of its inhabitants: and wherefore it is expedient to alter, amend, and reduce to one act the several provisions of the same. Q^f *^ ^c.-Tbat from and after the 1st day of January 1837,-there shall be granted to Ilis Majesty annually out of the rates and duties now raised, levied and collected, or hereafter to be raised, levied and col- lected, to and for the public usee of this Province, and in the hands of the Receiver General unappro- priated, for the use of common schools in this Pro- vince, the sum of fifteen thousand pounds. Andbeit fc.—Thit whenever the permanently Saporinten- available public school fund of this Province, arising dent, when & from any source whatever, shall amount to ten thou-'>'»w to be np- sand pounds per annum, it sliall and may be iawful P"'"**''* for the Governor, &c. to appoint under the seal of this Province, a superintendent of common schools, whose duty it shall be among other tiiiug-s to prepare and submit an annual report to the Legislature, con- taining: o \.'^*'°'"''"*''^"'° «ondiUon of the common schools of theprovinco. i' *;»""'*te» and accounu of expenditures of the school monies. r,m,i in'i% .1 'mprovement and management of the common school fund, and for the belter organization of the common schools ;— and •1. All such matters rolatinir to hla offioe. and to th;- cninmon sahoolf , as he shall Jecm expedient to communicate. E2 Hit duties. IP I I ^v L \ ,.,, 111!! 226 Appendix to Report on Education. Apportion- And be it, ifc. — That in every year, immediately ment and ratio following a year in which a census of the population ruent**"'*"*" °^ '^'^ Province shall have been taken, the Superin- tendent shall apportion the school monies to be annually distributed amongst the several districts of this Province, and the share of each district amongst its respective towns and cities, in the following man- ner : the one moiety thereof shall be apportioned among the several towns and cities of the Province, according to the ratio of the nnmber of children over five and under sixteen yearsof age, as compared with the populationof the whole Province according to the last preceding census, and the other moiety among the several townships in proportion to the amount of school monies raised in the several town- ships in this Province, except as is hereinafter pro- vided. Increase of ^^^i jg j-^^ ^.^ — q^jjat jf an increase of the school how opporU- monies to be dis ributed, shall take place in any other oned. year than the one immediately following a census, the Superintendent shall appo;tior <^\ich increase amongst the several districts, citie. , towns, accor- ding to the ratio of the apportionment then in force. Proceedirg when town altered, &c. Proceedings And be it, tfc. — That when the census or returns, when census upon which an apportionment ij to be made, shall be defective. go far defective, in respect to any district, city, or town, as to render it impracticable for the Superin- tendent to ascertain the share of school monies, which ought then to be apportioned to such district, city, or town, he shall ascertain by the best evidence in his power, the facts upon which the ratio of such apportionment shall depend, and shall make the ap- portionment accordingly. Amd be it Sfc. — That whenever, in consequence of the division of a town or the erection of a new town in any district, the apportionment then in force, shall become unjust, as between two or more towns of such district, the Superintendent shall make a new apportionment of the school monies next to be dis- tributed amongst such towns, ascertaining by the best evidence in his power, the facts upon which the ratio of apportionment as to such towns shall de- pend. And be it, ^-c. — That the superintendent shall Certificate certify each apportionment made by him to the Go- «nd notice of vernor, and shall give immediate notice thereof to upportioDinent (l^Q clerk of the peace of each district interested therein, stating the amount of monies apportioned to his district and to each t jwu and city therein, and the time when the same will be payable to the com- missioners of such town or to the chamberlain of the ciiy of TorOiiiO. Appendix to Report on Education. 227 Dar1"f,fi^«h'l A^"""'^'"'" ?'^ superintendent shall pre- Regulation, pare suitable forms and regulations for making all "splcting reports, and conducting all necessary proceedines '°""'' *^«- under this Act, and shall cause the same, with such instructions as he shall deem necessary and proper, lor the better organization and government of com- mon schools, to be transmitted to the officers requi- red to execute the provisions of this Act throughout thft Province. ° And he it, ^-c -That all monies rensonably expen- Ex„.„.. ded by h,m m the execution of his duties, shall upon how paid due prool, be allowed to him by the Golernor, Snd ^ be paid out of the Treasury. And be it, ^c— That the sum annually to be dis- tributed for the encouragement of common schools. DNfribntion shall be paid on the first day of February, in everv i!'*^?'"'"'*" year, on the Warrant of tlfe Governor, tJ'the S" v2'eu%"a1d surers of the several districts, and the Chamberlain "^ of the city of Toronto. And be it, ^'c— That the Treasurer of each dis- trict, and the Chamberhiin of the city of Toronto Treasurer to shall apply for and receive the school monies ap'"'''''^ *"'" •"<* portioned to their respective districts as soon as the""'"' same become payable. And be it, ^c— That cnch Treasurer receiving such monies, shall give notice in writing, to somt one or more of the commissioners of common schools of each town or city in his district, of the amount apportioned to such town or city, and shall hold the same subject to the order of such commissioners. And be it. ^T.—That in case the commissioners monies re- of any such city or town, shall not apply for and re- maining, hjw ceive such monies, or in case there are no commis- •''■Po«ed of. sioners appointed in the same, before the next receipt of monies apportioned to the district ; the monies so -remaining with the Treasurer shall be retained by him, and be added to the monies next received by him for distribution fiom the Superintendent of common schools, and be distributed therewith and in the same j)roportion. » And be it, ^c— That whenever the clerk of the peace of any district, shall receive from the super- intendent of common schools, notice of the appor- tionment of monies to be distributed in the district, he shall file the same in his ofhce, and transmit a certified copy thereof to the district treasurer, end also to the clerk of each township, to be by him laid before the school commissioners of such township; which sum so apportioned, together with the sum raised in that township by the vote of its qualified voters at their last preceding annual township meet- ing, shall be apportioned by the said township com- missioners among the teveral school districts of tht To give notice. Monies re- Clerk of tb« Peace. ir 1 :(' i i 228 Appendix to Report on Education. Hi* duty on township as follows : ona moiety to be apportioned roceiv'g notice to each district, in proportion to its number of "'"PP"'''""" children between the ages of five and sixteen ex- - * elusive ; and the other moiety, to be divided among the school districts, in the township in proportion to the amount of money actually paid by each district towards the Teacher's wages in such district. Duty of com- ■^"'^ *« «'' ^c.— That the commissioners shall missioners. cause and require the collector of each town, by their warrant to him, to pay the monies so added when collected, retaining his fees lor collection, to some one or more of the commissioners of common schools in such town for the use of common schools therein, whose receipt therefor, shall be sufficient evidence of payment. And be it, S^e.