.P 331 R4 .996 NEW JERSEY. COMMITTEE APPOINTED AT A PUBLIC MEETING OF THE FRIENDS OF EDUCATION, Report' 1838. LIBRARY BUREAU OF EDUCATION / -. H- ■■•' £ £7. /V^vC^^^sLv^-^^'' REPORT/ rn or the • COMMITTEE APPOINTED AT A PUBLIC MEET- ING OF THE FRIENDS OF Bnwo&witQst % HELD AT THE STATE HOUSE, IN TRENTON, ON THE NIGHT OF THE ELEVENTH OF NOVEMBER, 1828; EXHIBITING A 8UCCINCT ACCOUNT OF THE STATE OF COMMON SCHOOLS IN NEW-JERSEY. DERIVED FROM THE REPORTS Central and Sub-Committees, of several Counties and Townships in the State. TRENTON, N. J. PUBLISHED BY D> FENTON* Connolly 6f Madden, Printers* 1828. — ^"-- U) 33 n ADVERTISEMENT. The Committee beg leave, very earnestly, to request all gentlemen who may receive this pamphlet, not only to read it attentively themselves, but also to circulate it as widely a8 possible in their respective neighbourhoods, that the infor- mation which it contains may be generally diffused through- out the State. t &\ / REPORT* The Committee to whom was referred that part of the Message of His Excellency, the Governor, which relates to Common Schools, beg leave to present the following Report : — The subject of Education is one upon the importance of which the Committee deem it unnecessary to dwell. In a government like ours, resting for its support entirely upon popular will, it is absolutely essential that the people should be enlightened. Their virtue and intelligence are the only foundations upon which our free institutions can safely re- pose. It is, therefore, one of .the highest obligations which can be imposed upon a free State, to provide for the Educa- lion of all its citizens. This duty, although not expressly en- joined upon the Legislature by our Constitution, as in some other states, is nevertheless one, the importance of which they have frequently recognized. So early as the year 1817, the foundation was laid of a fund for the support of Free Schools ;\his fund, by successive appropriations, was gradual- ly augmented until the year 1829, when it amounted to the- sum of two hundred and twenty-two thousand, four hundred] and forty-two dollars and seventy-eight cents. At that time an ardent desire was manifested by the people of New-Jer sey, that an effort should be made by the Legislature to ren-j der the proceeds of this fund available, by the establishmen of a system of Common Schools. Petitions and memorial were presented from all quarters of the State, and from al classes of citizens, invoking the aid of the representatives of the people, on behalf of popular instruction. The subject was referred to a joint-committee of Council and Assembly, by whom an able and interesting report was made. A mel- ancholy picture was drawn of the state of Education in JNew- Jersey. It appeared that there were nearly twelve thousand children under the age of fifteen, who were without the means of obtaining even the first rudiment of Education ; and nearly fifteen thousand persons over the age of fifteen, who were un- able to read or write ; and that consequently at least five thousand citizens were called upon to exercise the inestima- ble right of suffrage, without being capable of understanding its import, or appreciating its importance. The Committee review the various systems of Education in operation in other / states, and conclude by recommending the immediate adop- tion of measures for the establishment of Common Schools in New-Jersey. A bill was prepared in conformity with the views of the Committee. It directed an appropriation of twenty thousand dollars out of the annual income of the School Fund, to be apportioned among the several townships in the State. It made it obligatory upon the inhabitants of each township, to raise by taxation an amount at least equal to that which they received from the State. And it made provision for the exann*> nation and licensing of teachers. This bill passed the House ,. of Assembly by an almost unanimous vote, and there was ev- ery prospect of its speedily becoming a law. It was des^ tined, however, to encounter a vigorous opposition in the other branch of the Legislature, and was finally amended so as to leave it discretionary with the townships, as to the amount which they should raise in addition to the sum paid to them out of the proceeds of the School Fund. This amend- ment struck at the foundation of the whole system. It de- prived the bill of what was considered by its friends, its most essential and valuable feature. Yet this was the shape in which the bill ultimately passed. Any amount, no matter how small, which the townships might raise, would be sufficient to entitle them to share in the public bounty. A supplement to this act passed the next year, 1830, which relieved the townships from the obligation of raising even a nominal amount by taxation, and deprived the School Committees of the power to examine and license teachers. Thus was the system rendered still more inefficient. It was, however, but of short duration, for both the original act and the supple- ment were repealed, and supplied by the act of 16th Febru- ary, 1831, relative to Common Schools, which is still in force. If the act of 1829 was found to be essentially defective, and if the supplement of 1830 made it worse instead of better, the Committee cannot perceive that any thing was gained by the act of 1831. It authorized the townships, it is true, to raise an additional sum by taxation or otherwise, for the pur- pose of Education, but this was an authority which they al- ready possessed. It went further, however. It recommended it to them to do so, but so tender were the Legislature of the rights of the townships, and so averse to every thing like com- pulsory measures, that the language of the recommendation was, that they should raise such additional sum as they might deem proper, thus leaving it precisely where the act of 1829 had placed it, in the discretion of the townships. In every thing, however, which relates to the organization of Common Schools, the act of 1831 falls far short of the act of 1829.