LA .H5 SIXTH ANNUAL ADDRESS I POPULAR EDDCATION.i TO THE LEGISLATURE OF INDIANA. BY ONE OF THE PEOPLE v^ SE!S ATE— Feb. 20, laid on the table and 5000 copies ordered to be ^ printed. 5) INDIANAPOLIS: J. P. CHAPMAN, STATE PRINTER. 1852. Mills .Caleb, SIXTH fy % ANNUAL ADDRES ^-x"^' -# TO THE LEGISLATUBE OF INDIANA o« POPULAR EDUCATION BY ONE OF THE PEOPLE. SPIVE thousand copies printed BT order of the SENATE OF INDIANA. INDIANAPOLIS: J, p. CHAPMAN, STATE PRINTER, 186 2. «2> DOCUMtNTs. DIVISION ADDRESS. (ientlermn of the Senate and House of Representatives : The remodeling of our system of popular education, and adjusting it to the re- quisitions of the new Constitution in accordance with the spirit and demands of the age, will constitute one of your most important and responsible duties. Our worthy Chief Magistrate has called your attention to this topic, and expressed a readiness to co-operate most cordially with you, in maturing its details as the wants of our youth and the exigencies of the times demand. The prominence given to the subject of common schools in his annual message, and the merited tribute paid to the worth of that distinguished educator, the late Dr. Wylie, so long the able and efficient head of the State University, evince an interest in the intellectual elevation of the masses, and a sympathy with those engaged in the educational cause, worthy of the occupant of a gubernatorial chair, and which will be duly ap- preciated both by you and his fellow-citizens in general. In no part of your leg- islative labors will the sympathies of your constituents be more thoroughly awakened, and a deeper interest felt, than in a wise and harmonious adjustment of the several parts of the system, imparting life and vigor to each in its appropri- ate sphere, and securing energy and success in the discharge of their several func- tions. To mature and perfect such a system, simple, yet efficient, will require more wisdom, demand a larger experience and more liberal views, and be followed by a richer reward to yourselves, and happier results to all classes of your fellow- citizens, than any other of your enactments. It is a matter of profound rejoicing to every true friend of education, that the history of the last twenty-five years furnishes abundant and delightful evidence of the existence of a wide-spread, heart felt and increasing interest on the part of a lar^e number of our most patriotic and best educated citizens of all classes and pro- fessions, in the universal education of the masses. The existence of this interest is exhibited in many States, in the strong and repeated Executive recommendations of the importance of improving our common schools, in all the essential elements of their character, fostering our higher institutions and bringing them into a more lively sympathy with, and a more intimate and efficient relation to, our primary schools. It is also seen in the provision made in many of the older States, to se- cure wise and efficient legislation, by committing the interests of education to an appropriate department. It is slill more obvious in the superior qualifications of teachers, improved character of the school houses, furniture and apparatus, — in the provision of libraries, a wider circle of studies — more thorough instruction, better text books — -a wiser classification of schools and division of professional labor, the establishment of Normal schools, and last, though not least, more systematic and efficient supervision. What intelligent friend of education can contemplate these evidences of pro- gress, and not feel encouraged 1 There is, indeed, much to cheer and augur the approach of a better day. Its dawn is already visible. The contrast between the schools and educational legislation of the present day, in some of ihe States, to what they were a quarter of a century ago, is both striking, hopeful, and indica- tive of future progress. It is under such circumstances, highly auspicious indeed, that you are assembled to legislate for the rising generation of Indiana. You are not compelled to rely solely on your ov/n knowledge, and draw from your own experience and observa- tion alone. You can lay others under contribution, and interrogate the more ex- perienced, who have reduced theory to practice, speculation to sober reality, and reached their present position by a series of experiments, successful and unsuc- cessful, the benefits of which we may enjoy without the labor and cost of time or money to which they have been subjected. With such facilities (or perfecting our system, you will readily perceive the expectations that will justly be entertained by your constituents, that you will elaborate and establish a system of popular ed- ucation truly Eclectic in character, simple and efficient in its operation, and worthy of its authors and the age. Your action on this subject will be invested with an influence and importance of a peculiar character, because it will be regarded as the exponent of the views entertained of the educational provisions of the Constitution and will give tone to subsequent legislation. If this action bespeaks enlarged and liberal views on the part of the first Legislature convened after the adoption of the new Constitution, it cannot fail to influence and modify subsequent enactments, and give a right di- rection to the new enterprise, inspiring its Iriends with both hope and confidence. But should it prove the reverse of this, and be characterized by a timidity and a re- gard to the prejudices and the cupidity of the ignorant and selfish, rather than a wise regard to the necessities of our children, and the glory of the commonwealth it will be disastrous indeed, both to your own ultimate reputation and the best in- terests of your constituency. It cannot have escaped your notice that the new Constitution contemplates and requires such enactments as will secure, without any unnecessary delay, the estab- lishment of Free Schools. The constitutional appropriation of funds to educational purposes, shows most conclusively that the framers contemplated nothing else than prompt, wise, and efficient action. It cannot reasonably be supposed, from the amount of means permanently secured to this object, together with the avails of such a tax as would impart life and vigor to the system, that any other legisla- tive action would either satisfy the requisitions of the Constitution, or the expecta- tions of the people. Our legislation on the subject of education, hitherto, has not been of that liberal and far-seeing character which even the old Constitution au- thorized; and some of the legitimate fruits of lack of wisdom and independence in the matter are now seen in the recent census. It has been our misfortune that too many of those who have occupied our legislative halls, have attached more importance to the development of our physical resources, and the construction ot commercial channels, than to the cultivation of the minds and hearts of our chil- dren and youth. The result, as exhibited in the case of some of the counties be- low zero in 1840, by the census of 1850, compared with a similar statistical view derived from the census of 1840, will show the kind of progress we have made intel- lectually during the last ten years. In 1840, we were at the lowest point of literary depression as a State, among the free members of this confederacy; but our educa- tional zero has sunk about two degrees, and the number of counties below that dis- mal point, has increased more than fifty per cent, during this period. Would this have been the result, had we directed our attention and means to the establishment of a wise and efficient system of free schools] Had we taxed ourselves as freely for their support, and adopted as generous a policy for their improvement as they deserve, should we now have had the humiliating fact staring us in the face, that the number of our adult population unable to read and write has increased from 38,100 to 75,017 within the last ten years. It will probably surprise some of the members of the Legislature to learn that the number of their constituents over twenty years of age unable to read and write,'_has increased more than a hundred per cent, during the last decade, while the aggregate increase of their constitueney has not reached fifty per cent. The census of 1840 on the subject of adult ignorance was undoubtedly very imperfect. Astounding as were its disclosures, we are now compelled to admit, that even then we were in a worse condition than the census of that year represented. It seems that the inac- curacies were in our favor, and that it did not reveal the actual state of adult igno- rance, but cast a partial veil over our literary poverty. Five counties in 1840 were not reported on this point, in 1850 these same counties contained an aggregate of 3509 adults unable to read and write. Of these Morgan had 1362 and Posey 1469. Monroe was reported in 1840 as containing nine persons unable to rea^ and write, while the census of 1850 states the number of that class to be 1000 ! It surely cannot be very gratifying to find, on comparing the statistics of adult ignorance, of the census of 1840 and 1850, that most of the counties below zero in 1840, have sunk still lower. A few instances will be sufficient to show my meaning and cor- roborate my statement. Ripley in 1840 contained 208 unable to read and write, in 1850 the number had increased to 2075, with an aggregate population at these pe- riods as follows, in 1840, 10,392 and in 1850, 14,822. Putnam had in 1840, 1021 and by the census of 1850 the number had increased to 2134. Fountain with 874 in 1840, finds herself reported in 1850 as containing 1457 adults unable to read and write. Hendricks with 924 in 1840, has increased to 1333. Greene's retrosession in the scale is indicated by the figures 740 in 1840 and 1513 in 1850. Daviess had in 1840, 667 in 1850 the number had swelled to 1 173. Owen with 793 in 1840 had 1126 in 1850. Scott with 470 in 1840 had increased her rank and file to 900, with a general increase of less than forty per cent, her literary retrosesion has been al- most one hundred per cent. Martin in 1840 could muster only 620 adults, unable to read and write, which was only three-tenths less than one-half of that class of her population, in 1850 could parade a regiment of 1131 strong, which shows that she has receded even from her former forlorn position. Are not such facts significant of the need of the school-master to be abroad in the commonwealth ! Do not these figures look