— That if there shall not be any commissioners of common schools, in such town When monies when the monies are collecied, the collector shall to be paid to pay the same, retaining his fees for collection, to treasurer. jj^g district treasurer to be by him apportioned among the several cities and towns in the district, and dis- tributed in the manner herein provided. And be it, 8,-c. — That until a superintendent of common schools shall have been appointed in this guperinten-pj.Q^j^j.g^ j^ gj^^H [j^ ^^^^ ^]„ty ^f the Governor, &c. pro. tem. to be to cause the duties of that office to be executed un- exercised un-der his superintendence, and all the duties of the der the super- othej officers of the several districts, cities, or towns intemlence ofj^^ ^jjjg province, shall be transacted and done be- the governor, tween them and the Governor of this Province, in the same manner as they are by this Act required to be done by them, and to the Superintendent of com- mon schools in this Province. Town clerk ^"'^ ^^ ^*' ^"C— That it shall be the duty of the to give am'toftown clerk of every township, with as little delay as school monies possible after the annual township meeting, to make to clerk of the out and transmit to the clerk of the peace for his peace, district, the amount of money to be raised in his township for the support of common schools, who who^ apporti-ghaii apportion the same, upon the rateable proper- ty of such township, in the same manner as the other monies, to be raised and collected in that township shall be apportioned to be collected. And be it, Sfc. — That at the township meeting, convened under the authority of an Act passed in nndinspec'.the 5th year of the reign of His Majesty William ,. the fourth, entitled an " Act to reduce to one Act of Parliament the several laws relative to the ap- pointment and duties of township officers in this Province, except an act passed in the fourth year of the reign of William the Fourth, chapter twelve, en- titled "an act to regulate line fences and water courses," and to repeal so much of an act passed in the thirty-third year of the reign of His late Majes- ons. &c. Commission era tor> ',/" / N Appendix to Report on Education. 229 ty King George the Thii-d, entitled " an act to pro- To be elected vide for the nomination ard appointment of parish^* **>« annual and town officers within this Proviuce," as relates ^o s^o'nmfs^sb'fs the office offence viewers bcins; dicscharged by over- & 3 inspectors seets of highways and roads, there shall be elected in the same manner as other township officers, three persons in each township to b" school commissioners of such township, and three persons who shall bo school inspectors for the same. And be it, ifc. — That the commissioners of the Commissio r<« several townships so chosen, as aforesaid, shall be to rIvo bonds annually required .to give bonds to the treasurer of" (*""'''« "*^ , I. ■'.'., 1 , 1 ^ r .1 1-1.1 amount, otc. the district, in double the amount of the sums liable to pass through their hands, during the period of their continuance in office. Powers and Aad he it, <^c. — That it shall be the duty of thcduiiei of com- commissioners of common schools, in each township, miasioners. 1. To divide their township into a convenient nuin'jer -j-,, divide their of School Districts, aad to ragulato and alter such dis- townships into tricts as hereinafter provided. disincta. 2. To describe and number the School Districts and to doscribo and to deliver tho description and numbers thereof in writ- nmiilmr the school ing to the Town Clerk, immediately after the formation , nnd from tho Collector of from tho district tho Township all moneys raised thorein for tho same tri>asnrcr nnd purpose as soon as such moneys shall boctnuc payable jj'"'"" ''' '^" '"^' or be collected. 4. To apportion tho school monies received by them to npportionthe on the first Tncsday in April in each year amonpf tho monies ho leceiv- scvoral School District?, parts of districts, and the ;,''; ^'J^';™'-;Ji."S Jo neighbourhoods separately set off within their Town-dnn over 5 and ships as follows : one moiety in proportion to the num. uudor 16. ber of children residing in each over the ago of five und under that of sixteen years, as the same shall have ap- peared from the last annual reports of their respective Trustees; and the other ir.oioty in proportion "y township shall not, on or before the first day ..,„.,. „f r»,..„i ;„ 1.- u • ._ .j_ coiiiniisHioncra' ^ . . nopioct to town- of October in any year, make such report to the CJerk of the Peace for the district, it stiall be his duty to give immediate notice of such neglect to the clerk of such township. And be it, <^c. — That tlie commissioners neglect- Forfeiture '"^ '" make such report within the limited period for neglect. s,\rM forfeit severally, to their township for the use of the common schools therein, the sum of two pounds ten shillings; and the share of school mo- neys apportioncil' to sixch township for the ensuing year may, in the discretion of the Superintendent of common schools, be withhold, and be distributed among the other townships in the same district, from which the necessary reports shall have been received. And be it, ^'c. — Tliat where the share of school moneys apportioned to a township, shall thu3 be lost Cominission to the township by the neglect of its commissioners, amouat. ^"^^^^.^ commissioners guilty of such neglect, shall for- feit to their township the full amount, with interest, of the moneys so lost; and for the payment of such forfeiture they shall be jointly and severallyliable. And be it, 4"C — That it shall be the duty of the Township ^'^'' o'^he township upon notice of such loss, from clerk to prose- it'e superintendent of common schools, clerk of the cute, &c. peace, or district treasurer, to prosecute without de- lay in the name of the township for such forfeiture, and the monies recovered shall be distributed and paid by such township clerk to the several districts, parts of districts, or separate neighborhoods of the township, in the same manner as it would have beeo the duty of the commissioners to have distributed and paid them, if received froia ihe district Trea- surer. Commission And be it, ^c-— That the commissioners in each account ^'' "^ *°*^° ®'^"" '"^'''' ^ J"^' ^""^ ^'"^ itccount of all school ' monies received and expended by th'Mii, during the year for which they shall have been chosen, and shall lay the same before the board of auditors of And their accounts at the annual meeting of such board in the same year. Render to ^"'^^e «< 4'C-— That the commissionors of common successors all schools in each township, shall, within fifteen days accounts of mo after the termination of their respective offices, render """ to their successors in office, ajusi. and true account in writing, of all school monies by them respectively received, before the time of rendering such account, and of the manner in which the same shell have been appropriated and expended by them ; and the account 60 rendered, shall be delivered by such successors in office, to the township clerk, to be filed and recorded ill his office. nie«, And (If any) Appendix to Report on Education. 