— 5 The division of townships into school districts; the election by the inhabitants of each district of trustees; the licensing and examination of teachers, are all abolished. Its sole ob- ject would seem to have been to provide for the distribution of the small pittance which each township was entitled to re- ceive from the school fund, as if this alone were sufficient for the accomplishment of every useful purpose. "Vet this is the only system of Common Schools, (if sys- tem it can be called,) which has existed in New-Jersey for the last four years. It could hardly have resulted otherwise than in a total failure to produce any of the beneficial ends for which it was designed. About one hundred thousand dollars have been expended — a sum nearly equal to one half of the School Fund ; and the Committee have looked in vain for evidence of any good that it has done. The expenditure has not only been useless, but it has been absolutely perni- cious. It has retarded, instead of advancing, the cause of education. The School Fund was once an object dear to the hearts of the people of New-Jersey. They watched its growth with anxious solicitude, and looked forward with confidence to the day when it should be the means of bring- ing home the blessings of education to every individual. But seeing that these hopes have been worse than disappointed, they are beginning to feel comparatively little interest in it. The whole subject of Common School education has fallen into neglect. Few, or no returns, are made by the School Committees. In most of the Townships in the State, there is literally nothing raised for the purposes of education. In those in which a small sum is now annually appropriated to this object, there is a growing indisposition towards it in the minds of the people. So that matters are every day grow- ing worse — while ignorance is increasing with fearful rapi- dity, bearing in its train pauperism and crime. It is per- fectly well known, that the subject of education is becoming more and more unpopular at our Township Meetings ; and that those who ought to guide public opinion in this matter, are constrained to yield to it. The money received from the State, is too small to create much anxiety as to the manner in which it is expended. Were it ever so judiciously appli- ed, it could not be productive of much benefit. But the fact is, it is often grossly misapplied. The manner in which it is disposed of, varies in almost every Township. In some, it goes towards the education of the poor. In others, it is dis- tributed among the several Schools in proportion to the num- ber of pupils taught. Sometimes it is given to the Teachers to make up for the deficiencies of those who are well able to pay, but who neglect to do so. While, in some cases, it is not applied at all to the object of education, but remains idle in the hands of the Collectors, or is borrowed for general Township purposes. The Committee, therefore, have no hesitation in recom- mending to the Legislature the repeal of the act of 1831. It would, unquestionably, be much better to let the School Fund accumulate, than to distribute its annual proceeds in such a way as to defeat entirely the great object for which it was designed. But the Committee are of opinion, that the time has arrived when the State of New-Jersey is Called upon to adopt a much more liberal and enlightened system of educa- tion than has hitherto prevailed. If she means to keep pace with the spirit of the age — if she means to emulate the ex- ample of her sister states, she must enter earnestly upon the work of popular instruction. Her people are growing up in ignorance. They are not only far behind those of many of the neighbouring states, but it is a humiliating fact, that, in point of education, they suffer by a comparison with the in- habitants of countries in Europe — of their superiority to whom, in every other respect, they may well be proud. There are some pursuits in which the path to distinction is not open to New-Jersey. Her territory is small, and her physical resources are limited. As a Commercial State, she cannot hope for much eminence — overshadowed, as she is, by the great commercial metropolis of the nation. In Agri- culture, she must yield to the superior extent and fertility of the West. But, in the pursuit of knowledge, a glorious ca- reer is spread before her. Here she may achieve a triumph more glorious and enduring than any other — a triumph over ignorance. Upon this career, what is to prevent her from entering? The people, surely, are not unwilling to be edu- cated. They may not have the ability, or the disposition, to educate themselves ; but let the means of a good education be provided for them, and they will gladly embrace them. At present, where good Schools are so few, parents must send their children from home that they may be well edu- cated. Let there be a good School in every neighbourhood, and there are few who would not avail themselves of it. It is not a large School Fund that is so much wanted in New- Jersey. In those states in which the people are, perhaps, the best educated, they have no SehoolFund; whereas, in Connecticut, where the Fund is so large as to render a resort to taxation unnecessary, education is in a comparatively lan- guishing condition. To depend entirely upon public bounty, paralizes exertion. We are not apt to value highly that which costs us nothing. A good system of education, is what we stand in need of. Give the people of New-Jersey that and they will be willing to support it. They expended their blood and treasure freely, to purchase their freedom ; they will surely give something to preserve it. They raise money by taxation, for all the other great interests of the State; they will not refuse to tax themselves, when that greatest of all interests, Education, demands it. Let not the represen- tatives of the people be behind the people themselves in this matter. What that system of education should be, which is called for by the wants of the people of New-Jersey, the Commit- tee are not prepared to report. It is a subject, which re- quires great care and deliberation, and in reference to which, crude and imperfect views are to be deprecated. They have not, therefore, ventured upon a task, to which they feel that it is impossible for them to do justice. The cause of educa- tion has already suffered in New-Jersey, by precipitate leg- islation. Nor is immediate action, perhaps desirable. The subject of public instruction, is one which is now arresting the attention both of Europe and America. The best minds are engaged in its investigation ; the most enlightened go- vernments are devising means for its promotion ; and every day's experience, is suggesting something new and valuable. Delay, therefore, while it will afford time for mature reflec- tion, will enable us to avail