IP(D1B^ / 
 
 \ 
 
 OF THE 
 
 C.5' 
 
 ^■3- 
 
 JOIl\T €OI?Il?IITTEE 
 
 OF THE TWO HOUSES OF THE * 
 
 PENNSYLVANIA LEGISLATURE, 
 
 ON THE SUBJECT OF A 
 
 System of General Education. 
 
 TOGETHER WITH THE BILL REPORTED BY SAID COMMITTEE, AND AN 
 APPENDIX CONTAINING SUNDRY COMMUNICATIONS ON THE 
 SUBJECT OF^ ^ ^ ^ . 
 
 SAMUEL BRECK, Chairman. 
 
 READ IN THE SENATE, JANUARY 22, 1834, AND 
 1500 COPIES ORDERED TO BE PRINTED. 
 
 HARRISBURG: 
 PRINTED BY HENRY WELSH. 
 
 1834, 
 
L 
 
 1^2 
 
 .0 K 
 V. -J 
 
HEPORT, &c. 
 
 LIBRARY OF CONGRESS 
 
 021 482 971 ft 
 
 Report of the Joint Committee of the two Houses of the Pennsylvania 
 Legislature, to whom was referred the following Resolution : 
 
 " Resolved, That a committee be appointed, in conjunction with a 
 like committee by the House of Representatives, for the purpose of 
 digesting a system of general education for this Commonwealth, and 
 that all reports, together with the Unfinished business of last session, 
 upon that subject, be referred to said joint committee, who are instuct- 
 ed to report as early as possible, by bill or otherwise." 
 
 In Pennsylvania, our right of suffrage is as broad as possible. A 
 citizen, who pays a tax of a few cents only, can go to the election, 
 with power equal to him who contributes many hundred dollars ; and 
 by his vote, direct the public weal, with the same authority as the 
 inchest citizen. It becomes necessary, therefore, to give the man 
 of humble means, an opportunity of understanding the political ad- 
 vantages in -which he so largely shares. " Our institutions," says a 
 great statesman, " are neither designed for, nor suited to a nation of 
 ignorant paupers. To be free, the people must be intelligently free." 
 
 The number of voters in Pennsylvania, unable to read, haijrbeen 
 computed, from data in other states, at o b b hvindpcd > thousand ; and 
 two thousand five hundred, grow up to be voters annually, who are 
 equally ignorant. In a republican government, no voter should be 
 without the rudiments of learning ; for aside from political considera- 
 tions, education purifies the morals, and lessens crime. Our philan- 
 thropists, who visit our jails, have ascertained that more than half 
 the convicts are unable to read. It is better to avert crime, by giving 
 instruction to our youth, than punish them when men, as ignorant 
 convicts. 
 
 A radical defect in our laws upon the subject of education, is that 
 the public aid now given, and imperfectly given,; is confined to the 
 poor. Aware of this, your committee have taken care to exclude the 
 word poor, from the bill which will accompany this report, meaning 
 to make the system general ; that is to say, to form an educational 
 association between the rich, the comparatively rich, and the desti- 
 tute. Let them all fare alike in.. the primary schools ; leceive the 
 same elementary instuction ; imbibe the same republican spirit, and 
 be animated by a feeling of perfect eqality. In after life, he who is 
 diligent at school, will take his station accordingly, whether born to 
 wealth or not. Common schools, universally established,, will multi- 
 ply the chances of success, perhaps of brilliant success, among those 
 who else may forever continue ignorant. It is the duty of the State to 
 promote and foster sach, establishments. That done, the career of each 
 youth will depend upon himself. The State will have given the first 
 impulse ; good conduct and suitable application must do the rest. — 
 
Among the indigent^ " some flashing of a mounting genius" may be 
 found ; and among both rich and poor, in the course of nature, many 
 no doubt will sink into mediocrity, or beneath it. Yet let them start 
 with equal advantages, leaving no discrimination then or thereafter, 
 but such as nature and study shall produce. 
 
 As a preliminary step, your committee addressed through their 
 chairman, a letter, accompanied by interrogatories to the Governors 
 of the States of Maine, Massachusetts, Connecticut, New Hampshire, 
 New York and Ohio. Very prompt, full and satisfactory replies 
 were immediately made. Several individuals, residing abroad and in 
 Pennsylvania, distii:tguished by their zeal and intelligence in matters 
 or general education, were likewise addressed by letter, from whom 
 communications containing much information have been received, 
 and are, as your committee think, of sufficient value to be preserved; 
 for which reason, tjiey. have annexed them as an appendix to this 
 report. 
 
 The bill now presented for your consideration, and as they hope 
 for your adoption, contains no compulsory provision whatever. The 
 city of Philadelphia, the county of Philadelphia, and every other 
 county, when this bill shall become a law, will constitute a school di- 
 vision, and every ward, borough or township, will constitute a school 
 district A joint meeting of the county commissioners, and a dele- 
 gate frqm each school district, shall authorize the expenditure, if any, 
 in each district ;»and -these appropriations will be levied and collected 
 in the usual manner. School directors, elected in each school dis- 
 triot, will determine the number of schools to be opened therein, and 
 provide them with suitable school houses. Manual labor may or may 
 not be associated with the usual studies. Two inspectors, appointed 
 by the District Court of the city and county of Philadelphia, and the 
 courts of Common Pleas, shall visit every school in their respective 
 districts, for the purpose of inspecting the morals, learning and ability 
 of the teachers ; and shall recommend applicants for places as teach- 
 ers ; watch over the progress and conduct of the scholars, &c. A 
 superintendant takes charge of the whole system, which he regulates 
 according to the various powers entrusted to him. The colleges and 
 academies now in operation, wilt be invited by him to educate, in the 
 aggregate, two hundred young men in two years, to be engaged as 
 teachers, as soon as the plan can be well organized for common 
 school purposes ; and finally, an annual appropriation is made, out 
 of funds which will be more particularly alluded to and explained in 
 another part of this report. 
 
 The office of superintendent of the public schools exists in the State 
 of New York, and is exercised there by the Secretary of the Com- 
 monwealth, in the way proposed by your committee in the bill. When- 
 ever our system '^hall become fully developed, and the duties thereof 
 be too laborious for that officer, so as to require the whole and exclu- 
 sive attention of a competent individual, such an one can then be ap- 
 pointed ; but for the first few years, the two offices can bo connected. 
 
The authority of the superintendent, in New York, extends over 
 tnore than nine tliousand school districts: He receives from them a 
 periodical account of their progress, their organization, their success or 
 their defectiveness. With us, he will be the Executive officer in this 
 new department. It will be his duty to report, annually, upon 
 
 1 . The condition of the common schools of the State. 
 
 2. To furnish estimates and accounts of expenditures of the school 
 moneys. 
 
 3. Give plans for the improvement and management of the com- 
 mon school fund, and better organization of the common schools, and 
 whatever else he may deem it expedient to communicate. 
 
 The law will control him fully, and he may be censured and re- 
 moved like other officers. On him, as agent, will depend the well 
 working of the system ; and as that system extends, with the increase 
 of our numbers, he may be usefully aided by deputies, who may per- 
 sonally inspect the schools of every division, by districting the State 
 for that purpose. It may be a part of his duty, to interchange re- 
 ports, annually, with officers of a similar character in other States, 
 for the purpose of correcting our own system, and improving theirs. 
 
 But the chief preparatory step is, unquestionably, the formation of 
 teachers ; and on this highly important subject, the information col- 
 lected by your committee is ample. Wherever systems of common 
 schools exist, there is but one voice on this head. Seminaries for the 
 instruction of teachers, are as important as medical schools far phy- 
 sicians. Under the proposed system, a large supply of teachers will 
 soon be wanted ; and these must be properly formed for that voca- 
 tion. They must be taught the art of well governing a school : they 
 must acquire the knowledge necessary to be communicated, and the art 
 of communicating that knowledge. For.this purpose, a central school, 
 associated with manual labour, has been suggested, and a bill was 
 reported to the House of Rc-presentatives, last year, upon that subject. 
 It was a favourite plan of the great De-Witt Clinton. One or two 
 hundred teachers, under the direction of the State, might be thus pre- 
 pared annually ; but the method recommended by the Governor, has 
 been adopted by your committee, who believe that the existing col- 
 leges may be able to furnish model schools and a teacher's course. 
 Any common school, in the neighbourhood of a college, would afford 
 an opportunity, daily, for the student to learn practically that part of 
 his future duty which relates to the management of scholars, without 
 intermitting the course prescribed in college. At the end of two years, 
 he will receive a certificate from the trustees, if properly qualified. 
 In addition to these colleges, some of the best academies may be se- 
 lected, and thus augment the supply ; so that two hundred competent 
 teachers may be furnished annually, who, at an expense of forty dol- 
 lars each, would cost eight thousand dollars a year. Most of our 
 academies have fallen to the grade of common schools. This is a 
 melancholy truth — so that very few of them can be used as semina- 
 ries for forming teachers. Very elaborate manuscript communica- 
 
tions on the subject of academies, have been addressed t6 the commit^ 
 tec. By these we are iiiformed, that in some ot' our sister States, 
 seminaries, such as our academies were intended to be, are the bone 
 and sinew oftlie system of general education; forming a connecting 
 link between the colleges. They exert also, as grammar schools of the 
 villages, a controlling influence on education ; and we may hope, in 
 Pennsylvania, that the opportunity now afforded to them, of instruct- 
 ing teachers for common schools, will be a means of restoring them 
 to the rank which they ought to occupy. In Massachusetts, where 
 the teacher's course is liberal, these academies attract sometimes tis 
 many as one hundred young men, who intend to become practical 
 teachers. Were our academies to be moderately endowed and re- 
 modelled, they might exercise an intermediate influence in almost every 
 county, between the colleges and common schools, by qualifying 
 teachers for one, and preparing students in classical studies for the 
 other. But how are young men to be induced to take up the busi- 
 ness of teaching? To this your committee answer, bj giving them 
 a respectable standing in society — by making their salaries large 
 enough to maintain them and their families. The character of a 
 scliool is formed by the character of the teacher ; and the respect and 
 obedience of the pupil, is regulated by the measure of respect which 
 the master receives -from the public. A shameful parsimony prevails 
 in the remuneration of teachers of common schools. The male teacher's 
 pay, *i New York, is something under twelve dollars a month; in 
 Ohio, it is from twelve to twenty. Females, in New York, average 
 five dollars, and in Connecticut, some women teach for seventy-five 
 cents a week ! ! Well paid teachers are the cheapest. 
 
 It is not to be expected that the public treasury is to bear the whole 
 burden of the teachers' salaries. On the contrary, the best trained 
 among them will look for their compensation, in a great degree, to 
 the inhabitants of the school districts. It is so elsewhere. For ex- 
 ample — in New York, the whole expenditure of the teachers' money, 
 for 1831, was $663,902, out of which, the State paid but $50,000; 
 while the school bills, paid vohintarily by individuals, besides the 
 local school tax, was $358,380. 
 
 A like plan, in reference both to teachers and scliools, must be fol- 
 lowed in Pennsylvania ; and although we may not see it succeed at 
 first, perseverance will ultimately cause it to triumph. Nor ought we, 
 in the opinion of your committee, to be discouraged, should the peo- 
 ple be slow in putting into operation the system now offered ; for they 
 find, by the report of the Nev/ York superintendent of 1833, that in 
 1816, only 140,000 scholars attended school. The increase, in 16 
 years, in the districts which have adopted the school system, was 
 354,853 scholars; and Governor Marcy informs your committee, that 
 this year the whole number is 512,475. So rapid an increase from 
 so moderate a beginning, gives great reason to hope, that the inhabi- 
 tants of our own Commonwealth, will gradually shake off the lethargy 
 that now prevail? : for it cannot b.e denied, that much apathy on the 
 
:t of education, has heretofore existed ia rciinsylvai 'ces | ■: 
 be proved by the aad disparity between those who irc, however, 
 o^..,v-3 of thefre^ school education, and those who pay no to create a 
 education at all. Of these latter, Governor Wolf computes''chool was 
 ber at 400,000. Assuming the last census as a basis, we haver? annual 
 children under twenty years of age : between four and five huiPllars 
 thousand of these are, by the constitution, placed under the guardian- 
 ship of the Legislature, of which, by official returns made last year to 
 the Secretary of the Commonwealth, only 17,462 are now receiving 
 (and that nominally perhaps) instruction gratis ! Here, then, are 
 400,000 at least, wholly without any kind of schooling. Yet we m^w 
 only begin to hear a murmer of discontent from their parents, and 
 a wish to claim the feeble advantages granted by our existing laws. 
 It is a Legislative duty, as your committee thinks, to prepare the minds 
 of our fellow citizens for improvement in this respect, and bring them 
 gradually to the adoption of universal education. 
 
 Your committee proceed to consider, very j^riefly, the system of 
 schooling, as associated with manual labour : Some of our seminaries 
 have considerable experience on that subject. The Rev. Mr. Junkin, 
 principal of the Lafayette college, may be classed among the most 
 competent teachers of the Fellenberg plan : and the union of collegiate 
 education and manual labour has, under his direction, been very suc- 
 cessful. Country schools may also be benefitted by a like union, by 
 having small lots of land attached to a school house, that shall be ar- 
 ranged for a work shop and farming. With these, a teacher can be 
 maintained by the labor of the boys, who may be made to work one 
 hour and a half a day only for that purpose. This will be tiie 
 means of instructing and employing them, and laying the foundation 
 of future habits of industry. The connexion, however, is left by the 
 bill, to the choice of the people. It may be adopted or omitted. The 
 subject, nevertheless, is recommended to the especial attention of the 
 Legislature, as one that is more and more appreciated, as the success- 
 ful experience of our seminaries fully demonstrate. We see there, 
 young men between eighteen and twenty-eight, work out by manual 
 labor of three hours a day, the whole expense of a collegiate educa- 
 tion, and thus qualify themselves most perfectly for future usefulness 
 as instructors. 
 
 Having gone through the general provisions of the bill, your com- 
 mittee now offer a few observations, upon the ways and means for car- 
 rying them into effect, or rather for commencing a system that is in - 
 tended soon, with the good will of their fellow-citizens, to become 
 general. 
 
 The school fund, in April, will be five hundred and fifty thousand 
 dollars, and the annual addition, arising out of the tax of one mill, 
 land warrants, &;c., will be, in round numbers, two hundred thou- 
 sand, which, with interest accumulating in the internal improvement 
 fund, under the provisions of the act of 1831, will in 1839 or '40, 
 give a capital of more than two millions of dollars, which at 5 per 
 cent, will yield the one hundred thousand dollars set apart by said 
 
8 
 
 nually distributed for the use of schools. To this accu- 
 ck may be added large premiums and bonus on b&nks, 
 of which are soon to be renewed, and capitals increased. 
 -I'ease should go no further than two millions of dollars, a 
 . cent, bonus and a premium of 5 per cent, on selling the 
 ., would give two hundred thousaud dollars, which your com- 
 mittee recommend to be appropriated for the use of schools and form- 
 ing teachers, in the following manner : 
 
 1. The year 1834 may require for teachers' instruction and initi- 
 ative measures, twenty-five thousand dollars ; that is to say, two 
 hujidred young men for future teachers at 40 dollars each, will be 
 
 |,000, and to aid in organizing the new common schools, $17,000. 
 
 2. As the plan developes itself, the increase of schools and teachers 
 will require for the year 1835, the sum of fifty thousand dollars. 
 
 3. In 1836, we may hope that sufficient extension will have taken 
 place to require, according to the provisions of the bill, a state con- 
 tribution of $75,000, 
 
 4. In 1837, a sum of fifty thousand will be left unexpended of the 
 bank bonus, &c., which may go towards defraying the expense of 
 that year, and to which may be added twenty-five thousand from the 
 school fund of the State. 
 
 5. In 1838 and '39, the school fund, should it furnish $75,000 for 
 each of those years, will only postpone the accumulation of that fund 
 to two millions of dollars, one single year ; that is to say, until 1841, 
 when it may pay, at 5 per cent., the yearly sum of $100,000, as called 
 for by the law of 1831. 
 
 Should these expectations be realized, it remains to see in what 
 way these annual state contributions can be expended to the best ad- 
 vantage; and this brings us to consider the modes adopted elsewhere. 
 
 In Ohio, with a school fund of $550,000, a tax of three- fourths of 
 a mill on the dollar, is collected in the same manner and at the same 
 time that the general revenue is collected. 
 