233 Successors to prosecute. And be it ^c. — That if on renderintj such account Pay balance, any balance shall be found remaining in the ImndH of the commissioners, or any of llioip, the eamR nliall be immediately paid by him or them, to his or their successors in office, or some one of tliein. Andbeitf^c. — Tliat if sucli balance or any part Ifnppropri- thereof shall iiave been appropriated by the coinmis- ''**'^ '° ''« P^'*' eionera to any particular echool district, part of a jjg. accord iugly. trie, or separ ite neiglibourhood, and shall romiin in their hands for the use thereof, a sialemenl, of t-uch appropriation sliall be made in the account eo to be rendered, And the balance paid to sticli successors in office shall be paid over by them according to such appropriation. And be it tf-c. — That every commissioner 'Of com- mon schools, who shall refuse or neglect to render Buch account as is above required, or who shall re- FoiTelturo fuse or neglect to pay over to liis successor in office, '*"" °^g'ect. any balance so found in his hands, or to deliver u • statement of the appropriation, if any there be, of such balance, shall for each offence forfeit the sum of twenty-five pounds. Andbsit d^c. — That it shall bo tlic duty of such successors in office, to prosocute without delay, in theirname of office for the recovory of such forfei. ture, and to distribute and pay the monies recovered, in the same manner as other school monies reciiivod by them. Andbeit 4. To transmit tu the Clerk of the Poaco foi the Dis- trict, all Bnch rejinrts uj may bo inudo to euch Clerk by the ('onimisaioncrs. 6. To call tiifri.'thcr tho Commissioners, upon receir- iug notice from tlio (^lerk of the Peace that they havo not m;Klo their annual rujiort, lor the purpose of making ■ucli ro|)orl. * And generally to do and oxocute all istich things as belong to his utnce, and may bo repuircd of him by the Conimiijsiuners. 5 'J Their duty as teacher*. Jb. f.f, . And be, it <^-c. — Thiit tho commissioners of common torVo"com*""^''''''°''^ '" ''^'^'' '"^^"''''''i' *"^''''''" '■ ^^^ '^'"' ^^'''^'^ '"• moD scbools, epeniors elected in 'ihoirtownsliip, shall bo the inspec- Who tors of ciiinmon sciniol.s for tlicir lowiisliip. Ami he it cf-c. — Timt it shall bo the duty of the in- epeciors (jf common pcIiooIs in cacli township or nny three of tlifm, atn nieetiig of the insprctora called for that piirpo-fito cxaniine till persons offi ring them- eelves ns candidates for tuucijing common schools ia Buch township. Andbe it cf-c. — That in making such examination it shall le the duly of the inspectors to uscertain tl)e qualifications of the candidate in respect to moral character, learning and ability. And be it 4'C.-^TIiat if the inspectors shall be patis- fied in nspeet to tin; cjtuil fiualions of the candidate, they shall deliver to the person so examined, a certi- fic^ite signed by them, in tnch Conn as sliall be pres- cribed by the tuperintcndont. of common schools. A7id bsit cJ'C. — That tho inspectors, or any three of them inty annul any Knf'h ceitificat.o givfMi by ihem or their predecessors in ofiice, when they fIiuH tlunk proper, giving at least ton days previous notice in writing, to the toachrr holding if, and to the trustees of the district in which he may be employed, of their intention to annul the same. Andbe it cf'C — That the inspectors, whenever they shall deem it necessary, may require a re-examina- tion of nil or any of the teaciiers in their township, for the purpose of ascertaining their qualifications to con- tinue as such teaciiers. And be it <^c. — That the annulling of a certificate shall not disqualify the teacher to whom it was given, until a note in writing thereof, containmg the name of the teacher, and the time when his certificate was annulled, shall be made by the inspectors and filed in the office of the clerk of their township. lb. lb. lb. lb. Appendix to Rkport on Educatiopt. 235 Tl». As to viilting Rcliooli. lb. And be it, cf-c. — That wlicrs anjr echool district lb. «hall be composed tA' a pnrt tif Iwo or more town- filiips, or any scliuoi house rliali <)tand on (lie div sion line of any two towii.shi|)9 ; the inspectors of piiiicr township may examine into anil ceriily the qnali/ica- tions of any teaclier, offerinf^ to leacli in sncli district in tlie same manner ns is provided by tlie preceding sections of l]ii.s article ; and may also in the same manner tinniiid liie cenilicato of such loaciier. And be it, ^'v. — Tiiat it siiall bo tlic duty of the in9|)cctors to visit all snch t;(tmmon schools, witliiu tlioir townsiiip ;is shall bi; cM;;ani/,t'd according to law, flt least, once a year, and oftentr if they shall deem it necessary. And be it, tj-c. — Tliat at sucii visitation the inspec- tors shall examine into the state and tondititm of sucli schools both as respects the pro{;re.«.< of the echolars in learnina;,and the uood oriler of t!ie sclioois, mid may give llKur advice and direction lo the trus- tees and teachers of stich Pcdiools, as lo the govcrn- rncnl thereof, and the couisc of ntudies to be pursued therein. And be it, cj>c. — That each of the inspectors, by lb. ngreenient witii or direction of the »)ther inspectors, may be assiijned to a (lertain number of sdiool dis- tricts, which it sliall be his special duty to visit and inspect. And be it, r •" township or townships, at a joint meeting, for tlio purpose of altering a school district, formed from their respective townships and a niiijor pnrtofiho commissioners notified, shall refuse or neglect to at- tend, the commissioners nttending, by a majority of votes may call a special district meeting of such dis- trict for the purpose of deciding on such proposed alteration; and the decision ol such meciiug shall be as valid, as if made by the commissioners of all . the townships interested, but shall extend no further than to dissolve the district formed from such town- ships. And be it, i^c. — That when a new district shall be formed from one or mora districts, possessed of a AlfcrniKdist. school house and incases where any district from dis.,ogej of."' which such new district shall bo in wliole or in part formed, shall be entitled to other property than its school house, then the commissioners of common schools, at the time of forming such new district shall ascertain and determine the timnnnt justly due to such new district, from any district, out of which it may have been in whole or in part formed, as the proportion of such new district, of the value of the school house and other property belonging to the former district, at the time of such division. Andbeit, j person so in default, the value of, or amount paid ^ for the fuel furnished. A.!i!l ha it, ifc. — That sncli value or amount may ba added to the rate bill of the monies due for in- G2 Warrant. lb. 242 AppEI^DIX to RePOUT 0?J El>UfeATK>lf. lb. etruction, aotl may bo collec(ed therewith and in the tame manner; or the trustees may sue for and re- ' coverthesame in theirownnames, with costs of suit. And be it, ^c. — That the warrant annexed to any tax list or rate bill, shall be under tlie hai.ds & seals of the trustees or a majority of them, and sliall com- mand the collector to collect from every person in such tax list and rate bill named, the sum therein set opposite to his name. And he it, cjc. — Tliat the wflrrant annexed to any tax list for the collection of a district tax for erectingr or repairing any school house, shall command the col- lector, in case any person named in such list shall not pay llio sum therein set opposite to his namo, on de- mand, to levy the same of his yoods and chattt'ls, in the same manner as on warranis issued to the colJec- tors of townships. And he it, <^-c. — That if the sum or sums of money payable by any person named in sucli lax list or rate Trustees may bill phajl not be paid by liiin or collected by such war- renow or^suej.gjj^ witliintho time therein limited, itshall and may Uclinqueoi. jjg lawful for the trustees to renew such warrant ia respect to such delinquent person ; or in case such person shall not reside within their district at the tim& of making out a lax list or rate bill, or shall not re- Bide therein at the expiration of such warrant, and no goods and chattels can be found therein, whereon to levy the same, the truatees may sue for and recover the same in their name of office. And be it, c^c. — TImt if the monies apportioned to a A'!."