ourselves, more extensively, of the wisdom and research of others. In addition to this, the Committee would respectfully sug- gest, that before any thing is attempted by the Legislature, an inquiry ought to be made into the actual condition of Common Schools throughout the State. The full extent of the evil ought to be known, before a remedy is provided. An effort of this kind was made" in 1828, but it was made by in- dividuals, and not by public authority, and was only partial- ly successful. Sufficient, however, was discovered to show that ignorance prevailed, to a most lamentable extent. Let the effort then be renewed, under the auspices of the Legisla- ture. Let a Commissioner be appointed, whose duty it shall be, to examine into the state of education, and the condition of Common Schools throughout New-Jersey, and to report to a subsequent Legislature, the result of his examination. Let him, at the same time, be charged with the preparation of a plan of public instruction, to be submitted to the Legislature for its approval and adoption. Such an officer, the Commit- tee believe will always be found essential to the success of any system that may hereafter be adopted. In other States where provision is made by law, for public instruction, it has been deemed indispensable to have a Commissioner or Super- intendent of Common Schools, whose duty it is, to preside over the interests of education, and to make annual reports to the Legislature. Should it be considered advisable, then, to repeal the ex* isting law, and to suffer the School Fund to accumulate for the present, with a view to the adoption of a new and a more enlightened system; the Committee would recommend the immediate appointment of a Commissioner, with a competent salary, to be paid out of the income of the School Fund. In conformity with these views, the Committee beg lenve to re- port a bill, entitled "An Act to repeal An Act entitled 'An Act relative to Common Schools,' passed the 16th day of February 1831, and for other purposes." By order of the Committee. RICHARD S. FIELD, Chairman. AN ACT to repeal an act, entitled " An act relative to Com- mon Schools," passed the sixteenth day of February, eigh- teen hundred and thirty-one, and for other purposes. Sec. 1. BE IT ENACTED by the Council and General Assembly of this State, and it is hereby enacted by the autho- rity of the same, That the act entitled " An act relative to Common Schools," passed the sixteenth day of February, eighteen hundred and thirty-one, be, and the same is hereby repealed. Sec. 2. And be it enacted, That there be appointed a Commissioner of Schools in the State of New-Jersey, who shall, as soon as may be after his appointment, proceed to examine into the state of Education, and the condition of Common Schools throughout the State, and to report to the next Legislature, the result of his examination, together with a system or plan of Common School Instruction, for their ap- proval and adoption. Sec. 3. And be it enacted, That it shall always be the duty of the said Commissioner, amongst other things, to pre- pare and submit an annual report to the Legislature, contain- ing a statement of the condition of the Common Schools of the State; estimates and accounts of expenditures of all mo- neys appropriated bylaw to the purposes of Education ; plans for the improvement and management of the School Fund, and for the better organization of Common Schools ; and all such matters pertaining to his office, and relating to Educa- tion, as he may deem it expedient to communicate. Sec. 4. And be it enacted, That the said Commissioner shall be appointed by the Governor, or person administering the Government of the State, and shall receive a compensation for his services, during the continuance of his office, at the rate of dollars by the year, to be paid to him out of the income of the School Fund : Provided, that the said Commissioner may, at any time, be removed by a concurrent resolution of the Council and Assembly. #c. The undersigned, a committee appointed to receive the reports, from the several counties in the state of New-Jersey, of the number and condition of common schools, and to ascertain, as far as practicable, the number of children who are wholly destitute of instruction, have attended to this duty, and subjoin the result of their investigations : — The committee have been gratified with the general in- terest that seems to have pervaded the minds of all classes of our fellow-citizens. In almost every county inquiries have been promptly instituted, for the purpose of present- ing that detailed information on this subject, which is necessary, in order toexhibit the extent of the evil, and the more efficiently to provide and apply suitable relief. In the cheerfulness with which our most respectable citizens have assumed the duties of sub-committees, to search out the wants of their respective townships, the committee rejoice to recognize a pledge on the part of the public, to sustain the Legislature, in a judicious and well digested system of common school education. It would not perhaps be suitable in a document of this character, to enter particularly into the consideration of all the probable benefits that may flow from the proposed im- provement. Yet the committee must be permitted to remark, that one prominent advantage, which we may safely hope for, will be the new and elevating impulse that will be given to the education of the great mass of our children, by the very adoption of a system for the purpose, on the part of our public legislative guardians. This fact will, in its immediate tendency, exert a wholesome influence upon public senti- ment. No argument can be half so convincing, as for men to perceive that the public concern is awakened, and that our Lawgivers have taken this matter in hand, and feel it to be so momentous, as to engage much of their wisdom and care, in proper regulations and prudent and minute superinten* tlence* The very moment a system of measures shall be put forth to the people, the subject will rise in their estimation — and at each succeeding year, as reports from each county and every township shall be prepared, and submitted to the Legis- lature, the interest in common schools will increase, and very soon it will identify itself with our habits — and a con- viction of its national importance will remain so fixed in the public mind, as to secure its perpetual preservation from