'% 
 
 
1 7^. JU-^^ 
 
 
 
 ^\\x^ 
 
 ''%, 
 
 '";v. 
 
 PRINCETON, N. J. 
 
 
 .Wc-^.. 
 
 Diviiii n . 
 Section ... 
 N'ufnl. r. 
 
 iaiMi-w. .L 
 
/• <e <^ if ^ t. 
 
 
 
A L.ECTURE 
 
 ON 
 
 A SCHOOL. SYSTEM FOR 1^EW•^IERSEY. 
 
 DELIVERED, JANUARY 23, 1828, IN THE CHAPEL OF 
 
 NASSAU-HALL, 
 
 BEFORE THB 
 
 Ultttaxs atii3f ^f^ilomn^Utnl Society 
 
 OF 
 
 NEW-JERSEY. 
 
 BY JOHN MACLEAN, A. M. 
 
 Mtinber of said Sociely, and Professor of Mathemalus in (he College 
 of JYewJersey. 
 
 PRINCETON PRESSj 
 
 COMNOIiLY & MADD£ir, FRINTERg. 
 
 1829. 
 
In accordance with the advice of several of his friends, the author, of 
 the following lecture, determined to puJdish it soon after it was read 
 to the JV. J. Lit. and Phil. Society ; — but from a variety of circum- 
 stances, which it is unnecessary to detail, he has been obliged to defer 
 its publication. While he rejoices, that the present earnest desire of the 
 citizens of J^ew- Jersey to have an efficient school system, and the ardour 
 with which the State Legislature has entered upon the consideration of 
 the subject, render the publication a matter of less moment, than it would 
 have been twelve months ago ; still he entertains the hope, that it will 
 not be entirely useless. 
 
L.ECTURE, 
 
 Mr. President, 
 
 a}}d Gentlemen of the Society/ : 
 
 The subject of the following lecture is "a School System 
 for New-Jersey. " 
 
 In the discussion of this topic, I shall take for granted 
 the importance of a general diffusion of knowledge. To 
 argue this point before an enlightened and liberal minded 
 audience, must surely be unnecessary. It therefore only 
 remains for me to show in what way the resources of the 
 State may be so employed as to best secure to our citizens 
 the blessings of a good education. 
 
 By a good education, we mean one adapted to the condi- 
 tion and necessities of man, and such an one as will qualify 
 him for discharging the duties that arise from the various 
 relations, which he sustains to society. As it respects most 
 men, entensive knowledge is not essential for this purpose. 
 The range of their duties is limited, and an amount of know- 
 ledge sufficient to make them acquainted with their responsi- 
 bility to God, and with their obligations to love and serve 
 him, sufficient to enable them to transact their ordinary 
 business with convenience, and finally, to exercise with un- 
 derstanding their elective franchise, is all that is essential to 
 the well being of the large majority of men. We would by no 
 means, however, be understood to say, that extensive know- 
 ledge would be of no use to all, or that it is not desirable for 
 
all, but merely that withont such knowledge, the oflices of 
 civil society may be well regulated, and the blessing of liberty, 
 peace and prosperity secured. But without a general difFii- 
 sion of knowledge, we do believe that there is no pcimanent 
 security for our property, our hberty, or even our lives ; 
 and the more extensive this diffusion the better, provided it 
 be of the right kind and properly given. It must include 
 both moral and intellectual improvement — to neglect either, 
 and especially the first, renders education defective : and 
 if, in the imparting of knowledge, the attention be confined to 
 the latter, we must admit, that knowledge may become more 
 injurious to society than ignorance ; for the most powerful 
 incentives to virtuous conduct being removed, as well as the 
 strongest barriers against vice, and an additional ability to 
 do evil, being acquired by intellectual culture, we have rea- 
 son to fear that men would, under such circumstances, per- 
 vert their talents, and employ them for evil rather than good. 
 For we see, that men possessed of well finished and highly 
 cultivated minds, but regardless of all moral obligation, are 
 the greatest curses to the communities of which they are 
 members, and are vastly more injurious to civil society, than 
 they would have been without such great learning and 
 mental refinement. 
 
 It is true, that the inculcating of moral sentiments, does 
 not always prevent a perversion of knowledge, yet the entire 
 want of such instruction, is always attended with evil ; and 
 moral instruction is generally effectual in restraining the 
 vicious propensities of man, and in prompting him to virtu- 
 ous actions. Instruction, moreover, must not only be of the 
 right kind, but it must be properly given. The precepts of 
 religion and morality may be so delivered as to be produc- 
 tive of more mischief than good. If delivered by one whose 
 own deportment is utterly inconsistent with the rules, which 
 he gives to his pupils, it is plain, that they will seldom, if 
 ever, exert a salutary influence on the minds of those who 
 
Teccive them. If they are given in a manner evidently 
 indicative of a want of interest in the truths inculcated, they 
 must lose much of their natural force. If, on the contrary, 
 the life of the teacher corresponds with his instructions, if 
 the diligence and the earnestness with which he urges, upon 
 the minds and consciences of his pupils, the obhgations of 
 virtue and religion, bear witness to his sincerity, we may look 
 for the happiest result from such a course of instruction. 
 We do not mean to assert that no man should be employed 
 as a teacher of youth, who is not a pious man, though at the 
 same time we do believe, that it is greatly to be desired that 
 all persons concerned in teaching should be men that fear 
 God, and who, in all their instructions, have reference to his 
 glory ; and we do firmly maintain, that no man ought to be 
 employed as an instructor of youth, who is not a person of 
 an excellent moral character; and we should consider that 
 state to be grossly negligent of its duty, which would suffer 
 a person of immoral habits to instruct in its public schools ; 
 and we would regard those parents greatly wanting in duty 
 to their children, who would permit them to frequent a 
 school under the control of an infidel or profligate. 
 
 We are fully aware, that it would be exceedingly difficult, 
 if not impossible, for those executive officers of government, 
 who may be entrusted with the direction of the public 
 schools, to regulate the nature and extent of the religious 
 instruction, which should be communicated, but they may 
 with ease, and ought by statute to be required to prevent 
 the admission, into the public schools, of persons who do 
 not sustain an unblemished moral reputation. The nature and 
 extent of the religious and moral instruction, might, and we 
 think, ought to be left to the discretion of the people, in the 
 several districts. There should in no case, be the least inter- 
 ference with the rights of conscience, and no scholar should 
 be required to attend to any lesson relating to morals or reli- 
 gion, to which his parents may be opposed. We mention 
 
this case, for it might occur, that a person opposed to Bome 
 of the tasks to be studied by the pupils of a school, would, 
 nevertheless, prefer that his child should attend to them 
 rather than that he should forego the advantages to be deriv- 
 ed from the school in other respects. 
 
 Such being our views on this subject, and believing that 
 they can stand the test of close examination, we shall, in the 
 system of commpn schools, which we are about to recom- 
 mend, have a reference to the particulars above enumerated. 
 