=»l!«*'*''<^'strict by the commissioners of common schools shall not have been paid, it shall be the duty of the trus- tees thereof to bring a suit for the recovery of the same, with interest, against the commissioners in whose hands the same shall be, or to pursue such other remedy for the recovery thereof as is or shall be Ijivcn by law; and the monies when recovertd, shall be applied by them in the same manner as if they had been paid without suit. And be it, BCATK>N. 343 •loners of common schools during; such year, nnd th« manner in which such monies have been expended d. The number of children taught in the district dur- ing Bucn year. 4 The number of children residing in the district on the last day of Docomber previous to the raakinff of such report, over the age of five years, and under sixteen years of age, (except Indian children otherwise provi- ded for by law), and Iho names of the parents or other persons with whom such children shall respectively re- side, and the number of children residiiiff wUhin each. ^ And be it, cj-c— That no teacher shall be deemed a qnalihed teacher within the meaning of this act, who « ,-c ^ ^ Bhail not have received, nnd shall not then hold a cer-ch.r". tihcale of qualification, dated within one year, from the iiispeotorrf of coinmoa sohools for tiie townsiiin in which he shall be employed. ^ And be it, d-c.—ThU where a echool district ia rormed out of two or more ndioininT towntiliino it r»- . • » , shall be the duty, of the tru.tei of such dSc't; toe^KUTa make and transmit a report to the commisdioners of'^ip-., how t* conimon schools for each of the tnwnshipsoutof whi-ii^'-'P"'''- Buch district shall bo formi^d, wi hin the same time and in the samo manner, as in required in this act: dietmguisliuig the number of children o^'er iho age o^ five and under sixteen years, residing in each part of a district, which ahnil be in a diffrent township f,om the other parts, „,,d thn jiumber of children tauts of such separate Semrata neighborhood shall annually meet togeth.-r, and choose neiglSood. one trustee ; who.e duty it slmll be every year, with- how to report, in t!ie time limited for making distr.ct reports to make and transmit a report, in writing, bearintr dat.» on the first day of January, of the year in winch it Bhall be transmitted, to the commi sioners of common schools of the township from which such neighbour- hood shall be set off, specifying the number of diil. flren over the age of five and under sixteen ycar-j re Bidmg in such neighborhood; the amount of monies received from the commissioners since the date of hia last report, and the manner in which the same have been expended. And be it, &c,~That every trustee of a school dia. trict, or separate neighborhood, who shall sign a falHO Penalty for report to the commissioners of common schools of hia false reports township, with the intent of causing such commission- ers to apportion and pay to his district or neighbour- hood a larger sum than its just proportion of the school monies of thn township, shall, for each offmce, for- feit the sum of six pounds live shillings, ai;d shall also be deemed guilty of a misdemoanor. ir ' f. M Truiitcea Miaouat. Balance , to luccessors. How •«ted. prose" 244 Apptr^Dix to Rf.I'ort o:^ EnucATioK. Property of And be it, fee-That nil properly now v^slrd in district. Lw the trusfeee of any Fchool district, lor llie use of ecliooU fc-ld- in the di8lr.ct, or which may b. hercaticr ransterred to eucii truBtees for tl.at furpos^ Bhall be held by them asa corporalon. u i „«i And be it, &c.— That tlie trustees of each school district shall on the expiration of their oflicos, render '°to their successors in office, and to tlie district, at a district m.ietiiiiff, a just and true account, in writing, ot all monies received by tliem respectively, tor t he use of their disinct, a.d of the manner in vvhicli the same shall have been expended ; which account shall be delivered to iht! district clerk, and be bled by bim. .. And be it, &c.— That any balance t.f such K.oniea Ts w'bich bhall appear from such account to remain in the hands of (he trustees, or either of them, at the lime of rendering the account, shall unmediatelv be paid to some one or more of their successors inotllce. And be it, &c.— That every trustee who shall reluse Forfeitures or neglect to render such account, or to pay over any JnSigcnce balance so found in hands, shall, for each offence, tor- felt the sum of six pounds five shillings. And he it, &c.-That it shall be the duty of l.is "Buccossors in office to prosecute svithout delay in then- name of office, for tiie recovery of such torteiture, and the monies recovered shall be applied by them to tlie use and benefit of their district school. Andbeit, &c.— That such successors shall also Remedy ag'st have the same remodi. » for Mie recovery of an unpaid former t^rus^fs.balance in the hand, of a former uustec, or h.s repre- Bcntatives, as are given to the commissioners ot com- mon schools agai-.ist a former commissioner and h.a representatives ; and the mcnies recovered shall be applied by them to the use of their district, m the same manner as if they bnd been paid without huu. . . V. And be it &c.— That all bonds or securities, taken .cKld" '%y{he t'rJstees from the collector of their district iehverea. oy^^^ ^^ ^^^^ expiration of iheir office, be delivered over bv them to their successors in office. And be it, &c.— That the collector oi each school "district shall be allowed five per cent on all sums col- lected and paid over by him. His duty m And be it, &c.-Thar it shall be his duty to collect •oUectiDgtax-and pay over to the trustees of his district, some or ^ne of them, all monies wh ch he shall be required by warrant to collect, within the time limited in such war- rant for its return, and to take the receipt of such trustee or trustees for payment. . u ^ And be it, &c — Tuat every collector of a school district, shall before receiving any warrant for the collection of monies execute a bond to the trustees of ■foglv. bond his district when required by them, in tiieir corporutu name, with one or more sureties, to be approved by one or more of the trustees, in double the amount ot taxes 10 he collected, conditioned for the duo and faithful execution of the duties of his office. Fees of col- lection. Appendix to Report on EDucATion. 245 And be it, &c. — That if any collpotor Bhall not ex- If nqt how to ecute such bond witliin ihn time allowed him by the proceed, trustees for that purpom, wliich ebaii not be less thsn ten days his office Biiall bo vacated, and the trustees may appoint any other person rt-sidinjj in the distric', as coUeotor in his place. And be it. &c.— That if, by the neglect of the col. Forfeiture for lector, any monios sliall bo lost to his district, which "**^ might have boon collocfed wiliiin thu time limited in the warrant delivered to him for their collection, he shall forfeit to his district tie full amount of the mo- nies thus lost, and shall account fc; and pay over the same to the trustees of his district, in the same man- ner as if thoy had been collected. And be it, &c. — That for the recovery of all for- feitures, and of balances in the hands of a colhiolor which he shall have negiect'jd to pay over, the tru9- Trutteei aany tees of the district may sue in their name of office;*"*" and shall be entitled to recover the same with interfst and costs, and the monios recovered shall be applied by them in the same manner as if paid without suit. And be it, &c. — That any person considering him- self aggrieved mi consequence of any decision made. 1. By any school district meeting. 