 In New York, the school fund is $1,764,046, and yields annually, 
 $106,800, only $100,000 of which is distributed ; that is, about one 
 eleventh part of the whole school expense ; and no town can partake 
 of {he state distribution, unless it levies upon its inhabitants two- 
 elevenths, or a sum double the amount of that to which it is entitlisd 
 from the fund of general apportionment. This tax is laid upon the 
 several towns and cities ; another two-elevenths is raised by a tax 
 upon the property of the several districts, in pursuance of a vote of 
 the inhabitants thereof; and the residue, nearly six-elevenths, (being 
 $606,799,) is paid voluntarily by the parents and guardians of the 
 scholars. The whole annual amount of the school expense in that 
 state, is $1,126,482 45. The number of pupils taught with this 
 fund, was last year 512,465, at an annual average cost of two dollars 
 and twenty-eight cents each. 
 
 This association of state appropriations and taxes, succeeds well in 
 Ohio likewise; but in Connecticut, where few or no taxes are laid 
 for schooling, and where last year $85,000 were expended on that 
 
 { 
 
University, Philadelphia, 
 
 126^ 
 
 Carlisle, 
 
 21 
 
 Canonsburg, 
 
 !67 
 
 Washington, 
 
 471 
 6 
 
 Meadville, 
 
 Alleghenytown, 
 
 53 
 
 Easton, 
 
 40 
 
 Uniontown, 
 
 70 
 
 object, out of a school fund of g 1,950,000, the system is loss | '. 
 Its defects, which are ascribable in part to other causes, are, however, 
 gradually disappearing, and means arc about being taken to create a 
 rigid inspection of the schools. When the tax existed, the school was 
 better sustained, and the parents far more vigilant. The annual 
 average expense in Connecticut, on 2.-^ ,000 scholars, is two dollars 
 and eighty cents. All the other states of New England, derive 
 nearly the whole of their funds for the use of schools, from taxes. 
 
 By a tabular statement of the colleges in Pennsylvania, the number 
 of students is placed at 530, aa follows : 
 
 530 divided into 1,347,- 
 672, the amount of our 
 population will give about 
 one college taught indi- 
 vidual to every £540 in- 
 habitants. 
 
 We do not possess the means of ascertaining the comparison be- 
 tween those who receive common schooling and the whole population 
 of the state. 
 
 As to the mode of instruction, it is the opinion of distinguished in- 
 dividuals of experience in this State, that the course and subjects of 
 study, ought to be left to the discretion of the district school officers 
 and teachers. It is the practice in New York, where the laws, in re- 
 lation to these matters, are silent. Mr. Roberts Vaux of Philadel- 
 phia, has given very valuable information on primary schooling, 
 which will accompany this report- He recommends likewise the plan 
 of a book, to be composed purposely for the use of schools, and to bo 
 widely diffused among them, with a motto, which the illustrious Penn, 
 founder of our state, placed on the seal of the first and only literary 
 incorporation, granted by him, in the city and county of Philadel- 
 phia, about 1 50 years ago : " Good instruction is better than riches.^* 
 The force, beauty (and truth) of the sentiment, says that gentleman, 
 has lost nothing by the lapse of time, nor by the experience of man- 
 kind. 
 
 Your committee believe that a book which shall contain the duty 
 of a child or adult, towards his Creator, his parents and teachers, and 
 when arrived to manhood, his political and secial duty, as voter, juror, 
 arbitrator, &;c., with like admonitory instructions to females, might 
 be advantageously recommended and circulated by the superintendant 
 of schools. This would contribute to the formation of good morals, 
 a,nd add to the instruction of the children. Let the children be kept 
 constantly in m.ind of the necessity of self control, obedience to pa- 
 rents, and wherever else obedience is due ; nor should the masters 
 or mistresses neglect manners. Early attention to jnanners, lead to 
 a better deportment towards each other, in periods of life when de. 
 coruin becomes 9, matter of social duty aud civilization' At home 
 
 2 
 
10 
 
 and abroad, manners perhaps too much neglected by those who have 
 llic case of the rising generation, will in all future intercourse \\ith 
 mankind, be highly beneficial. 
 
 In concluding these remarks, your committee advert, ■witii very 
 great pleasure, to the spirit and zeal for universal education, which is 
 at this moment animating all our own country, and many parts of 
 Europe. Not an address is sent from tliG State Executives, to their 
 Legislatures, without an exhortation in favour of this important object. 
 One Governor calls the establishment of a system of universal educa- 
 cation " a master stroke of policy." " If people would value it as they 
 ought," says the distinguished president of the university of Transyl- 
 vania, in Kentucky, '• instead of placing it low down on the list of dis- 
 pensablcs, teachers and scholars would press forward to honour and 
 profit by the system ; the future men and matrons of our beloved 
 country, would take their stations in life, intellectually fitted to per- 
 form, steadily, soberly, and of course usefully, their several duties :" 
 In short, all depends " upon the prevalence of an enlightened and libe- 
 ral public sentiment with regard to the value of education. It is, if 
 the people knew it, the best source of wealth. Knowledge is wealth, 
 as well as poivcr. Intelligence and xcealth sustain to each other, the 
 relation of cause and eflect." 
 
 For this reason it is, that many of the royal governments of Europe 
 are taking vast pains to enlighten their subjects. England is engaged 
 in maturing a general system. Prussia has already perfected hers. 
 In that kingdom, in the year 1829, there were twenty-eight scmina- 
 riea, with 1500 pupils, intended for teachers, which furnished 600 an- 
 nually besides many private seminaries engaged in the same work. 
 The whole number of teachers in Prussia, for a population of thirteen 
 millions, is 2"-3,000 : The annual demand is 900. By common con- 
 sent, the profession of teaching is allowed to rank there with the 
 liberal professions. 
 
 In France, general education has been resorted to, for the purpose 
 of suppressing crime. The courts of criminal justice of that country 
 tried, in the year 1831, seven thousand six hundred and four cases, 
 out of which, four thousand six hundred could neither read nor write ; 
 two thousand and forty-seven possessed a very imperfect knowledge 
 of reading and writing, and one hundred and ninety only, had re- 
 ceived a superior education, out of whom, sixty-nine were acquitted. 
 These results induced the French government to establish elementary 
 schools in every commune, or township, throughout France. 
 
 Considering, then, our own great deficiency in Pennsylvania, the 
 numerous solicitations from our fellow citizens, and the bright exam- 
 ples set us both in America and Europe, your committee recommend, 
 with great earnestness, to the Legislature, the passage of the bill now 
 reported, or some other of a character suited to the subject ; so that 
 this session may not close, without enacting a law which shall serve 
 as a beginning to a system of education, that may from year to year 
 be increased, until it becomes co-extensive with the State, and com- 
 wiensurate to the wants of the people. 
 All which is respectfully subiKittcd- 
 
11 
 
 AN ACT 
 
 'To ESTABLISH A GENERAL SYSTEM OF EDUCATION, 
 BY COMMOxN SCHOOLS. 
 
 VVhereas, universal education would operaie as a powerful check 
 upon vice, and would do more to diminish the black catalogue of crimes 
 than any other measure, whether for prevention or punishment : A7id 
 whereas, it is enjoined by the constitution, as a solemn duty, which 
 cannot be neglected without a disregard of the moral and political safe- 
 ty of the people : And whereas, the fund for common school purposes, 
 under the act of the second of April one thousand eight hundred and 
 thirty-one, will, on the fourth of April next, amount to the sum of five 
 hundred and forty-six thousand five hundred and sixty-three dollars 
 and sevenf)' two cents, and will soon reach the sum of two millions of 
 dollars, when it v.'ill produce an an interest of one hundred thousand 
 dollars, which, by said act, is to be paid for the support of common 
 schools : And whereas, provisions should be made by law for the dis- 
 tribution of the benefits of this fund, to the people of the respective 
 counties of the Commonwealth : Therefore, 
 
 Be it enacted by the Senate and House of Representatives of the 
 Ci>mmonwealth of Pennsylvania, in General Assembly met, and it is 
 hereby enacted by the authority of the same : 
 
 Section 1. That the city and county of Philadelphia, and every 
 other county in this Commonwealth, shall each form a school division ; 
 and that every ward, township or borough, within the several school 
 divisions, shall each form a school district, each of which shall con- 
 tain a competent number of common schools for the education of every 
 child within the limits thereof, who shall apply, by his or her parents 
 or guardian, for admission and instruction. 
 
 Section 2. It shall be the duty of the sherift'of each county, thirty 
 days previous to the election of supervisors in the respective town- 
 ships, of town council in the resixictive boroughs, and of constables in 
 the respective cities of this Commonwealth, to give notice, by procla- 
 mation, to the citizens of each school district, to hold elections in their 
 respective townships, wards and boroughs, at the {places where, and 
 at the time when, they hold their elections lor such supervisors, town 
 council and constables, to choose six citizens of each school district, 
 to serve as school directors of said districts, respectively ; which elec- 
 tions shall be conducted and held by the same persons, and in the 
 same manner as such elections for supervisors, town council aad con- 
 stables, are by law held and conducted. 
 
 Section 3. It shall be the duty of the said school directors, within 
 ten days after the period of their first election, to meet in their respec- 
 tive school districts, when each board shall choose, out. of their own 
 body, a president and secretary, and a delegate to the joint delegate 
 meeting provided for in the following section ; and it shall be the duty 
 of each board, on the day of their first assembling as aforesaid, to di- 
 vide themselves into three classes, the first of which simll serve until; 
 the next election, the second until the second election,, and the third 
 until the third election following, so that one-third of each board may 
 
12 
 
 be chosen annually ; and if any vacoiicy shall occur, by death ov 
 otherwise, it shall be the duty of the board in which such vacancy 
 may occur, to fill the same, who shall serve as a school commis- 
 sioner until the next election. 
 
 Section 4. On the first Monday in May, in each year, there shall 
 be held, in each division, a joint meeting of the county commissioners 
 and one delegate from each board of school directors whhin said 
 county or school division ; in which, it shall be decided whether or 
 not a tax for the expenditure of each district be levied ; and if a tax 
 be authorized by a majority of the joint meeting, it shall be propor- 
 tioned among the several districts, according to the number of of tax- 
 able inhabitants in each district : each delegate to the joint meeting, 
 shall be entitled to receive one dollar per day, for each day's attend- 
 ance spent by him in travelling to and from, and attending said meet- 
 ing ; to be paid out of the county treasury. 
 
 Section 5. The appropriations made for the common schools, by 
 the joint meeting, shall be considered part of the authorized estimates 
 of county expenditures, and shall be levied and collected in the usual 
 manner : Provided, That no tax shall be less in amount, than double 
 the funds which may be furnished, as hereinater directed, out of the 
 treasury of this Commonwealth, in aid of common schools, organized 
 according to the provisions of this act : And provided further, That 
 to constitute a joint meeting, at least two of the county commissioners 
 and a majority of the delegates of Ihe school districts in each division 
 shall be required ; and if no quorum be present, it shall be lawful 
 for them to hold further meetings until one is obtained. 
 
 Section 6. If it shall be determined by such delegate meeting, that 
 no appropriation for common schools shall be made by a tax on the 
 school districts of the division or county, for the current year, the said 
 division or county, for that year, shall receive no proportion of the 
 school fund from the State, for that year ; but such proportion of such 
 school fund as would have gone to such division or county, if such 
 appropriation had been made, shall go and be appropriated to such 
 other divisions or counties in the Commonwealth, for that year, in the 
 ratio of the taxables of such divisions or counties, as do b)'- such dele- 
 gate meetings determine to make such appropriation ; and it shall be 
 the duty of the county commlsBioners of each county, in each year 
 after such delegate meeting may have been held, to communicate the 
 proceedings thereof to the general superintendent : Provided, That 
 in case it shall have been determined, by any such delegate meeting, 
 that no appropriation for common schools should be made for the cur- 
 rent year, the acts of Asseinbly to provide for the education of the poor 
 gratis now in force, shall remain in force in such division or count3% 
 for the current year. 
 
 Section 7. Within twenty days after such joint meeting of the 
 delegates as aforesaid, or at such time as such joint meeting shall fix 
 and determine, if such delegate meeting shall have determined to make 
 an appropriation as aforesaid, the people of the several school districts 
 shall assemble in their respective wards of districts, at the usual place 
 
13 
 
 of holding ward or township elections, or at such place as may be 
 fixed by such delegate meeting; and it shall be the duty of said dele- 
 gate meeting, to give due notice of the time and place of holding such 
 meetings of the people, in the said school districts. And the people of 
 said disticts, when so assembled, shall be organized by appointing a 
 chairman, and the secretary of the board of directors of the proper dis- 
 trict shall be secretary of the said meeting, and shall record the pro- 
 ceedings of such meeting, in the book of minutes of the said board ; 
 or in his absence, that duty shall be performed by some other director 
 of the said board. It shall be the duty of the board of directors, to- 
 communicate to such meeting, such matters in reference to the com- 
 mon school of the district, as may be important, which may be con- 
 sidered by such meeting : And it shall be in the power of the said 
 meeting to decide, by a majority of votes, whether they will raise for 
 the current year a sum in addition to that determined on by the dele- 
 gate meeting aforesaid, to be applied to the common schools of the said 
 district ; and if such meeting shall so determine to raise such addi- 
 tional sum, it shall be the duty of the secretary to certify the same to 
 the commissioners of the county, whose duty it shall be to add the 
 same as an increase upon the assessment or tax of the said district, 
 and the same shall be collected as county rates and levies are by law 
 collected. 
 
 Section 8. It shall be the duty of the several boards of school di- 
 rectors, to determine the number of schools to be opened in their re- 
 spective districts ; to cause suitable buildings to be erected, purchased 
 or hired, for schools ; to appoint capable teachers at liberal salaries ; to 
 admit scholars ; to have the general superintendence of the schools of 
 their respective districts ; to pay the necessary expenses incurred 
 thereby, by orders drawn on their treasurer, signed by the president, 
 and countersigned by the secretary of the respective boards: Pro- 
 loided, That no school director shall receive any emolument what- 
 ever, for his services, except when serving as a delegate, according to 
 the provisions of this act ; but he shall be exempted, during the per- 
 formance of the duties of said office, from militia duty, or sciTing in 
 the offices of constable, supervisor, or overseer of the poor. 
 
 Section 9. Whereas, manual labour may be advantageously con- 
 nected with intellectual and moral instruction, in some or all of the 
 sshools, it shall be the duty of the school directors to decide whether 
 such connection in their respective districts shall take place or not; 
 and if decided affirmatively, they shall have power to purchase ma- 
 terials and employ art'izans for the instruction of the pupils in the 
 useful branches of the mechanic arts, and where practicable, in agri- 
 cultural pursuits : Provided, nevertheless. That no such connection 
 shall take place in any common school, unless four out of the six di- 
 rectors of the district shall agree thereto. 
 
 Section 10. It shall be the duty of each board of school directors, 
 by two or more of their number, to visit every school within their 
 school district, at least once in every month, and cause the result of 
 .«aid visit to be entered in the minutes of the board : and it shall be 
 
14 
 
 their further duty, to make an annual and full report to the district 
 inspectors, to be appointed as herinafter directed, of the situation of 
 tjach school' in their district, the number of scholars, the studies pur- 
 sued, and whether in connection with manual labour, the number of 
 months in the year the school shall have been opened, the expenses 
 attending each school, salary of the teacher, and his or her qualifica- 
 tions and general conduct, together with such information as may be 
 beneficial in forming a just estimate of the value of such schools ; 
 and this report to the said inspectors, shall be made on or before the 
 first day of October in each year. 
 
 Section 1 1. Annually, on the first Monday in April, the District 
 Court of the city and county of Philadelphia, shall appoint two com- 
 petent citizens of each school district in the school division, composed 
 of the city and county of Philadelphia, to be inspectors of the public 
 schools therein ; and a similar duty shall be performed by the several 
 courts of Common Pleas in this Commonwedlth, annually, at their 
 first session afler the election of school directors for each district 
 within their respective counties or divisions. 
 
 Section 12. It shall be the duty of the school inspectors to visit 
 every school in their respective districts, at least once in every three 
 months, and as much oftener as they may think proper, to enquire 
 into the moral character, learning and ability of the several teachers 
 employed therein ; they shall have power to examine any person 
 wishing to be employed as a teacher, and if found qualified and of 
 good moral character, shall give him or her a certificate to that effect, 
 naming therein the branches which he or she is found qualified to 
 teach, which certificate shall be valid for one year from the date 
 thereof, and no longer ; and no person who shall not have obtained 
 such certificate, shall receive from the county treasury or or the trea- 
 sury of the Commonwealth, any compensation for his or her services. 
 
 Section 13. The inspectors of any school division may meet at 
 such times and places as they may deem expedient, and adopt such 
 rules for the examination of teachers and schools, and prescribe such 
 forms for certificates, as they may deem necessary to produce uni- 
 formity in such examinations and certificates throughout the school 
 division ; and they may, if they deem it expedient, appoint days for 
 the public examination of teachers, and require all teachers to be ex- 
 amined in public ; and said inspectors, or any one of them, maj^ visit 
 all district schools in their school divisions, and examine the same. 
 