 And as we believe it to be highly important that some- 
 thing should be immediately done in this important business, 
 we shall present for your consideration a plan which may 
 at once be carried into operation ; and we shall then sug- 
 gest such hints for the enlargement and improvement of 
 the system, as in our opinion, will render it complete. 
 We shall pursue this method, for the obvious reason, that in 
 such matters, it is better to attempt that which is certainly 
 feasible, rather than that which is desirable, yet of doubtful 
 issue. And in estimating the practicability of any scheme, we 
 must have reference not merely to the physical resources, but 
 also to the views and feelings of those, upon whose co-opera- 
 tion, the success of our plan must in a great measure depend. 
 However good a scheme may be, when abstractly considered, 
 it may, in its practical operation, be far less efficient than an- 
 other not so good in itself, but better adapted to our prejudices 
 and to the state of society in general. It would be of immense 
 advantage to our citizens, if we could have at once a com- 
 plete and a well digested system carried into active operation, 
 and it would be wise if the people would submit to a tax 
 sufficient for the establishment and support of such a system 
 as would secure to their children the rich blessings of a 
 good education. But this is not to be expected— many do 
 not feel its importance — many think it hard, that they should 
 be taxed for the good of their poor neighbours, not knowing, 
 or else not recollecting, that the improvement of the others 
 
is a real benefit to themselves, and their families ; and the 
 ignorant, not aware of the advantages of learning, are often 
 opposed to the adoption of schemes, from which they, more 
 than any others of their fellow-citizens, would derive advan- 
 tage. And hence, also it is, that they are often unwilling to 
 pay their share of taxes to defray the expense of supporting 
 common schools, even when by the payment of a shilling 
 they could obtain for their children what, without common 
 8cbools, could not be obtained for a dollar. With such a 
 state of feeling among our citizens, we must accommodate 
 ourselves and our plans to existing circumstances, and make 
 the most judicious application of the resources, which we 
 have at command. 
 
 The school fund of the State amounts at present 
 
 to about ^200,000 
 
 The annual interest on this sum is about g 12,000 
 Add one tenth of State tax 2,000 
 
 Additional appropriation from bank tax,&;c. 1 ,000 
 
 $l5fi00 
 
 There are in the State one hundred and twenty townships, 
 which, on an average, contain not more than seventy square 
 miles, and of course, for children to attend school with any 
 kind of convenience, they ought not to be required to go more 
 than two or three miles ; and if the school-house be at a 
 greater distance from their dwellings, it is evident that a large 
 number of the children will be prevented from attending 
 school. Allowing then one school, for fourteen square miles, 
 there ought to be on an average five schools for each town- 
 ship, and of course five teachers in each one, to furnish tui- 
 tion for the whole year. Total, for the whole State, GOO 
 teachers : now to distribute the j^ 15,000 equally among the 
 teachers, would be allowing only ^25 to each one, a remu- 
 neration altogether inadequate to the support of the instruc- 
 
8 
 
 ters: at least eight times this sum will be wanted for the par- 
 pose. We are not to infer, however, from this calculation, 
 that the annual income from our school fund is too small at 
 present to effect any great good ; but only, that this income to 
 be sufficient for the full compensation of the teachers, must 
 exceed ^100,000, the interest at six per cent, of a capital of 
 g 1,666,000, or at five per cent, of ^2,000,000, sums, which 
 it would require thirty or forty years to accumulate, and 
 which, for our consolation we may add, would probably not 
 give U8 a more efficient system than we can have without 
 them. The income from our present fund cannot immedi- 
 ately effect all that is desirable, yet it may be made the foun- 
 dation of a system, which will naturally and gradually be 
 improved. Let the Legislature grant to the several town- 
 ships $'25 for each school district, on condition, that the in- 
 habitants raise, by tax, authorized to be collected at their 
 town meetings, or by voluntary contributions, ,^30 for every 
 such district, which, on an average, will give to each town- 
 ship, for the purpose of common schools, J^375, which would 
 enable them to keep a school in each district for four months 
 and a half in the year, to which all might have access, free of 
 expense. The townships ought also to have liberty to tax 
 themselves to any amount necessary for the support of com- 
 mon schools throughout the year. 
 
 In the above estimates, we have only taken the average 
 of the townships, founded on their territorial limits, thus 
 making the most favourable supposition as it respects ex- 
 pense ; supposing, that by superior modes of instruction, 
 a larger collection of children may be taught with the 
 same ease that a smaller one is, and at an expense not"much 
 greater We have done so, for the purpose of showing 
 what is the least number of schools that will answer for the 
 attainment of our object, viz. the affording, throughout the 
 year, to every child in the State, the advantages of a good 
 school. 
 
Again, estimating the population of the State at 300,000, 
 the average number for each township will be 2,500 : allow- 
 ing one fourth of this number, for the children between the 
 years of five and fifteen, or for those children who might at- 
 tend the schools, there would be 625 for each township. 
 Now upon the usual method of conducting our schools, there 
 ought to be, on an average, for each township, at least twelve 
 teachers, that is, one for every fifty -two scholars ; and even, 
 if it were practicable to introduce into our schools the moni- 
 torial system, still from the dispersed state of our popula- 
 tion, there would be need of five teachers in each township 
 to furnish tuition for the whole year. 
 
 Upon the most favourable supposition then, there must be 
 600 teachers, to afford constant instruction to our youth. 
 The expense of supporting these, ^120,000. The annual 
 appropriation by the State Legislature is estimated at 
 ,^15,000, or one eighth of the whole sum. It is evident 
 then, that the Legislative aid can only be regarded as an 
 inducement to self-taxation by the people, in their corporate 
 capacities as townships, and it can need but little argument 
 to show, that to render this stimulus subservient to the end 
 for which it is designed, it must be proportionate to the 
 necessities of the several districts. The rich and j)opulou3 
 townships will scarcely need any thing more than the bare 
 authority to tax themselves. They do, and will have schools, 
 whether they receive State patronage or not. And to them 
 it is merely a choice with respect to the means of raising 
 money for the support of their schools ; yet a small annuity 
 granted to them, on the condition of their supporting the 
 schools by taxation, v/ould probably determine them as to 
 their choice, and lead to the more speedy adoption of a uni- 
 form system. The contrary is the fact, with respect to the 
 townships of sparse population and of comparatively small 
 resources: all the aid, which the Legislature can afford them, 
 will not be more than sufficient, to induce such towns to 
 
 B 
 
10 
 
 raise the sums, requisite for the support of the contem- 
 plated schools ; and simply on this account, that it will, in 
 general, be more difficult for the last mentioned townships 
 to raise the necessary funds, whether you have respect to 
 their wealth, or to their habits. 
 
 For the support of this opinion, we need only take a slight 
 view of the number and condition of the schools in our 
 State. Are not schools the most numerous and best sup- 
 ported, where the population is most dense ? Will any pre- 
 tend, that Essex is no better supplied with the means of 
 instruction, than Monmouth, or Burlington, or Gloucester ? 
 Would it not, to say the least, be highly probable without 
 any examination, that the less dense the population, the 
 more difficult it would be for the inhabitants to supply their 
 children with the means of education ? Then, in order to 
 afford to our youth, the rudiments of a good education, 
 we must proportion our aid to their necessities ; which is but 
 saying, in other words, we must apportion our aid to the 
 several counties and townships in the ratio of their territory. 
 This method of distribution will probably be regarded at first 
 sight, as by no means equitable, or as altogether improper ; 
 and many may think that the ratio of population, or of taxes, 
 should be preferred to the one proposed. But, in forming 
 our opinions upon this subject, we ought to bear in mind 
 . the nature of the object, which we wish to effect, and the 
 course we are wont to pursue in analogous cases. 
 