2. By the commissionerii of common schools, in the forming or altering, or in rofusing to form or altei any ■chool district, or in refusing to pay any school uionios Appeal no «n to any such rlixfi-int.. periuteDdents 3. By tho trusieca .-frny district in paying any teach. or or refusing to admit any scholar gratu touslv into any school. 4. Or concerning any othor matter under tho'presont article ; May appeal to tho superintendent of common Bchools, whose decision theroon shall be final. And be it, &c. — That it shall be the duty of each Clerk of the Peace for the district, between the first of certain dut day of October, and the first day of December, in ies of the clerk every yeai% to make & transmit to the superintendent of tho peace of common schools, a report, in writing, containing for tho district the whole number of townships in his district, distin- guishing the townships from which the necessary re- ports have been made to him by the commissioners of common schools, and containing a certified copy of all such reports. And be it, &c. — That every Clerk of the Peace who shall refuse or neglect to make such report, within tho Penalty fer period so limited, shall, for each offence, forfeit the "^8'«ct. sunn of twenty five pounds to the use of the school fund of the Province. And be it, &c. — That it shall he the duty of the su- perintendent of common schools to prosecute without delay, in his name of office, for such forfeiture, and to Hotr proRccu pay the monies recovered, into the treasury of the **** *^ ^''P'''^*'- Provinoe, tc the credit of the school fund. cbaDged. 246 Appendix to Rei'Ort on Education. Notice tocl'ks And be it, &c. — That it shall be the duty of each of towmhipa. cjerk of the Peace, after (he first day of October in every year, in case the conimi83ioncrd of coinmon Bchools, cf any township in his district, shall have ne- glected to iriuko to him tlioir aniuiil report, to give notice of such nr'}:fl(!ct to the clerk of the township who shall iiiimcdintoly assemble such commissionera for the purpose of nuikinif tlicir report. And be if, &c. — That whenever a school Imuse shall have been built, or purchased for a district, the Site ofschoolsite of such pchool house siial' not be changed, nor liouse, how i]j(j building thereon be removed, as long as the dif- trict siiall remain unaltered, unless by the consent in writint;, of ilm cnnuniBsioners of common schools, or a majority of tin in, of the townthij) or townships within v.li'ich sucli district ehall be situated, stating that in tlioir opinion such removal is necessary ; nor then, unless tivo-tiiiids of all those pruaent at a spe- cial moctin[:; of sucli di,slrict, c.illcd for that purpose and qualified to vole tlierem, shiUl vo'.c for such re- moviil and in f ivor of such new site. And be it, &c. — That such vote sliall be taken by ayes and nays, and tlie name of each voter with the voi.e that lie shall give, shall be entered by the clerk iii th • records of such school district. And he it, &c. — Tliat every no'.ice of a district niecling called in pursuance of this Act, shall slate the purpuso for wiiicli such meeting is called. And be it, &c. — That whenever a site of a school house shall liavo been changed as herein provided, by llic inhabitants of the district entitled to vote, lawful- , , J ly assembled at any district meeting, such meeting lot^ifc buflding. s'^all ''avc power, L y a majority of the votes of those present, to direct the sale of the former site or lot, and the bu!ldin;>s then on, and appurtenances, or any part thereof, at such price and upon such terms as they shall deem most advantageous to the district, and any deed duly executed by the trustees of such district, or a majority of them, in pursuance of such direction shall be valid and effectual to pass all the estate or interest of such school district,' in the premi- ses intended to be conveyed thereby, to the grantee named in such'-'doed ; and when a credit shall be di- rected to be given upon such sale, for the considera- tion money, or any part thereof, the trustees are hereby auihorisod to take, in their corporate name, Buch security by bond and mortgage, or otherwise, for the payment thereof, as they shall deem best, and shall hold the same as a corporation, and account tlierefor to their successors in office and to the district, in tiie manner they are now required by law to ac- count for monies received by them ; and the trustees of any such district for the time being may, in tiieir name of office, sue for and recover the monies due tiiid aii;>ai-J tipoii any security so taken by them or their pridccessors in office, with interest and costs. Vote by ayes and nays. Notices. Appendix to Report on Education. 247 And he it, &c.~Tliat nil monies arising from any Avnihhowto sale made in pursuance of Uio Inpt. preceding' aection, ^^ nppHed eliall be appropriated to ilio p:iyment of the'cxpenscs incnrred in procuring u new eito, and m removing or erecting a school iiousc. or oitlier ot them, eo far as Bucii application tliereof shall bo neccedary. And he ii, &c — That wliencver the pcrmnnently avaiiablt! t-chool fiinils of tiiis Province, fihull exceed ten thousand pouiidsr p. r a.'inum by not loss tiian ono thousand pounds, one tliousund pounds aninialiy shall 'Provision for be set apart and appro[)riatod by the superintendent"''''"'"^'^ ""»'• towards the cndowmeni and tuniiorl of four schools in .".llfrhZ"'* this Pmvince for the education of teachers, three of which sliall be for the education and qualification of male teachers, and ono lor the education and qual- ification of female teachers within this Province ; and tliat the sumo hhall be located in such parts of tho Province as shall be pro^-ided by some future Act of tho Legislature. Andbe it, «Sic.— That it si iH nnd mny be lawful for ' any school district in any tort-uship in this Province, wlien two. thirds of tho taxable inhabitants! of that school district shall think fit, and sLa!! by Ih^ir vote, auinonze the levying and collecting a tax Vor the same, to the amount ot any sum. net excoedinjr one hundred Garden, *c. pounds, u.xce,,i us is provi.icl n,v raising a larger sum g^ P'""^-^ than ono hundred pounds for building S «cUooI l.ou^o to be raised, levied and collected in the tame manner as the tax for building a school house is, bv this act authorised to be raised, levied and collected ; to nu-' Ihorise the truslees ot such sohool disiriet to raise, levy and collect the monies so voted, and therewith to purchase or lease a lot or parcel of land, faiminc. utcn- sils, eiK'ds, grains and grasses for the use, benefit and behoof of that district, for the use of the teachers of the school,^ or to bo annually apportioned among the scholars of the school ; OroMerwif-e employed and occupied, for the profit and instruction of the school or parts tlureof, iii horticulture, agriculture, or other- wise, growing plants, fruits, grasses and grains, as the trustees together with the school teacher for the time being may ii,i„k fit; and the avails and profits thereof to be applied, laid out, given and expended in the advancement of the true interests of that school district, to the scholars cultivating the same or other- wise, according to just and equitable principles as the said trustees, together with the teacher may think yl«J6ei/ &c.