like ignorance perpetuating itself J Is not such a state of things enough to make every Legislator of Indiana blush to find that only a fraction more than four-Jifths of the adults of the commonwealth can read the word of God or write their names ] Her literary zero, or general av- erage of adult ignorance, in 1840, was one-seventh, which placed her sixteenth in the scale of the then twenty-six States, but 1850 witnesses a deplorable retro- cession to the rank of the twenty-third, lower than all the slave States in that list but three ! As an old inhabitant of the eighth State in this Union in point of pop- ulation, I am ashamed of the picture and blush to think it true, or rather only an appro.ximation to the reality, for it is very evident that there are thousands so near the confines of twilight that it would hardly be true to say they had ever seen the sun of science, filost gladly would I draw the veil over its frightful features, but the truth should be known and the remedy, speedy and efficient, should be devised and receive the sanction of a law before you return to a constituency, whose edu- cational necessities draw so largely on our sympathies, as patriots, philanthropists and christians. With such an appaling array of facts as the above statistics reveal, we may well enquire what must be done, what are our means to accomplish the work and how can these means be applied to the best advantage and the fairest hopes of success! The appropriate and common sense reply to these questions, is, devise a system of popular education that will meet our present wants and future necessities most effectually and afford the speediest relief. Let such a one be matured and adopted this session and the people will hail it with joy and cheerfully furnish the means to sustain it. It must embrace these three fundamental elements, /reeiowi, competence, and supervision. Without these characteristics, it will carry the death mark on its very forehead. Without these its infancy will be weakness, its matu- rity imbecility, and its end contempt. There is no apology for not embodying these elements in our system, and it is to be hoped that no consideration of misplaced economy, nor undue deference to ignorance or selfishness, will be permitted ro mar our educational system. Other States have wrought out the problem by dint of various experiments and reached the goal by a route of protracted and painful progress, which it would be no virtue in us to imitate. We can avail ourselves of their experience and share the benefits of their contests with ignorance, prejudice, selfishness and time serving pusillanimity without loss of time or money. The first element of our system of common schools should be freedom. They should be accessible to all the youth of our State of suitable age without the interven- tion of the odious rate bill, or any other let or hindrance. The spirit of our republican institutions requires that these nurseries of true, genuine democracy, sliould be open to all aUke, without regard to any of those factitious distinctions, which wealth and sectarian bigotry create. The ameliorating power of well taught and well governed free schools, has been seen and felt in various parts of the land. They contribute more than any other one agency, to mould and assimilate the va- rious discordant materials to be incorporated into the body poHtic and render them homogeneous in character and sympatliy. How often liave we all seen in those nurseries of knowledge, aristocratic pride humbled, plebian roughness refined, rus- tic conceit corrected, haughty insolence rebuked and repressed, gentle modesty^ emboldened, unobtrusive worth encouraged, and many of the asperities of charac- ter give place to lovelier traits, all contributing to swell the aggregate of human happiness, domestic peace and civil freedom. Their worth and influence on the welfare of society cannot be e.xpressed in language, nor represented by any numeri- cal formula. Competent to such results, susceptible of such elevation and subser- vient to such interests, they ought to be taxed to their utmost capacity, and rendered /ree as the air we breathe, or the sunlight that greets unasked, alike the cottage of the poor and the mansion of the rich. The means to make them what they may and ought to be, must be sought from two sources, permanent funds and taxes ; a happy combination of these in due proportions is a problem yet to be solved by the new States. The prevalence of erroneous views of this matter has done much to retard the establishment of a wise and efficient system. There exists a strong disposition to rely on public funds, and neglect the other element of success. The former have been designa- ted in the constitution, and as liberal provision of that class of means as could be desired, has been secured by that organic law ; while the latter must depend on the wisdom and forecast of your honorable body, and those who may succeed you. It would be disastrous indeed, if such views should be entertained of the value of permanent funds as should lead to a practical dependence on them as the main source of support of our common schools. There is no principle more firmly established, or more abundantly illustrated, and confirmed by actual experience in the history of common schools in our country, than that school funds so ample as to supersede to a great extent, or altogether, the necessity of taxes, are an absolute curse rather than a blessing. However startling or paradoxical the assertion may at first appear, it is yet nevertheless true ;-^wofully true indeed have those States found it who have been so unfortunate as to possess the means to make the experiment. This unexpected result is reached by the operation of the same principle that reduces the rich man's son to poverty. Mammoth permanent funds are to schools what a Girard fortune is to children, and for the very same reason. "I have changed my views altogether in relation to the desirableness of permanent funds for schools," was a remark made by the lamented Howard, during the last conver- sation with that satracious statesman and excellent man, which the writer was ever permitted to enjoy. The lessons of history on this point had not escaped his keen penetrating glance ; and happy will it be tor the youth of Indiana if the legislaiive fathers of the State shall so far regard his views as not to lose sight of the necessity of relying on taxes as the main pecuniary sicpport of our common school system. The comparative interest taken in their common schools, the vigor and energy with which they are managed, and the prosperity attained by them in the two adjacent States, (Connecticut and Massachusetts, corroborate and confirm the soundness of the views advanced. From the exhibit of the educational funds of the State, as set forth in the Gov- ernor's message, productive, unproductive and prospective, it seems that this source will be sufficiently ample to ansvyer all reasonable expectations, and justify the adop- tion of a liberal policy at the outset of the enterprise. The productive funds are as follows ; School section fund, ----*-*-- $1,514,853 45 Surplus revenue fund, . . ^ 562,529 92 Bank tax fund, - ... - 66,969 04 Saline fund, 61,270 05 $2,185,622 46 The unproductive and prospective are as follows : Common school fund in the State Treasury from Bank profits, exclu- sive of interest, $706,784 62 Sinking fund on mortgage Nov, 4, 1851, 421,872 28 Estimated value of school lands unsold, 250,000 00 Estimated value of 1,225,000 acres of swamp lands, ^ - - 1,000,000 00 Estimated value of county seminary buildings and funds, - - 100,000 00 $2,478,656 90 From the above expose it appears that our present productive funds are only $2,185,622 46, which, at six percent, interest, would produce $131,137 34 annually. It will be several years before any considerable portion of the prospective and un- productive funds will be available for practical uses ; therefore other provision must be made to meet the necessary expenses of giving the system an efficient and permanent impulse at its very introduction into being. The ways and means to meet this exigency must now be considered and fearlessly discussed. This point must be met frankly, boldly and honestly. Let the consciousness of the transcendant importance of the enterprise impart courage to the fearful, and in- spire every one with the unfiinching purpose to act up to his convictions of what is right, wise and necessary, irrespective of personal consequences. An honest conviction, and a corresponding action, will always command the people's confi-^ dence and respect. What the public welfare demands, the people will cheerfully furnish. With a confidence inspired by a firm conviction of the soundness of our position, we will proceed to indicate the amount needed, and the way to raise it. We will simply state here, that not less than half a million will be the least sum to be named, reserving the demonstration of the problem to another part of the address. A two mill tax on the property of the State, which is estimated at $210,973,643 would yield $421,947 28. A twenty-five cent poll tax on 123,143 polls would produce $38,285 75, being an aggregate of $460,233 03, which, added to the income of the school fund, would stand thus : A two mill tax, $421,947 28 Income of school fund, ........ 131,137 34 A twenty-five cent poll tax, .--.-.. 38,285 75 ^m total for annual expenditure, $591,370 37 If the number of youth between five and twenty years of age in 1850, bear the same relation to the whole number of inhabitants that it did in 1840, then we have 405,- 620 children, between those ages, whose education must be provided for by legis- lation. The people by repeated votes, have expressed their wish for free schools, and by the adoption of the new constitution, have reiterated their desire in the most unequivocal manner. They know that these schools cannot be sustained without funds, and have virtually pledged themselves to furnish the requisite means. Let us count the cost and ascertain what will be necessary ; for we do not wish either our children to fail of enjoying the blessings of well sustained /ree schools, nor to subject ourselves to the mortification of having begun to build, and were not able to finish. No wise man begins to build a railroad, or construct a canal, or erect a manufactory of any kind, without a previous careful survey and minute estimate of the cost. The same prudence and forecast become us as a people. Let us first ascertain what a good and efficient system of free schools wiU cost. Anything short 8 of this would be like the wisdom of the man who raised his dam just high enough to get water sufficient to move the bare machinery, with no power to manufacture either lumber, flour or cloth. Let us ascertain the requisite height of the dam, be- fore we erect the buildines or put in the machinery. What an efficient and eco- nomical system costs elsewhere, will be substantially the expense here. Let us ascertain the experience of others in similar circumstances, so that we may commence an experiment under the most favorable auspices. Maine levied a tax last year of fifty-two cents for each of her inhabitants, for the support of Free Schools, over and above the income of all her educational funds. It was not a capitation tax, but an ad valorem assessment, equivalent in amount to the aggregate of such a levy. New Hampshire, according to her Edu- cational Report for 1851, now before me, raised last year, for school purposes, .