change or caprice. The committee are aware that many and serious difficul- ties must assail the first years of such a system — but they are consoled by the reflection, that nothing valuable was ever yet accomplished without difficulty. Reform always en- counters obstacles — in the sluggishness of our tempers — in attachment to old systems — and in the want of that moral courage, that often leads us to shrink from new and continued experiments. But when the mischief is so appalling, and the promise of amelioration, so sober and so eel-tain, we repose with strong confidence upon the energy of our fellow- citizens, to come up to this work of philanthropy, with a de- cision and firmness that will ensure the happiest results. The committee will now proceed to lay before the Legisla- ture and the public, with as much detail as is consistent with the length which they have assigned to their report, the in- formation which has been submitted to them. In doing this, they deem it most proper, and most satisfactory, to give a condensed view of the state of common schools in each county, derived from such materials as they possess. And beginning with the northern part of the state, they will, in giving this survey of the conaties, observe, in some measure, their geographical order. BERGE1V. — The committee regret that they have not been able to obtain a report of 'the state of the schools in this county. A Central Committee of excellent men was appointed at Hackensack, but at so late a period in the summer, that it has probably been impossible for them to accomplish much in the work which they proposed to do. From information which the committee have obtained from a variety of sources, they are persuaded that the state of education in some sections of this county is truly deplora- Me. In the mountainous parts, particularly, they believe that there is a great destitution of schools, want of compe- tent teachers, and an absence of the means of supporting them. And even in the level, and more wealthy townships, they have been credibly informed that there are many child- ren of pooT and negligent parents, who are not sent to school. It is affirmed upon good authority, that there are more than iwo hundred such children in Bergen township alone. ESSEX. — The committe have received from the Cen- tral Committee of this county, reports form several town- ships. These reports reveal a state of things, as it regards the state of education, as unexpected as it is appalling. — From the best estimate which they can make from the data furnished by the reports (some of which are compete, and •others partial) from the townships of Newark, Orange, Aquackanonck, Union, Westfield, Livingston, New-Hrori- dence, and Caldwell, there cannot be less than twelve hun- dred children of an age proper to be sent to school, that may be considered destitute of instruction. Indeed this is a number greatly below what the reports of the com- mittees of the townships above named, would sustain the committee in estimating. But they prefer to be far within the boundaries of the truth to the risk of exceeding them. The teachers are said to be generally moral, and exemplary in their conduct. There are more cases of deficiency in liter- ary qualifications, than of want of moral character, among the teachers of this county. As to the children who are destitute of instruction, a few of them may have attended schools, and the remainder have never enjoyed any instruc- tion. Some of them are the children of parents who are too poor to pay for their tuition, or spare their labor ; others are loo remote from the school, and others (who constitute by far the largest class) are the children of parents who are ignorant of the advantages of education, and are conse- quenly negligent of the instruction of their children. There appears to 'be a general belief among intelligent men through- out this county, that the qualifications of the teachers are far from being as high as they ought to be, and that it is true economy to employ well qualified men as instructers, even if a higher price must be paid for their services ; for, as is well remarked by the committee of one township, " such a teacher will do more in one year, than is ordinarily done in four.' 1 A report from one of the sub-committees of this county, contains the following judicious remarks, in relation to well qualified teachers. "I, sir, very much wish that some plan of improvement may be attempted to raise the tone of feeling respecting our common schools. I have thought of no plan better than to establish a high school for the sole purpose of educating young men for teachers. Let them be taught, in this school, not only the common branches required to be taught in common schools, but let them be in- structed, and properly disciplined in the best mode of com- municating ideas to the young mind. They should learn to govern themselves, and to govern a school without a rod, and without speaking a cross word. Let all government be effected by mild and pleasing persuasion, that shall so win the affections of every child, that he will feel most pleased when he pleases his teacher most. " MORRIS. — The committee have received an interest- ing report of the state of education in this county, from its active and zealous Central Committee. This report is com- plete, as it regards Morris, Hanover, Chatham, Jefferson, Roxbury, Washington, Chester, and Mendham ; deficient as it respects Randolph, and partial with regard to Pequanack townships. It is probable that this county more richly enjoys the advantages and blessings of education, than any- other in the State. Sixty-nine schools, and 2411 scholars are reported, and making a probable estimate for the parts not reported, there are about 82 schools, and 2800 scholars in the county. Many of these schools are kept up during the winter only. Female teachers are in many places employed to instruct small children in the summer. The price of tui- tion varies from $1.50 to $2.00 per quarter. Reading, wri- ting, and arithmetic, are taught in the common schools; the languages and the higher branches of English education are taught in several academies, which are included in the above number. The character of the teachers is generally good, although there are not wanting instances of those that are immoral. Their qualifications are in the language of the committee, " in too many instances, not so good as might be Wished, but it