-That it shall and may be lawful for any school dislrtet m any to-,vnship in this Pro v nee w,,en two-thirds of the taxahi^ inhabitants of that school district shall think fit, and shall by their voll \: 'ft, I if '■''if ] f'l 246 Appendix to Report on Education. auMioriee the levyingand coHectinp r lax fortho fl«me to tho amount of any sum not exc.' edmg cne hundred pounds, excepting as is provided in the preceding section to be raised, levifvl and collected, in the same M«oba»icffl manner os tlie tax for buiidmg a Pchool houne is by wti. this act authorised to be raised, levied and collected, to authorise the trustees of such school district, to raisn, levy, and collect tho monies so voted, and there- with to purchase or lease any shop, work-house, me- chanical tools and raterials, for the purpose of ena- blinsj the scholars of the school taught in that district prolVtably to employ a portion of their time in the ac- quiring a knowledge of such mechanical skill, art, business or profession, ns the trustees together with the school teacher of such district shall ihmk fit, and to apply tho profits of the business to the best inter- ests of the district as they may deem expedient. Act when to And bt iU &c.— That this Act shall take effect im- tak« kffect. mediately after its passage. APFErJDIX. (This form , or when a Form of a Districf. rnte bill, or tnx u.st. is to bo used when a tPX is voted for fuc: Bchool bill is to be collected by warrant.) OO^Wheri the warrant is attached to rate lull for teachers wa- ges, instead of the valuation of " real and persoiial estate," (as in the second form) the caption mny be made thus ;— the wtirrant attached, to be the same m both cabcs. Rate Bill of the persons liable for teachers wa- district No. , in the township g". m of. 18- for the school term ending NAMES. No. of Onyi sent. Amount of Srliool Bill IS' tludcas Collector! liei. A. D., &c. 100 5 3 Appendix to Report on Educatidw. 249 List ofT Axm payahU hy the following persons taxable tnhabitani. of District No^JHZ;, the Township of „,„,/,. jy,^, ^,,.^,,^^» of said District, on the ^ ^^ jJ!^'^"f"rmitytolaw. day of District of ^ To thec„n;^,,,„,,,,^ - Ip.77 "'^ ''"'Z''''^ commimtled and required to col li^Tr'ttbil'.''^ '"^fT^ in'tl.o1„lS ODn2..« ?• • "''"^''' '''^ snm of money »ot opposite to bis name in said list, and wiiliin fhirtv >ourfees,) .nto the hands of the .n.stees'ol smd di"s :^^ iprtre^eL?'; rdff 'i^^(^:^^^-^r shall not pay such sum, onldemand, yoj ll^r^erT further commanded to levy tho samVof h?<. / and chatties together with'tio co'tTLd'ch r^e^' J- euch levy and sale, in the same manner as on pv« cutjons^ issued by a commi.sionor'^rthrco^r:? day 0?''^" "n^e^g«"r hands and seals this A. B. [L. S.] ) E F ft- |-] Trustees. comm-ssioner of th^ court'of UequJsts "^ ^^ ' LWhen a tax is voted for building or repairing » iorjueI,wdlbe followed, and the warrent annexed !ng ^otn ' "' '''"'""' '''" '^ •" '^^"""«- District of ) To the collector of school district ; .u ^^' ■ ' ""'"'^e'" in the township of m the district of greeting: You are hereby commanded knd rnnnJrpd ♦« sol- lect, from each of the inhabitants of said "district, ia the annexed tax hst, named, the sum of money set H2 Form of warrant. Not* II i ! I 250 Appendix to Report on Edocat»o«. «„n«.;ta to his nnme in said list, and within thirty S^ralte-eceVing this warrant, to pay -he amouu thereof collected by y..u (^^^ X°tr«ste s of aaiS collection,) into the hands of tho ^ »'"' "^f „, district, or some or onn of them, and take His or ihoir reccint therofo. : and in case any person nam- e^ Slist, shall not pay ,he sum therem se, onnosite to hi3 name, on demand, you are hereby rmmmnded to levy the same l.y distress and Bale of ^hrgoods a, I chatties of the' said delinquent, in 1 P same manner as on warrants issued by the cona- 'ii'ssTJners ot tho courts of request to the collectors of taxes. 1 .1 • AiiM Given under our hands and ^eals, this — •—- aoy of- in the year of our Lord, one thousand eight hundred and -——-. A. B. \.lj' »-J / ,_ C. D. [L. S.l > Trustees. E. F. [L. S-i S Form of a Bond tu be given hij a District Col- lector. Know all men l.y these presents, that we, A. B. nnd C. D. (the coilecter imd his surety) areheld and firmly bound to E. F. and G. U. &c , trustees of school district numter >" ^^e township of— %l' ^Seefas'afo'eLid, or to the survivor or sur- Jlvo'rsof them, or their assigns, trustees of sarf Tstrict, to the which payment, well and truly to be made, we bind ourselves, our heirs, executors, and administrators firmly by these presents. Sealed wuh our seals, and dated this day of IS-. ^^The condition of this obligation is «»ch, that whereas the above bounden A. B. has been chosea 7or appointed as the case may be) collector of he above mentioned school district number -—m the tn»nshin of in conformity to the Act for the suppor of common schools; now, therefore. ,f he the Baid A. B. shall well and truly collect and pay over, after deducting five per cent as his fees, the nion es assessed upon the taxable inhabitants of said d 9tr ct, in a rate bill or tax list, dated tjie •— ; day l\ 1_ 18— and this day received by the said col- Ipctor. which assessment amounts to a total sum of 1_1_ pounds shillings and pence, and shall in all respects duly and faithfully execute the said warrant ; and all the duties ol his office a* collector of euch district ; then this obligation shall be void, otherwise of full force and virtue. Signed, sealed, and delivered I A. B. j,L..». io presence uC > \^. i/. i."*" ti thirty mouut ees fur of sail} his or Q nam- eia set liereby sale of lent, in le com- llectors doy iiousand istees. id CoU e, A. B. ;held and uatees of ip of — — le amount f. a. H. or or sur- 9 of sard ruly to be Litors, and ealed witli 18—, uchi that, en chosen tor of the ■ in the the Act for lerefore, if BCt and pay is fees, the ants of said le day he said col- otal sum of pence, illy execute bis office a» igation shall le. .B. [L.S.] . it, ^U«»f^» ArPExDix TO Rei'ort oit Education. 25 1 Form of the apportionment of Fuel, to he made by the Tru,- tees, when the same has not br en provided by a w» ♦! . '"^ "" '''« District. We, tho frusteoB of dis; ict No ■„ . ,» . . • „ Form of a District Report to be made by thi T .1, r. (-'ommissioners of Common Schr. ('■ Trustees to the Wo Vh T"f """'" ""^ Common Schools in the Township o' ir, ^^^^^f^^.'/ust^f Of school district number in said iownsi„n. tZriL '^ report, that the whole time ar,y .diool has beon kepi t'o'Taw^'r '"'^ appointed and 'approved i:> all Up.^!. «;::." J^ mnnL!^', f . '"•''"'■' f"^ "''''^ 7"-^cmo«.] That tho amount ol' Th^LT'y^'^ 1" "^'^'Jistrict from the co.mni.sionnrs of co,„mon n^rf !'i A ""^ "'^ ?"^ y*'"' "^"^ '*'"'=° l''« 'J'"« of th.