 What then, should be the object of our State in rais- 
 ing a fund for the purposes of education ? Should it not 
 6e, to give to each of our citizens such instrction as will 
 enable each one to discharge the duties devolving upon him, 
 as a citizen of a free Slate, and as a rational and account- 
 able being ? Is it not, evidently, the interest of the whole 
 community, that every individual should be capable of dis- 
 chai^ng his proper offices ? If the inhabitants of Mon- 
 n»outh,or Burlington, have greater influence in controlling the 
 
11 
 
 alFairs of the State, than thoso of the county in which I reside, 
 is it not evidently my interest, that the inhabitants of those 
 counties should be as well educated, and on all matters of 
 legislation, as well informed, as ,the inhabitants of my own 
 county, or even more so. It is evidently the part of wis- 
 dom, to relinquish a smaller good for the purpose of obtain- 
 ing a greater ; and we should almost regard it as a waste of 
 time, to undertake formally to prove, that it is for the interest 
 of those counties, in which schools are comparatively well 
 supported, to relinquish what, in one point of view, might be 
 regarded as their just share of the State property, for the 
 purpose of securing good elementary schools to such counties, 
 as could not, or would not, without a larger and dispropor- 
 tionate share of the pubhc funds, support them in a proper 
 marmer. There would be a solid objection to our views, if 
 we proposed to bestow unequal privileges, or greater bene- 
 tits on some of our citizens than on others, even if the more 
 highly favoured, should not only be the poorest, but also the 
 most meritorious of our fellow-citizens. 
 
 But this is not our object ? far otherwise. It is to put 
 all on more of an equality, and on an equality with respect 
 to a point, which it is of unspeakable importance that a 
 nearer approach to equality should exist. And in gaining 
 thia point, our concern should not be so much to equalise 
 the expense, as to completely to effect our purpose ; and if 
 this purpose can be the most fully attained by pursuing a 
 particular course, it ought not be made an objection to it, 
 tliat a greater expense will be incurred in some cases than 
 in others, or that it will cost the State two or three times as 
 much to educate her citizens in one section, as it will cost in 
 another. In other matters of legislation, the apportioning of 
 the expenditures to the population or to the taxes of the seve- 
 ral sections is not regarded as the paramount object. It is 
 the general good of the whole, and not of the majority of a 
 community, which should, as far as possible, be the aim of a 
 
12 
 
 State Legislature ; each member of such body should recol- 
 lect, that he is not a member merely for the particular coun- 
 'ty which he may represent, but for the whole State ; and 
 that he does, all circumstances considered, best consult the 
 interest of his own constituents ; when in his measures, he 
 seeks to promote the good of the whole body politic ; — and 
 we venture to assert, that the members of our Legislature 
 cannot more effectually promote the interests of the State, 
 than by adopting such measures, as will, in the shortest possi- 
 ble time, afford to all our youth the means of obtaining a good 
 education: — an education, which will make them virtuous, 
 intelligent, and industrious citizens. Knowledge sufficient 
 for this purpose, ought to be made as common as the air we 
 breathe ; and if it were necessaiy for the attainment of this 
 object, to directly tax some portions of the State, to sup- 
 port elementary schools in other parts, we should not hesi- 
 tate to recommend and earnestly press such a measure. But 
 fortunately this is not the case. Schools in sufficient num- 
 bers can be established and supported without resorting to it. 
 Let the funds already at the command of our State be so dis- 
 tributed as to give aid, apportioned to the necessities of the 
 townships, on the conditions before specified; and in case 
 any townships refuse or neglect to raise their quotas for the 
 purposes of education, let the amount they would have re- 
 ceived be distributed among the othei's ; and it will not be 
 long before they all take those steps, which may be neces- 
 sary to secure their full shares of the public funds. 
 
 We are free to confess, that we should not regard the pro- 
 posed plan of distribution, as the best, if the annual appro- 
 priation could be increased to three or four times the sum 
 proposed ; for in this case our object could be attained, if the 
 distribution should be made according to the population of 
 the several counties and townships ; or according to the 
 taxes paid by them. Whenever the fund to be distributed is 
 larger than necessary, for the mere purpose of a stimulus to 
 
13 
 
 self-taxation, then, by apportioning it in the ratio of the 
 taxes, the persons who have contributed most to the creation 
 of the fund, will derive the greatest benefit from it, either 
 by inducing them to extend the course of instrqction in the 
 elementary schools, or else in a less important respect, by 
 requiring a less amount of taxes to be raised by them — and 
 similar advantages will result to the more dense population, 
 if we make the density of population our guide in this 
 matter. Since, however, the funds at command are small 
 in amount, and it is desirable that every one should enjoy, 
 to a certain degree, the means of instruction ; and since no 
 part of our State would be worse of them than it is at 
 present, even if it should continue to receive no legislative 
 aid, we think that it should be regarded by no one as a hard- 
 ship, that the most destitute should receive the greatest as- 
 sistance ; and it should also be recollected, that on our plan, 
 if you give one county ©r township twice or thrice as much 
 as another, you also require it in order to obtain the money, 
 to raise within its bounds, two or three times the amount 
 raised by the others and if so, it is clear, that the induce- 
 ment to self-taxation should be made proportionably strong. 
 There might possibly be cases, in which the proposed plan 
 of distribution would operate with inconvenience;' these, 
 however, might be made matters of special legislation. It 
 would indeed be singular, if a plan could be devised for the 
 object contemplated, which should be liable to no exceptions. 
 On our plan, Essex would receive as little aid from the 
 State, as any other county, and if Essex were not interested 
 in the welfare of the other counties, she might be re- 
 garded as the greatest sufferer; for if population were made 
 the basis of our calculations, Essex would receive the largest 
 share of the fund ; yet if we entertain not an erroneous opinion 
 of her inhabitants, they would be among the last to com- 
 plain of the proposed rate of distribution ; they are already 
 enjoying, without State patronage, greater facilities for intel- 
 
14 
 
 lectual and moral instruction, than 8omc other counties would 
 have, if they received all the avails of the school fund. If 
 the distribution should be made according to the plan sug- 
 gested, the counties, which would be most benefitted, are 
 Monmouth, Burlington, Gloucester, Cumberland, and Cape- 
 May; those, which would receive the least aid from the 
 State, are Essex, Somerset, and Middlesex: and if we are 
 not mistaken, they need the least. To the rest of the coun- 
 ties, it is almost immaterial, whether the annual avails of 
 the school fund be divided among them, with a reference 
 to their taxes, their population, or their territory : — and to 
 none of them, can it make much difference, whether their 
 respective shares be in proportion to their taxes or their 
 population : — for the taxes of the several counties are nearly 
 in proportion to the number of their inhabitants. 
 
 If ^15,000 should be disbursed from the State treasury, 
 on condition, that twice this sum should be raised by the 
 people ; and if each teacher should be allowed for his ser- 
 vices, ^200 per annum j there could be supported through- 
 out the year, (whatever be the rate of distribution,) 325 
 schools, even on the supposition that nothing more should 
 be done for their support, than what might be necessary to 
 secure the patronage of the Legislature.* 
 
 If in the distribution, regard be had to the territory, the same 
 provision would supply euch school district, on an average, 
 with more than four months tuition ; for the funds necessary 
 for the support of 225 schools for the space of a year, 
 would be sufficient to support three times that number, or 675 
 schools for four months or one third of a year. With this 
 number, or even with one rather smaller, every school district 
 (if consisting of not more than fourteen square miles) might 
 be supplied with the means of instruction for four months in 
 each year — a time sufficient, if proper diligence on the part 
 
 * See Appendix, No. I. 
 