is not often that they are grossly deficient." With respect to the number of children not educated, the committee are not able to state any thing definite. In some townships, there are said to be very few who are not sent to school a part of the year : in one, about 30 are mention- ed, who are destitute of instruction ; in another, 120; many of whose parents" are not able to give them such an educa- tion as would be proper in their station in life. A neigh- bourhood in one of the townships, having about 25 children, is represented as destitute. In another township nearly 150 were ascertained who are not attending schools. The popu- lation of this county was 21,368 at the last census. If we allow that one fifth of this population ought to go to school at least a part of the year, (in New York it is estimated that one fourth of the whole population go to school a part of the year,) then there ought to be more than 4000 scholars, in- stead of 2800 above mentioned. The committee feel incli- ned to believe that they do not exceed the boundaries of pro- bability, when they estimate that there are at least 600 children in this county, destitute of adequate means and op- portunities of receiving any valuable amount of education. SUSSEX. — The Central Committee of this county, aid- ed by the zealous co-operation of the several township com- mittees, have performed the work of investigation, very promptly and very carefully. Their report is remarkably complete. They have presented an almost entire map of the schools of that county. It is greatly to be lamented, how- ever, that it is necessary that such a statement of facts, as it regards schools, should be made, respecting any county in New-Jersey. It appears from the report of the Central Com- mittee, that there are in eight townships, more than twenty districts destitute of schools, and the astonishing number of nearly fifteen hundred children destitute of instruction / Indeed, they do not think that more than one half of the chil- dren, in some parts of the county, enjoy the benefit of in- struction at school, to such an extent as to be of any value. With regard to the character and qualifications of the teach- ers, the committee beg leave to give the opinions of the Cen- tral Committee in their own words, and it will be seen, that in this respect, too, the state of things in this county is truly deplorable. " As to the morals and qualifications of the teachers, the committee should perhaps be silent. But the importance of the matter, and the call for information, demand of them an answer without reserve. Some of the township committees are not so particular on these points as it was wished they should be ; but from the information communi- cated, and from the personal knowledge which the commit- tee possess, it may be safely stated, that many of those holding themselves forth as teachers, are incompetent to teach, or too 8 loose in morality to deserve employment. The teachers of some schools are of transient stay ; others inconstant in their attendance ;— others incompetent to teach when em- ployed, others immoral; and some intemperate. But the committee are glad to say, that some of the teachers are sta- ted to be what they should be, and are regarded by their em- ployers as competent, and of good moral character. The committee do not wish this matter to rest upon their mere as- sertion ; they refer to the statements "from the townships ; though theygo upon what they think is a reasonable presump- tion, when they believe that there may be cases in which the township committees, from motives of delicacy, have forborne to disclose the deficiencies, or the vices of teachers, which in fact exist. The committee of the township of Wantage say, in relation to one school, " it has been badly managed, and the teachers have been of a bad character and incapable of teaching the common branches." Of another, they speak in the same language ; of a third, "this school is in a good neighbourhood for the attendance of the children, but owing to the bad character of the teachers, the school is generally small." And yet, say the same committee, " the moral's of the teachers are generally better than their qualifications." It may be proper to introduce here the remark of a member of a committee of Walpack. u As to the number of children destitute of school instruction," he observes, " 1 am at a loss to answer. I believe there are few, if any, in the Pleasant- Valley district, entirely destitute ; but it is to be lamented that there are too many of us who consider that degree of instruction sufficient for our children, which places them but a small grade above total destitution." The committee will only add, with respect to this county t the concluding sentence of the report of the Central Com- mittee. " In conclusion, the committee feel warranted in expres- sing the earnest and universal desire of the people, that some- thing might be done for the encouragement and support of schools, and the promotion of education. The example of other states in this Union, the deplorable ignorance of multi- tudes of our own population, and the spirit of the age, all urge to action in this matter. And it is humbly believed, that Legislative interference alone will furnish an adequate corrective of the evils and defects in our present system of common schools." WARREN. — The committee think that they cannot do better than to submit to the public the entire report which they have received from the intelligent Central Com- mittee of this county. It speaks a language which must deeply impress the mind of every man who feels any con- cern for the happiness and the honour of our State. " The Central Committee for the county of Warren, on the subject of common schools in said county, have to lament the apathy of those gentlemen who were appointed as com- mittees in some of the townships, on that all-important sub- ject. From some parts of our county, we have no reports ; from others our information is limited. From the scanty in- formation received, however, enough maybe gathered to sat- isfy every mind, that the state of common schools, generally, in our county, is deplorable. Taking those parts of the county from which we have received reports as our guide in making a report for the whole, we submit the following, not doubting that if the whole truth were obtained, the picture would be still more gloomy. " We have in our county fifty-seven