- .aid hst rr, «W^ ['•ere mserUZie tt^fto^fl awiown/, although it may hare been re -nm 1 1" I "^ '," ^'"■'' *^ predecessors in ojjke] an.l th.i th,i sa.d fluni lias been appl.od to the payment of the cmpensiitir,,, of lend - era employed in said district, and qndidod aa the statute proBunb.T. 1 hat the number of children taugh. in said district, thinner ..aid y.ar. and since last said report, is [here insn-t sani", not frj conjecture, but preference to the teacher's list or other authentic sources] and that li.e number of children residintr in ou ' 3ver fi • ,, ,. , . - taking in such only as permonently resided tn the district on the lose day of J}ecemhtr, and who are then over Jive and under sixteen years of age] and tiiat the names of the parents, or other persons with whom such children respectively reside, and the nu mber residing with each, are as follows, viz: PARENTS,^?" liuuiutT or cnudren residing )„ our district on the last day of De- cember last, who are over five and under si.vtecn years of a-re, is l./»ere insert the numl>er takimr in such onhi ns ^prmn»pntu, TZi.i.j ] A. B. C. D. No. OF CIIILDRION. .5. .3. .2. It' . I » I 252 Appendix to Rkport oti Educatiok. And wo further report, that our Bcl.ool has been visited by the in^prc.ora of commo.t -chools. or one ot then dLir.ng the yea pre- cXv t .:Br.l.ort. [on^-eineach quarlcr ; or more, orient, orjwt^ S as the cLl v>a.j I,] ...ul ll.at U.o .un. p-,.d »or teacher. w»« ». ov .rai.a ubovo lU.f puLUe mon..,-ti apporiu.i.ud loga.d dm c . dur.r.g Z b" 'Tur, uin ounlH to JC [Hus blank is to heJUl^d uuh he ^nZl Ifah ike .choo litis for tke year, which are made out ajter aj plying ll ^rh,>,d monnj to the payment of Irachcra' wages.] Dated at- ^^^_^^ ^^. il.ia ttr«i day of Juiiuary, in tho year ot our Lord' oiujUiouoaiid eight hundred and A B ") CD. }TrU£let$. E. F. S Form of a district report, where the diitrict tsjormed out of two or more adjoiniiifj townships. To the Commissioners otC..ii.i...ui Scliool« of the Township of—. Wp thetrnsfesot eciioul district nu:nber formed, partly ovt of'tiioVaid township, and partly out of the adjoining townahip of _! do in conformity with tho sLalute for tho fcupport of com- inon Bchoold certify and rcpoit. v , • * j,,,. Tliat the whole time any bcliooi lins been kept in our district dur- ins tiie veur ending on tho dale henof; uii.l 8ince tho dito or tho Lt report for eaid^district, .s [here insert the u-hole time any school hashcen kept ia the di^hrict school hume with precision] thnt the total amount o( mo- nev /eceived by said district, from the commissioners .>f common schools of the respective townships out of which said district 19 rormed -.ince llie date of tho last annual report ol said district. . is \hcre insert the whole amount, although it mm, have been recewtd in whole or in vurl, hi/ predecessors in ojftce,] and that the said sum Las been applied to "the payment of the comiiensation of teachers emi li)Ved in said district, and qualified as the statute prescribes. 'Ihit the number of children taught in said district, during said year, and since said last report, is [here insert same, not by conieclure, hut bij reference to the teacher's list, or other authentic sources 1 and that the number of children residing 10 our district, on the last day of December last, who are over five and under sixteen years of a^e, is [here insert the number, taking in such vnlv as permanentb, lesided in the district, on said day, and icko were then over five and under sixteen years of age.] and thai the names of the parents, or other I'crsons witJiwhoni such children respectively reside, and the number residing with each, are as follows, viz: . i'AUtjNTS. c. u. £. F. NUMBJiR Oi' C'HU.UKK^ And wo do further specify and report, that of the said sum of mo- ney BO as above slated to have been received in our said district, the sum cf [here state the same] was rcQeived for, and on account of that by the ar pro- not at during >',th the U after of our Ueta. I out of of , partly of coiu- rict dur- (> of tlio 7,1/ school -I of tkat spcdors] lort Bucfi mav be,] J liiW, Id t of mo- cominon district is district, n rcceivid sitid sum f teachers escribes. :t, during ne, not by authentic ir district, ind under ig in snch and uho (i iliiU the ti child re u ch, are as sum of mo- listricl, the unt of that iWPE«Dix TO R,:PottT o.^ Ei>tCAi,«i. 253 p.rt of ..id diatrict lying |„ tli. ,aiJ i.,w„.hip of and .. of . '^"'' ""'•"" account of the oilier liurt U.«r..nr 1 "'"••"'" injr ,n .aid township of n.^. „r'',"! 'j^f " •f^'"'^' 'y">g <»«d bo. Stated to h«v« been tuuKht in nur«»id.iytri.tM '"''.' *" "" '"^«v« to that part ..f .aid district iZ^T ,i .' ?V "'" ''""''^«' l'«lo.iginjr ^ - - ;^- -..^iir? - tXi;ui;:^:c^';,i„,C .a that part of «u.d juZerforn,or'e oilZ^ '"" T' "^'''="'^'"K ca,ernay he] and the -u.a Vid for torhorT' Zr„7 '"" "' «"• "" '*- thopubhc monies ..pporlionoj tc said dL" ict ,l,f • ' T"' '"« ''''«^» amounts to p, u,.d. shilli IJ „ ' *'"'"'« "'^ «"me yonr. .u.n of pou,lds_l shi,,i'i';'3^— P«"-. «'" -^-ie^ £ part of the district lying in the iVn.h^r!!^!!^ YT '"'^'» ''J' t''"» tnent of teackera' wagea.] ^ "fplyng th, school money to the nal Dated at ^ .i,;. r , j - our Lord on« thousand eight huHdred a."d '^°"""^' '" '''« y«" °f A. B. ^ C. D J Trustee.. E. F. ) To the Clerk of Di'^iJt N*ofi!Lfi£!i'*'' ^i^Mct meeting. The Trustees of district No , for the purpose, havo resolved that a special mZT "'," "'""ting held school house on the day of ^ '"^^'"'S ''« called at tl o oclock noon of that day. for the purpose of r.A • ^ ® "* flace of a A. B. removed, or whatever th^l- }/7'"^ ' """*- .-, and lor the transaction of such other l.„i^' "•^^^'^ ""'*"«^^ ""y *^1 deem necessary. ' °"'°'^ business as tho meeting niay You will therefore notifv eanh tn^nM. • i ■ . by reading this notice in hisS ] .rorif ITe i*! ^l""* H "''' '^•«^^''". leaving a copy of it, or so mud af 'relates to tt?" '" '"""«' ^y meeting, at the place of his abodTitt^S to^d^JsT^:- ^ meeting, meeting. Dated at thia day of ^•. D. i 3. F. ^ A. C E 18 Trustees. V ,. . , SCHOOL DISTRICT NOTrrr »n«ian«. o» Me case mav h^^ «♦ „,.,., . "^'7 "^ neitt r«I o'clock in tho in the township of next [or noon, pur- instant, as the case may he] at Buant to adjournment. Dated at school district No. this day of j^ N.B.-IfitbothcaunuaImoeti„g.it,houldbe1;ttm^Jr„te?ote. • .■ jif .-rifctw^ t-ii,tf f.-^ ^ ■bi \V if I'll \ I % ,1 254 Appendix to Report ox EDncATioif. ID- Those notices are to be posted up in four of the m«t P'^JHc places in the district, at least five days before 'he annual or any other meeting which has been adjourned for mo re than one month. Formof minutes to be kept by th. District Clerk of proceeding* of ■' District Meetings. At a meeting of the freeholders and inhabitants of school district number™" ' in the townsiup of ^ .held pursuant to^ad. rJeThrlnn'Sal meeting, s^y"/ "at an annual meeting of. ^f. held pursuant to appointment an.i public notice at &c/'-or 'f^t b« « « « cial mcetinff, SI y, "at a special meeting of, &c. called by the trus- Sl'fsiildisl'ict, and held pursuant to «?--! noUce. a^ &c^cm the day of, &c.) A. B. was chosen moderator, and iu. V. was present as district clerk, (or if the clerk be not present, say L. F -vas appointed clerk, pro tem.) Resolved unanimously, (or by a majority pf votes present, a.i !:« ca«c may be) here enter the proceedings of the district in tht uH of resolutions, and with as ''^ich precision and certainty as poB.u. Let the minutes of the proceedings always be signed by the & od. eralor and clerk, in the distr ict book. ^ ALTERING SITE OF SCHOOL HOUSE. In order to change the site of the school house, as provided by this Act, it is necessary : „ . * «r ti,„ /,/^m 1st. To obtain the written consent of a major part of the com- missioners of the township, or of each township to which the dis- *"2d.^To"caU a special meeting in the notification of which, the pur- clerk to make a list of the names of the voters present, wih two col- umns at The end of the nr ...es, one headed " aye," and he other ••nay" To ascertain the ayes and nays, the names are called ?Yr. and if the voter is in favor of the motion, a mark is made opposite his name undlr " ay«." If against it, a like mark is made under " n«y." _ — . — — • — ,AVc. j.nax'. Mr. Morehouse. Mr. Curtis Mr. Budd Mr. Carrol Mr. Bettis Mr. Hough The Clerk will record these proceedings in the district book, in the ^° ATa"?feeS'of the freeholders and inhabitants of district No. n the township oi , held at the school house, in pursu- ance of notice to all the taxable inhabitants of s-iid district, on the ■""^ - • B. was chosen moderator and C. D. wai oresent, as district clerk, (or E. F. was appointed clerk, pro. tern.) the written consent of the commissioners of common schools having been read, stating, that in their opinion, the removal of the Bit""* »he .s,v,onl house in said district is necessary, and the subject having been fubmitted to tho meeting and the question taken by ayes and nays, « Appendix to Report on Education. 