 Section 14. Whenever the inspectors meet together, as they are 
 empowered by the preceding section, they shall organize themwelves 
 for the proper transaction of business, and each inspector shall be 
 governed by the rules then adopted in his examinations, and observe 
 such forms, in his certificates, as shall be prescribed by the majority 
 of the inspectors of the school division thus assembled ; and no certifi- 
 cate of qualification shall be given by the inspectors, or any of them, 
 to any teacher, unless he or she be found qualified to teach reading, 
 writing, and arithmetic. 
 
 Section 15. The school inspectors shall minutely examine into the 
 state and condition of the .'ichools, both as respects the progress of 
 
15 
 
 the scholars in learning, and the good order of ths schools ; give 
 their advice to the school directors as to the government thereof; 
 make an annual report to the superintendent of the public schools, on 
 or before the hrst Monday in November, of the situation of the schools 
 in their respective districts, founded on their own observations ; and 
 the report of the respective school directors, to include the character 
 of the teachers ; the number of scholars admitted during the year in 
 the several schools under their inspection ; the branches of study 
 taught in each school ; the number of months in the year during 
 which each school shall have been kept open ; the cost of school 
 houses, either for building, renting or repairing, and all other costs 
 that may have been incurred in maintaining the several schools in 
 their respective districts ; and also shall cause the same to be pub- 
 lished in the school division, at the expense of the respective city or 
 county. 
 
 Section 16. The Secretary of the Commonwealth shall be super- 
 intendent of all the public schools established by virtue of this act, and 
 he shall perform the following duties : 
 
 f. Prepare and submit an annual report to the Legislature, contain- 
 ing a statement of the condition of the common schools, estimates and 
 accounts of expenditures of the school moneys, plans for the improve- 
 ment of the common school system, and all such matters relating to 
 his office of superintendent, and to the concerns of the common 
 schools, as he shall deem it expedient to communicate. 
 
 II. He shall prepare suitable blank forms, with necessary instruc- 
 tions for making district and division reports, and for conducting the 
 necessary proceedings under his jurisdiction, and he shall cause the 
 same, together with all such information as he may deem necessary 
 for the further improvement of the schools, to be transmitted to the 
 several boards of directors. 
 
 III. He shall sign all orders on the state treasury, for the payment 
 of moneys into the county school funds ; but no such order shall be 
 drawn, until the county commissioners shall have furnished him with 
 a certificate, which they are hereby required to do, of the amount of 
 school tax having been paid into the county treasury, according to 
 the provisions of this act. 
 
 IV. If any controversy shall arise, in relation to the assessment 
 and collection of taxes, the distribution of public money, the forma- 
 tion of districts, or any other cause connected with common schools, 
 an appeal to the superintendent shall be made, who is hereby authori- 
 zed to settle and adjust all such disputes, without cost to the parties ; 
 and all money reasonably expended by him, in this and other mat- 
 ters appertaining to the execution of his duty as superintendent, shall 
 upon due proof, be allowed to him by the auditor general, and paid 
 out of the state treasury. 
 
 Skction 17. That the county commissioners shall, whenever a 
 school division is formed, transmit all accounts audited by the proper 
 officer, to the superintendent, once every year, on or before the first 
 ■day of November. 
 
16 
 
 Section 18. That the superintendent shall, immediately after the 
 passage of this act, send a circular letter to the colleges and principal 
 academies of this Commonwealth, requesting to know how many 
 young men between the ages of sixteen and twenty, can be instructed 
 at each, in a suitable manner for becoming teachers of common 
 schools, and to obtain from those institutions the cost of such instruc- 
 tion, whether connecLed with manual labor or otherwise ; from among 
 Avhich, he shall select such as may agree lo form twcnty-five or more 
 teachers each, in two years, at an annual expense that shall not ex- 
 ceed forty dollars per annum, for each student : J'rovidcd, That the 
 whole cost for teaching as aforesaid, shall not in any one year ex- 
 ceed eight thousand dollars, which sum is hereby appropriated annu- 
 ally, for two years, it being the intention of the Legislature in making 
 this appropriation, to commence a plan that may lead to a future sup- 
 ply of suitable teachers ; and the superintendent is hereby authorized 
 and directed to fill up all the vacancies in all the colleges of this Com- 
 monwealth that are bound to instruct young men gratis, and to make 
 known by advertisements, in the newspapers and otherwise, the pro- 
 vision of this section, that young men of good moral character may 
 make application to him to be instructed as aforesaid. 
 
 Sectioiv 19. That no individual thus applying shall be admitted, 
 however, unless between the ages of sixteen and twenty-one, nor re- 
 main for a longer period than two entire years; and every pupil 
 receiving insiruction as aforesaid, shall be required, before he com- 
 mences his studies, to engage himself, by his parent or guardian, to 
 perform the duty of a teacher in the public schools of this Common- 
 wealth, for the term of two years, or in default, to pay to the treasury 
 of this Commonwealth, twice the amount of the usual college expenses 
 for instruction, wliich penalty shall be sued for and recovered Irom 
 ithe parent or guardian aforesaid. 
 
 Section 20. As soon as conveniently may be, after their ap- 
 pointment, the teachers of the several districts shall meet in their re- 
 spective school divisions, and adopt a uniform course of study, to be 
 pursued in every school in the division; Provided, That no course 
 shall be adopted which has not be^n first submitted to the superin- 
 tendent for his approbation, and shall not have received the assent of 
 .a majority of the teachers of said school division. 
 
 Section *^1. thousand dollars are appropriated this year, 
 
 out o{ the school fund, to cover the expense of such school districts 
 as may be immediately organized, and the cost of forming teachers 
 as herein provided for ; and the sum of dollars is hereby 
 
 appropriated and directed to be paid by the proper officer, out of the 
 treasury of this Commonwealth, to the superintendftit, when he shall 
 draw his warrant therefor ; and the said school fund, under the like 
 pi-ovisions and restrictions, shall be chargable with thousand 
 
 dollars for the year eighteen hundred and thirty-five, which sum shall 
 lie annually thereafter appropriated and paid as aforesaid, until the 
 year when th^ school iund shall yield an interest of one hundred 
 thousand dollars annually, when that sum shall be distributed in each 
 
11 
 
 year, amongst the school divisions created by the adoption of this 
 act, in manner following : The superintendent of common schools 
 schall give notice, in at least one public newspaper in every school 
 division within this Commonwealth, for the space of three wcfcksyof 
 the sum to which such division maj' be entitled, having reference in 
 such distribution to the number of taxable inhabitants in said division, 
 and these funds shall be again distributed to the different districts, in 
 proportion to the taxablcs of said district ; and as soon as practicable - 
 thereafter, the Ai»i»tit-iiMii-j»(i»f»'iia i^, .sftk/j^l ifiuwfel- shall cause the distributive /^ ^ 
 share of each school division to be paid to the treasurer thereof, which / 
 
 share shall be apportioned amongst the respective districts of the se- / 
 
 veral divisions, by the joint meeting thereof, according to the said"^ ^^ 
 principle of distribution prescribed for the superintendent. 
 
 Section 22. The county commissioners of each cbunty in the 
 Commonwealth, shall have power to take and hold, in fee simple or 
 otherwise, any estate, real or personal, which shall be given by any 
 person or persons, or bodies corporate, for the use of any school di- 
 vision or district within the said county. 
 
 SECtioN 23. That it shall be the duty of the treasurer of each 
 county, for the time being, to receive all the moneys, from whatever 
 sources they may arise or become due, that are to be applied to the 
 support of any school or schools created under the provisions of this 
 act within said county; and he shall keep a just and true acceunt of 
 all his receipts and payments^ which the auditors of the county shall 
 audit, settle and adjust, in like manner as they shall audit, settle and 
 adjust his accounts, as county treasurer ; which" accounts, so audited, 
 shall be transmitted to the superintendent of common schools, by the 
 county commissioners, as directed by this act. And the said treasu- 
 rer's accounts shall contain a true statement of all moneys received 
 during the year, for the use of any school or schools of any division 
 or district of his county ; designating, in said accounts, from what 
 sources said moneys have been derived, and to what uses they have 
 been applied ; and such account shall be sworn or afiRrmed to by him. 
 
 Section 24. Every board of school directors shall draw their 
 order on the county treasurer, for expenses incurred by them, to the 
 order of the person or persons to whom the amount may be due, and 
 shall plainly designate the service or services on account of which 
 the said order is drawn : the bond of said treasurer shall be forfeited, 
 by any failure to comply with the duties enjoined upon him by this 
 act; and upon settlement of the account of such treasurer, if any ba- 
 lance is found due by him,tlie transcript of such balance may be filed 
 in the court of Common Pleas of the proper county, and the same 
 shall be a lien upon the real estate of such treasurer, in like manner 
 as balances due by him to the county and Commonwealth, are made 
 liens by act of Assembly. 
 
 Section 25. So much of any act of the General Assembly as is 
 hereby altered or supplied, is hereby repealed, except the act and its 
 supplements now in operation in the city and county of Philadelphia, 
 entitled " An act to provide for the education of children at the public 
 
 3 
 
expense, within the ciity and county ofPliiladelphia," which are in no 
 wise to be considered as aUered, amended or repealed, but shall be 
 concurrent with the provisions of this act. 
 
 .1. 
 
 •J{'P*P*E'I^-39frX» 
 
 tt0.ft(>Wo«ti« 
 
 Cirailar addressed to the Governors of Blaine, New Hampshire, 
 ~* Conneeticut, New York, and Ohio. 
 
 The Legislature of Pennsylvania, now in session, having appoint- 
 ed a joint committee of both Houses, for the purpose of arranging a 
 ' suitable plan of general education in this Commonwealth; that com- 
 mittee, knowing the great importance of the subject entrusted to thsm, 
 and anxious to obtain information from every quarter, where systems 
 have been long in operation, respectfully solicit, through thfeir chair- 
 man, answers to the following questions, and such remarks upon 
 points that have a bearing on the subject, as your Excellency may 
 have the goodness to give. 
 
 1. Have you a school fund sufficiently large to meet the expense 
 of your system, without resorting to taxes ? 
 
 2. How large is the school fund ? 
 
 3. If you tax, how it the tax laid ? 
 
 4. What number of scholars of both sexes ? 
 
 5. Is the system universal ; and if so, do the rich avail themselves 
 of it? 
 
 6. Are your teachers formed or prepared in the common schools, 
 or have you model schools for them. 
 
 7. What is the average annual salary of those teachers, and what 
 the cost per head of the scholars ? 
 
 8. What is the mode of instruction ; whether by the system of 
 Lancaster, or in the usual way ? 
 
 9. What branches, if any, do your laws direct to be taught, be- 
 yond reading, writing, and arithmetic ; and what age are children ad- 
 mitted and dismissed? 
 
 10. How does your plan work ? is it susceptible of improvement ; 
 if so, in what way ? 
 
 11. How many scholars compose a school ? 
 
 12. Are the two sexes taught together ; and if not, are male or fe- 
 male teachers employed for the instruction of the girls? 
 
 13. Does your plan oblige each township, or school district, to fur- 
 nish funds of equal amount to those furnished by the Legislature, or 
 arising from the school fund ? 
 
 14. Is manual labour in any way connnected with your system of 
 instruction ? 
 
 16. Are your schools kept opeji all the year; if not, how many 
 months ? 
 
19 
 
 Finally, May I ask of your Excellency, a copy or an abstract of 
 your school laws, and such observations and suggestions as, in your 
 opinion, may aid the joint committee in executing the important trust 
 confided to them ? particularly in relation to the amount of the school 
 fi.md annually expended ; its competency to give a rudimental educa- 
 tion ; and the mode of its administration, disbursement, &c. 
 
 With great respect, I have the honour to be. 
 
 Your most obedient, 
 
 SAMUEL BRECK, 
 Chairman of Joint Committee. 
 
 Letter from Rev. Dr. George Junk'in^ President of '■Hhe Lafayette 
 College at Easton.^^ 
 
 To Samuel Breck, Esq. 
 
 Chairman of the Joint Committee on Edupation, 4^c. 
 
 Sir : Viewing your committee as one of the most interesting ever 
 raised by the legislature of my native state, and feeling a deep con- 
 cern, in the success of your plans and objects, and hoping, that a few 
 remarks on the only two queries in your letter on which I feel myself 
 in any peculiar degree qualified to descant, I submit them with great 
 pleasure. 
 
 The queries to which I allude are the 6th and 14th. The former 
 of these, to wit: "Are your teachers formed or prepared in the com- 
 mon schools, or have you model schools for them," introduces the 
 great subject of supplying the leading desideratum in a system of 
 common schools, viz : competent teachers. Had we a million a year 
 in our school fund, still the means do not exist, properly qualified, to 
 meet the necessities of the country. They are yet to a great degree, 
 to be taught and trained. How shall this be effected. He who will 
 return the best response to this enquiry will be a public benefactor. 
 
 In prosecuting this enquiry, it may be best to state distinctly the 
 thing desired, or in other words, to define a good teacher. And I sup- 
 pose three qualifications to be indispensible, viz : 1 The art of govern- 
 ing a school : 2nd. The art of communicating knowledge ; 3d. The 
 knowledge to be communicated. 
 
 These are set dt)wn in what I take to be the trder of their impor- 
 tance, but they are all equally indispensible. The last, or mere 
 science without the art of communicating it, is a nullity except to the 
 possessor. The second art is dependent on the first, if he cannot so 
 govern us to command respect, and v/in upon affection, he cannot 
 find access to the understanding, emd consequently, he cannot teach' 
 it, to develope its own powers. 
 
 Now, if we suppose <he existence of an ordinary judgment and per- 
 ception in one destined to be a teacher, it must be evident, that his 
 capacify to train other minds, will very much depead upon tlie sjste- 
 
20 
 
 rnatic accuracy, to which his own has been subjected in its training. 
 The art of connnunicating must be deeply affected by the practice of 
 acquiring, and the habits formed by that practice. 
 
 These remarks all go to evince the necessity of a model school in 
 which shall be taught the science, that is, the knowledge of letters 
 and other things, to be taught to the children in our common schools, 
 and the arts o^ communicating and governing. It does appear to me 
 impossible, to obtain tlie right kind of teachers, and inadequate num- 
 bers without it. 
 
 This point settled, our next business is, to settle the plan of obain- 
 ing this object. And here I know of but three projects : 
 
 1. A manual labour academy near Harrisburg, under the immedi- 
 ate direction of the state authorities, in which 100 of the future teach- 
 ers are to be pfipils. 
 
 This project is liable to some difficulties and objections. 
 I. It must be expensive ; a farm of 100 acres will cost $10,000 
 
 The necessary buildings, 20,000 
 
 Four professors, and a superintendent of the farm, another 
 
 of the mechanical branches, and a general business 
 
 agent, will cost yearly $5,000, equal to a capital of 100,000 
 
 The farm stock must cost 1 ,000 
 
 The tools and stock, in trade of three or four mechanical 
 
 branches, 12,000 
 
 The amount necessary to be invested, $143,000 
 
 Now, if the tution be gratuitous, as is contemplated in this plan, 
 you have nothing to set against this expenditure as a draw back, but 
 the profits of the farm and shops. 
 
 The farm profits cannot be estimated at more than five per cent, on 
 the investment, say $500. 
 
 The profits in the mechanical departments must belong to the pu- 
 pils, or you will have none. If they are not paid for their labour they 
 cannot be expected to perform it ; for the mere gratuity of tuition is 
 not equal to three hours per day at labour. Deduct, then, the princi- 
 pal of $500, or $10,000 off, and your academy for 100 pupils stands 
 the State in $133,000. 
 
 2. Another difficulty would be found in conducting such an esta- 
 blishment by State authority directly, in preserving it free from the 
 fluctuations of political feeling and party purposes. 
 
 3. A third objection is, the expense necessarily incurred by young 
 men in travelling from the extre^ne borders of the State, to any one 
 point. Should the proposed academy have two vacations in the year, 
 the distant students travelling expenses, alone, could not fall much 
 short of 8100. 
 
 4. A great difficulty must arise in determining vv'ho shall avail him- 
 self of the benefits of the proposed academy. To meet this, it has 
 been proposed that fhey shall be sent in the ratio of the members of 
 fhe House of Representatives. But still the difficulty exists. If to 
 
21 
 
 'eiiter this academy be an object of desire, there will be ten applicants 
 froiii a county entitled to only one. Who shall determine the ques- 
 tion? Can it be determined without favoritism? 
 