school-houses, and about twenty regions of very considerable extent, wholly destitute. About thirty is the average number of pupils that attend each school. As near as can be ascertained, at twelve of the school-houses, the schools are kept up during the whole year. Of the remaining forty-five, some have been destitute the whole of the past year ; in some, they have had teachers three months, in some six months, and in a very few, nine months. The price of tuition varies from $1.26 to $2.00 per quarter. With few exceptions, no branches higher than reading, writing, and arithmetic are taught. " With regard to the teachers, we would observe that there are a few who deserve the name, and who ought to be encouraged. But their number is small. The greater part are utterly incompetent to discharge the high and important trust which they have undertaken ; and too many set exam- ples at which the mind of every philanthropist must revolt ! '• As to the number of destitute children, it is impossible to make an estimate with any thing like certainty. It will be seen from the foregoing statement, that about sixteen hun- dred children receive school instruction some part of the year. And when we reflect that we have a population of more than seventeen thousand in our county, we conclude that by far the greater number of the children are entirely destitute. B 10 " Surely the above statement is of itself sufficient to awa- ken the zeal and energy ol our Legislature. Comment is un- necessary. We would, in conclusion, simply remark, that in our opinion, the people are anxiously looking for aid from the Legislature, on this subject ; and ready to second any and every effort that they may make to ameliorate their condition in this respect. " SOMERSET.— The Central Committee of this county report, that the committees of the several townships have all very promptly, and generally very thoroughly, performed the tasks which they were requested respectively to under- take. They report that there are 166»7 children instructed in 60 schools in this county, and report four hundred and eighty-Jive children as destitute of instruction. Many of the schools are open a part of the year only, in some instan- ces, from inability ; and in others, from a want of inclination in the people to support a teacher. Several of the townships raise small sums annually, for the education of poor children ; and honourable mention is made of one individual, in Bridge- water township, that contributes $80 per annum for this philanthropic purpose. The committee of Hillsborough re- port 49 children, as educated at the town's expense, this year. The character of the teachers is represented as gener- ally good ; — but in one township, a teacher is reported, as an avowed infidel, and a scoffer at religion. The committee close their brief notice of this county, with a sentence or two from a letter of the distinguished mem- ber of the Central Committee of this county, who transmit- ted their report. " I regret exceedingly that I shall not have the pleasure of being present at your meeting,* and participat- ing in whatever may be done for the furtherance of the cause of education in our state. It is the duty of every man to take part in this work of benevolence. Who could have thought, that in the county of Somerset, where poverty and want appear to be almost strangers, there should be upwards of four hu ndred children growing up in utter ignorance !" HUNTERDON. — The committee have been furnish- ed with full reports from seven townships in this county, and taking them as a fair basis, on which to form the general calcu- lation for the county, they have estimated the number of des- * He was at that time confined to .his house, by severe indisposition. 11 titute children at nine hundred and seven, which they believe to be much within the actual number of those in this county, who do not enjoy the benefits of instruction. — We rejoice, that the developement of the ever deplorable want of common education, has awakened the concern of many of our most re- spectable fellow-citizens, in every part of this county. — The sub-committee of the township of Tewksbury, at the close of their report, remark, " you will thus perceive, that in the town- ship of Tewksbury, there are only one hundred and four children, who are receiving the benefit of school instruction, while there are one hundred and fifty who are entirely destitute ; more than one half of whom will never receive the advantages of education, unless assistance is afforded. — We think with you, that it is absolutely necessary that some- thing should be done in this matter, and that quickly. Noth- ing, we imagine, can be done efficiently, without Legislative aid; and we assure you of our earnest co-operation, in all measures, calculated to rescue the rising generation from the dominion of ignorance and vice, and make them intelligent and useful members of the community. With all our heart, we bid you God speed". In the report from another town- ship in this county, it is stated, " our schools are badly regu- lated; but few have trustees appointed ; and we are very often imposed upon by strangers, who palm themselves upon us as teachers, whose habits are bad in every respect, and disqualified for teachers of youth," MIDDLESEX.— The Central Committee of this county report that they have received returns from four of the eight townships : three of which are complete, and one partial. The townships are West Windsor, South Amboy, Piscataway, and Woodbridge. In the first three of these townships, there are 25 schools, more than half of which are kept up six months annually. Several only three, and the remainder from nine to twelve months. The moral charac- ter of the teachers is represented as in general good ; in some instances, pious ; but in several cases, as bad. The price of tuition varies, from $1.50 to $2.50. The general price is $1.75. — As to the number of children who are destitute of instruc- tion, nothing very accurate is ascertained. The committee of West Windsor report about 150 i that of Piscataway, 131; one district of Woodbridge, 15 ; and that of South- Amboy, 500 ! So that there axe in the three townships of Piscata- way, South Amboy and West Windsor alone, more than sett* 12 en hundred and fifty children, in a great degree destitute of instruction, and who, if left as they are at present, without aid, or excitement on the part of their parents and guardians