16 
 
 of the teacher and of the scholars be used, to enable nrK)st 
 children between the years of five and fifteen, to learn to 
 read, even if ignorant of the letters of the alphabet, when 
 they enter school ; if able to read, or even to spell correctly, 
 when they enter, most of them might be taught to write ; so 
 that in the course of a few years, all the children, by a pro- 
 per improvement of their time and opportunities, would be 
 taught to read and write correctly, to understand the more 
 important operations of arithmetic, and such other elemen- 
 tary instruction as the teachers might be capable of impart- 
 ing. On this supposition, it would, in some cases, be neces- 
 sary for the teacher to change his residence and school, two 
 or three times each year ; and with care on the part of the 
 proper authorities, this matter might easily be regulated, and 
 a teacher be engaged for a year to give instruction to all 
 the children in any three contiguous districts, who might 
 frequent his school. And we doubt not, that this method 
 must be employed, in many sections of our State, partly 
 from want of funds, and partly from a want of teachers. And 
 though the arrangement is not so good, as we could desire, 
 yet it is one, that is feasible, and one that would be produc- 
 tive of much good. 
 
 Thus far we have been speaking of the almost certain 
 results of the distribution of the avails of the school fund, in 
 the way, and on the conditions before mentioned ; but it 
 should be recollected, that, in the most populous parts of the 
 State, there are already many and flourishing schools, con- 
 tinued throughout the year : none of these would become 
 paralyzed by the small aid that they might severally receive 
 from the State, and they would continue to impart the bless- 
 ings of education to their youthful attcpdants. And if the 
 several townships should be authorized to raise, not only 
 double the amount received by them, from the State ; but any 
 sum, requisite for the support of their schools, we might ex- 
 pect to see new vigour imparted to such of our schools as 
 
are deserving patronage, and a uniform system of common 
 schools adopted. Wherever there ere good buildings erect- 
 ed, and suitable persoi'a in them, already engaged in the 
 business of teaching, it would probably not be expedient 
 to make any other change than in the mode of payment, 
 which should depend not on the teacher's agreement with 
 the parents of the scholars ; for the payment should be 
 made from the public funds. This method will ensure 
 punctuality in the payment : the consequence of which will 
 be, that men will engage to teach upon more moderate terms, 
 than they would do, if there should exist a risk of their losing 
 any part of the promised remuneration. And while on this 
 subject, let us suggest the expediency of each scholar being 
 required to pay the sum of ^0.25 per quarter, except in very 
 special cases to be judged of by the persons entrusted with 
 the direction of the schools and with the appropriation of the 
 funds in the several districts. This sum, without being felt 
 by the parents, would make the payment of the several 
 teachers, in some measure, proportionate to their services, 
 and their fitness to conduct the schools. Thus, a person 
 who should conduct, on the monitorial system, a school 
 consisting of 200 or 300 pupils, would receive from ^200 
 to $300, in addition to the average allowance ; which 
 we think ought not to be less than $200 per annum, and 
 which we are persuaded cannot for some years be less in this 
 State, if we procure for our schools suitable teachers. We 
 have seen it somewhere stated, that the average expense of 
 supporting a common teacher in Connecticut, is about $\B0 
 per annum, but it must be obvious to every one conversant 
 with the subject, that for several reasons the expense would, 
 for the present, be Jess in Connecticut, than it can be in our 
 State. Our young men in general are not as capable of taking 
 charge of common schools, as those of New-England ; and 
 we must at first, if we have any thing of a general system 
 introduced, look to some of our sister States for a supply in 
 
17 
 
 part of our teachers, and, of course, we must offer them 
 better terms than they procure at home, if we would obtain 
 the services of such as are worth having. The services of 
 some meritorious and well qualified young men, might 
 be procured, in places, where the population is sparse, 
 (and where, of course, the labours of the teacher will be 
 the least,) for 150, or $160; but in other places, a much 
 larger sum would be requisite, say $250, together with 
 one dollar per annum, to be paid by each scholar, making 
 exclusive of the last mentioned source of emolument, an 
 average of about $200 annual salary for each instructer. 
 With such pay we might procure the services, not only of 
 young men, but also of men of greater age and of much expe- 
 rience in teaching. 
 
 Having pointed out the resources for the support of schools, 
 the method of distribution, and the emoluments proper to be 
 allowed to the teachers, we shall merely say in addition, on this 
 part of our subject, that we are not so tenacious of our views, 
 as to think it better, that there should be no distribution, 
 ratherthan it should not be made in the manner recommended. 
 For the reasons already assigned, we think, that in present 
 circumstances, it is best, that in the disbursement of the public 
 funds, respect should be had to the territory, rather than to 
 the populution of the several counties and townships, or to 
 the taxes paid by them. Still, we are decidedly of the opi- 
 nion, that the avails of the school fund had better be divided 
 according to any of the rates suggested, rather than they 
 should any longer remain unapplied to the purposes for 
 which they were intended. As to several of the counties it 
 is a matter of little moment, which of the three rates be 
 assumed, and it is unapeakably better for them all, that some 
 one of them be adopted, and that the proceeds of the school 
 fund be at once distributed. We may not have so uniform, 
 efficient, and complete a system on one plan as on another, 
 yet the benefits accruing from a cautious distribution of 
 
 c 
 
18 
 
 the funds at command, are of so great importance to tlie 
 present generation, that no inducement should be regarded 
 as sufficiently strong, for a delay of this matter, until the 
 avails of the school fund should be adequate to the entire 
 support of our common schools ; or in other words, until 30 
 or 40,000 more of our youth shall have grown up in such 
 ignorance, thai they should be even incapable of reading; 
 for this will, in all probability, be the case, if nothing be 
 done in this business, until we obtain a capital of 1,500,000 
 or ^2,000,000. Let a beginning be made — let the State give 
 at once whatever aid it can, and if we may judge from the 
 resultc of similar steps in other States, we may augur well 
 for the result of our efforts. New-York, with a population 
 of probably more than 1,200,000, commenced her efforts to 
 establish common schools, with an annual appropriation of 
 ^50,000 ; and with an appropriation not exceeding twice 
 that sum, she now affords to more than 400,000 youth the 
 means of instruction ; and cannot New-Jersey, with but one- 
 fourth of the population, and with nearly one-third of the 
 pecuniary means employed by New- York, in 1814, com- 
 mence the important undertaking of establishing common 
 schools ? and to speak comparatively, possessing larger 
 means, may not New-Jersey expect, in the course of fifteen 
 years, to have her 75,000 youth supplied with instruction ? 
 The advantage of an immediate commencement of this 
 business, and the gradual introduction of a complete system, 
 over the plan of waiting till the avails of the school fund 
 be sufficient to defray all the necessary expenses, is simply 
 this, that while the fund would be accumulating and useless ; 
 a complete system might be brought into operation, and 
 the present generation might reap the benefit of it. At pre- 
 sent, the people of this State are contributing to the accumu- 
 lation of a fund, from which, if it is not distributed for twenty 
 or thirty years, neither they nor their children are to derive 
 any benefit, and which, if applied to the support of common 
 