 5. But the worst of all the objections is its inadequacy ; and this 
 in two rcspects: 
 
 First — as to numbers. If the school teachers course requires two 
 years, (and less it cannot well be,) then this academy can turn off into 
 the field of service but fifty in a year. But the State needs five thoU' 
 sand teachers, which it would require one hundred years to furnish. 
 
 Secondly — The proposed academy would prove inadequate for 
 another reason, viz: it cannot furnish tlie requisite practical training. 
 The future teachers are here themselves pupils, and they are not sup- 
 posed to be children, but youth approaching to manhood. Now the 
 business of teaching and governing children, such as exist in common 
 schools, is quite different from governing and teaching young men, 
 and therefore, the young men here, would not see and participate in 
 the labors of a school. They would not learn, practically, what it is 
 to manage a common school. This last objection lies with equal force 
 against the 
 
 Second Project, I heard raised on this subject, viz : The estab- 
 lishment of model schools, without manual labour, where the future 
 teachers shall be taught on the best plans. We have settled the 
 questions of model schools. They are necessary ; and chiefly with 
 reference to the practical training in the difficult matters of govern- 
 ment and discipline : and without an aeiual school of children, you 
 have no model at all, be the building and fixtures and apparatus and 
 teacher never so perfect. The very idea of a model, implies a pat- 
 tern, or example, set before the persons to whom it is a model. If he 
 himself is an integral part of the school — a pupil in it — it cannot be 
 to hira a model. There lies then in the very nature of the case, this 
 necessity, to wit : You must have a school to teach the science, and 
 another school to teach, by the living thing itself, the arts of govern- 
 ment and practical details. Now these ai-e furnished in the only re- 
 maining, or 
 
 Third Project, or plan, which is that of establishing in the existing 
 .colleges of our slate, model schools, and a teacher's course. 
 
 This project has in its favor, the plea of perfect simplicity, and may 
 be explained in a few Avords : 
 
 1. Let each college fix upon a liberal course of studies for school 
 teachers, and constitute a new degree in graduation. 
 
 2. Let a common school, to be kept full of children from the neigh-, 
 borhood, in every respect, such as is desirable to see established in 
 every district of the state, be established contiguous to the college 
 buildings, which school shall be a model in its buildings, its fixtui-cs, 
 desks, books, apparatus, rules and regulations and mode of man- 
 agement. 
 
 3. Let the candidate for the collegiate honor of a school teacher's 
 diploma, be in every respect, on the same footing in college with other 
 students-r— study in the same class, his own particular branches-^ 
 
22 
 
 submit to the same system of discipline, 6i,c., and let him in addition 
 to these, spend a part of every day in (he common school, as a spec- 
 tator, and occasionally as an assistant. 
 
 4. When he shall have completed his course, which will take two 
 years, let him pass a final examination, and if approved, receive the 
 honourable testimonial of the board of trustees. 
 
 5. Let every teacher, thus qualified, who shall teach within the 
 state, receive, besides the provisions made for his support by the peo- 
 ple, a yearly allowance from the school fund, for every year he shall 
 teach in one place. 
 
 Such is the plan. Lot us look at its advantages. 
 
 And jPirsi — It effectually guards against the imposition practised 
 by incompetent teachers. 
 
 Second — It will cost but little. Any college in the state, if in opera- 
 tion, might establish such a system, at an expense not exceeding 
 $2,000. 
 
 Third — The numbers that might thus be prepared for service. With- 
 out any increase of professors, except the teacher of the model school, 
 whose support would perhaps come wholly from the parents of the 
 children, each college might instruct fifty such students, in addition 
 (o their present numbers. This would usher forth twenty-five per 
 year, which, if the eight colleges of the state, were in operation, would 
 furnish two hundred well trained teachers every year. 
 
 Fourth — It will secure adequc\te talents in this most important de- 
 partment of the public service. Here lies a great difficulty. Men of 
 talents will not pursue school teaching as a business for life. It is 
 only pursued as a stepping stone to more honorable and profitable 
 pursuits. And why 1 Simply because it is not honorable or profitable. 
 
 It is a maxim in political economy, that if you create a demand for 
 any article, wou will bring that article into the market. Create a de- 
 mand, i. e. offer a price for talents in this department, and if it be not 
 disreputable, you will have them. Besides, if you elevate, agreeably 
 to this plan, school teaching to the dignity of a learned profession, 
 you mako it honorable, and men of true honor, will enter it with a 
 view to permanency. But so long as the phrase, " an old school 
 master," is a term of reproach, we shall find difficulty in retaining 
 the talents of the country, in the country's most important service. 
 
 Fifth — It binds the extreme interests of education into a perfect 
 unity. This has long appeared to me a desideratum. It meets one 
 of the evils, inseparable from two entirely distinct oj-ganizations in 
 the system of public instruction. Let your collegiate institutions be 
 entirely separate and dissociate from the common schools, and the 
 tendency is, to create a feeling in both of separation, yea, of contra- 
 riety of interests. And it is obvious that the results are anti-republi- 
 can. They create higher and lower ranks of classes in the community. 
 Indeed this feeling alreadj' exisfs. I have been grieved to see its 
 eflects on the minds of some of our most valued friends in the educa- 
 tion cause, and I have deprecated its eifects. The rich, to whom 
 alone college education is ordinarily accessible, are thus separated 
 
23 
 
 from the poor, who are able to go^no higher than the common school. 
 Now, the project before us brings an antidote to this schismatic prison. 
 It Hnks the extremes togetliea-. The school teacher goes forth from 
 the midst of a large circle of college acquaintances, a professional 
 man. He carries with him into the labors of his most important avo- 
 cation, all the kindly feelings, and cherishes the pleasant recollections 
 of his college friends. His tbrmer associates settle around him in the 
 other learned professions; their friendships are kept up ; their intimacies 
 lead them to occasional visits. The lawyer, the physician, the cler- 
 gyman call upon their professional friend in his school ; enquire into 
 his success, views and prospects ; at his request, examine tlie school 
 and make such remarks upon the performance, as may have the best 
 effect. Thus, the very pupils conceive a strong feeling of interest in 
 the friend of their teacher, and all the stimulating result of of a public 
 examination, is the result of a friendly call. They feel more respect 
 for their teacher from the very fact that gentlemen of education and 
 standing, pass him not by in contempt. 
 
 A Sixth happy result from this plan, would be, the eliciting the 
 best talents in the country. Your teachers, thus associated, would 
 have frequent opportunity of inviting attention to the particular pupils 
 who might display genius, and of obtaining the opinions of men com- 
 petent to judge correctly on the questions of encouraging their parents 
 to send them to higher seminaries. Thus the school becomes more ef- 
 ficiently, what, in any system, it must necessarily be in some degree — 
 a nursery for the college: The tendency is to union. 
 
 The 14th query in your paper, brings up the subject of manual la- 
 bour in common schools. Is it practicable and expedient ? I think it 
 is both ; and for the simple reason, that it has been long practised and 
 the good sense of a lai-ge portion of the population of our State, has 
 awarded the verdict of its expediency. It must, sir, be known to you, 
 and the committee, that a very considerable portion of the best village 
 schools for females, are manual labour schools. Labours appropriate 
 to their sex, are performed by a large number of our daugliters, as a 
 part of tlie system of common school training. 
 
 But can boys be brought under the came system? Why not ? Is 
 there less stamina, physical, intellectual or moral, in the son than in 
 the daughter of the same parents ? Shall the sister, of slender form, 
 be profitably employed from one to three hours per day, in labours 
 adapted to her constitution and sjihere of action in future life : and shall 
 her brother, of vigorous native powers, be incapable of a cori-espon- 
 dent application of them ? 
 
 I have often thought, and do still believe, that the true reason of the 
 fact, that in village and country schools, boys are more difficult to 
 manage than girls, is to be found in this very difference in their treat- 
 ment. The time expended by the latter at the needle, in and out of 
 school hours, is too often expended by the former in idleness, and con- 
 sequently in the acquisition of vicious habits. The difference undoubt- 
 edly does exist, and, to my mind, it is a moral and mental phenome- 
 non, much more satisfactorily accounted for on the above principle. 
 
24 
 
 than on the hypothesis ofanv origit:ial difference in the natural quah- 
 ties. 
 
 It may ]>e enquired, — if manual labour has been found profitable fur 
 the one sex, why has it not been introduced into schools for the 
 other ? The proper answer to this, is found in the circumstance, that 
 the furnishing of the means to boys for labour, must be attended with 
 <'on.siderable expense. In the summer, they may readily be employed 
 in the garden and on the farm. For this purpose, I would have every 
 school premises in small villages and country places, to consist of some 
 6 oi* 10 acres of land, a teacher's dwelling and small barn, and a school- 
 house with basement story, and perhaps garrctt, fitted up for shops. 
 Thus furnished, an ingenious and enterprising teacher, especially if 
 lie have graduated in a Fellenberg college, with the labour of his boys 
 for one hour and a half per day, would find little difficulty in raising 
 the entire sustenance for his family, and his boys will be saved the 
 mischievous consequences of idleness, whilst they will learn much 
 that may be of great advantage to them in future life. 
 
 In winter, they may be employed in manufacturing corn brooms, 
 rnatts, hay forks, rakes, ,&c., according to the wants of the neighbour- 
 hood. The advantage of this system would bo 
 
 1. Security to health, by systematic exercise, free from the vio- 
 lence which emulation at play often produces : 
 
 2. fSecurity, to some extent, against the heart-burnings, jealousies 
 and quarrels which generally grow out of rivalry at play : 
 
 3. Security against the greatest of all obstacles to success in teach- 
 ing, — habits of idleness : 
 
 4. The ])ractical illustration of one of the most important lessons 
 that can be taught a child, viz : Let all your powers be expanded in 
 doing good : 
 
 5. The immense benefits wliich must result from the formation of 
 habits, under the direction of this principle : 
 
 6. The saving of expense. After the first investment, a small salary 
 would make the teacher comfortable. 
 
 With sentiments of the highest respect for yourself personally, an-l 
 your valued follow labourers, I submit these hasty remarks to your' 
 consideration, and subscribe myself, 
 
 Your obliged humble servant, 
 
 GEO. JUNKIN. 
 Harrisburg, Dec. 17th, A. D. 1833. 
 
 Letter from ReV' Chavnccy Colton, President of the " Bristol 
 
 College:' 
 
 To the lion. S.am'l. Breck, 
 
 Chairman of the Joint Committee, <^«c. 
 
 Sir — The subject with which your joint committee is charged, ap- 
 pears to me to be one of such profound interest to the future prospe- 
 
25 
 
 rity of our Commonwealth, that 1 most cheerfully comply with your 
 request, in submitting a few remarks on three or four topics embraced 
 in the schedule of enquiries, which you were so good as to put into 
 my hands last evening. 
 
 Tlie difficulty of embodying a system of popular education, ex- 
 cellent in itself, has been greatly lessened by the volumes of practi- 
 cal results gathered from the experience of our sister States. The 
 main difficulty of the problem, appears to me to lie in the adaptation 
 of such a system to the existing state of things in this Comm.onwealth. 
 Massachusetts, for example, has a universal system of common school 
 education, based upon taxation, of which the rich and the poor alike 
 and in common avail themselves. This system works well. It is 
 well adjusted to the other parts of the machinery of civil economy 
 and jurisprudence of that State. Connecticut and New York, on the 
 other hand, have school funds to meet all, or nearly all, the current 
 expenditures for instruction in their common schools. Their system 
 of districts is nearly identical with that of Massachusetts ; and in the 
 former of these States, (Connecticut) the whole system operates so 
 efficiently, that an adult, either colored or white, can scarcely be found, 
 \vho is not pretty familiar with the rudimental branches of English 
 education. In New York, from the difference of circumstances, hun- 
 dreds are to be found, who, under the same system, are left wholly 
 untaught. The common school systems of Vermont and Maine, are 
 based upon the same general principles in regard to districts, taxation, 
 &;c. as Massachusetts ; and the state of society and tone of public 
 sentiment on the subject of education, being very like what obtaias in 
 Massachusetts, the results are nearly the same — universally diffijsed 
 education, and a healthful and active interest in the promotion of it, 
 from the common school to the college and university. 
 
 In adapting a system of common schools to the existing state of 
 things in our Commonwealth, we are met, as appears to me, with five 
 prominent points of dilficulty and embarrassment. 
 
 1 . The general apathy which exists on the subject, and, to a cer- 
 tain extent, prejudice against concerting any measures which might 
 contribute to a more healthful state of things in education. 
 
 2. The want of immediately available resources in the treasury of 
 the Commonwealth, for educational purposes. 
 
 3. The low state of our common schools. 
 
 4. The depressed and embarrassed state of our chartered acade- 
 mies and colleges. 
 
 5. The want of competent teachers for the common schools and 
 academies. 
 
 In regard to these several points of difficulty, I beg respectfully to 
 submit the following suggestions : 
 
 1. In retrard to the apathy which exists in most of the counties of 
 the State, on the subject of education. 
 
 Assuming the returns of the last census as a basis, we have the 
 fact l)cfore us, that there are in this Commonwealth 730,269 children 
 and youth, under the age of 20 years. Between four and llvs hun- 
 
 4 
 
26 
 
 ^red thousand ol* .these, at a moderute estimate, are, hy the constitu- 
 tion, placed under the special guardianship of the Legislature, for 
 gratuitous instruction. Now it appears, from authentic documents,* 
 that only 20,000 of these are returned as charity scholars, actually 
 receiving, {nominally, I should perhaps say, receiving) the gratuitous 
 instruction to which they are by the constitution entitled. The as- 
 tounding fact, that there remains nearly 400,000 wholly uninslructed, 
 and that this is borne without scarcely a murmur, or a wish to have 
 it otherwise, evinces a degree of apathy truly alarming. 
 
 How may the popular sentiment on this subject be roused, that the 
 way may be prepared for the adoption, and successful and efficient ope- 
 ration of a general system of education ? No system, however intrinsi- 
 cally excellent, could, in the present state of public sentiment, in per- 
 haps a majority of our counties, obtain. But, let the subject of popu- 
 lar education be entertained in our legislative halls, from year to year, 
 as a subject of the gravest practical interest which can employ the 
 wisdom of our legislators — let the existing evils be fairly guaged and 
 set forth — \ei facts, derived from the present state of things in a ma- 
 jority of our counties, become familiar to those who occupy the high 
 places of influence, and who will diffuse these facts widely among 
 theit constituents — allay existing prejudices, and gradually prepare 
 the way for the introduction of a universal system of education, 
 which shall not only provide for those children and youth who are 
 under the special guardianship of the Legislature, but the 300,000 
 others, whose education must be in the last degree defective, under 
 their present advantages. 
 
 In addition to these means of arousing public sentiment to the para- 
 jnount importance of this subject, let a convention of teacliers be called, 
 after the example of New York, Kentucky, Massachusetts and Rhode 
 Island, and other sister States, embracing a full representation from 
 the presidents and professors of our colleges, principals of flourishing 
 private schools, corporate academies, and teachers of common schools. 
 Let the leading objects of this convention or association, be to elicit 
 sound practical results from the experience of those actually engaged 
 in the duties of teaching — to gather educational statistics from this 
 •and every part of the country, and from other countries — to discuss 
 the relative merits of systems, modes of school and college govern- 
 ment, methods of communicating instruction, text books, &e. Let 
 this teachers convention be requested to report to the Legislature on 
 the whole length and breadth of the subject, and to place at the dis- 
 posal of the committee on education, such statistics as may be of per- 
 manent practical value. 
 
 Such conventions of teachers have, in those States in which they 
 have been held, exerted the happiest influence, not only in raising the 
 tone of public sentiment on the general subject of education, but in 
 uniting more closely those who are engaged in the duties of teaching, 
 
 * Returns of the Secretary of the Commonwealth, under a resolu- 
 'tion of the House of Representatives of the 9th January, 1833. 
 
21 
 
 and imparling new impulses to those schools and academies whictl 
 were languishing, by introducing the best systems of government and 
 instruction, the most approved text book, &c. 
 
 2., The second point of difficulty in the work before us, arises from 
 the want of immediately available funds for educational purposes. 
 
 The munificent prospective appropriation, which refiects so much 
 honor upon the session of '31, and which in eight or nine years will 
 place 8100,000 annually, at the disposal of the Legislature, specifi- 
 cally for common school purposes, underwrites, as appears to me, any 
 responsibility which may be incurred by moderate appropriations 
 made to the existing and rising colleges and academies, with a view to 
 preparing the way {especially in the training of teachers) for the 
 operatibn of a general and efficient system, when these lunds shall 
 become available. 
 
 3. The next point of difficulty, Avhich to my mind presents itself ia 
 tills problem, is the exceedingly depressed state of common schools, 
 where they exist, throughout the Commonwealth. 
 