to educate them, will generally, not even obtain the ordinary amount of instruction, limited as it is, which is obtained by the children of other and more favoured classes of the commu- nity If any thing like what is above stated, be the true state of education in these townships, it is very certain that it ia high time that something was done on this subject, for there cannot, on this supposition, be less than one thousand chil- dren in the entire county, who are destitute of the necessary facilities for obtaining a common education ! ! MONMOUTH. — The committee regret, that they have received complete reports from only three of the seven townships in this county ; these probably embrace the best portions of the county. The townships are Freehold, Upper Freehold, and Shrewsbury. These reports appear to have been prepared with great care, and reflect much credit upon the committees of those townships. In Freehold township, there are 18 school-houses, 11 of which are vacant, some of them so, on account of the ina- bility, imaginary or real, of the people to maintain a school ; and the remainder are vacant only for a short time, and will be supplied as soon as teachers can be obtained. The whole number of children in the township, who ought to go to school is about 900, of whom nearly one half, either receive no instruction at all, or go so irregularly, as to receive no benefit worthy of estimation. In Upper Freehold, there are 1 6 schools. The number of scholars attending these schools, with a good degree of constancy, is 420 ; the number in the township that go to school very irregularly, 304, and 1 39 growing up in entire ignorance ! — In Shrewsbury township, there are reported to be 12 schools, 295 scholars attending ; 1 64 attending sometimes, and 113 that are entirely destitute of instruction ! If we were to assume the number ©f those that are reported as growing up in entire ignorance in these three townships as the basis of a calculation for the whole county, the result would be, that there are nearly, if not quite, 1000 children in this county, growing up in ignorance. But when we consider that the other townships are certain- ly much more destitute of the means of instruction than those above named, it is probable that the real number is great- er than that ^supposed. Even with regard to the three 13 townships mentioned, the Central Committee hold the fol- lowing language : " We do not think the above reports in- clude near all the children in the several townships, but the committee thought it best to be within the real bounds in their description." And after mentioning some neighbour- hoods entirely destitute of school-houses, they add with re- spect to the other parts of the county, "It is believed by those, with whom we have conversed on the subject, that the schools in Middletown and Howell, are in quite as bad a state as the above named townships, although we have not received any regular reports from the committees in these townships. No reports have been received from Dover or Stafford, but their state is truly lamentable 1." The committee will only add, that it was ascertained, by the agents employed by the N. J. Bible Society, last year, that there were more than 1000 persons above 15 years of age, in Shrewsbury, Dover, and Howell, who cannot read, and seven hundred children who were not sent to school- One of these agents says, " As to the number of children) who enjoy to any valuable extent, the privilege of schools,, it is greater than the above stated, by some hundreds ; those mentioned do not enjoy this privilege at aM" BURIilXGTQN. — The committee beg leave to sub* mit to the public, the entire report of the Central Committee of this county, under whose auspices the state of common schools, in that portion of the state, has been very accurate- ly ascertained. This report was read at a public meeting: of the inhabitants of the county, held at Mount Holly, on the 31st of October, and is as follows : " The committee ap- pointed at a public meeting, held at G. Owen's Inn, in Mount Holly, on the 28th of June, 1828, to ascertain the state of schools in the county of Burlington, beg leave to present the following statement. The committee feel bound to state, that this information has been mostly procured by the aid of Mr. Peck, who has visited every township in the county, and thus enabled the committee to extend their inquiries much beyond their individual sphere of action. The committee find the whole number of schools to be 1 20, with an aggre- gate number of 2857 pupils. Among these are four board- ing schools ; one free school in Burlington, and one charity school in Mount Holly, under the direction of, and support- ed by, a number of benevolent females in that town. The committee regret to state the fact that there are about four 14 hundred children nearly destitute of schooling, besides a number who are altogether without education." — A schedule is annexed to this report, exhibiting the particular state of each township ; from which it appears that there are 74 male, and 46 female teachers in the county; 68 schools taught all the year, and 52 only a part : price of tuition, from $1.1 2£ to $2.00 and $3.00 per quarter,, and in some few cases more : and 629 scholars reported, who are more than 14 years of age. The committee regret, that a more defi- nite estimate has not been given, of those that are destitute of instruction, as their number must be very considerable in this county ; although parts of it are very well supplied with good schools and capable instructers. There are also considerable permanent funds in some townships in this county, whose interest is devoted to the promotion of schools. The society of Friends in this county, as in other parts of the state, have always paid great attention to the mainte- nance of good schools, and the education of the poor. The committee regret too, that nothing is said in the above re- port respecting the moral character ', and qualifications of the teachers, which are matters of great moment. GLOUCESTER.