19 
 
 schools, will not give the next generation better schools than 
 they might have without any such fund. For proof of which, 
 advert to the condition of the schools in Connecticut. Can 
 any one show in what respect her schools have been improved 
 by the possession of a large fund, amounting to ^1,700,000? 
 or in what respect they are better than those of Massachu- 
 setts ?* Let the good work, then, be at once begun. And, at 
 the very least, let such townships as may be disposed so to 
 do, be authorized to raise any sum necessary for the support 
 of common schools, and if it be thought expedient to set any 
 limit to the amount to be raised, let that limit be, a sum 
 equal to the whole amount raised by tax, in the town, for all 
 other purposes. The townships should also be authorized 
 to raise money for the erection of suitab;e buildings, for the ac- 
 commodation of the schools.! — It will require no lengthened 
 argument to prove, that great dihgence, fidelity, and judg- 
 ment, will be required of those, who may be entrusted with 
 the management of the funds, and with the direction of the 
 schools, in order that they may answer the desired purpose. 
 We shall now,in as few words as possible,mentionour views 
 on this point. We would recommend the appointment of a 
 Board of Education for the State, who shall have control of 
 this whole matter, subject to such general regulations, as the 
 Legislature in their wisdom may see fit to prescribe ; andwho 
 shall be required to present annually, to the Legislature, a 
 statement of their proceedings, and of the number and con- 
 dition of the schools, and a part of whose duty it shall be, 
 to recommend to the Legislature, such alterations and addi- 
 tions in the system, as, in their opinion, will have any ten- 
 dency to improve it. Among other things, that this Board 
 be authorized to appoint, with a suitable salary, a superin- 
 
 * See some rery valuable remarks on the Connecticut school fund, 
 in the North American Review, for 1823. 
 f See Appendix, No. 2. 
 
20 
 
 tendcnt of schools, whose business it shall be, as far as prac- 
 ticable, to visit the ditierent schools; to receive all the reports 
 from the teachers or the trustees of the schools in the several 
 districts ; to give all orders on the State treasurer, for the 
 payment of moneys to the treasurers of the several town- 
 ships — no order, however, to be given to any township 
 treasurer, until he has deposited with the superintendent a 
 certificate, that twice the amount of the appropriation allow- 
 ed by law has been paid to him for the current year by the 
 collector of taxes, for the purposes of education : and it 
 should also be the duty of the Superintendent to attend to 
 such other matters, as the Board of Education may direct. 
 
 The Board of Education should be empowered to appoint 
 examining committees for the several counties, whose duty 
 it should be made to examine all persons desirous to become 
 teachers in such of the common schools, as may be aided 
 by the State; in order, that individuals of licentious hab- 
 its or sentiments, or persons unqualified for the business of 
 teaching from want of adequate knowledge, may be excluded 
 from the schools. And it should be a law of the State, that no 
 individual should be permitted to take charge of any of the 
 public schools, without obtaining the consent and approbation 
 oftbe examining committee for the county in which the school 
 may be located. The several examining committees should 
 be expected to report to the Board of Education, through 
 the Superintendent, the names of the persons licensed by 
 them to teach, any defects existing in the course of instruc- 
 tion in the schools subject to their inspection, and whatever 
 else may, in their opinion, require the interference of the 
 Board or of the Legislature. — These committees should have 
 nothing to do with the selection of the teachers for the seve- 
 ral schools, or with the amount of the compensation, which 
 the teachers shall receive for their services. These matters 
 should be regulated by trustees of the several school districts, 
 chosen by the people residing in the districts. The trus- 
 
21 
 
 tees, or one of them, by order of the rest, should draw upon 
 the trensurer of the township, in favour of the teacher, to 
 any amount not exceeding the whole quota for that district. 
 They of course, will be at liberty, if the allowance be not 
 sufficient to support the school for the year, to make what- 
 ever agreement for the continuance of the school, they can, 
 without involving the township in debt. 
 
 The trustees for the several school districts should also 
 direct what degree of religious and moral instruction should 
 be given in the different schools, and we think that it would 
 be a good rule, that each teacher should be required to open 
 his school, with reading some chapter in the Holy Scriptures 
 in a reverent manner. Acc' rding to these suggestions, the 
 State, through its Board of Education and its several com- 
 mittees, exercising a general superintendence of the schools, 
 and the people themselves, through their immediate agents, 
 choosing their own teachers, fixing their salaries, and exer- 
 cismg perfect control over the religious instruction, would 
 combine their efforts for the establishment and support of a 
 system, dependent for its complete success on both, alike 
 beneficial to both, and securing the integrity of the State by 
 improvement of the morals, and by increasing the know- 
 ledge of the people ; at the same time leaving the rights of 
 conscience unimpaired. 
 
 We have now, gentlemen, presented to your considera- 
 tion the outlines of a system for common schools, which 
 we believe to be best adapted to the immediate necessities 
 and resources of our State. And if the intelligence of the 
 people shall call for, and our resources admit of it, we may 
 very easily extend and improve the system ; 1st, by making 
 provision for the education of teachers ; 2, by publicly 
 rewarding one or more of the teachers in each county, who 
 shall discover the greatest fidelity, skill, and success in con- 
 ducting their schools; 3, by establishing schools of a higher 
 order, to which all may have access on the lowest terms pos- 
 
22 
 
 sible ; 4, by furnishing such youth, as shall very greatly dis= 
 tinguish themselves by their talents, diligence, and success in 
 study, with the means of prosecuting their studies : and this 
 as a reward of their merit. 
 
 The importance of these improvements will probably 
 strike every mind upon the bare mention of them. 1 shall 
 not, therefore, trespass upon your patience, at this time, by 
 making any comments upon them ; the only objection to 
 which, can be, the difficulty of procuring the requisite funds. 
 That these funds, will, in the course of a few years be cheer- 
 fully furnished by the people, if the proper system of com- 
 mon schools be promptly introduced, we entertain little or 
 no doubt. And we entertain as httle, that if all the moneys 
 now expended by our citizens, for the education of their 
 children, were systematically and judiciously appropriated, 
 they would be as well, if not better educated than they now 
 are, and a large surplus left for the benefit of others ; we 
 should therefore hope, that those who are able, and who ac- 
 tually educate their own children, even at great expense, 
 will be not only among the last to complain, but among the 
 most forward to support any judicious measures, adopted by 
 our Legislature, for the establishment of common and clas- 
 sical schools, even if a considerable tax should be required 
 for the purpose. An annual tax averaging ten cents for 
 every inhabitant, young and old, would give ^30,000 a year, 
 a sum sufficient to support a Principal and Assistant of an 
 institution to educate young men for the business of teach- 
 ing,* sufficient to loan to 70 pupils in said institution $50 each, 
 on such conditions, as may be prescribed by the Legislature, 
 to allow ^1000 to be distributed as rewards to the best 
 teachers, to give to each of our 14 counties, on an average, 
 $ 1 000, for the support of one, or more classical schools ; and 
 leaving g 10,000 to be expended in educating the most merito- 
 
 * See Appendix, No. 3. 
 