$179,065 46 ; of this sum only $19,273 25 arose from funds, leaving $159,792 21 to be raised by taxes, which would be equivalent to a little more than Jifty cents for each of her 317,999 inhabitants. Massachusetts, according to her Educationals Report for 1851, now on my table, raised last year, for common school purposes, by taxes, $864,667 85, which would be equivalent to eighty-eight cents, for each of her 992,889 inhabitants. The income of her available school funds, last year, was $27,683 92, which added to the school tax, swells the amount appropriated to primary education to $892,321 77. New York, according to her Superintendent's Report for 1851, appropriated $1,766,668 24 for school purposes ; of this sum, $1,441,927 91 came directly from the people's pockets, being almost equal io forty- seven cents for each of 3,098,242 inhabitants. The income of her school funds lor last year was $324,740 33. With this data before you, it will be obvious that nothing short of a tax of two mills on a dollar, with produce the aggregate amount for school purposes, which the experience of other States has demonstrated to be necessary. This amount would be only ahonX. forty-two cents and a-half for each of our 990,258 inhabitants. Does this seem a large sum 1 Its equivalent is cheerfully paid elsewhere for this purpose, and even more, for Michigan, as stated to me by her Superintendent in 1848, paid almost three mills on a dollar in school taxes. Let us first ascertain whether such a tax would not actually prove a diminution, rather than an increase of our burdens. Prom an utter destitution of reliable statistics on school expen- ditures, we are not able to show what is paid for school purposes in Indiana. Therefore, with but meager elements for a calculation, we will not claim for our result the authority of a demonstration, but will content ourselves with merely di- recting your attention to a few facts, with a rational deduction from them, as the only light we can shed on this point at present. The census reports 225,318 children as attending school during the year 1860. Suppose that the average tuition of each of them was $2 00 per quarter, (there is a strong presumption that it would be even higher than this sum;) suppose farther that the whole attended only one quarter, and that only one-half attended an ad- ditional quarter, the result would be, for the first quarter $450,636, for the second $225,318 — amounting in all to $675,954. The census presents us another fact, which may be used as a lense to collect a few scattered rays of light on this topic. It reports the existence of 5,899 schools. The number of scholars reported as attending schools, divided by this number of schools, gives an average of thirty-eight pupils. Whether this average does not reasonably confirm the suspicion that the census report falls short of the truth on this point, you can judge. But I introduced the number of schools for another purpose. Before proceeding to that, it may be proper to remark that the legiti- mate construction of this report would not indicate the number of schools taught in a given district, but the districts in which a school had been taught for any pe- riod during the year. It is well known that in our towns and many of the rural districts, schools are taught from six to nine months in a year. The census in- forms us that 5,899 districts have had a school taught in them. Suppose that the average aggregate of money paid in these districts, for school purposes, for the whole year to be one hundred dollars. Then we shall find that $589,900 have been expended in these districts, being 36,816 more than the aggregate of the above tax and the income of our fands. From these facts and deductions, we feel satisfied that it wiil be generally admitted that we actually pay for school pur- poses as large a sum, to say nothing more, as the proposed tax would produce. Then, the conclusion is reached, that the above assessment does not exceed but rather falls short of the amount actually paid for school purposes on the old sys- tem. There is another consideration which needs only to be nnderstood to be appre- ciated, and which demonstrates the wisdom and equity of the free school system. It is this : the new Constitution requires t\\Q property of the State to educate the youth of the commonwealth. The operation of this fundamental principle trans- fers the burdens, hitherto resting on the shoulders of parents, to the possessors of the wealth. It is important that it should not be lessened in amount by the change, since 180,302 more children will be entitled to admission to the free schools than were reported as attending on the old system. Having demonstrated the necessity for raising that amount, and shown the strong probability that it is even less than has been paid by parents, we will now prove that a two mill tax will relieve at least two-thirds of the tax payers of Indiana from heavy pecuniary burdens in the education of their children, the benefits of which education others will share equally with themselves. Does the parent mo- nopolize all the advantages resulting from the proper education of his children 3 If not, why then should he be required to bear the whole expense] Does not the poor man have his full share in the loss of the time and services of his chil- dren during the period of their education ] Does he make no sacrifice in furnish- ing them with food, clothing, and books, and foregoing the benefits of their labor in the meanwhile 1 Where is the soul so miserly and mean as to grind the faces of the poor, oppress the widow and deprive the fatherless of the richest boon eartli can furnish, by refusing the necessary means to place the orphan and the sons and daughters of indigence and toil beside the children of the most highly favored. Let him blush that such a thought should have ever gained admission to his heart, or found expression from the lips of a descendant of those who achieved the inde- pendance of our beloved land. Does any one doubt for a moment that a two mill tax would not be cheerfully paid by the great mass of our citizens] Let him know that two-thirds of them would not have to pay, on such a tax, more than from one cent to one dollar, and that the assessment of three-fourths of them would range from one dime to two dollars for the establishment of free schools throughout the length and breadth of our State, opening the portals of knowledge to thousands, who would otherwise be debarred admission to that temple at whose shrine all should bow and be blessed. There are, according to the Auditor's report of 1851, 153,143 polls in our State. A tax of twenty-five cents on each, would yield $38,285 75, which might be wisely and advantageously appropriated to the purchase of township libraries, one of the most efficient auxiliaries of free schools, the worth and plan of wnich will be set forth in another part of this address. Where is the man, either young or old, who exercises the rights and enjoys the privileges of a freemen, unwilling to contrib- ute a quarter of a dollar annually to place a valuable library within the reach of every youth of the commonwealth ] He surely cannot be found anong those whom oppression has driven irom other lands, and whose labor grades our railroads and digs our canals. I trust such a libel on patriotism cannot be found within the limits of our commonwealth. There is a very significant sentence in the Governor's recent message, which indirectly confirms the position assumed on this point in my third educational ad- dress to your predecessors in 1848. He remarks: "The increased tax on personal property returned chargeable to less than four thousand persons in the various counties of the State, is equal to the whole ordinary expenses of the State gov- ernment for the past year." This proves that the burden of a two mill tax on property, would be light on the great mass of the people, and that its principle weight would rest on a few wealthy, able to bear it. We remarked in that ad- dress : " It can be proved that at least two-thirds of the tax payers of the State, would 2 10 not be required to pay, on the plan suggested, more than one dollar and a quarter lur educational purposes, and that thousands of these would not be taxed more than they would pay i'or a single admission to a circus or a menagerie. Those paying merely a poll tax, would be assessed twenty-live cents. Those owning two hun- dred and lilty dollars' worth ot propriety, above the amounts exempt from taxation by law would be taxed fifty cents ; and those worth five hundred dollars, would pay one dollar property tax and twenty-five cents poll tax. " That such would not be burdensome, will be evident from the fact that inves- tigations have been made proving that in the poorer counties more than three- fourths of the lax payers are not assessed for more than five hundred dollars, and consequently would have to pay only from tweniy-five cents to one dollar and a quarter to secure the instruction of all their children, from six to eight months an- nually. In proof of the above positions, I will state the result of investigations made in onc-ltiilh part of the counties in the State. The aggregate of property in them is largely above the general average by counties, as will be seen in the schedule to be appended. In these nine counties there are 27,381 tax payers res- ident and non resident. Of these 17,939 pay on properly from five hundred dollars down to a simple poll, which is but a small fraction less ihan two-thirds of the whole number. Of