 It is not merely the fact that they are depressed, but that they are 
 so depressed as to have produced upon the minds of those in their im- 
 mediate vicinity, an impression of their utter worthlessness, and to 
 have excited a'powerful prejudice against every thing which bears the 
 name of common school. Little or nothing, as appears to me, can be 
 done, which shall be brought effectually to bear upon these schools, 
 until some general system shall have passed the Legislature ; but 
 measures might at once be adopted, which would prepare the way 
 and contribute powerfully toward the healthful operation of such a 
 system, when introduced. These measures come more appropriately 
 under the discussion of the two following points of difficulty, which I 
 have supposed to exist, viz : 
 
 4 & 5. The low and embarrassed state of our chartered acade- 
 mies and colleges, and the want of competent teachers for common 
 schools and academics. 
 
 Of the chartered academies of this state, there are now forty-four or 
 forty-five, nominally in existence. A very small fraction of this num- 
 ber, however, are in successful operation. Most of these have fallen 
 to the (Trade of the most ordinary common schools ; some of them 
 are a burlesque upon the name of academies ; others have lost their 
 charter. Not a few of the whole number chartered have become en- 
 tirely extinct. These academies have all received legislative appro- 
 priations, of at least g2,000 each, some of them a much larger 
 amount. 
 
 Now, in most of our sister states, where the interests of liberal and 
 popular education have been most successfully cherished, the county 
 academies are the very bone and sinew of the system. As a con- 
 necting link between the colleges and the grammar schools* of the 
 
 *In Massachusetts for example, the grammar school is a very im- 
 portant feature of the system. ' Every village, having a given popula- 
 tion, is required by law to support a gj-ammar school, a given niimbtr 
 
33 
 
 milages and the common schools ofthe districts, they exert a controlling 
 influence upon the whole subject of education. They are so well en- 
 dowed by the state (often also by private benefactors) as to be placed 
 upon a tolerably independent basis. Their buildings are in general 
 commodious, and erected at an expense of from g3,O0O to g5,000. 
 Some of them have considerable libraries, chemical and philosophical 
 apparatus, a comfortable house for the principal, &c., and usually 
 pay from gSOO to gl,000 salary to the principal. This amount is 
 almost uniformly derived from the tuition of students, who are charged 
 from S2 50 to g3 50 per quarter, or from $10 to gl4 per year. The 
 principals or preceptors of these academies, are from among the 
 cleverest of the graduates of the colleges and universities, and often 
 retain their connexion with the academies over which they preside, 
 for years, in some instances, as that of Exeter, New Hampshire, for 
 life. Thus these academies, occupying a position of commanding in- 
 fluence, and being located in. the very centre and focus of those means 
 which may be the most effectually brought to bear upon the great 
 mass of mind in the village grammar schools and district schools, 
 present continually the most powerful attraction to the young of both 
 sexes within the range of their influence. They exert also a most 
 valuable and powerful impulse upon every grade of education below 
 them, and their tendency is constantly to push foi*^vard the standard 
 of liberal education in the colleges and universities above them. — 
 They have most of them at present a valuable teacher'' s course con- 
 nected with them, and during the autumn term of each year, often 
 attract from 20 to 100 young men who are preparing to become prac» 
 tical teachers. 
 
 A question of very grave importance suggests itself to my mind, 
 while comparing the chartered academies of our State with those 
 adverted to above, viz : Cannot ovr academics he renovated and 
 placed upon such a footing as would give to them at length the rela- 
 tive importance and influence which they ought to possess in a well 
 arranged general system? I am fully aware of the peculiar embar- 
 rassments of some of them. Years may elapse before the reaction 
 produced by their repeated failures, will become neutralized. But 
 suppose a minute examination were instituted, and it were found that 
 twenty-five out of the whole number could be resuscitated, and new 
 life and efficiency given to them by moderate annual appropriations ? 
 Might not the success of these twenty-five demonstrate the value and 
 importance of this feature of a system of general education, and ren- 
 der it comparatively easy at some future period, to establish and sus- 
 tain a flourishing academy in every county of the Commonwealth ? 
 
 In connection with this topic, we have that of the depressed and 
 embarrassed condition of most of the colleges of the State. Of the 
 
 of months each year. This school is usually located in the centre 
 district of the village, and affords competent instruction, not only in 
 the rudimental branches, but in English Grammar, Geography, Alge- 
 bra, History, a Compendium of Natural Philosophy, Rhetoric, and 
 I^tin and Greek. 
 
29 
 
 eight or nine chartered colleges and universities, two or three have 
 actually closed their halls ; two or three others have but a languish- 
 ing and sickly existence ; and but for the rank they hold on the basis 
 of their charter, of conferring degrees, could scarcely be said to occupy 
 a position equal to the academics of some of the sister States. By 
 extending moderate legislative patronage to all the colleges of the 
 State; for example, $5,000 each, to relieve any present embarrass- 
 ments, and 82,000 annually, to enable them to increase their libra- 
 ries, chemical and philosophical apparatus, and (where manual la- 
 bour is identified with their course) to add to their mechanical and 
 agricultural implements, and to provide for a teacher^s course ; might 
 not the object oi furnishing competent teachers for the academies and 
 common schools he effectually subserved ? 
 
 The very intimate connection subsisting between a flourishing state 
 of the colleges, (especially those of the country,) and a healthful state 
 of the academies and common schools, may not at once appear obvi- 
 ous : but so forcibly does it present itself to my mind, that I can 
 scarcely conceive it possible for the latter to flourish without the for- 
 mer ; and it is equally impossible for the former to flourish, in a high 
 degree, without the latter. The colleges must educate teachers, com- 
 petent, well-finished men. — The teachers, on the other hand, in the 
 schools and academies, must train youth for the colleges. The obvi- 
 ous reasons why the graduates of the colleges of this Commonwealth 
 are comparatively so few, are, first — the depressed state of the acade- 
 mies, which rarely furnish students for the college classes : and 
 secondly — the meager state of the colleges, which almost rarely fur- 
 nish teachers for the academies. A reason, also, why nearly three- 
 fourths of our most eminent civilians, and nearly an equal proportion 
 of eminent men in the other professions, are from other States, or 
 graduates of the colleges of other States, is, that the colleges of our 
 own State do not possess such attraction, from the real advantages 
 which they hold out, as to compete with those above alluded to ; nor 
 do they exert such an influence in calling forth native talent, as ta 
 meet, from the yearly number of their graduates, the annual demand. 
 
 In regard to the supply of competent teachers, a subject intimately 
 connected with the above, and already alluded to, it is obvious that no- 
 thing like the requisite number can be immediately, or for several 
 years, furnished. How, under the existing state of things, can we 
 begin, in such a manner as to meet the more pressing wants, and ulti- 
 mately, to make a permanent and full provision for all the children 
 and j^outh of the State? 
 
 In Prussia, where the science of education {pedagogics) is carried 
 to a very high degree of excellence, and where the profession* of 
 
 * The profession of teachers, numbers, in the Russian dominions, 
 from 21,000 to 23,000. The annual demand to fill the vacancies 
 which occur yearly, is estimated in a recent German work on educa-. 
 tion, to be nearly 900. The number actually furnished by the teach- 
 ers' seminaries, being but about 700, the remaining number ip taken 
 from the gymi>asia and schools of general education^ 
 
so 
 
 teaching is by comntion consent allowed a high rank aniong tiie liberal 
 professions, they have teachers^ seminaries. In 1830, there were 
 thirty of these seminaries, containing 1000 or 1700 pupils, and fur- 
 nishing from 650 to 700 teachers annually. The students, in most of 
 these institutions, continue from two to three years, and on leaving, 
 receive a certificate of their competency. In some, they continue a 
 .shorter period, and receive only a conditional recommendation. In 
 such cases, it is, by an edict of Government, made their duty to return 
 again, after teaching two or three years, for further exercise and trial 
 ill the institution, until they are formally invested or recommended as 
 instructors. It is worthy of remark, that these excellent seminaries 
 for teachers, have principally arisen (indeed with one or two excep- 
 tions) since 1815 ; after the attention of government and the public, 
 had beefi particularly turned to the improvement of common schools. 
 The more elevated the standard of instruction became, the more press- 
 ing necessity there was found to be, for well educated instructors ; and 
 these teachers' seminaries have been increasing in numbers and excel- 
 lence, in proportion to the increasing demand for able teachers. 
 
 With several of the institu*^ions for general education, answering to 
 our colleges, in Prussia, a teachers^ course is connected. This was 
 the earliest efjicicnt measure, bearing upon a sujrply of competent 
 teachers. With each of the institutions of this class, a model school 
 of children is united, in order to afford an opportunity to the young 
 men who are to be teachers, to become familiar with the management 
 of the school-room, the dispositions of children, and to acquire a facili- 
 ty in communicating knowledge. In so ripe and perfect a system of 
 general education as that of the Prussian dominions, this is found to be 
 a most admirable feature. 
 
 I have not adverted to the Prussian system, with a view of recom- 
 mending it as a whole. No greater niistake in the practical concerns 
 of education can be committed, than copying entire systems, without 
 carefully estimating the difTerence of circumstances. What is intrin- 
 sically excellent and admirably adapted to tlie latitude of Gottingen or 
 Wurtemburg, may be a disastrous failure at Harrisburg. 
 
 Nothing but a deep and thorough acquaintance with the exist' 
 ing circumstances, peculiar prejudices, and organization of society, 
 can furnish a safe and intelligent basis of calculation, as to the fitness 
 of any given system, or the modification which it should receive. 
 
 In Massachusetts, they have ventured gradually to adopt several fea- 
 tures of the Prussian or German system. First, connecting the teach- 
 ers^ course with the colleges and academirs ; and within the last year, 
 establishing a teachers' seminary, unthoitt the model school of boys* 
 The former, the teachers^ course^ has been, in almost every instance, 
 successftil. The latter, the teachers' seminary, is so far successful, 
 though it is generally believed to have been prematurely established. 
 From the personal qualifications, and long and rare experience of its 
 principal, [Mr. Hall] I do not doubt it may become a permanent, and, 
 perhaps, a triumphantly successful institution. But owing to the dif- 
 frreuce of circumstances, the same seminary would languish and die 
 
SI 
 
 ■among us. Th« tencliers' cour4;Q might be added to our college sjs- 
 teni, and at length to that ol" the academics, when they shall have 
 become sulFicienlly elevated. When the circumstances arc iavourable, 
 the model children's school might be connected with this course. The 
 colleges, however, arc, and will continue to be, so few, that it were, 
 impossible that they should accomplish more than a fractional part 
 of the work : They are, moreover, remote from the great bulk of the 
 population. It is, as before hinted, to the county academies that we 
 must look. Let the colleges first furnish competent and efficient 
 leathers for these academies, with the certain prospect that they will 
 be needed. There is, in all our counties, a rich mine of talent, whicli 
 remains unwrought. Now, it is only necessary to get access to it 
 with proper means and facilities for operation, to bring it out to the 
 light, and stamp upon it a coinage and superscription which will give 
 it currency. These academies, if on a proper basis, in a flourishing 
 condition, and in the hands of well qualified teachers, would bring the 
 blessings of education so near to every mind that is susceptible of the 
 least impulse or excitement, that they could not fail to bring out for 
 teachers of common schools, and for the liberal professions, hundreds 
 who, but for the nearness of their residence to those, would never have 
 conceived it possible to acquii-e any thing beyond the merest rudi- 
 ments of education. 
 
 I beg to assure you, sir, of the high consideration which I entertain* 
 toward yourself personally, and the honourable gentlemen,, of your 
 committee, and to subscribe myself. 
 
 Very truly, your obedient servant, 
 
 CHAUNCEY COLTON. 
 
 Harrisburg, 19th December, 1833. 
 
 A Letter from Roberts Vaux, Esq. 
 
 Philadelphia, 12 mo. 25, 1833. 
 To Samuel Breck, Esquire, Chairman, 
 
 And the Joint Committee of the Legislature of Pennsylvania^ 
 on the subject of Education. 
 
 Gentlemen — I am favoured by the receipt of your letter of the 
 20th instant, requesting such information as 1 may posseiss, relative 
 to the important subject committed to your inquiry and consideration. 
 Your predecessors, for many years past, have made smiilar calls upon 
 me, and I have very cheerfully responded to them ; but unhappily, 
 hitherto, no results have flowed from legislation, adequate to the great 
 ends designed by the constitution, and reasonably looked for by the 
 people. The present excellent chief magistrate of Pennsylvania, has 
 frequently and fully exposed this grave matter to the General As- 
 sembly ; and in my humble quality, as president of the Pennsylvania 
 .Society for the promotion of public schools, I have laboured, by ex- 
 
32 
 
 tensive correspondence in Iha State, to collect Information, which has 
 been digested and published in various forms, for the instruction of 
 our fellow citizens. 1 cannot now, gentlemen, attempt an elaborate 
 exhibition of my reflections, of which this highly interesting topic is 
 susceptible — my leisure does not permit it; but I will very briefly fur- 
 nish what may be regarded as mere hints ; and possibly these may 
 lead your minds to the ampler investigations, which the case so emi- 
 nently deserves. 
 
 In the first place, then, I conceive that certain preliminary steps 
 should bo taken, in order to conduct the legislative body to true and 
 permanent plans. Thus, an inquiry ought to be sent to proper ofll- 
 cers in every county, clothed with all the sanctions of law, to ascer- 
 tain the number of children between the ages of six and fourteen 
 years, designating the sex, and how many have the real benefits of 
 school learning, and how many are destitute of these blessings. Re- 
 turns to be made before the meeting of the ensuing Legislature to the 
 Secretary of the Commonwealth, by him to be duly arrayed m a 
 tabular form, and laid before the General Assembly. Such a platform 
 is, I think, essential to begin upon. Again — in each county, by like 
 means, it should be ascertained what are the means for supplying in- 
 structors ; whether such individuals can be provided as the proper 
 character? if not, whether there be young persons of established re- 
 'putation, and known to the inhabitants, who would be wilhng, and 
 whom they would recommend to be qualified for the olfice of teacher 
 at the expense of the Stale, and who would, moreover, engage to fulfil 
 that important duty, in the neighborhood which should select such 
 candidates. Nothmg is more vain, than to attempt the organization 
 of a school system, with the present lamentable want of suitable 
 teachers; it must fail of any satisfactory consequences. Appended 
 to the interrogatories concerning the number of children, should bo 
 the question about teachers. 
 
 For the preparation of teachers, I would propose sending them to 
 the colleges and academies which already exist in this Slate; and in 
 order to learn what will be the lowest cost of instruction and boarding 
 of pupils, lot a circular letter be addressed to each of these institu- 
 tions, desiring their replies to be forwarded to the officer above desig- 
 nated, in snason for the Legislature. The ordinary branches taught 
 in the kind of schools suggested, (excepting Latin, Greek, &c.) to con- 
 stitute the course of instruction. As for manual labour schools, I do 
 not think them adapted to a system of general education for Pennsyl- 
 vania ; it has been supposed that they might be advantageously formed 
 in different sections of the State, to qualify teachers, but I doubt their 
 fitness even for that purpose ; the cost would prove too great. — We 
 have thus devised means to discover how many are to be instructed, 
 and how to provide teachers. When each county is supplied with 
 instructors, let the Legislature apportion to it a sum adequate to its 
 wanis, to ho determined by the number of children to be taught, at 
 the rate of sixteen dollars per annum for each child, and require the 
 county to provide by a tax, the additional funds to pay the salary of 
 
33 
 
 the teacher, and rurnish school houses, books, &c. &c. The schools 
 to be governed by directors, to be chosen every three years, when 
 township officers are elected. Their accounts to be rendered an- 
 nually to the court of Common Pleas, to be by that tribunal handed 
 to the auditors, and by them reported after examination to said court. 
 The amount paid from the treasury of the State, to be annually ac- 
 counted for by the county con)missiouers, and reported by the Auditor 
 General, to the Legislature, whose duty it shall also be to examine the 
 said county commissioners' accounts, which are to state the actual 
 number of children in school in each county, for the information of 
 the General Assembly. — As for the branches to be taught in the 
 schools, beginning with the rudiments, let them extend to the utmost 
 limit of the teacher's knowledge, embracing, as it should, all the 
 learning required for the useful purposes of life. I would by no means 
 prescribe the method of conducting the institution ; every teacher in 
 such school, ought to be left to his own discretion in that duty. 
 