25 
 
 rious and promising of our youth, say from 50 to lOOofthem- 
 We suggest these things,not because we believe that our Statr 
 is now prepared to adopt these suggestions, but because wr. 
 believe, that without any very sensible increase of our taxes, 
 they could be carried into eflfect j and because we hope the 
 time is not far distant, when the requisite means will be fur- 
 nished for the purpose. While on this subject, we may 
 perhaps be permitted to say, that without the least increase 
 of our burdens, and with merely a radical alteration in our 
 Militia System, we may have both a more effective militia 
 and a very large sum for the purposes of education. It is, 
 we believe, almost universally admitted, that our militia 
 musters are worse than useless, that without answering 
 any good purpose; they are, in general, merely occasions for 
 dissipation, and of course tend to injure the public morals. 
 The number of the militia is estimated at 43,500. Every in- 
 dividual who does not appear in the ranks three times in each 
 year, is fined one dollar for every absence, unless he render a 
 satisfactory excuse, or he be exempted by law from the per- 
 formance of military duty : and T have been informed by one 
 of our best militia officers, that those who attend the mus- 
 ters, expend a larger sum. If so, we may safely estimate the 
 whole amount annually spent, at i?l 30,000 per annum. Now, 
 if our State would adopt, at least in its leading features, the 
 plan recommended by the Board of Officers, convened at 
 Washington, Nov. 1826, to devise a scheme for the better 
 organization of the militia ; of which Board, General Scott 
 of U. S. Army, was President ; we might have, for a much 
 less expense than we now incur, a far more elTective mili- 
 tia; and in some measure, prevent the evils attendant on the 
 musters, as they are at present conducted. Let the militia 
 be reduced to about one-fourth of the present number, and 
 then let them be divided in three divisions, &:c. ; let the 
 officers of the several divisions be required to encamp by 
 themselves for ten days in each year, for the purpose of 
 
24 
 
 being drilled in the duties of the camp, and let theni be pai^ 
 for their time and expense, according to the rate suggested by 
 the Board of Officers ; the whole expense would not exceed 
 ^10,000.* Now if every person exempted from service by 
 the reduction in the numbers of the militia, should be re- 
 quired to pay. ^1.50 a year; the State would receive from 
 this source above ^48.000, of which sum, more than $33,000 
 might be applied to the improvement of the morals of our 
 citizens, rather than to their destruction. 
 
 If, however, the public mind is not prepared for such a 
 measure, this at least, we think ought to be done : let every 
 person have the option of serving or of paying to the collec- 
 tor of his township, a certain sum, per annum, say $3.00, to 
 aid in the support of schools, and let the money so collected, 
 be faithfully appropriated to the object for which it was paid. 
 To prevent any one's mistaking our sentiments on this sub- 
 ject, we take this occasion to say, that we have made these 
 suggestions, not because we unconditionally and cordially 
 approve of the Militia System just mentioned ; but we have 
 done so, merely because it will be less pernicious in Its ef- 
 fects, than the present one; and because we consider it entirely 
 useless to recommend its total abolition: of which, in times of 
 peace, we should cordially approve. The best defences of a 
 people, are sound morals and intellectual culture : let a people 
 know and properly estimate their rights, and they cannot be 
 enslaved : let the implements necessary for war be provided, 
 and if there be occasion to use them in a righteous cause, an 
 intelligent people will soon become acquainted with their use. 
 We must acknowledge ourselves directly at variance with a 
 sentiment emanating from a distinguished source, that it 
 would be well to substitute military discipline and exercises 
 in our schools, as a substitute for our Militia System, and 
 
 * See Documents, from the War Department, accompanying the 
 
 President's message to Congress, in 1826, 
 
25 
 
 as a remedy for its evils. The spirit fostered by such a sys- 
 tem, IS in a great degree hostile to the pursuits of p ace, 
 and the principles of true religion. And at no period of 
 life, wojild military parades be so likely to make a powerful 
 and unhappy impression upon youthful minds, as at that age, 
 when boys usually frequent our schools. It is time enough 
 to learn the art of war, when there is necesssity for so 
 doing ; we are not of those, who believe, that our being per- 
 fectly equipped and prepared for war, will have a tendency, 
 to preserve us in peace. Only let such preparation exist, 
 and a fondness for military exercises become generally pre- 
 valent, and it will not be long before we find a pretext for 
 going to war with some nation or other. The passions of mea 
 are too strong to resist the temptation, when the least oppor- 
 tunity is afforded, of exhibiting their military prowess. We 
 wish it to be distinctly recollected, that this alteration of 
 the Militia System is not at all necessary to the adoption 
 of the system of com.non schools just recommended, or evea 
 for the support of schools of a higher order: but merely, 
 that it is one means by which improvements may be grnfted 
 upon this system, without being at all essential to the exist- 
 ence of the system, or to its complete success.* And we 
 wish it also recollected, ihat we arc not so much concerned 
 about the means, by which a good system of common schools 
 may be introduced, as we are about the thing itself. This 
 subject we firmly believe, is entitled to, and vvill soon com- 
 mand the serious consideratioti of every citizen of New- 
 Jersey, possessed of intelligence and liberal feelings : until 
 
 * For the ?ug;2;estion with respect to the expediency of a change in our 
 Mililia system, tne writer believes himself to be indebted to the Hoq. 
 C. F. Mercer's discourse on jiopular education, delivered at Princeton, in 
 September, 1826. And havin°; referred to this production, he must take 
 the liberty to add ; that he knows of no work, which contains so much val- 
 ua'olft information, in regard to elementary education ; or so many impor- 
 tant hints for the improvement of common schools. 
 
 D 
 
26 
 
 it does, our citizens generally cannot be raised to that station 
 and respectability, which every freematj ought to possess; 
 nor can the physical resources of our State be fully de- 
 Teloped. Those resources are great, and need only the 
 union of intelligence with industry to make them greatly 
 conducive to the prosperity of the State. As these, however, 
 have already been presented to your notice in a very lucid 
 and able manner, by one of our distinguished Vicel'resi- 
 dents, the Hon. Mr. Dickerson, I shall not at present, say 
 any thing more in regard to them : — and I shall now conclude 
 my remarks, with observing, that our interest, repiitation, and 
 duty demand, that vigorous and immediate efforts sitould be 
 made, to establish and maintain a good and extensive system 
 of common and higher schools.* 
 
 * See Appendix, No. 4« 
 
APPENDIX. 
 
 If$15,000 should be diatributfid, upon the conditions mentioned on page 
 14; tne following table exhibits the number of schools, which could be 
 3ui.;)()ried in each county, for one year; whether taxes, population, or ter- 
 ritory, be the rule of distribution. 
 
 
 
 Taxes. 
 
 
 Population. 
 
 
 
 Territory. 
 
 Sussex, 
 
 . 
 
 12 
 
 - 
 
 - 
 
 13 
 
 - 
 
 - 
 
 16 
 
 Warren, 
 
 - 
 
 12 
 
 - 
 
 - 
 
 13 
 
 - 
 
 - 
 
 10 
 
 Morris, 
 
 . 
 
 18 
 
 - 
 
 - 
 
 17 
 
 - 
 
 - 
 
 14 
 
 Essex, 
 
 - 
 
 21 
 
 - 
 
 - 
 
 26 
 
 - 
 
 - 
 
 8 
 
 Ber;;en, 
 
 - 
 
 15 
 
 - 
 
 - 
 
 15 
 
 - 
 
 - 
 
 14 
 
 Hunterdon, 
 
 - 
 
 26 
 
 - 
 
 - 
 
 23 
 
 - 
 
 - 
 
 15 
 
 Somerset, 
 
 - 
 
 15 
 
 - 
 
 - 
 
 13 
 
 - 
 
 - 
 
 9 
 
 Middlesex, 
 
 - 
 
 18 
 
 - 
 
 - 
 
 17 
 
 - 
 
 - 
 
 11 
 
 Monmouth, 
 
 . 
 