these 27,381, 12,57.5 pay on $1000 and less which is more than seveii-ninths of the whole. In the three poorest of these, there are 7,143 tax payers resident and non-resident. Of these, 5,.5l7 pay on properly from five hun- dred dollars to a simple poll, which is almost four-Jifths of the whole number. Of these 7,143,6,518 pay on $1000 and less, which is more than nine-tenths^ of the whole. " It ia a fair inference from the above facts, that more than two-thirds of your constituents would not be required to pay more than from twenty-five cents to one dollar and a quarter for the noble enterprise of securing to every child in Indiana the blessing of a free school. Would it be a burdensome and oppresive tax ? There are good and substantial reasons for believing that the proportion of resi- dent tax payers on $400 and less, is fully three-fourths. It is well known that large tracts of land in our State are owned hy non-residents. Probably few if any of these own less than a quarter section ; many of them reckon their lands by sections. This fact would prove that the foreign holders of property would al- most all belong to the class taxed for more than $500, and consequently the pro- portion of resident tax payers on $500 and less would be even greater. This is ev- ident in a simple statement of the case. Suppose that two-thirds of all the tax payers pay on $500 and less, and that one-tenth of those paying on a larger amount of property are non-residents, then it follows that the proportion of resident tax payers paying on $500 and less, is thereby increased, Tliis is corroborated by the statement of the clerk of one county, who says that 'about or nearly half of the taxes of the county, except poll tax, is paid by non-residents.' To be sure, some of these may be citizens in other parts of the State, but the probability is that a large portion are citizens of other States. " It is a just, equitable, and fundamental principle of taxation, that property should pay for its protection and the enhancement of its value by legislation. What can be more evident than that the establishment of an efficient system of free schools would increase the value and security of property throughout the whole Stated That the social welfare and happiness of your constituents, would be favorably afTected by the same means, suggests the justness and equity of a small poll lax. On any other principle than ad valorem taxation for the support of our schools, millions of property owned by non-residents, escape taxation for educational purposes. Why should a poor man toil for years to improve his forty or eighty acre lot, while every dollar's increased value of his land, enhances the worth of the quarter or half section adjacent, owned perhaps by a man in Ken- tucky or Ohio or New York, and yet the owner of it do nothing to assist the hardy pioneer in educating the very youth by whose toil and labor his properly is in- creased in value! " Having suggested the amount of funds and the mode of raising them, we will now proceed to the enquiry, how can these funds be appropriated in the wisest 11 and most effective manner. The proper organization of our educational system requires patient research, and an extensive acquaintance with the operation of similar systems in other States. They have had larger experience, and therefore it will be wise for us not to disregard the lessons of wisdom to be gathered from their varied experiments. The machinery of the system should be simple in char- acter, and effective in its operation. Let there be no unnecessary multiplication of officers, but a concentration of duties and responsibilities, which will do more to render it successful than almost anything else. Let these be clearly defined, and the manner o( performing so plain and simple, that there can be no reasona- ble doubt of what is expected of all. No one one can look into the New York system without seeing that their mode of raising funds hitherto, has an unneces- sary complexity, v^-hich is entirely avoided by the mode adopted in some other States. Her system, in many respects, embodies more important elements than any other one. She has the honor of having introduced the county superinten- dency, the district school library, and teachers' institutes, all of which are justly regarded as real and substantial improvements, and vital elements of the system. Massachusetts has broached the idea of abolishing school districts, and committing her schools to the sole control of the townships. Some of her townships are un- districted; and Mr. Mann says in his tenth report, revised edition, page 36, that as a general fact, the schools in the unJistricted towns are greatly superior to those in districted towns and for obvious reasons. He also says: " 1 consider the law of 1798, authorizing towns to divide themselves into districts, the most unfortu- nate law, on the subject of common schools, ever enacted in the State. " Of the wisdom of this remark, his worthy successor, Dr. Sears, observes, in his report for 1850, page 28, "The justness of the above observation is illustrated every day by the evils which are forcing themselves upon the public attention from every quarter. " Graded or Union schools is another important feature introduced into the best systems; and Normal schools bid lair to complete the climax of improve- ment, and usher in the golden age of common schools. Shall we revise our system irrespective of all these advances in educational pro- gress, or shall we incorporate them into our revised code and thus start on an equality with our older sisters? These may appear to many, serious innovations on the old order of things. So were carding machines, spinning jennies and pow- er looms on the former processes of manufacture, steam boats were death to keel boats, and locomotives are surely some advance on horse power and mud wagons. When the wisdom of all these modern improvements in our educational systems, has been demonstrated and their feasibility and advantages have been subjected to the scrutiny of experiment, why should we question their utility anymore than we should doubt the canacity of steam power to move locomotives or steamships 1 The points indicated above are no crude notions, originating in the brain of some dreaming enthusiast, but the sober deduction of reason tested by real experiment. They are no galvanised coin, whose value disappears at the touch of the balance, or chemical test and whose baseness comes out on subjection to the crucible. They have passed unharmed and undiminished through the furnace of ignorance, prejudice and bigotry, and now challenge a rank among the substantial elements of progress. Though the limits of this address forbid the idea of a thorough and critical ex- hibition of the real intrinsic value of these features of an educational system, yet it may not prove an altogether useless effort to attempt a brief description of their merits, together with a reference to a more full and satisfactory discussion of them by those authorized to speak. They have all been introduced as the progress of improvement demonstrated their necessity and experience tested their utility. Without them an educational system would be like some antiquated keel boat, wending its way up the beautiful Ohio in competition with a noble steamer. The keel boat has seen its day and fulfilled its mission, but let us not stupidly cling to the old craft, though it brought us to this fair land. So " loud " schools, ignorant teachers and Dillworth's spelling book, have had their day, but who wishes to de- lay their departure to the silent shades of oblivion'? If it can be shown in the course of remark that any or all thefee points are fundamental and essential to the 12 efficiency and success of common schools, then the duty of incorporating them into our system, as ffir as practicable, becomes clear and imperative. liav nir provided ample funds to make them free to every child in the common- wealthj let us proceed fearlessly to the work of perfecting the system by the incor- poration of all those features and appliances, which have rendered primary schools so effective and successful elsewhere. It tliese improvements are discarded and our code receive its type and character from the systems and customs in vogue twenty-five years since, abundant funds would prove a corresponding curse, our literary advancement would be impeded, our social, civil and industrial improve- ment would be retarded, and the moral and intellectual elevation of the masses so indefinitely postponed, that the friends of popular education would feel constrained to abandon all etfort, repress their sympathies and banish all hope of speedy ame- lioration of society in a community whose literary zero had declined two degrees during the last decade. We hope better things, though we thus deprecate the de- plorable results of an antiquated policy and illiberal views. TOWNSHIP SCHOOL COMMITTEES. It would be worse than in vain to provide funds and make .no provision for pro- curing competent men to superintend and carry out the views embodied in the sys- tem. As the master, so is the school, is an adage understood by every one, and it awakens in many a mind sad and unpleasant associations. How many are thereby reminded of the weeks and months spent under the tuition of vicious or incompe- tent teachers. What loss of time and attainment was experienced in consequence of those imperfect instructions and misdirected efforts ] How many have thus been beggarded in knowledge, corrupted in morals and turned into the paths of vice by sucli io-norant pretenders, who under wiser instruction and more virtuous influence would have proved a blessing to friends and society ] How many such wrecks lie strewed along the voyage of life ] Who is responsible for such disastrous results! Ignorant employers and still more ignorant employees. The sad experience of many of the risen generation is full of admonition in reference to the education of the rising race. If we have suffered by others' neglect, or incompetence, let our successors have the full benefit of our sad experience and observation in shield- ing them from similar disasters. Let our new organization provide ample security against the employment of incompetent teachers by placing the authority to hire instructors in the hands of men capable of judging of character and attainments, and able also to resist any and every temptation to sacrifice the welfare of the school on the altar of mammon- Let the sole eare and responsibitity of employ- ing