255 was carried (orloBt) two th-rds of all those present at such snccial meetrng having (or not as the case may be) voted for such removd and in favor of such new site. Those who vofprf Jn n,« »ffi ^ .• ' were Mr Morehouse. Mr. Budd, Mr.CorJol. In^ M Hougf ' thos. who voted in the negative were Mr. Cu.tis and Mr Beif^^ * Ayes— 4. Nays— 2, Th«f„ii„win„ COMMISSIONERS AND INSPECTORS. tliey are chosen." titciors oi tho townslup for whu "l tion, shull cause to bo filed in II e o KcL of tL U^n Mn ii "" '"' ""^'^"'^ °"'''' ♦*'"■ nifying his acceptance of such ortke " '"^^"-'"P clerk, a notice m writing, sig- .h;;u<;v:4rZ:h;^;ir;:i:nieS'rj;'i!:^^'^r,:ii^^v'""''f '" "^^ ''''"''"^'^°'" fftS- h- ^tes-;^ S^rH? nhillings," or uii- ubo OI me tovuibhij), the sum ol two pounds ten of coinnmn school- of sucirtow „"hip for nonic r r^, ''^"''rr'', •''^"'? r""'^'«"°"'-'" board of auditors of townshincroui'tH si a 1 i^^so^^^^^^ "'"' ''"■''"••^=J ^y Ihcth, Tho p , J. COVIftllSSIOiNEUS OF SCHOOLS /--^r^, ofproceedmffs of co,nmissioners in relation la Joiming and altering 1 he commissioners of common schools of the town-hin of li • house of in sn|,i ,.,.„ ^| •"'. ""- '"" ""'"P °* Jn- .■ing met at tho the commissioners, do lie el.vidoni th^ .''n I ''"''*"''"? 9^ P/«vious notice lo each of of said township imo schrelSi«s, vij? *"' ''^'^"'""°" '" >clatioato the division No. I, shall' coiisisl dinlSZ-P^^^ "f the covw! stovers as the eas, :re, the boundaries of the district V/iSl,? "'"' ^ '< district No. 2, of scribed hll frivimr ihmf,,„^a ,.c *}.^ _■ ,'"'.\ *'*ilUi c.-* f..^»t. . i oc,! that district i.iu. ..siiau uoiisisioT'Ui ./';'" "./ '^ne comm .sioners as the case man No. 5, 6, &c. [here, the boundaries of the district V/iSi,^ mid 4 ; district No. 2, of Lots the dtslrict is dcscr,bed by giving the names of the inhaVitav(''",litf'"-"': and where made, of the land occupied by the several persons named Thi^ the&uatu^^ ,a„„; . \^ case the occupancy is changed. Where an indiridual is trn» e , P>''^^"it cavil in to another, the resoUuwn ought to express, v/wlhcr it jco*-// ''•'''■'"" <"""'''*'"'ct consent, as this fact is material iv case he claims an exuNnttmt"t%m,['f' "'" without his lution of l^'Zll^/Zl^ t TSI,"-^'"^ "•"^'-- '■^-"' *« anncl^^othereso^ '■ Wo consent to tho above alteration of district No Uateu A C A.B. ) C D.J Trustees. c. n. ) C D > '^""""'"'''""•t zf Common Jc/i.v;.'*, copyc-rthe no.i.e was duly'serVHdVln o„ o f ,c ^■u.'™""i\:;^f,'i,e' ^^ his ceniKcate, thai. ori'a^i.a.lo,;'r.'ard Sl:.'^r'i^i:''"=' '""""•""^ '» '— ' -^l- O'^e.- bu?ia^er/a, .a, be ne-^ksar^'tSJi IJatcd at iiii, day of ]g ^T"1i,°-^sip*f,,^,^«r4 .^^^'''-^ "/ 'A« Co«im/.«.V,«er» o/^ Common S.AooZ.. aOk 1t56 Appendix to Report on EducaTIdti. of in conformity to tho»tRtuto In relation to common achooU, do report that the niunncr orentire 8chnol diatrictB in our township organised according to law i» (~ ) ind timt iho number of parts of eciiool dlstrictii in said townsliip ig ( >, that tho nunii)Pr of entire dlstri;',t8 from which the necnasary report* have been made for the present year, within llio time limited by Hw k { ), and that tha number of p-irt.s of districts from whirh such roports have neon made ia ( ), that from the aaid reports, the follow ing is a just and true ubHtract, viz : — •a.S " o ■" 1^ 1 s 5! J a a '"' w 43 £ > u S "c J rt^ .^■5 5 .a5£ Q Wo5. Dfiys. 1 No. 1 a "si t i: n -2 •^3 TOTAL 1 Hos. Oayi. Amount of Hooey Received. !b3 is Amount paid Tor teachpri wa^ea besides public moniei. •S3 •> iS. iJ ■5 8 il M V. B. i C. D. i E. P. S thouaand eigbt Commiaeionerii. Ani' the said commissionrra, do further certify and report, that the whole amount of mi^iov roceivcd by us, or our predecessors in otfioe, for tho iMe of common schools, during the ycnr ending on tiio date of this rer-fyWhich «nm IhT^f!^ • .'!•' '"»";•' for our townMip is ' Vhe narrfrnm '.h ^. '■'',<=? '^e'l from the district treasnrpV ;= . , .^ . , i the P«fMrom the township collector ia Mstrict treasnro. j^^^ ,^ ,^^^g j„ avy other ^ovrce from tchich avy part has been rrceived,h/'rf state it pnrtirularly], thnt the said sum of money haa been appor- tioned and paid to the sevnral districts Irom wliicli the neccesury reports were received K„ .1 -■ -■ ■ I'hn' "'« school books most in usu ill the common achoola in our townshipj^are tho following, viz ; I Aerc specify the principal books n««<<.1 natod at thefirstday of July, in the year of ourLord one thouaai hundred and A. B. C. E. NOTF. — Tlie cominissiuucrs in makinj; their annual report, should be careful when they make the ftlisli iirl of dislricls formed f;oni two or more town' hips, to include in their report of their township only piirli of the <'hildren between live nud sixteen and lUofe taught, as reside in that part of the district be- longing to tlie snmetowiisli'p, for whirhlhc commissioners ere making their report, and in putting dowa in ihe commissioners repo.t the amount paid for teachers' wages, over and above public money tha •nine rule should be observed. " (The ibove report muft he mnrta nud transmitted to the Cleik of the Pence for the district, between the lirsl dny o/' July and the fust day of October. The columns of fi?ures should be added up by the coiDinisssoners. The Clerk of llie Pence, between the first of Oi Inher und the first of December should tiaiisinit to the superintendent of common schools, a report containing u list nftbe townshi;Ts in his dia- liict, disiinoruishing the townships from which the necessary reports have been made to him, together with a certitied copy of all such reports.) IiXSPECTORS OP COMMON SCHOOLS. 1. Threo inspoctnrs nrereiiuired to sign the certificate for a teacher ; and three abould hold n meeting for tho examination of a teacher. 2. The coiiiiniss.ioners arc by virtue of their offices nutboriMed to act as inspectors 3 Timchors nrn required to be inspected and to obtain certificates every year. 4. It is the duty of the inspectors to visit each school, at least once in each year. 5. 'I'hc inspectors arc allowed such compensation as may be decided upon by a TOt« of the towoahip inooting. Form of a Certificate to be given to a Teacher, We thesubserihcrs, inspectors of common schools for the township of 1)0 CKRTlFYthnt at a mcetinir of the inspectors called for that purpose. in the district of . purpose, we haVe ejamined [here the case may AeJ is well qualified in respect to mninl character, learning andability, to instruct a common school, in tkis towaibip, for oney«*r from the date hereof". '.iWfn 'iB-i=f ".-.r hnr.S: si :V.\t flsy r.f ;s A.B.; C; , B.> 7it^e«iri of Cammm* Sthttk TIDW. ools, do report that ccording to law ia wnship ig ( 5, have been made Tor that Iha number of ), that from the laid Amount paid for tmch^ri WBfCes beiides public moniei. •S3 •I u la 'I =1 the whole amount rt received from the wnship collector ia tcMch avy part hat ey has been appor- lorts were received ominon ichoola in oks mtd. ] one thouaand eight y Commisaionetfi. ul wlien tbey make the of 1 heir (ownsliip, only part of ihe district be- t, and in putting down )Ove public money, the r the district, hetween Id be added up by the St of December should te townships in his dis- lade to him, together ■*<• • ; and three ahould t as Inspectora 1 every year. I in each year, ed upon by a TOt« er. n thediitriet of k'p esamiiif d Ifiere M« ell qualified in respect woihip, for one year ;«MatM AAmEi