 21 
 
 . 
 
 - 
 
 20 
 
 - 
 
 - 
 
 34 
 
 Burlington, 
 
 . 
 
 24 
 
 - 
 
 - 
 
 23 
 
 - 
 
 - 
 
 27 
 
 Gloucester, 
 
 - 
 
 18 
 
 - 
 
 - 
 
 20 
 
 - 
 
 - 
 
 33 
 
 Salem, 
 
 - 
 
 12 
 
 • 
 
 - 
 
 11 
 
 - 
 
 - 
 
 10 
 
 Cumberland, 
 
 - 
 
 9 
 
 - 
 
 - 
 
 10 
 
 - 
 
 - 
 
 15 
 
 Cape-May, 
 
 - 
 
 4 
 
 - 
 
 - 
 
 4 
 
 - 
 
 - 
 
 9 
 
 225 
 
 225 
 
 225 
 
 The calculations in the first column, were founded upon the taxes for 
 1824; those in the second upon the population in 1820; and those in the 
 thini, upon the territory as given by Gordon's Map of New-Jersey. No 
 material error can arise from assuming the taxes of 1824, for the basis of 
 our calculations ; for though the taxes have been increased of late, there has 
 been but little or no difference in the proportions paid by the several 
 
 counties. 
 
 Having no returns of the population of our State, later than those fur- 
 nished by the last U. S. census, we have made the estimates in the second 
 column, on the supposition ; that the increase of the population in the dif- 
 ferent counties has been uniform since the year 1820. 
 
 In making the abov? estimates, with respect to territory, we had recourse 
 to Mr. Gordon's map : as it is doubtless the most correct and valuable map 
 of the State ever published : If the scale on this map be perfectly accu- 
 rate ; and if we have made no mistakes in our measurements and calcula- 
 tions ; the area of New-Jersey, is about 7500 square miles. Mr. Darby, 
 in his view of the United Spates makes the area to be 7870 square miles, 
 In a statistical table published a few years ago by Mr. A. Finley of Phila- 
 delphia, in connexion with a map of New-Jersey, the area is stated to be 
 
only 6900. In the fir?t American edition of Gutlirie's Geography, and in 
 thf diff resit whtions ot Morse's Gazetteer, iNew-Jtrsty its said to contain 
 832(> square mdes. 
 
 H'akii.j; ihe larjfst number as correct ; and dividing the State into 600 
 schdoi disiriets, their averasfe content will not exceed fourteen square 
 milf-s. For several years, prior to the year 1824, the State was divided 
 into 13 counties and IVO townships : since then, the county of Sussex has 
 been divided, and now forms the counties ol Sussex and Warren : addi- 
 tional townships also have been lormed by the division of others ; so that 
 the present number of townships is about 125. The writer was not aware 
 of this increase, at the time he was engaged in preparing the lecture. It is, 
 however, a matter of no moment, as it respects the rule recomniended for 
 distributing the avails of the school fund ; since the area of all the town- 
 ghips, taken collectively, is the same ; whatever may I'C their number. 
 
 In the SDUthein counties, there are bays and marshes, extending over a sur- 
 face of five or SIX hundred square miles, which, of course, are uninhabited. 
 U these should be deducted fiom the areas ol the several counties, to which 
 they belong; there would be one additional school for each of the counties 
 of Warren, Es.«ex, Morris, Bergen, Somerset, Middlesex, two for Sussex, 
 and two for Hunterdon, while there would be one school less for Gloucester, 
 one for Cumberland, one or two for Salem, two for Monmouth, and four 
 for Cape May. If the State Legislature should ever deem it expedient to 
 make territory the rule of distribution ; each township could be required 
 to have an accurate survey of its own township made, and forwarded to the 
 Trustees ol the School fund. 
 
 The loUowing table, shews the taxes paid by each county in 1824, the 
 population, in 1820 ; and the area of each : 
 
 Counties. 
 
 Taxes. 
 
 Population. 
 
 6qr. Miles. 
 
 Su>sex, 
 
 $789 60 
 
 16,332 
 
 538 
 
 Warren, 
 
 789 61 
 
 16,400 
 
 344 
 
 Morris, 
 
 1 176 02 
 
 21,368 
 
 454 
 
 Essex, 
 
 1433 27 
 
 30,793 
 
 266 
 
 Bergen, 
 
 974 94 
 
 18,173 
 
 451 
 
 Hunterdon, 
 
 1700 94 
 
 28,604 
 
 518 
 
 Som^r^et, 
 
 991 or 
 
 16,.'>06 
 
 314 
 
 Middlesex, - 
 
 122(1 01 
 
 21,470 
 
 374 
 
 M-^nmouth, 
 
 *. 1396 38 
 
 25,038 
 
 - 1119 
 
 Burlitigton, 
 
 1615 17 
 
 28,822 
 
 880 
 
 Gloucester, 
 
 1267 20 
 
 23,089 
 
 - 1106 
 
 Salem, 
 
 808 72 
 
 14,022 
 
 333 
 
 Cumbeiland, 
 
 594 82 
 
 12,668 
 
 502 
 
 Cape-May, - 
 
 242 25 
 15000 00 
 
 4,265 
 
 291 
 
 
 277,575 
 
 7,490 
 
29 
 
 In 1 825 the taxes paid by Sussex and Warren were equal ; and on this 
 account, wr have iissi»ned to them equal portions of the tax for 1824, 
 thouo:h they did not exist as distinct counties uniil after the taxes for 1824 
 ha 1 bf-eri assessed and collected. In 1820, the population of the two coun- 
 ties III lift have been nearly equal. F^rom the above tables, it appears, that 
 HuntpnJon should huve been included among the counties, m'^ntioned on 
 pa^e 1 4 as those, for which territory would be the least desirable rule o^ 
 distribution. 
 
 Note 2. 
 
 Within a few weeks after the remarks on page 19 were penned ; au 
 act wa? passed by the Legislature, entitled, " An Act to encourage the 
 raising of money for the purposes of Education," the second section of 
 which is as follows : — 
 
 And be it enacted, " That hereafter it shall be lawful for the inhabitants 
 in each township of this State, duly qualified to vote at town meetings, to 
 vote, grant, and raise, (in the same manner as other moneys for town pur- 
 poses are authorized to be raised,) such sum of money as the majority of 
 said meeting shall agree upon, to be laid out and expended under the 
 direction of the town committee, in each township, for the erection and 
 repairing of ope or more public school-houses, or lor the establishment of 
 free schools and their support, as are oi shall be, in the judgment of said 
 oomraittee, necessary." 
 
 Under this provision, and at the suggestion of the writer, the inhabitants 
 of West-Windsor township, in April last, voted to raise $300, and at the 
 same time, they instructed the oomraittee to divide the township into 
 school districts, and to distribute the $r300 among them ; on condition, that 
 in each district receiving any portion of this sum, there should be raised, by 
 voluntary contribution, any additional sum, which miijht be necessary for 
 employing a teacher to instruct, lor one year, all the children in such dis- 
 trict. As far as we have been able to ascertain, the experiment has been 
 a successful one ; and we believe, thai the township was never before so 
 well provided with competent teachers. 
 
 Note 3. 
 
 ON THE EDUCATION OF TEACHERS. 
 