the teachers, visiting the schools and providing the necessary accommodations, rest on the school committee of the township. In this way men better qualified for the duties of the office, would be chosen and the number of officers greatly re- duced. The charge of all the schools in the township would invest the office with an importance, the district trusteeship does not and never will possess. The weight of such responsibilities could not fail to stimulate to a faithful, prompt and impartial discharge of their duties. Such a committee would be free from many of the temptations of a personal character, to which district committees are exposed. Living in different parts of the township, we might reasonably suppose that the mo- tives Impelling them to fidelity, would neither be few, nor impotent. Is a school house to be erected at the expense of the township, (for why should a feeble dis- trict be required to meet the whole expense of such a building and the more wealthy be relieved from all contribution 1) both public spirit and economy would dictate that it be neat, commodious, well situated and so arranged as to accommo- date the greatest number concerned. Could not such a committee as wisely and efficiently manage the educational interests of the township, as the present munic- ipal trustees do the civil and pecuniary affairs of the corporation ] A township school committee of three would take the place of the host of district trustees, thus disencumber the system of one of the most efficient, perplexing and superfluous portions of its present machinery. This concentrated responsibility would impart a vigor and activity to the whole organization, it will never possesses in its present 13 form. This is not mere theory, icilo speculatioh, but sober and happy experience- See Mann's tenlh report, revised edition, pages 36 and 47. Happy will it be, if our youth, through your wisdom, shall have the benefit of it. tjnder the super- vision and control of such a committee, our schools would be furnished with better teachers, uniform school books, more comfortable houses and keep pace with the progress of the age. Five years of such supervision would effect a revolution be- yond the most sanguine expectations. DISTRICT SUPERINTENDENTS. To impart vigor to the township committeeship and maintain an unflagging ac- tivity in this primary department, it is obvious there should be a higher grade of puperinlendence, demanding a larger portion of time, superior qualifications, more extensive cultivation and experience and charged with more responsible duties. In adjusting this part of the system I would suggest the wisdom of adopting the Judicial District division, for the present as the most natural and convenient fields for the District Superintendent's labors. There is no one of the improvements in- troduced into our educational systems within the last ten years, that bids fairtr to accomplish more for our common schools, than this department. It is not neces- sarily by counties, but it should include no more territory and population than one man could properly superintend with promptness and efficiency. ■ The principle in- volved is deemed sound and correct in other matters. Wh-at industriul, monetary, or cnminercial enterprise has ever flourished without such supervision ! What im- ■parts energy, gives vitality and ensures success in all such corporate eflbrts ] It iss the ever present and watchful care of an intelligent head and his necessary coad- jutors. So our school system must contain provision for a supervision on tne one hand, more minute, extensive and efiective than any general superintendent, how- ever energetic, zealous and. wise he might be, would possibly exercise, and on the other more intelligent and in livelier .sympathy with- the teachers than C(«uld be reasonably expected of the less experienced township committees. It would not be derogatory to their character for competency for their appropriate sphere, to say that they could not do what must be done to give symmetry and efficiency to the system. The necessity of such supervision experience has placed beyond the shadow of a doubt. It is no longer debatable, but demonstrated. Several of the t5iates have adupled it, arriving at the conviction of its necessity by a different and independent processes of experience. New Hampshire by a four years' experi- ment of a General Superintendent, came to the conclusion that county super- intendency was an advance on general supervision, and therefore abolished the office of general superintendent and appointed county superintendents and consti- tuted them a Board of Education, whose first report furnishes conclusive evidence of more efficient action than the former organization ever accomplished. Ohio tried a>>iuiilar four years' experiment and on the resignation of her faithful and exhausted superintendent neglected to fill his place. After several years' light and experience and repeated recommendation of her Secretary, acting as superintend- ent, she authorized her counties to elect county superintendents, if they chose. Maine and Vermont have county superintendents. New York gave an impulse to her schools by the appointment o; county superintendents in 1841, which is both seen and felt to this d;iy, though in a fit of penny-wise and pound foolish economy, she abolished the office in 1847, to the deep regret of all intelligent friends of ed- ucation and against the protest of her general superintendent, virtually repeated since, in the form of an earnest recommendation to re-incorporate this essential feature of a v/ise system. Massachusetts authorized her Board of Education to ap- point Educational Agents to visit towns in difl^erent parts of the State. Six were employed for a limited period and then two of them re-appointed for an additional term. The character of their labors, the manner of their reception by the town- ship committees, and the light in which tlieir service? were regarded by the people, teachers and the board, are glowingly set forth by Dr. Sears in his last report pages 47 — 53. This experiment v.'ill doubtless add the Bay State to the catalogue of States with county superintendents. Let a good man, tcuc to liis trust, intelligent, kind and cordially devoted to the 14 cause of education be chosen in each judicial district, charged with the following duties, and it will not require a prophet's ken to predict a radical change and a won- derful improvement in five years in our common schools from the lowest depth of the "Pocket" to our extreme north eastern boundary and the lake shore. Let these county superintendents go forth in lively sympathy with both teachers and taught, to the discharge of the iollowing duties : First. To examine and license teach- ers, visit every school, ascertain the mode of instruction, the text books used, the progress of the pupils and the character of the school. Secondly. To receive the township school trustees' reports, collect educational statistics in his district and embody the result of his labors, observation and experience during the year to the general superintendent. Thirdly. To select and recommend school books, coun- sel teachers, encourage pupils and address parents upon their duties to the school and urge them to a faithful performance of them. Fourthly. To conduct Teach- er's Institutes, determining the time and place of their assembly, and employing such assistance as may be advisable, awaken an interest in these associations by calling the attention of teachers and others to them and encourage suitable per- sons for teachers to seek preparation for that high and important vocation. From this enumeration of their duties, it will be obvious that their qualifications must be such as will recommend them to the respect and confidence of the friends of edu- cation in their respective districts and fit them to be wise, intelligent and efficient counsellors of the township school committees. STATE SUPERINTENDENT. With such a corps of assistants as we have indicated above, the General Super- intendent might hope to accomplish something, feeling that the system was de- serving an energetic supervision, and that a body furnished with appropriate limbs for locomotion and the supply of its wants, might be worthy of a devoted and efficient head ; for without such coadjutors he must feel that little could be expected of even a wise head on a limbless trunk. The Constitution has created that office and it must be filled. But no one competent to fill it with honor to himself or credit to the State, would accept the off'er of it without an assurance of efficient, zealous and competent coadjutors. Without such assistants he would labor comparatively in vain, and spend his strength for nought, though he pos- sessed the wisdom of a Solomon and the strength of a Hercules. To require that officer, by his own unaided energies, to revolutionize the State, to awaken an inte- rest where none is felt, kindle zeal where none exists, to rouse the lethargy and dissipate the prejudices of ignorance, to give life and energy to a system destitute of the organs of vitality, would be more preposterous, idle and absurd than the Egyptian demand of brick without straw. To meet the reasonable expectations that will be entertained of the results of his labors, will require the undivided time, energy and attainments of a man of the highest order of mental and moral cul- ture, even with all the aid we propose to give him. Let us not prove worse than Egyptian taskmasters, but let us give him substantial evidence of our sympathy with him in his thankless toil and unappreciated labor, by placing around him a body of subordinates of kindred zeal and energy. Then we may justly look for important results. If there be a heart, there must be arteries and veins to carry the vital fluid to the utmost extremities, and make its pulsations seen and felt at all prominent parts of the surface. If the general superintendency is not wisely and efficiently sustained by suita- ble subordinate supervision, it will fall into contempt by its imbecility, jeopardy the whole system, and its birth will prove but the prelude of its death. Without such co-operat'on, his official life would be little else than a protracted mental crucifixion. The drafts that will be made on his time and physical and intellect- ual energies, in adjusting the details of the system introducing harmony and effi- ciency into all its operations, and bringing it all within the scope of his vision, will be such as to demand a longer time