 In addition to these means, I have long been extremely anxious to 
 see a book prepared, under the auspices of the Legislature of our State, 
 to be introduced into every school organized under its patronage, and 
 likewise placed in all other schools, and in short, in every family in 
 Pennsylvania. If originally pi*epared by the State for its own schools, 
 it could be furnished for a mere trifle to otlier schools and families. — 
 This book may be called. The Pennsylvanian Youth's, and Free- 
 man's Book of Duties. It should be written in a very plain style, Mid 
 be arranged somewhat after this manner ; 
 
 Chapter 1. 
 Of duty to the Creator ; 
 
 to parents \ 
 
 to brother^ 'and sisters ; 
 
 to teachers and school mates ; 
 
 to masters teaching any trade or profession ; 
 
 to all men ; 
 Of personal respect, and especially the value of temperance. 
 
 Chapter 2. 
 
 Duty of a freeman ; 
 
 To vote at age, and on payment of taxes ; 
 
 To serve as a juror in civil and criminal cases, as an arbitrator, on an 
 inquest, as an overseer of the poor, as executor or administrator, 
 as guardian of orphan children, as an inspector or judge of an 
 election, supervisor of the road, justice of the peace, <Scc., illustra- 
 ting briefly the general obligations incident to the faithful discharge 
 of these functions. 
 
 Chapter 3. 
 
 On the settlement of Pennsylvania, by Penn, the founder, and his 
 followers, showing their practical operations and conduct toward the 
 aborigines ; extend this down to the period of the revolution, and 
 the establishment of the actual government, giving the constitution 
 of Pennsylvania, and the declaration of American independence. 
 
 5 
 
34 
 
 ■ t 
 
 Chapter 4. 
 On female duties, and occupations in the household, &c. &c. 
 
 Chapter 5. 
 On the general obligations of husband and wife, parents and master 
 
 and mistress. 
 
 Such a book as that suggested, would, I am sure, yield an nbun* 
 dant harvest of good to oui- Commonwealth, and for a premium or 
 fee of from one to two hundred dollars, a very competent person would 
 prepare it, and the copy right might be so disposed of, as to make it 
 an object with the publisher, to supply the State schools for almost no- 
 expense. The whole work could, I think, be embraced in a duo- 
 decimo of three hundred pages. The chapters should be divided into 
 sections, so as to render them fit for the ordinary reading lessons, 
 adapted to each pupil of a class. I hope this idea may find favor in 
 your minds, and lead to a useful result. 
 
 One more proposition, and I am done. If it were in my power, I 
 would cause another book to be provided by the State, for the use of 
 the teachers in the schools to bo established, and that should be pre- 
 pared in the form of lectures, and written in as familiar a manner as 
 the respective subjects would allow, viz : On the application of the 
 arts to the purposes of man, on political economy, on astronomy, on 
 chemistry, and on certain branches of natural philosophy. These 
 lectures I would require the teachers in all the public schools, to read 
 at proper times, to his whole charge, at least twice in each week. I 
 am satisfied that i/a this manner, a most valuable stock of knowledge 
 would be impp.rted to the youth of our State. We have many com- 
 petent individuals who could prepare such lectures, and it would be 
 ■worthy oC Pennsylvania to thus show her devotion to the diffusion of 
 useful knowledge among her great and growing pQpuIation. " Good 
 iny'cructio?i is better than riches," was the motto which the illustri- 
 bus founder of this State gave to the seal of the first and only literary 
 incorporation granted by him in the city and county of Philadelphia, 
 almost a century and a half ago; and the force and beauty of the 
 sentiment has lost nothing by the lapse of time, nor by the experience 
 of mankind through that eventful period of the world. 
 
 It mtiy be supposed that the work which I have ventured to cut out, 
 in the preceding rather crude thoughts, cannot be accomplished by a 
 committee of the Legislature, necessarily obliged to devote its atten- 
 tion to other important affairs of legislation. If the business cannot 
 be done thoroughly, it had better not be attempted by such a commit, 
 tee, but let a bill or resolution be passed, constituting a suitable com- 
 mission to execute the details of the plan, and report the whole to a 
 future session for its final disposition. I should presume three, or 
 five citizens might be selected for such a service, and who would per- 
 form it free of cost, excepting actual expenses incurred. 
 
 1 am almost aehamed to transmit this scrawl, but really have not 
 time to make a transcript of what I have written. 
 With great respect, I remain 
 
 Your friend and fellow-citizen, 
 
 ROBERTS VAUX. 
 
35 
 
 A second Letter from Roberts Yaux, Esq. 
 
 Philadelphia, 12th Mo. 27, 1833. 
 To Samuel Breck, Esq. Chairman, 
 
 Arid the Committee on Education, ^c. Sfo. 
 
 Gentlemen — Upon reflection, I find that in my letter to you under 
 date of the 25th inst., I omitted to mention that the Lancasterian sys- 
 tem of instruction, is in the most successful operation in the city and 
 county of Philadelphia. No change, in my opinion, can be made to 
 advantage here, in tliis respect. I devoted fifteen year's attention in 
 the organization and supervision of tliis system, as president of the 
 board of controllers of the public schools, and am thus enabled to ex- 
 press a confident opinion concerning its utility. The book, and the 
 course of lectures about which I wrote, should, in my judgement, be 
 furnished to this, in common with every other part of our Common- 
 wealth. Thomas Dunlap, Esq., my successor in the board of control, 
 will furnish you with tlie annual reports of that institution, according 
 te the i-equest of your chairman. 
 
 Very respectfully, 
 
 ROBERTS VAUX. 
 
 Letter from Governor Marcy, of New York^ accompanied tcitk a 
 communication from John A. Dix, Esq. Superintendent of Com^ 
 mon Schools, in that State^ 
 
 Albany, 19 December, '33. 
 
 Mt Dear Sir : — It gives me pleasure to comply with your request, 
 as far as I am able. The accompanying letter to me, from Gen. 
 Dix, the superintendent of common schools, is an answer to your 
 several inquiries. I have thought that our laws on the subject of 
 common schools, and the report of the superintendent last year, 
 would assist you to some views that may aid you in forming your 
 system. I have therefore taken the liberty of forwarding them to 
 you. In a few weeks, the superintendent will have prepared his re- 
 port for this year. I will bear it in mind to furnish you with a copy. 
 If it should occur to you that there are other facts which we may 
 possess on this subject, that could be of any use to you, it will give 
 me pleasure to comply with any future request to furnish^them. 
 I am, dear sir, your ob't serv't, 
 
 W. L. MARCY. 
 
 Hon. S. Breck, Chairman of Common School Committee. 
 
36 
 
 STATE OF NEW YORK, > 
 
 Secretary's Offiae, Albany, 2Qth December, 1833. \ 
 
 Answers to the questions contained in the letter of the chairman of 
 the committee of the Legislature of Permsylvania, for arranging 
 a plan of general education. 
 
 1 . Our school fund is not sufficiently large to meet the expenses 
 of the system. It pays only about one-eleventh of the annual ex- 
 penditure. 
 
 2. The capital of the common school fund is 81,754,046; and 
 the estimated revenue for 1834, $106,80(1. Only $100,000 is an- 
 nually distributed to the copimon schools. Whenever there is a 
 surplus of revenue, it is annually invested, and thus augments the 
 capital of the fund. There are also local or town i'unds lor the sup- 
 port of the common schools in particular towns, the whole revenue 
 of which, in 1831, was $17,198 2S. In 1 832 it was $18,593 24, 
 as will appear by the report of the superintendent to the Legislature, 
 in January next. 
 
 3. All taxes for the support of the common schools, are laid by 
 vote of the inhabitants of each school district — See art. 5, act relating to 
 the common schools, pamphlet edition, herewith enclosed. See also 
 page 14, report of the superintendent for 1833, hei-ewith enclosed. 
 
 4. The wholo number of children who received instruction in the 
 common schools during the year 1851, was 494,959 ; and in 1832, 
 (as will appear by the next i-eport of the superintendent to the Legis- 
 lature,) 512,473. 
 
 5; The system is universal, and in the interior of the State, the 
 children of the rich, as well as the poor, attend the Sfehools. In the 
 cities and large villages, those who can afford the expense, usually 
 send to private schools. 
 
 6. The teachers are not formed according to any prescribed sys- 
 tem or plan of instruction ; nor has the State any seminaries or model 
 schools for the education of teachers. The only test of qualification 
 is an examination by the inspectors — See art. 4 of the accompanying 
 act. 
 
 7. The average monthly wages of female teachers is $5, and of 
 male teachers a fraction less than g \ 2. The annual cost per scholar, 
 including interest on investment in school houses, cost of fuel, books, 
 and all other items of expenditure, is about $2 28. 
 
 8. The usual mode of instruction prevails. There are a few Lan- 
 caster schools in this State, which participate in the distribution of 
 school moneys. 
 
 9. Our laws are silent as to the course of instruction and the sub- 
 jects of study. These matters are left entirely to the discretion of the 
 district school officers and teachers. There is no limitation as to the 
 age of admission to, or dismission from the schools. 
 
 10. The plan succeeds remarkably well. The only material im- 
 provements of which the system is susceptible, are to raise the quali- 
 fications of teachers, and to extend the course of instructien. The 
 
3T 
 
 formftc is contemplated by preparing teachers for the business o( in- 
 struction, at the incorporated academies, tJirough separate departments 
 created for the purpose, and the second, by introducing r.ome new 
 subjects of study. On these points, the next report of the superin- 
 tendent, which will be forwarded as soon as it is printed, will contain 
 some suggestions. 
 
 11. The average number of scholars to a school, is 56 and a frac- 
 tion. In secluded neighborhoods they are often less. 
 
 12. The two sexes are usually taught together. In large schools 
 they are sometimes separated, and the females are taught indiscrimi- • 
 nately by male or female teachers. 
 
 13. No town can participate in the distribution of the common 
 school fund, unless it levies upon its inhabitants a sum equal to that 
 which it is entitled to receive from that fund under the general ap- 
 portionment. 
 
 14. There are no manual labour schools within the provisions of 
 the act relating to common schools, nor is manual labour connected 
 in any manner with the latter. 
 
 15. The schools are kept open an average period of eight months. 
 They must be taught three months by a qualified teacher, (i. e. one 
 who has been examined by the inspectors) to become entitled to a share 
 of the public money. 
 
 The annual report of the superintendent of common schools for 
 1833, contains so complete a view of the operation of the system, 
 that any thing further is deemed unnecessary. 
 Respectfully submitted. 
 
 JOHN A. DIX, 
 Sup^t. Common Schools. 
 His Excellency Governor Marcy, 
 
 Letter from John A. Dix, Esq. Superintendent of Common Schools, 
 in the State of New York. 
 
 STATE OF NEW YORK, > 
 
 Secretary's Office, Albany, Wth January, 1834. \ 
 
 Sir : In a memorandum which I gave to Governor Marcy some 
 weeVs ago, containing answers to some inquiries addressed to him by a 
 committee of which you are chairman, I promised to send a copy of 
 my annual report to you as soon as it should be printed. It is now in 
 the hands of the printer, ut as there are annexed to it volumnioiis doc- 
 uments, which will delay its publication at least ten days, 1 have 
 thought best to forward by this day's mail, a copy of so much as is 
 printed. I will, as soon as it is completed, forward another. 
 
 I would take the liberty of remarking that a new system is best put 
 into operation, where much depends on the exertions of individuals, 
 by psrsuasion rather than positive regulation. The system of com- 
 mon scool instruction in this State, has been organized and brought 
 
38 
 
 to its present perfection by the stimulus of a very small pecuniary in- 
 t^resl. If a sura of money should be annually disiributed among the 
 towns in your State, and if it were left to them to decide whether they 
 would participate in the distribution, considerations of interest would 
 soon determine them in favor of such a course. No town would be 
 likely to resist such considerations, while adjacent towns were avaiU 
 JT»g themselves of the public bounty. 
 
 I am, sir, very respectfully, 
 
 Your ob't, serv't., 
 
 JOHN A. DIX. 
 lion. Samuel Breck, 
 
 Letter from W. IJ. Kirhy, Esiiuire, Secretary of State, of Ohio. 
 
 Columbus, O. Dec. 2Cth, 183S. 
 
 Deau Sir— Your communication of the 1 3th instant, to the Go- 
 vernor of Ohio, has been received, and owing to official duties re- 
 quiting his immediate attention, he has handed me the communication, 
 with a request that I would afford you the desired information. 
 
 To p«t you iiii full possession of all the provisions of our school 
 systenij I forward you copies of all our school laws. 
 
 TJio following brief answers may be given to your several questions: 
 I^xcuse me for not enlarging, as you will find, from an examination 
 pf the laws, most of the information asked for. 
 
 1 . Our school fund is not sufficiently large to meet the expenses of 
 the system, without resorting to taxation. 
 
 2. Our school fund amounts to about $550,000. 
 
 3,. There is levied, £ of a mill on the dollar, ad valorem, and col- 
 lected in the same manner and at the same time that the general reve- 
 nue is collecte(^,. 
 
 4. Wo have no means of ascertaining the number of scholars. 
 
 5. T^e system i§ universal, tiut the rich and the poor enjoy equal 
 privileges, 
 
 ' 6. We have no system fpr tiie preparation of teachcfs ; but before 
 ihcy arc permitted to teach a district or public school, they must un- 
 dergo an examinatiori, which is conducted by persons appointed for 
 jthat purpose, by the courts of Common Pleas of the several counties, 
 r. The teachers are us-aally employed by the month or quarter, at 
 the rate of from 12 to 20 dollars per month: the cost per head for 
 each scholar, de{)cnds upoji tjie number of scholars, >yhich varies from 
 ^wenty-fiveto sixty, 
 
 8. The modo of instruction is that of the ordinary kind. 
 
 9. No higher branches of educatioq are required by law to be 
 taught^ than reading, writing and arithmetic. 
 
 10. Our plan, thus far, has progressed equal to the sanguine ex- 
 pectation of its friends : there is but little doubt, however, that it is 
 yet defective in many points, and highly susceptible of improvement. 
 
 1 1. The number of scholars in a school, is indefinite. 
 
39 
 
 i2. No distinction is made bct\yeen the sexes, both being taught iii 
 the same school, and by teachers of either sex, according to the con- 
 venience of the employers. 
 
 1 3. The districts are not compelled by law, to furnish funds equal 
 to those furnished by the Legislature. 
 
 14. Manual labour is Hot, a:s yet, in any way connected with the 
 system. 
 
 1 5. The continuance of the district schools, depends entirely upon 
 the amount of school fund, and the discretion and ability of the iu^ 
 habitants of districts. 
 
 Respectfully, your obedient servant, 
 
 W. H. KIRBY, 
 Samuel Bkeck, Esq. Secretary of State, 
 
 Chairman of Joint Committee, &c. 
 
 Letter Jrom Ralph Metcal/,Esq., Secretary of State, of New Hamp- 
 shire. 
 
 Secretary of State's Office, ) 
 Concord, January 10, 18'S4.. ^ 
 Hon. Samuel BreCk, 
 
 Dear Sir : I am requested by His Excellency Governor Dinsmoor, 
 to answer the several questions addressed to him in your communica- 
 tion of the 13th ult. 
 
 I should have attended to it sooner, had I not been necessarily ab- 
 sent from the capitol, for a few weeks past, nor shall I now be able to 
 offer any suggestions of my own, but must confine myself in my an- 
 swers to mere matters of fact, and will therefore say to your en- 
 quiries, 
 
 1st, 2d and 3d. We have no school fund in this State, except what 
 is derived from an annual tax on the banks, which amounts to about 
 $11,000 per annum. The residue of the sum expended in support of 
 our common schools, is derived from a tax on the polls and rateable 
 estate of the inhabitants. This tax must amount to g 90,000 through- 
 out the State, and as much more as the town may see fit to levy. 
 
 4th. The law not requiring the returns of the number of scholars in 
 the several towns to be returned to this office, I have not the means of 
 knowing the number in the State. All persons between the ages of 
 four and twenty-one years, have a right to attend our common 
 schools. 
 
 5th, Is answered by the above, as to its universality. The wealthy 
 sometimes prefer private instructors. 
 
 6th. Our teachers are educated and prepared in our common col- 
 leges, academies and schools. 
 
 7th and 15th. Our schools are generally kept three or four months 
 in the Winter, and four or five in the Summer, though in some dis- 
 tricts they are kept the year round. The Winter schools are taught 
 by males, whose compensation varies from twelve to twenty-five dol- 
 
40 
 
 lars per month, according to the number of scholars iii the school, 
 and the experience of the teacher. The compensation to females i^ 
 generally from one to two dollars per week. The female schools are 
 mostly made up of small scholars, and the low price paid, often ena- 
 bles the districts to continue the school several months. 
 
 8th. Our system of instruction is the common method. The Lan- 
 casterian plan has never been adopted in our common schools. 
 