 The importance of educating young men to become teachers, has been 
 warmly advocated by many friends of common schools ; and, in our 
 opinion, cannot easily be overrated. Let any person competent to judge, 
 
30 
 
 make himself acquainted with llje condition of our schools, and the quali* 
 fications o) our ivacher^ ; amJ he will be satisfied, thai the education of 
 teachers is a subject, which deserves, and ought to command the immedi- 
 ate attention ot our Le^ciflaiure We do not, however, intend to pass a 
 censure upon all the teachers of our common schools ; many of them are 
 com, elerit, assiduous, and deserving of greater patronage than they enjoy. 
 This, however, is far from being the case with them all, and we fear, that 
 it is not so, even with a majority of them. But admitting that they are 
 all competent, still it would be highly desirable, that provision should be 
 made at once, lor the support and tuition of fifty or more such youth, as 
 may be willing to devote themselves for several years to the business of 
 teaching: for as soon as the avails of the school fund shall be distributed, 
 there will be a demand for a much larger number of teachers, than can, 
 without some such provision, be obtanied. 
 
 The only objections, which could be urged against this measure are, the 
 difficulty of inducing young persons to engage in this work ; and the ex- 
 pense of supporting them, while they are attending to a preparatory course 
 of instruction. But, only let our schools be placed upon such a footing, 
 that they will aflbrd suitable remuneration to the teachers, and there will 
 be no difficulty in finding a sufficient number of youth of good talents and 
 unblemished character, willing to enter upoi. a course of study, that will 
 fit them to take charge of our schools. This matter has been, we think, 
 fairly tested in our own State, by the gentlemen who have, been entrusted 
 with the disposal of a large fund, recently raised, by voluntary contribu- 
 tion, (or the support of schools iic, in the destitute parts of the State. 
 Thus far, at least, it has been found on trial, that more young men can be 
 had lor the purpose above mentioned, than can be supported. The com- 
 mittee charged with this concern, have constantly under their care from 
 ten to fifteen youth, who are preparing to become teachers, and who are 
 supported in part, or in whole, by the committee. 
 
 The objection arising frotp the expense, could in our view, be obviated, 
 by the establishment of a school, in which manual labour should be united 
 with mental culture. Let a larm of suitable size and good quality, be 
 procured ; and the requisite buildnigs be erected for the accommodation 
 of the teachers, their families, and the scholars. Let work-shops also be 
 erected, in which the various mechanical arts may be taught; and let 
 every pupil be required to spend, on an average, three hours oi every day, 
 (Sabbaths excepted,) in labouring upon the farm, or at some mechanical 
 employment. By an arrangement of this kind, the youth would be able 
 to defray at least, the expense of their board ; while the time spent in 
 manual labour would not I e more than they ought to spend in exercise for 
 the benefit of their health. This kind of exercise, moreover, is much Vj. tter 
 than any system of gymnastics now in vogue ; for it possesses the advan^ 
 
31 
 
 £age over ff^ipuastic exercises, that while it tends equally with them to 
 pre!>erve the health of youth, it, ut the same tinip, turns their labour to a 
 profitable account : and for ourselves, we veiy niurh doubt the expe- 
 diency of youth laboriously doinsj that, which is attended with no other 
 perceptible advantage, than the merely incidental one of preserving; their 
 health, whieh can be, to say the least, as well taken care of, by other and 
 more profitable means. And no plan for the education of youth, is in 
 our view, so deserving of [jatronage, as that, which, while it makes pro- 
 vision for the improvement of both their intellectual and bodily (.owers > 
 teaches them in all they do, to aim at something useful, and this we think 
 is precisely the casf with the plan suggested. 
 
 For twelve or fifteen thousand dollars, and very probablyfor a less sum, a 
 farm suiiable for such an institution, together with all the rfquisite 
 bivldins:?, might be obtained in some place not far distant from a good 
 market; where all the produce ot the farm and garden, and all articles manu- 
 factured by the scholars, and not wanted for the school, might be disposed 
 of to B(lvanta«-e ; and in return, there might be procured many articles essen- 
 tial to the comfort of those connected with the school ; and by this method, 
 all the expetisf^ of boarding for the teachers and pupils could be deirayed. 
 Estimate the first expense at |,15,000. the interest ot this sum at six per 
 cent will be $900; — allow lor the salaries of the teachers and iticidental 
 expenses $1 100 per annum; these will make an annual expenditure of 
 |2000. Suppose then, that we have in the whole iState only 400 teachers, 
 and a less number we ought not, and if we have an efficient school system, 
 we cannot have. Again, it is highly probable, that while some will devote 
 themselves for liie to the business of teaching; at least one fifth ot those 
 engaged in this business for any one year, will, on an average, lelinquish it 
 for omething else. If so, we shall require 80 new teachers every year ; 
 and it we wish good ones, we must educate them; and it we educate 
 them, we must have at all times in the school at least f<0 f ujnls. It they 
 pav nothing towards their own support, the expense for t-ach one will be 
 $25 per annum, and could the Legislature expend the same sum of money, 
 with a stricter regard to economy, or with greater profit to the State ? 
 
 The expense would not be much increased, if there should be a hundred 
 pupils in the school. And, even it a fourth part of them should not be 
 wanted for teachers : still it would be of unspeakable beiiert to the State, 
 to have such an institution, as it would afford to many indi^'Ciit youth, of 
 worth and talent, an opportunity to acquire the rudiments of a good educa- 
 tion ; who, otherwise must rcmam in ignorance, and who, with the aid thus 
 furnished, might possibly become ornaments of their State. 
 
 In this school, should be taught, rea ling, writing, English grammar. Geo- 
 graphy. Arithmetic, Algebra, Elements of Geometry, Surveying, &c. 
 Net, that all should be required to attend to e%ery subject tiere u.fni on^d, 
 but that they should have an opportunity to do so. If it should be deemed 
 
82 
 
 expedient, the course of study could be easily extended, so as to prepare 
 youth for our College?. 
 
 This plan is not a matter of mere theory : in the State of New-Yoi-k, it 
 has been tried with success. See report of the Oneida Ajfricultural SchooL 
 
 Note 4. 
 
 For information in regard to the origin of the school fund, we would 
 refer the reader to the revised laws of New-Jersey, and for the information 
 relative to the condition of the schools, we would refer him to a report re- 
 oently made on this subject, by a committee appointed at a meeting, held 
 in Trenton, Nov. 1828, and consisting of his Hon. Chief Justice Ewing, 
 John .N. Simpson Esq. and the Hon. Theodore Frelinghuysen. To this 
 report are appended copies of letters, addressed to the Rev. Robert Baird 
 of Princeton, by distinguished individuals residing in the New- England 
 States, and in the States of New- York and Pennsylvania, giving succinct 
 views of the different school systems in those states. 
 
 We cannot conclude this note without expressing our conviction, that 
 the citizens of New-Jersey are more indebted to Mr. Baird for the present 
 lively interest, felt by all classes of the community, in the subject of com- 
 mon schools, than to any other person. He has made himself thoroughly 
 acquainted with the wants of the State ; he has visited every county, and 
 by his writings and personal efforts, has roused public attention, to the ne- 
 cessity of our having, at once, an efficient school system. 
 
 ERRATA. 
 
 On page 4, line 18, ior finished read furnished. 
 On page 6, line 11, omit the word important. 
 On page 7, line 24, omit the words of course.