than the Constitution has assigned to his official life ; and it is to be feared that the brevity of the term of office will be aa obstacle in the way of our obtaining a competent man. Should he be selected with no reference to political faith, and party considerations be waived in the 15 choice of that functionary, he might regard that courtesy paid the office as an implied pledge that his official life shall be prolonged sufficiently to justify the relinquishment of any present employment, and the sacrifice of personal ease and comlort for the sake of doing good. Any other course would seem almost as incongruous and as repugnant to the feelings of a man of generous sympathies, as the selection of a parish minister or the appointment of a presiding elder on the ground of his political fealty. I trust that the result will show that the ties which unite and the zeal that fires the hearts of the true friends of universal education, far transcend, in strength and ardor, all minor considerations of political or denomi- national character. From the operation of a system possessing the elements above indicated, we may reasonably hope ultimately to realize our tondest expectations. It is obvious to every one that such an organization would present points of union around which the friends of education might cluster, on which they might concentrate their eiforts and influence with the confident hope of convincing the most sceptical of the wisdom of the plan and the success of the enterprise. The want of such a rally- ing point, is one of the most painful and discouraging facts that meets the friends of the cause when they contemplate the work to be done, and the scattered condi- tion of their associates. Give them such a stand-point, furnish such facilities for enlishment of volunteers for a vigorous campaign against the strong holds of igno- rance, and they will readily pledge themselves to produce in five years a revolu- tion in public sentiment on education that shall place our beloved State, at the next census, far in advance of her present position. Should the opposers of the measure say, that in many townships suitable persons could not be found to compose the school committee, it might be replied, with great pertinence and emphasis, if three men of suitable qualifications could not be found in agiven township, what must be the character for competence of the ten times that number of district trustees in the same township, under the for- mer arrangement, charged with some of the same responsibilities! Such an ob- jection resolves itselves itself into a potent argument in favor of the proposed organization. What would be better calculated to assist such township trustees in the dis- charge of their duties, fire their zeal, expand their views, enlarge their attainments, and increase their competency for their high responsibilities, than the supervision of an intelligent, ardent and judicious advocate of common schools in the person of the District Superintendent! Would not his visits, labors, counsels, lectures and intercourse with the committees, do much to meet and supply any deficiencies] Would not the District Superintendents also in turn derive important advantages from the counsels, decisions and documents emanating from an intelligent head of the department! The proposed organization challenges examination, and in- vites investigation from a consciousness of its ability to meet intelligent and rational scrutiny, and demonstrate its superiority over the existing system. Its friends do not claim for it absolute perfection ; yet they will urge its claims for adoption and trial, till a wiser plan can be devised, pledging their hearty co-opera- tion whenever a better one can be substituted. We are fully aware of the difficulties to be encountered by any system, how- ever wise and efficient, on its introduction ; and the necessity of prudence and caution on the part of its friends, not unnecessarily to arouse the prejudices of the ignorant, and provoke the opposition of enemies. So with reference to the plan thus partially sketched; we know that it will not be viewed by all with the same degree of favor, but we hope by a candid presentation of its merits to win a fair trial of its capacity for good, even from the most bigoted and prejudiced, for simple justice would require them to try this till another, sustained by sounder reasons, and a more imposing array of facts, can be substituted in its stead. The most formidable obstacle to be encountered in the outset, will be the paucity of suitable teachers. We may have the gold of California in our treasury and the most intelligent corps of superintendents, both principal and subordinate, that the country could furnish, yet the system be powerless. As the magnificent steamer, with all the beauty, symmetry and finish of a perfect model, with all the power of 10 a gigantic engine and the most abundant supply of fuel, would lie motionless at the dock, for want of the necessary hands to navigate her. She has accomplished officers and herculean powers, but witli none to tax those powers, and execute those orders, her imbecility becomes the more iuipressive and obvious. So our educational system will encounter more real difficulty from this source, than from any other one. Apprised of this, we should direct our inquiries to the question of the best and most efficient mode of supply. It is very evident that while measures should be devised for a speedy and ultimate provision of such, yet we cannot wait till that is effected, but we must provide means to improve the qualifications of those already engaged in the employment. Many of these having never enjoved the necessary opportunities for suitable training, might be essentially improved in their zeal and attainments by the lectures and drilling of a teacher's institute. This feature of the educational enterprise is of recent origin. It is an expedient of a very promising character, not to remove but to alleviate the difficulty alluded to in the reniarks already made. It is nothing else than an assembly of common school teachers convened for the purpose of a brief review of the branches usually taught in our common schools, under the direction of competent instructors. The principles of these studies are discussed and presented in the clearest and most simple manner by one master of the subject. The best mode of teaching is de- veloped and explained ; the happiest method of illustrating the various topics com- prised in the circle of the teacher's labors and the most useful way of governing a school are pointed out. The instruction given, the suggestions made, the ac- quaintance formed, the interest awakened, and the valuable knowledge actually imparted at these convocations, have produced the happiest results in other States. They have led teachers to take a more exalted view of the dignity and importance of their own caliing, inspired new zeal, prompted renewed efl'orts, rendered them more successful instructors, intelligent associates and useful members of society. The flagging zeal, depressed spirits and languid efibrts of many a secluded teacher, have been wonderfully quickened at these convocations, by the lectures of able instructors, mutual interchange of views and experience ; the formation of new and the renewal of old acquaintances ; and the thorough, protracted drills that characterize these associations. The length of the sessions varies from one to two weeks, seldom exceeding the latter or falling short of the former period. Their value may be inferred from the fact, that they have extorted an acknowledg- ment of their importance as an educational agency from some of the most sceptical, and vindicated that claim byseveral year's successful experiment. They were first held in Ithica, New York, in 1843, and may justly be regarded as one of the direct results of the introduction of the county superintendency into their educational system. Since that time they have been held in Maine, New Hampshire, Massa- chusetts, New York, Rhode Island, Connecticut, Ohio, Michigan, and within the last year in the northern part of our own State with the happiest results. In Maine during the first three years of their introduction, 4,467 individuals attended the sessions. In Massachusetts, during the last year, according to Dr. Sears' last report, 1750 persons participated in the twelve Institutes held under the direction of the Secretary of the Board of Education, who remarks that these teachers sub- sequently had charge of not less than 50,000 pupils. NORMAL SCHOOLS. Teachers' Institutes are indeed valuable auxiliaries in the educational enterprise, but they can never, from their ver}"^ nature, be properly regarded in any other light than subsidiary, while our primary and most reliable dependence must be sought and found in normal schools. As the teacher's vocation rises in the public estima- tion to the rank and dignity of a profession, the inquiry is naturally awakened, should there not be institutions for the sole and exclusive purpose of furnishing the appropriate instruction! The necessity and propriety of such provision are so obvious that it must be admitted as a fundamental principle in every educational system. The wisdom and economy of this system admit of no question. It is in 17 vain to expect to elevate our schools without a previous corresponding elevation of tiiose who teach. The teacher must entertain proper views of the connection of his profession with the best interests of the commoiiweaitii, the relation it sustains to the cultivation of the rising- generation, and the improvement of the masses, to inspire him with that strong, impulsive and generous enthusiasm wiiich will sustain him under the pecuHar trials and discouragements incidental to his calling. If any man requires a well-balanced mind, a cultivated intellect, sound judgment, a quick perception, clear discriipination, lively sympathies and perfect self-control to a proper discharge o( his duties, it is the individual under whose guidance the mental pow- ers and moral sensibilities of our children are to be developed, cultivated and pre- pared for the trials and responsibilities of life. The task is too delicate, the in- terests at stake too important, and the material too precious to be committed to one destitute of those intellectual attainments and refined sensibilities, the sole and appropriate fruits of mental and moral training. Would we commit a costly block of marble to an unskilful sculptor! Would we place at the head of a rail- road enterprise