 9th. The law requires instructors to be qualified to teach reading, 
 writing, English grammar, arithmetic and geography ; but the higher 
 branches of our English education are often taught. 
 
 lOth. Our common school system answers our expectations, but is 
 doubtless susceptible of improvement. 
 
 11th. Each town is divided into as many school districts as the con- 
 venience of the inhabitants requires, and these districts are quasi cor- 
 porations. They vary in extent of territory and population, accord- 
 ing to circumstances, and consequently the number of scholars in each 
 district varies. A school is kept in each district. In large villages, 
 the number of scholars in a school often exceeds one hundred ; but 
 so large a number cannot be taught to advantage. About forty or 
 fifty may be considered as the average number in a school. 
 
 12th. The two sexes are generally taught together. In some large 
 villages, however, there are exceptions among tl>e small children. — 
 When thus separated, the girls and often the boys are taught by fe- 
 males. This separation is not very extensive. The division is oftener 
 made by age. 
 
 13th. The sum raised by taxes for the support of schools, is raised 
 and expended in the several towns, according to their proportion of 
 tlie public taxes ; but as I observed before, each town may raise as 
 much more than their proportion as it pleases, though it cannot raise 
 a less sum. The literary fund is distributed to the towns in the same 
 proportion. These sums are divided among the several districts, 
 generally according to the number of scholars ; though sometimes ac- 
 cording to the amount of taxes in the districts. From this sum, the 
 board of the instructor and fuel may he taken, though this is not always 
 done, the inhabitants often contributing these two articles, tbereby 
 lengthening the term of the school. 
 
 14th. We have no manual labor school in this State. 
 
 For an abstract of our common school laws, I must refer you to 
 the revised laws of this State, edition 1830, which have been forward- 
 ed for the use of your State, and may be found, I presume, in your 
 State library, where you will find all our laws on this subject in full. 
 
 With great respect, sir, I have the honor to be 
 
 Your most ob't. serv't., 
 
 RALPH METCALF, 
 Secretary of State. 
 
41 
 
 Letter from the Governor of Connecticut, accompanied by 
 reports to him. 
 Mr. SAiMUEL Breck : 
 
 Sir — Yours of the 1 3th of December, was duly received, and im- 
 mediately referred to the commissioner of the school fund. — His an- 
 swer is just received, and is enclosed, together with a copy of a report of 
 the Comptroller of our State, to the Legislature. These, it is presumed, 
 will afford you all the information desired. 
 
 The subject is one of extreme interest, and well worthy the constant 
 and earnest attention of the guardians of the public interest. In our 
 State, I believe, great improvements remain to be made. Our greatest 
 deficiency is, incompetent teachers. We do not consider our work 
 on this subject as done, by any means. Improvements in education, 
 as well as every thing else, are constantly taking place ; but much 
 yet remains to be done. 
 
 I have the honour to be, very respectfully, yours, 
 
 HENRY W. EDWARDS. 
 
 Jan. 20, 1834. 
 
 Litchfield, January 9, 1834. 
 To His Excellency, Gov. Edwards : 
 
 Sir — The following interrogatories, proposed by the joint comiDit- 
 tee of the Legislature of Pennsylvania, having been referred by your 
 Excellency to me, the following answers are respectfully submitted : 
 
 Question 1. "Have you a school fund sufficiently large to meet 
 the expenses of your system, without resorting to taxes?" 
 
 Answer. — The income from the school fund of Connecticut, is not 
 of itself sufficient to furnish the common schools with teachers ; altho' 
 the whole of it is appropriated exclusively to itie payment of their 
 wages and board. 
 
 2. " How large is the school fund ?" 
 
 An^ver. — On the 1st of April, 1833, the nominal capital was re- 
 ported to amount to gl ,929,738 50, and invested as follows, viz : 
 
 I. In bonds secured by mortgage,on annual interest, $1,432,620 01 
 
 II. Stocks in the banks of this State, 147,450 
 
 III. Cultivated lands and buildings in N. Y., Mass. 
 
 and Connecticut, 197,018 14 
 
 IV. Wild lands in New York, Vermont, and Ohio, 134,202 06 
 ' V. Personal estate, consisting of stock on farms, &c. 1,810 
 
 VI. Cash in the treasury, to be invested, 16,638 29 
 
 Total, .... $1, 929,738 50 
 
 3. "If you tax, how is the tax laid ?" 
 
 Answer. — The territory of the State is divided into 209 school so. 
 cieties : Each society is sub-divided into school districts, by the inhabi- 
 tants, in a legal society meeting.' The whole number of school districts 
 IS 1619. The inhabitants of each district are a community, authorized 
 
 6 
 
42 
 
 by law, la their legal meetings, to appoint a cierk to keep their re- 
 cords — a treasurer to receive tlieir moneys — to enact rules relative to 
 their school-house and fuel — to lay a tax for the purpose of building, 
 purchasing or repairing the school-house^ lot and appendages, and to 
 purchase yucZ ; but for no other purpose. 
 
 After the moneys received from the school fund are expended to- 
 wards paying the teacher, (and it can be used for no other purpose,) 
 the balance due to the teacher, (if any,) is apportioned among the pa- 
 rents or guardians of the scholars, according to the time each has at- 
 tended school, and is generally paid with great promptness. In a few 
 districts, their dividends from the school funds support their schools ; 
 but in a large majority of the districts, they contribute from their 
 own funds, as above staled. 
 
 4. " What number of scholars of both sexes?" 
 
 Answer- — As the districts are not required to make any returns of 
 'the number of scholars taught or attending the school, and as no re- 
 turns have ever in fact been made, I have no means of ascertaining. 
 The number of children between 4 and 1 6 years of age, in the State, 
 is 85,172 according to the annual enumeration. This enumeration is 
 taken by officers, under oath, and is made with great accuracy, and 
 furnishes the rule by which the school moneys are annually appor- 
 tioned to the several districts. 
 
 5. " Is the system universal ; and if so, do the rich avail Ihem- 
 yelves of it?" 
 
 Answer. — It is universal, and the rich, as well as the poor, avail 
 tnemselves of it, except in the cities and large villages, where the 
 schools are so crowded, that those who are able, have, at their own 
 expense, established select schools, and left the whole benefit of the 
 school fund to be enjoyed by the poorer class. 
 
 6. *' Are your teachers formed or prepared in the common schools, 
 or have you model schools for them?" 
 
 Answer. — There are no model schools. The teachers are generally 
 prepared in the common schools ; though some have received an edu- 
 cation at our academies and colleges. The project of a seminary for 
 the training of teachers, has been a favorite measure with many gen- 
 tlemen in New England, and however much it may promise, has 
 hitherto been deemed impracticable. 
 
 7. " What is the average annual salary of those teachers, and what 
 t^e cost per head of the scholars ?" 
 
 Answer, — I am unable to answer either branch of this question. 
 The monthly compensation to a male teacher varies from $12 to S25. 
 Females are employed at about one third the compensation paid to 
 males. 
 
 8. " What is the mode of instruction ; whether by the system of 
 Lancaster, or in the usual way." 
 
 Answer. — The latter, almost universally. There is one school 
 only, in Connecticut, within my knowledge, according to the system 
 of Lancaster. 
 
43 
 
 9. " What branches, if any, do your laws direct to be taught, be- 
 yond reading, writing, and arithmetic ; and at what age are children 
 admitted and dismissed?" 
 
 Answer. — By statute, parents, and those having the care of chil- 
 dren, are required to " teach and instruct them, or cause them to be 
 instructed to read, write, and cypher, as far as the first four rules 
 of arithmetic ;" and if they neglect it, the select men of the town 
 may bind them out to some proper person — See revised statutes of 
 1821, page 107. There is no child of any age refused admittance, 
 nor those of any age dismissed, on the ground of age, till they choose 
 to leave the school. 
 
 10. " How does your plan work ? Is it susceptible of improvement 1 
 If so, in what way '?" 
 
 Answer. — I think our plan is a good one. The great difficulty is 
 a laxity in the execution of the law, particularly an inattention to 
 the examination of teachers prior to the commencing of a school, 
 and a neglect, afterwards, to visit the school while it is in operation. 
 This is principally owing, I presume, to the fact, that the services of 
 this officer is not compensated, and might be remedied by providing 
 a moderate compensation. 
 
 11. " How many scholars compose a school ?" 
 
 Ansioer. — There is no limitation. All within the territorial limits 
 of the district may attend — and vary from fifteen to eighty in number. 
 
 12. " Are the two sexes taught together ; and if not, are male or 
 female teachers employed for the instruction of the girls ?" 
 
 Ansioer. — The two sexes are generally taught together, usually by 
 a male teacher in the winter, and a female in the summer. The 
 proportion of females in the summer is much the greatest. The 
 males attending the summer school are usually very young. 
 
 13. " Does your plan oblige each towmship or school district to 
 furnish funds of equal amount to those furnished by the Legislature, 
 or arising from the school fund ?" 
 
 Ansrcer. — It does not. 
 
 14. "Is manual labour in any way connected with your system 
 of instruction ?" 
 
 Answer. — In no instance, to JT»y knowledge. 
 
 15. " Are your schools kept open all the year; if not, how many 
 months ?" 
 
 Ajiswer. — I am of opinion, (though I have no means of ascertain- 
 ing with any accuracy,) that more than three fourths of them are kept 
 open through the year, and the remainder probably through the 
 months of December, January, February and March. 
 
 A copy of our school laws will be found in the revised code of 
 182!, page 396, &c. which was transmitted to the Executive of Penn- 
 sylvania some time in the year 1822. 
 
 The amount paid fi-om the school fund to the schools, was, in the 
 vear ending the 1st May, 1826, g72,123 35 
 
 1827, 72,144 60 
 
 1828, 72,374 95 
 
44 
 
 1829, g72,l64 15 
 
 1830, 76,505 40 
 
 1831, 76,581 
 
 1832, 76,585 50 
 
 1833, 80,913 40 
 Probably will be, in 1834, 85,000 
 
 By the stipulation in the bonds of the debtors to the school fund, the 
 interest is annually payable on the 2d day of September. But as two 
 dividends are made in the year, viz : the 1 st of October and the 1 st 
 of March, the debtor has his election to pay all his interest in Sep- 
 tember, or one half of it at that time, and the other half by the 1st 
 of February following, without any charge of interest thereon. They 
 generally avail themselves of this privilege, as the produce of farms 
 is not usually converted into cash until about February. 
 
 In 1831, an attempt was made by the Legislature of this State, to 
 obtain from the school districts reports of the condition of the com- 
 mon schools ; the result of which is contained in the accompanying 
 copy of a i-eport made by the comptroller to the Legislature at May 
 session, 1832. 
 
 I am, with great respect, 
 
 Your Excellency's most obedient servant, 
 
 SETH P. BEERS, 
 Commissioner of the School Fund. 
 
 To the Honorable the General Assembly of the State of Connecticut : 
 
 In obedience to a resolve of the General Assembly of 1831, re- 
 quiring " the Comptroller to furnish each school society committee in 
 this State with blank forms, to enable said committees to make return 
 to the Comptroller, on or before the 1st of March next, of the number 
 of school districts ; the length of time a public school is kept in each ; 
 if the instructor is male or female ; the compensation ; the number 
 of scholars; the studies pursued, and books used; and any other in- 
 formation to enable the Comptroller to report to the next General 
 Assembly, the condition of common schools," 
 
 The Comptroller respectfully reports : 
 
 That as directed by the above resolution, he prepared and forward- 
 ed to the several school society committees in this State, blank forms, 
 to be filled by them with the information required. And of the 208 
 societies into which the State is divided, returns have been received 
 from 136, which accompany this report. 
 
 It will be perceived, that of this partial number of returns, many 
 are incomplete. In some of them, items of information called for, 
 are altogether omitted, (as in the case of the number of scholars 
 taught.) In many instances, districts are omitted, as not heard from, 
 rendering it impracticable, even if the numbers taught in others, were, 
 in all cases relumed, to obtain a correct conparative view of the 
 
45 
 
 proportion between the enumeration of persons, and the number actu- 
 ally taught. In others, the pay of the teachers is stated as including 
 board ; in others, the amount insei'ted, is exclusive of board. But in 
 most cases, the facts last mentioned are not stated, and remain uncer- 
 tain ; consequently, no correct average of compensation can be ob- 
 tained. The time which schools are taught, is often equally indefi- 
 nite ; some conmiittees returning the Winter school only, others re- 
 turning the amount of teaching lor the whole year. 
 
 The Comptroller regrets, that from the above causes, he is unable 
 to make a definite report on these particulars ; but on other points, 
 the returns are more complete ; and although but two-thirds of the 
 societies have been head from, yet as some returns are received from 
 each county, and nearly in an equal proportion from each, it is believed 
 that the result may be relied upon, as affording a correct general view 
 of the common schools in the fState. And it is gratifying to observe, 
 that although there are some obstructions in the progress of improve- 
 ment, the schools, almost universally, as far as they are heard from, 
 show, that within a few years, a great improvement has been made 
 in respect to the books used for instruction ; and branches of learning 
 are now universal in our common schools, which a fevv years since, 
 were considered as belonging, almost exclusively, to schools of an 
 higher order. It would seem to follow, that if the teachers under- 
 stand the books which they use, and are qualified to impart to, and 
 fix in the minds of their pupils, the knowledge which they contain, 
 our primary schools are at present, much superior to those of former 
 years. 
 
 It appears that in addition to reading, writing and arithmetic, gram- 
 mar and geography are taught in every society from which returns 
 have been received, and wiih few exceptions, in every district, and 
 are probably taught in every school society in the State. In about 
 one-fourth of the returns, books upon the subject of surveying, chem- 
 istry, natural philosophy, history, geometry and algebra, arc men- 
 tioned, as being, one or more of thctn, used in many districts. 
 
 The books most extensively studied, after those on the first rudi« 
 ments, arc, on arithmetic, Daboll's, in nearly all the societies, and 
 Colburn's and Smith's in many, besides three or four others, less ex- 
 tensively. In geography, the books of Woodbridge and Olney aro 
 used in nearly equal numbers ; one or both are employed in nearly 
 every society ; Morse, Parley, Willet, Cummings, Worcester and 
 others are also mentioned. Murray's grammar is used in more than 
 three-fourths of the societies returned. Greenleaf's, Webster's and 
 Dowd's grammars are preferred in nearly the order in which they 
 are here mentioned. 
 
 Under the head of " General Remarks," the committee have, in 
 several instances, mentioned what, in their opinion, were the prominent 
 evils attending the system, as now practised. The complaint most 
 frequently made (in the returns) is the want of interest in the minds 
 of the visitors, caused, chiefly by their services being ^ra^iviious; and 
 it is suggested that a small compensation shall be provided for this 
 
46 
 
 duty, and that the inspection should be more frequently made- In 
 several of the returns it is complained that after the dividend received 
 from the school fund is expended, the schools are in many instances 
 sutiered to stop. This want of interest in parents, is also said to pro- 
 duce another evil of still greater magnitude : the employment of in- 
 competent teachers ; the pay annually offered being insufficient to 
 command the qualifications and experience which the duty requires. 
 School teaching being now often resorted to by young men, in the in- 
 tervals of, or preparatory to, more lucrative or permanent employ- 
 ment, when it should be considered as a profession, not only highly 
 honorable in itself, but as affording a permanent and decent support, 
 and a business for life. Under this head, several of the committees 
 also recommend that the qualifications of teachers should be defined 
 by the Legislature. 
 
 The diversity of books upon the same subject, and the variations 
 in the difierent editions of the same books, are other evils most fre- 
 quently mentioned in the returns ; three or four books upon each 
 branch of instruction, being often often used, and in some instances 
 even five, in the same society, and two or three in the same district. 
 
 A division of the scholars belonging to the same school, under 
 male and female teachers, according to age, is recommended by several 
 of the committees. 
 
 Although complaints of evils in the system are made in some in- 
 stances, yet in many of the returns, the schools are described as 
 prosperous and improving ; and the impression which an examination 
 of the returns leaves upon the mind, is, upon the whole, a favorable 
 one, and leads to the conclusion, that if a few obvious evils were reme- 
 died, and a greater interest in the subject awakened in the public 
 mind, our common schools would soon attain to that state of improve- 
 ment so anxiously looked for by the friends of primary instruction. 
 
 Letter from the Executive of Maine. 
 