an ignorant and slothful superintendent] Would we entrust the keys of a bank or the nation's treasury to an inexperienced accountant] Would we place in the hands of inexperienced workmen, valuable materials of any kind to be wrought into articles of ornament or utility? The common sense of every one would furnish a most emphatic negative. Are the minds and hearts of the rising generation materials less valuable in their character, less permanent in their nature, and less important in their relations, than that sliapeless mass of stone, or train of cars, or package of bank bills, or those substances of a still grosser nature! These considerations are sufficient to bring every candid man to the fixed and settled conviction of the wisdom and necessity of normal schools. Their sole and exclusive object is to educate teachers of common schools in all their grades, to train them to teach, govern and inspire the youthful minds under their charge with a generous enthusiasm in the acquisition of knowledge. The course of studies pursued and the time employed in mastering it, are such as to afTord every neces- sary guarantee that they will realize all reasonable expectations. They can of course train only such as resort to them. Would we induce individuals of the finest minds and noblest aspirations to enter the profession of teaching, we must place the employment on an equality with law or medicine in point of dignity and emolument. How can this be done more eflectually than to establish such insti- tutions and induce our youth to avail themselves of their privileges, by assuring them of a rank and compensation second to no other] Such a policy carried out in good faith, and with appropriate energy and instrumentalities, cannot fail to realize our fondest hopes, and prove one of the richest blessings ever conferred by legislation. There are seven of these institutions in successful operation in the United States, and the result of even a brief experience, is a deep and settled conviction in those States where they have been located, of their necessity as an indispensable ele- ment of a wise and efficient system. Their history would furnish you with many valuable suggestions in this department of your inquiries. Their origin, progress, and present condition are ably set torth in an octavo vol. of 659 pages, recently published by Henry Barnard, JEsq., Superintendent of public instruction in Con- necticut. Two of the seven, one in Massachusetts and the one in Pennsylvania, are designed exclusively for the education of female teachers ; the other five in Massachusetts, New York, Connecticut and Michigan, are open to both male and female pupils. The conviction of their importance as an educational agent, awakens the inquiry, how can we secure the establishment of these institutions in the speediest, most efficient and economical manner! It is to be hoped that the day is not far distant, when the funds of the State University will be taxed to establish a department at the seat of government;, where our legislators may have the opportunity to witness the happy results of th*" successful operation of such an institution. Let her follow the example of on'" her junior sisters, and assist in demonstrating even to the most prejudice^' colleges are indeed the true and most efficient friends of popular educati' 18 there be three or four such normal departments in the colleges of Indiana, and ou/ common schools would receive an impulse of a permanent and happy character. It is a plain and obvious part of their legitimate mission, and the sooner their j^'uardians place them in the line of duty, the better for the interests of all con- cerned. It is unnecessary to enlarge on this point, further than to observe that an incidental result of the adoption of this course, one of wide and happy influence, would be that it would be calculated to bring our colleges into a more intimate relation with common schools, and awaken in the minds of many of their students and professors a livelier sympathy with these elementary departments of the American system by association v/ith those preparing to enter this interesting field of intellectual labor. It will always occur in our own State, as well as else-> where, that many young men preparing for other professions, will temporarily en- gage as teachers. Such would be materially benefited by attending the lectures and instruction in the normal department, and the public would experience the ad- vantages of such incidental knowledge. The public mind may not be sufficiently aroused on this point, nor be fully prepared to appreciate the true value of such institutions. But we may reasonably hope that the efficient action of other parts of the system, would soon awaken public attention to them, and lead many to seek connection with them, and by their seperior qualification as teachers, demon- strate the superiority of normal schools over all others in the preparation of pro- fessional educators. GEADF.D SCHOOLS. It is a maxim of fundamental and admitted importance in all scientific and industrial pursuits, that division of labor is true economy. Its wisdom is evinced in the perfection attained in the various arts, and its economy is strikingly illus- trated in all departments of manufacture, from the simplest to the most complica- ted and costly. Graded schools are nothing more than an application of this prin- ciple to the business of teaching to a greater extent and a wider ramification than had previously obtained. Their success illustrates the practicability of its appli- cation to this department of intellectual toil and eflx)rt. It bids fair to accom- plish as great a revolution in primary education, as it ever did in any mechanical or manufacturing process. In contemplating the results already reached, it seems rather a matter of surprise, that a system of Union schools had not been earlier introduced, since it proves to be a system capable, with slight modifications, of a wide and extended application. Union, or graded schools, for the terms are synonymous, are simply the schools of a given township, village or city, classified and arranged according to the attain- ments of the pupils. The scholars commencing the first rudiments of learning, compose one class, called primary. Those engaged in studies of a more advanced character, constitute another class, termed secondary. The third consists of those whose progress enables them to engage in the study of the highest branches taught in common schools designated Grammar schools. In large villages and cities, there is a fourth grade or class, known as high schools, corresponding in essential elements of character with the best class of academies and female seminaries. This organization is under the control and supervision of the township educational board. Having made this classification of pupils, the board then divides these classes into divisions of suitable size, and commits each to the charge of a com- petent instructor. The subdivisions will depend on circumstances lor their char- acter. When the school rooms are in different parts nf the town, or city, the classes will consist of boys and girls; when in some central building, the boys will be placed under the care of one teacher, and the girls confided to the charge of another. The basis of subdivision will depend on the views entertained by the board, of the wisdom or folly of the separation of the sexes in the process of edu- cation. A similar classification of the second and third grades of pupils will be made, and their instruction committed to teachers of established character. By this organization it will be seen at a glance, that those of similar attainments are associated together, and the instructor will have the advantage of concentrating bis energies and skill on minds of like developement, and engaged in similar 19 feludles. In this way the classes will consist of a larger number of pupils, while the number of classes will be much smaller than under any other arrangement. The teacher's time and energies can be much more economically and efficiently em- ployed on this plan than on any other. His instructions will be more thorough, and he will be impelled to tidelity by an array of motives of no ordinary power. Pupils, under this system, will make much more rapid progress, be stimulated to diligense by much stronger motives: for their admission to a department of a higher grade, will depend entirely on their conduct and attainment, and not on any factitious cause whatever. it is obvious to every one, that many of the obstacles to the improvement of scholars in common schools, would, on this system, cease to exist. Pupils of (■very grade would have all the attention of the teach'^ that would be necessary. All occasion for complaint that the younger scholars were neglected, by the in- structor giving an undue portion of time to more advanced pupils, would be en- tirely avoided; nor would there be any cause for the older scholars to say they were curtailed in time for recitation by the teacher's time being engrossed by the juvenile members of the school. These sources, so annoying to the teachers, and so often the ground ot comphtint and dissatisfaction on the part of pupils and pa- rents, would be numbered among the things that were and are not. By such an organization of schools, all can see that not only many existing evils would be avoided, but that advantages of a very obvious and important character would be secured. A much better and a more extended education would be obtained by our sons and daughters in the period usually allotted to such purpose. Much more would be accomplished in a given time by both teacher and taught; be bet- ter done and with far more satisfaction to all concerned. Relieved of the drudgery incident to the old order of things, the business of teaching would assume a very different aspect. Tiiere would be higher grades for the teacher to aspire to, as well as the pupil. Motives impelling to diligence, activity, and fidelit}', would be constantly accumulating. Each successive grade reached by the teacher would be accompanied by increased compensation, higher consideration, a wider professional renown, and a fairer prospect of attaining a position of commanding influence and corresponding income. Another important result would be accomplished by this arrangement, unat- tainable, in a great measure, under the old regime — complete and perfect discip- line. The government ot pupils, under this system, will be easier and far more effective. Obedience, prompt