 Augusta, Me. January £0, 1834, 
 Sru — I have the honour to acknowledge the receipt of your letter 
 of the ISth December last, requesting information respecting the sys- 
 tem of general education established in this State, and in reply, I 
 herewith forward to you a copy of the laws of Maine, for the educa- 
 tion of youth ; and would observe, in answer to some of your inqui- 
 ries, that we have no general school fund, and the tax required to be 
 raised, equal at least to forty cents for each inhabitant, is assessed as 
 other town and State taxes, on the polls and estate of the inhabitants. 
 In some of the moi-e wealthy and populous towns, private schools are 
 common, but in general the children of all classes — of the rich as 
 well as the poor — attend the public schools established by law. We 
 have no model schools, expressly for the instruction and preparation 
 of teachers, but they are usually educated at our colleges and acade- 
 
47 
 
 mics. The salai'ies of the teachers vary from fifteen to twenty dollars 
 a month ; in some few instances it may be less, in others more than 
 these sums. In a few schools the Lancasterian system has been 
 adopted, but in general, the mode of instruction is in the usual way. 
 The two sexes are taught together, and female teachers are usually 
 employed for the instruction of the younger scholars. The schools 
 taught by a n^aster average about three months, and those by a mis- 
 tress about two months in each year. But in some towns a school is 
 kept during the year. 
 
 Our system is undoubtedly susceptible of improvement, and the 
 subject is now before a committee of the Legislature of this State. 1 
 will only suggest, further, that it has often been considered thai a 
 separation of the younger scholars from those who are more ad- 
 vanced, would be attended with a beneficial result; and a high school, 
 to be composed of scholars selected for their good conduct and pur- 
 grcss in study, from the primary schools, has been recommended. 
 I am, sir, respectfully, 
 
 Your obedient servant, 
 
 SAM'L. E. SMITH. 
 
 Hon. Sam'l. Breck, Chairman of Joint Committee. 
 
 Letter from. A. C. Flagg, Esq. late Superiniendent of Common 
 Schools, in the State of New Yoi'k, 
 
 Albany. Dec. 29, 1833. 
 Samuel Breck, Esq. 
 
 Deak Sir : — Your letter of the 20th instant, on the subject of a 
 general system of education, was duly received. 
 
 Gen. Dix, now superintendent, received and has answered a letter 
 from a member of your committee, and has sent my annual report for 
 1 83:i, and the school act. In the appendix to the school act, some 
 views are given respecting the cause which operates to depress the 
 character of teachers, and to which I refer, to avoid detail in a letter. 
 
 In organizing a system, in the first place, it should be so arranged 
 as to persuade, and not coerce the people to adopt it. On this point, 
 our first law gave the electors of each town, the choice of organizing 
 under the system or not. The money was apportioned, say 82,000 
 to a county, from the state treasury, and this sum was paid to the 
 county treasurer, who received with it an apportionment, say ^200 
 (according to the number of souls) to each town : The town, before 
 it could receive the g200, must vote a tax of $-200 more, and organ- 
 ize into school districts and establish schools under the system. If 
 any one or more towns stood out, then the $2U0 was divided among 
 the towns which complied with the law. Many of the best towns in 
 the State, refused to organize for one, two, and three years; but find- 
 
48 
 
 ing that there was money apportioned to them from the state treasury, 
 unci that this went to their neighbouring towns, they gradually came 
 in ; and now, every town in the State is embraced in the system. 
 For many years, the law as to the tax and organization, has been im- 
 perative, and the school lax is annually levied by the boards of super- 
 visors, without any vote from the town, unless the electoi's vote to 
 raise twice as much as is apportioned, which they are authorized to 
 do. — See p. 34i), N. Y. Rev. S. Sub. 3 of §5. 
 
 The system should not select out the poor, and give the school, or 
 a portion of it, the character of a pauper system. The children of 
 those who are able to pay, unless they withdraw and send to a private 
 school, should share in the public money. The rich should be taxed 
 according to property,Tor building the school-house, turnishing it with 
 fuel, &c. ; but the children should be placed in the school upon a foot- 
 ing of the strictest equality. This, in my humble opinion, is a vital 
 principle, and without it is adhered to, a system of general education, 
 in this free country, will be repudiated, even by the poor, who have 
 an independent spirit. In a farming community, there is no trouble 
 in bringing all to the district school. In the cities and villages, there 
 are many who will send to private schools ; and here there is also a 
 class who will not object to a charity school. For the extreme poor 
 in the country, the trustees arc authorized, at the close of the school, 
 to I'elease their parents from the school bill, and assess the same in 
 the bills of those who are able to pay. I regret that I cannot send 
 you the report of 1 S3 I , in which this point is fully stated. 1 send a 
 report of 18-29, not because it contains any thing worthy of particular 
 notice, but because I happen to have an extra copy. You will see by 
 it, that wc rely upon our academies to train teachers. 
 
 Respectfully, 
 
 A. C. FLAGG. 
 
 Lciterfrom Rev. B. O. Peers, President of Transylmnia University y 
 Lexington, Kentvcky. 
 
 Lexixgton, Jan. 1, 1834. 
 
 Deafw Sir : I received your letter this morning, and although I can- 
 not hope to be able to contribute much to the store of information you 
 are collecting respecting common school systems, I give you with 
 much pleasure such views as a pretty thorough investigation of the 
 sub.iect has afiordod me. 
 
 I'send you for this purpose, a pamphlet containing a report made 
 to our Legislature, in which you will find the results of my observa- 
 tions during a three months tour through New England. This was 
 in 1830. i have since paid two additional visits to the east, for simi- 
 lar purposes, the effect of which, has been to confirm my impressions 
 wiih regard to all the important points touched in the report. 
 
 I recommend to your particular attention the letters appended to the 
 report. They are from such gentlemen as professor Stewart, of An- 
 
49 
 
 dover ,• Hon. Wm. B. Calhoun, Speaker of the House of Representa- 
 tives, Mass. ; and professors Kingsley and Goodrich, of Yale college. 
 They are valuable, because they speak the sentiments of New En- 
 gland, after two hundred years' experience. 
 
 I am pleased to see timt you propose to make " the best mode of 
 instructing teachers, prepai'atory to their taking charge of schools," a 
 prominent subject of investigation. I am persuaded this is one of the 
 iirst and most important provisions to be made in any effort to ad- 
 vance the interests. of education. The establishment of schools for 
 teachers, I think may be"" regarded as being at present, the great deside- 
 ratum. The subject has been referred to connnittees by the legisla- 
 tures of Massachusetts and New York ; and very valuable pamphlets 
 have heen written on the subject by Mr. Walter R. Johnson of Phila- 
 delphia, Rev. T. H. Gallaudett of Hartford, and Mr. James G. Carter 
 of Lancaster, Mass. I mention these sources of information, thinking 
 it possible you might be pleased to avail yourself of them. Were i 
 to venture a criticism upon the excellent plans which have been pro- 
 posed, I should say that they seem to me to have been drawn up on 
 too large a scale for a beginning. It is a recommendation of any 
 scheme, that while it is susceptible of indefinite expansion, it ad- 
 mits of but a moderate beginning. I do not see why all our colleges 
 and reputable high schools, may not become nurseries for teachers. 
 The mechanic, to learn a trade, only wants an opportunity to practice 
 under the direction of a skilful workman. The youth who wishes 
 to acquire the art of education, for it is an art, needs two things : an 
 opportunity to acquire knowledge, which he may by and by impart 
 to others, and also of a course of superintended practice that he may 
 learn the art of communication and mental training. I do not see 
 why a system of educational apprenticeship should be more impracti- 
 cable or inappropriate than any other. The difficulty, I apprehend, 
 however, does not relate so much to the establishment of professional 
 schools, as to the fact, that few, 1 am may say that almost no young 
 men think it worth while to fit themselves for a business which offers 
 only the scantiest remuneration in the form of honor and emolument. 
 Here I am confident is the source of all the evils complained of in 
 relation to the defectiveness and imperfect diffusion of education : The 
 people do not value it as they ought. Did they rank it among the 
 necessaries of life, instead of placing it low down on the list of dispen- 
 sables, agents in abundance would soon find or create means to fit 
 themselves to serve them in the very best manner. Is it not, then, 
 the demand for education, that needs to be stimulated ? Let this be- 
 come what it should be, and the supply will take care of itself. Con- 
 vinced that every thing depends upon the prevalence of an enlightened 
 and liberal public sentiment with regard to the value of education, we 
 are addressing our efforts, in Kentucky, to the production of this, as 
 the great preliminary measure. Let our people once be taught to 
 think that they cannot possibly do without good education, and they'll 
 have it. Almost all other practical questions on the subject, then, re- 
 solve themselves into this : How can this sentiment be created ? If 
 parental affection, duty, patriotism, pride, will not excite a man to 
 
 7 
 
50 
 
 educate his cliildren, (and wc sec they are not sufficient,) what can ? 
 I answer, the great ruling passion, the love of money ! But this is just 
 the cause which now fetters and depresses education. True — but it 
 is because it is not enhghtened. It does not know that the best pos- 
 sible way to seek its gratification, is to spend money freely for 
 the production of intelligence, the ultimate source of all wealth. 
 Knowledge is wsalth, is just as worthy of becoming a settled maxim, 
 as that which expresses the dependent relation between knowledge 
 and power. I am surprised that political economists have not insisted 
 upon this with greater emphasis, when detailing the sources of pro- 
 duction. I am satisfied that it remains for their noble science to con- 
 struct an argument, which, appealing to the point of greatest sensi- 
 bility in the public mind, will do more for the diffusion and improve- 
 ment of education, than all others that have yet been tried. Admitting 
 that intelligence and wealth sustain to each other the relation of cause 
 and effect, they will also be proportionate. It is easy, then, to show 
 how ignorance, which keeps inactive the mind, i. e. the productive 
 capital of a community, is friendly to poverty, and vice versa; and 
 when we take into consideration the saving of time, board, clothes, 
 books, &c. the pecuniary argument urges, with peculiar force, the 
 advantages of good, above indifferent instruction. I wish we had a 
 popular tract, setting forth these truths with perspicuity and fervour, 
 and could have a copy placed in every family in the Union. With a 
 view to awaken and enlighten public sentiment in Kentucky, we are 
 about to organize a State Society, with county auxiliaries, and to make 
 an experiment at applying the machinery of the various benevolent 
 societies to the cause of education. By means of agents, newspapers, 
 pamphlets, handbills, speeches, sermons and conversation, I believe a 
 great deal can be done in this way. 
 
 Ought we not to have a national convention on this subject? There 
 is experience enough in the Union, if studied comparatively, to answer 
 all the purposes of learning and recommendation. Are not our in- 
 quiries prosecuted in too isolated a manner? I perceive there is 
 scarcely a State in the Union, in which there is not at least one person 
 who has made the subject of general education his particular study. 
 Supposing the Legislature of every State in the Union, were to employ 
 at least one such person to attend a national convention, say in Phila- 
 delphia, and that, availing themselves of the light struck out in con- 
 vention, and the information and documents each one could contri- 
 bute, they were to spend a month or more, in digesting a work on 
 popular education ; would it not be as cheap a mode of getting the 
 information necessary for intelligent legislation, as could be adopted ? 
 Such an arrangement would give to each State the benefits of the 
 experience of all the rest ; would repress the great tendency there is 
 to implicit imitation ; would introduce more of uniformity, and give 
 more of national character to education. If the plan were proposed 
 by the Legislature of our State to the Legislatures of the rest, might 
 it not be accomplished ? 
 
 In the absence of a fund on which to rely, in whole, or even in 
 part, we are obliged in Kentucky, and I do not much regret it, to ad- 
 
51 
 
 dress oui'selves to the reason and interests of the people. The inmost 
 that can be hoped from our Legislature this winter, and perhaps all 
 that at present should be desired, is, that they order the division of the 
 counties into school districts, and authorize tho voluntary imposi- 
 tion of an ad valorem tax. We s hall then be able to act upon the 
 most promising districts with the machinery of our society, and the 
 example of superior schools established in this way, will, by degrees, 
 stimulate to action in others. We have hitherto relied too much on 
 legislation, and have been waiting under the very pernicious impre^- 
 sion, that nothing can be done without a fund, forgetting that, under 
 any arrangement, the people cannot be relieved from supplying the 
 money ; the only question being as to the best method of furnishing 
 it. We have suffered, too, from the false impression, that tlie Legis- 
 lature could cheapen the price of education, and give it to us for al- 
 most nothing. This appears to me to have been one of the most 
 hurtful, and at the same time one of the most prevalent mistakes, ever 
 made upon this subject. The laws which regulate v.agcs, and the 
 relation between price and quality, are beyond the control of legisla- 
 tion. We are endeavoring, and with success, to introduce into our 
 most profitable situations, first rat© teachers from New England, 
 hoping that the difference between a good and bad workman will soon 
 appear upon their pupils — thus making a wide and obvious difference, 
 which inferior education does not make, between the instructed and 
 the uninstruetcd, thereby causing ignorance to become a brand of 
 disgrace, which no parent will be willing that his child shall wear. I 
 am inclined, therefore, to believe, that all the purposes of diffusion will 
 be spontaneously answered, if we only provide that the education 
 which we do give, shall be of a superior character. If the bugbear 
 expense here present itself, I appeal to the political economist to shov/ 
 U3 that good education is the cheapest. The acknowledged mistake 
 of New England and New York upon this point, is conclusive in tho 
 way of warning and advice. So long as we encourage the people to 
 wait at the door of the public treasury, expecting every thing from the 
 Legislature, and soliciting education as a charity, they will be listless 
 and inactive themselves. Elevate their taste, excite them to desire 
 good education, and we shall be sure to have quantity and quality 
 united. 
 
 May I hope to receive a copy of your proceedings, when they shall 
 have been printed ? 
 
 Very respectfully, your obedient servant, 
 
 B. O. PEERS. 
 
 Letter from W. R. Johnson, Esq. of Philadelphia. 
 
 Philadelphia, Dec. 30, 1833. 
 Samuel Breck, Esq. 
 
 Dear Sir :— Your favour of the 20th instant was duly received, 
 and afforded me high gratification, from the prospect of the near ap^ 
 proach to its fulfilment, of that great constitutional duty which was in 
 1790 imposed on the Legislature of our Commonwealth. It will afford 
 
52 V 
 
 me sincere pleasure to contribute, in any manner, towards the speedy 
 iiccomplishment of the objects of your committee. I am at present oc- 
 cupied for a few weeks, in the delivery of two or three courses of 
 lectures, which, in addition to other duties, have prevented a more 
 prompt attention to your communication, and will delay, in some mea- 
 sure, the more detailed observations which I hope to offer in regard 
 to the three topics adverted to in your letter, viz: — common schools^ 
 manual labour in schools, and seminaries for teachers. 
 
 In the mean time, I shall take the liberty of forwarding a few 
 printed papers, which have, at different times, been presented to the 
 public, and which contain some reference (more or less direct) to all 
 these topics. The earliest of these relates to schools for teachers, 
 being, I believe, among the first productions in this country which 
 had relation to that kind of establishment. My opinions, in regard to 
 the dotails of a system to be pursued in such seminaries, have been 
 since modified only in respect to minor objects. I still believe, for ex- 
 ample, notwithstanding what has been said by others in favour of a 
 school for teachers where nothing but the art of teaching should be 
 taught, that it would be far better to follow the plan which I recom- 
 mended in 1825, of connecting a school for teachers with a plan of 
 actual instruction ; where various departments of the arts should be 
 practised, and where the candidates for the office of teacher should re- 
 ceive from competent masters, some instruction in the way of lec- 
 tures or otherwise, in the higher and more important branches of use- 
 ful knowledge. This would render the institution at once useful as a 
 model, useful as a disseminator of positive information, and more at- 
 tractive than it could be made, if confined to the simple verbal expla- 
 nation of plans and methods of imparting knowledge. 
 
 In a school of this kind, a provision for manual labour ought un- 
 doubtedlv to constitute a distinguishing feature, both because those who 
 will resort to it will be likely to come from, and ultimately resort to 
 places where their knowledge of the useful arts will be put in special 
 requisition, and also because their age and circumstances will, in most 
 instances, permit if not require an exertion of some kind, to defray the 
 expenses of their maintenance and education. This' practice, to- 
 gether with such knowledge as they would acquire from lectures, and 
 the experience in teaching which they would obtain in the model 
 school, would qualify the young men sent forth from the establishment, 
 to serve with ability and acceptance, the districts in which they should 
 afterwards be employed. 
 
 In rec^ard to the system of common schools, you will find in the 
 accompanying description of the New York system, my views, in part, 
 respecting the general features, to be embraced in its construction. It 
 has appeared to me, that the duties of superintendent of schools will, 
 when our State shall have adopted an effective system, be sufficiently 
 important and absorbing to demand the services of a separate officer, 
 who should not be embarrassed with other engagements, as are the 
 several executive functionaries already existing. 
 I can only add, that I remain, with high respect. 
 Your obedient servant, 
 
 W. R. JOHNSON. 
 
LIBRARY OF CONGRESS 
 
 021 482 971 ft