and complete, can be secured to a far greater ex- tent, for the offender knows that transgression will be visited with speedy retri- bution, and dismission from school will involve difficulties in the way of restora- tion to the forfeited station of no ordinary character. The teacher is sustained in the proper exercise of authority by the school board. Indeed, he becomes the executor of their laws, for he has rules for the regulation of his study, as well as the pupil. He is relieved from the temptation that besets the path of the instruct- or of private schools, to conceal the child's misconduct from the knowledge of the parent — to wink at disorder, and tolerate evils, which, promptly redressed by the teacher of a private school, would vacate one half of his benches in a week. The establishment of efficient union schools in our county towns and villages would soon correct some of the evils that characterize the lads of such places. Such schools would become both preventive and reformatory, by supplying the defi- ciencies in parental training and discipline. Many a boy might be saved from destruction, by the instruction, guardianship, and restraint of such a svstem of schools. Another important result would follow their establishment and efficient action — the absorption and annihilation of private and sectarian schools. This is lan evil much to be deplored and demanding speedy remedy. The private school must flourish, if it does prosper, at the expense of the public school. Both cannot succeed side by side. None can enjoy the privileges of the former without great expense in comparison with the cost of the latter. The patronage bestowed on the former subtracts so much from the prosperity of the latter. If the rich sus- tain the private school, the less favored will despise the common echool. Secta- 20 rian zeal in this department of education is entirely misplaced. It may have its iippropriute sphere, but it is downright intrusion wlien ii crosses the threshold of the public school. I have my own religious views and ecclesiastical preferences, but I should resjard it as a sad dereliction of Christian duty to withdraw my influ- ence and countenance from those public institutions, which, properly C(jnducted,. would prove blessin Counties. °n^ o =» -C o °;;' -^ s atio tor' No Who of ta > o Valu Audi port, 1847 Clay, 1844 1399 294 116 $763,831 Owen, - - - 2599 1938 391 199 1,142,573 Viffo, 3208 2007 539 486 2,871,915 Parke, 3410 2230 545 415 2,113,610 .Tenninjj.?, - - - - 2700 2080 316 142 918,389 Washin;rton, .... 3764 2322 648 522 2,534,000 Hendricks, .... 3332 2082 657 431 1,863,479 Putnam, 3697 2243 687 564 2,425,120 Johnson, 2813 1538 559 488 2,095,632 27381 17939 4636 3363 16,728,549 Of these 27,381 tax-payers, 17,939 pay on $500 down to a simple poll, being but a small portion less than two-thirds of the whole, and more than seven-ninths pay on .$1000 and less. The following schedule illustrates the disparity between the property and the number of tax payers in rich counties and the property and the number of tax- payers in poor counties. The injustice of any other mode of assessment of taxes than a State tax, and the distribution of its proceeds on the basis of the number of children between lawful school ages, becomes manifest upon a moment's in- spection of this table. .S2 §1 tu 5 <^ O to Counties. S ^ ho pay and 1 ho pay and 1 O OS -= o a IS O 03 »> o P o 1^ S o o fe o Clay, 1844 1399 294 116 $763,831 Owen, - - - - , 2599 1938 391 199 1,142,573 Jennings, - - - , - 2700 7143 2180 5517 316 1001 142 457 918,389 2,824,796 Wayne, 6643 3668 420 301 $4,956,662 Marion, 5359 3004 885 1305 700 3,997,735 12002 6672 1091 1 $8,936,397 By dividing the valuation of property in each of these two classes of counties, by ttie number of the tax payers in each, we reach a result which shows the ine- quality of all local taxation for purposes of general public concern and welfare. Each tax payer in the rich counties would have the benrfit of the tax arising from $744, on an average; while each citizen of the poorer counties must content him- selt with the avails of a tax on only $395 for educational purposes. Such injus- tice, I trust, is too palpable to find an advocate in any honest man, and too gross to be palmed on any intelligent constituency. The following tabular exhibit of the census of 1840 and 1850 will not be devoid of interest to the friends of education. The population of the State in 1840 was 685,866. Of this number 268,052 were over twenty years of age. Our population in 1850 was 990,258. Of this number there would be, by a similar proportion, 387,015 over twenty years of age. This number divided by 75,017, the number reported by the last census unable to and write, would show that only one-tenth less than a. fifth part of our adult pop- ulation are unable to read their ballots or write their names! Our literary ^ro- gress during the last decade stands thus: Popnlation. Over 2(1 years Unable to read and write. Proportion 1840 - 685,866 268,052 38,100 7 1850 - 990,258 387,015 75,017 6.1 A result of very significant import ! The proportion of those over twenty years of age to the whole population, ia about 2.56 ; hence to find the number in any county over 20 years of age, divide the whole population by 2.56. This quotient, divided by the number over twenty years of age unable to read and write, will show the rank of each county above or below our literary zero, or general average. 28 TABULAR EXHIBIT OF THE CENSUS OF 1840 AND '50. [Adultf .■vt-r 1 Adults over Counties. Population in 1 20 years ot .•lUr lliKibli to reiid and Population in 1851. 2 ) ye firH of' ■•«(.'e unaliie tu read and wriiH. write. Adams, .**.-* 2,264 180 5,774 161 Allen, 5,942 160 16,921 629 Bartholomew, - - - . 10,042 649 12,832 1,125 Black lord, .... 1,226 65 2,864 156 Benton, - . - . - unorganized 1.144 96 Boone, - - - . - 8,121 31 11,629 828 Brown, ..... 2,364 122 4,846 879 Carroll, - - - - . 7,819 400 11,025 1,009 Cass, - - . . - 5,480 457 10,922 117 Clark, 14,595 676 15'836 977 Cliiy, 5,567 738 8,134 382 Clinton, - - . - - 7,508 87 11,871 1,032 Cruwlord, .... 5,282; 389 6,318 905 Daviess, 6,720 667 10,354 1,173 Dearborn, .... 19,327 78 20,165 1,317 Decatur, .... 12,171: 151 15,100 1,288 DeKuib, .... 1,968 75 8,257 605 Dubois, .... 3,632 632 6,230 452 Delaware, .... 8,843, 366 10,976 1,069 Elkhart, .... 6,660 114 12,903 1,070 Fayette, . . . ^ 9,837 494 10,140 549 Floyd, 9,454 642 14,876 1,022 Fountain, .... 11,218 874 13,260 1,457 Franklin, .... 13,349| 65 17,914 422 Fulton, 1,993 not rep'ted 6,864 487 Gibson, ..... 8,977j 1,044 10,782 1,343 Grant, ..... 4,875l 321 11,092 1,238 Greene, ..... 8,32 ll 740 12,247 1,513 Hamilton, .... 9,855 1,271 12,686 1,422 Hancock, .... 7,535 330 9,714 646 Harrison, .... 12,459 419 15,538 85 Hendricks, .... 11,264 924 14,077 1,333 Henry, ..... 15,128 495 17,668 1,218 Howard, .... unorganized 6,667 167 Huntington, .... 7,579 131 7,850 683 Jackson, - . . . . 8,961 1,412 11,030 1,498 Jasper, ..... 1,267 not rep'ted 3,424 191 Jay, ..... 3,863i 395 7,051 422 Jefferson, .... 16,614 123 23,931 1,533 Jennings, .... 8,829 not rep'ted 12,541 662 Johnson, .... 9,352 584 12,228 496 Kosciusko, - - - . 4,170 364 10,243 1,106 Knox, - - . . . 10,657 643 11,086 814 LaGrange, .... 3,664 162 8,424 134 Lake, 1,468 7 3,991 130 Laporte, .... 8,184 268 12,169 613 Lawrence, .... 11,782 1,086 12,210 1,135 Madison, - . 8,374 332 12,497 1,136 Marshall, .... 1,651 62 6,348 416 Prfarion, .... 16,080 194 24,289 999 Martin, - - - . . 3,875 620 6,956 1,131 Miami, 9,348 251 11,349 1,131 20 EXHIBIT OF THE CENSUS OF 1840 AND 1850-Continued. Counties. Monroe, - Montgomery, - Morgan, - Noble, - Ohio, Orange, - Owen, Parke, - Perry, Pike, Porter, Posey, Pulaski, - Putnam, - Randolph, Ripley, - Rush, Scott, Shelby, - Spencer, St. Joseph, Starke, - Steuben, Sullivan, Switzerland, - Tippecanoe, Tipton, - Union, Vanderburgh, - Vermillion, Vigo, . . Wabash, Warrick, Warren, Washington, - Wayne, - Wells, - White, - Whitley, 1 Adiilis ovir \dulis i>\f-r 1 Population in 1840 20 years oi age unfil)i< to read aiic Population in 1850. 2;)yrars nf ane un;.b.»i to read and writo write 10,143 9 11,283 1,000 14,438 1,058 18,227 1,233 10,741 notrep'tec 14.654 1:362 2,702 182 7,948 371 ■unorganized 5,310 37 9,602 1,167 10,818 1,468 8,359 793 12,040 1,126 13,499 1,314 15,049 1,104 4,655 574 7,251 1,101 4,769 695 8,099 1,101 2,162 15 6,260 264 9,683 not rep'ted 12,367 1,469 561 41 2,595 173 16,843 1,021 18,612 2,134 10,684 333 14,694 453 10,392 208 14,822 2,075 16,456 1,789 16,445 1,600 4,242 470 5,889 900 12,005 878 15,446 1,985 6,305 700 8,664 1,021 6,425 383 10,904 278 149 5 658 88 2,578 51 6,107 761 8,315 643 10,163 755 9,920 18 12,953 126 13,724 1,246 19,269 547 8,017 200 6,881 97 unorganized 3,534 467 6,250 198 11,415 147 8,274 265 8,601 718 12,076 666 14,693 1,709 2,756 224 12,109 822 6,321 716 8,822 343 5,656 465 7,423 284 15,269 1,332 17,088 1,292 23,290 42 25,900 1,066 1,822 230 6,152 590 1,832 16 4,760 421 1,237 79 6,190 341 It may be a matter of some satisfaction to the friends of common schools in after years to refer to the history of our progress, and the character of our educa- tional votes. The first step taken was to submit the question, in August, 1848, to each man, at the ballot box : " Are you in favor of free schools!" The result was as follows : For Free Schools, by counties, - - - Against Free Schools, by counties. For Free Schools, by individuals. Against Free Schools, by individuals, - Aggreerate of the popular vote, - - . The affirmative vote by counties represented, The negtive vote by counties represented, 59 31 78,523 61,887 140,410 - $76,619,668 - $48,100,323 30 On this basis the owners of $76,519,668 worth of property, being more than six tenths of the entire wealth of the State, say, " we are willing to be taxed to support Free Schools. We believe it to be a good investment and are willing to take the stock." — Third Annual Address. The school law that was enacted at the session of 1848-9, was submitted to the people by counties for adoption., and the result was its acceptance by the following vote : For the School Law, by counties, --...-_ gi Against the School Law, by counties, 29 For School Law, by individuals, 79,079 Against School Law, by individuals 63,312 A large number of the 29 counties voting against the School Law, on its first submission, has since adopted it, so that there was but a small number still per- sisting in their rejection of it on the adoption of the new Constitution. LIBRARY OF CONGRESS 022 165 365 t