— The committee regret that they have received no official report from this county, which is the largest in territory, although with regard to population it is only the fifth in the State. The cause of this failure, on the part of the Central Committee of this county, has been the serious and protracted illness of its corresponding secretary, who is a devoted friend to the cause of education, and who had as- sumed the work of exploring the county. He had made considerable progress in this work, when he was prevented by sickness from doing any thing more. From the investiga- tion which he made, and the reports from parts of several townships, the the commitee learn that there is a very great want of schools in some parts of this county^ In some places where the population is sparse, the people have been for years destitute of schools, and they are represented as being very solicitous to obtain opportunities of educating their chil- dren. For the reason just assigned, the sparseness of the population, as also their poverty in some cases, it will be im- possible, in many places, that schools should be support- ed for a sufficient length of time, without legislative aid. The commitee are gratified to learn from good sources that many intelligent men in this county are very anxious that the • 15 Legislature should yield that aid as speedily as possible, and are willing to render, on their part, a cordial co-operation. SALEM. — The committee have received a report from the Central Committee of this county, which exhibits pretty fall accounts of the state of the schools in the following five townships of the county, viz. — Upper PennVNeck, Lower PennVNeck, Lower Alloway's Creek, Pilesgrove, and Up- per Alloway's Creek. The committees of the other five townships had not made reports, before the Cental Commit- tee transmitted their report. In the above mentioned town- ships there are 29 schools ; 768 scholars in summer, and 1214 in winter; 347 white children, (30 of whom are in- dented,) and 100 colored children that may be reported not educated ; five school districts destitute of schools ; and the price of tuition to be from $1.50 to $2.00. A considerable portion of those that are destitute of education, are so from want of schools conveniently near them, and the negligence of their parents ; the remainder from poverty. Several of the teachers are represented as fully capable to teach, and of good moral character. But several are considered by the Central Committee as totally unfit for the important em- ployment in which they are engaged. The committee regret that the other townships of the county have not been reported, and in the same exact and satisfactory manner. They rejoice, however, to see evidence of such correct thinking, on this sub- ject, as is manifested in the following extract from the report of one of the committee of Upper Alloway's Creek : " I will only add, that I rejoice to see a spirit of reform in ope- ration. The system of common school instruction through- out the state is miserably deficient, and calls loudly for amendment. Intelligence is the life of liberty ; and a gene- ral diffusion of common school learning through the medium of common schools will be, under heaven, the strongest bul- wark of our civil and religious privileges ; and 1 earnestly hope that our Legislature will be induced to adopt some more efficient mode of instruction than at present obtains." And the committee cannot forbear to add the following valuable extract from the highly interesting report of the Central Committee of this county : — " It is only by the possession of facts, that the public can judge correctly of the real state of common school education among us. ■And surely it must be equally appalling to the patriot and 16 the philanthropist, to find so great a portion of our youth rising up to sustain the relations, and discharge the duties, of citizens and parents, without that education, which alone can fit them for their future responsibilities. By a glance at the summary of the reports, it will be seen that there are in five townships, about 1663 children between the ages of five and fifteen ; that 449 of these are uneduca- ted ; and that consequently, upon an average, one fourth of the future men and women of these townships, are in danger of growing up in the most deplorable ignorance. It is true, a considerable portion of these may pass, now and then, a quarter at school ; but it also true, that children who attend only a short time at long intervals, make scarcely any pro- ficiency, as they nearly forget all that they acquired during a few months' attendance, before the next opportunity of going to school occurs. With these facts and considerations before us, who does not desire and hope, that our Legisla- ture may adopt some efficient plan, which may put it in the power of our fellow-citizens to bestow upon their children such an education as may prepare them for the active duties of life, and give them access to those means of moral im- provement, which may fit them for happiness beyond the grave." CUMBERLAND — The committee submit the entire report of the Central Committee of this county. " The township reports not being in all cases so full and minute as could be desired, it is impossible to ascertain the {>recise number of scholars in the several schools. It is be- ieved, however, that an approximation may be made to the truth, sufficiently near for all practical purposes. The fol- lowing table exhibits the number of schools in the county — the number of months during which the schools are taught — and the average number of scholars in winter and in summer. Number of schools. No. of months taught. Average num- ber of scholars in winter. Average num- ber of scholars in summer. 17 15 14 8 12 9 6 3 550 373 345 145 483 299 226 20 Total. 54 1 1413 1028 17 " In two of the schools nine scholars were taught the lan- guages ; and in several other schools geography and survey- ing were taught. Most professed to teach reading, writing, and arithmetic. A few, generally kept by females, were confined to spelling and easy lessons in reading. In most cases, the teachers were of good moral character, although in a few instances it was lamentably otherwise. Very few consider the business of teaching as a regular profession, and still fewer have taken pains particularly to qualify them- selves for the task of instructing others. Several good school- houses, in tolerably populous neighbourhoods, have been vacant most of the year for want of teachers. Indeed, the greatest evil, and that which calls most loudly for a remedy, is the difficulty in obtaining competent instructers who are willing to engage in the occupation of teaching for a reason- able length of time. The compensation obtained is generally inadequate, and the necessary consequence is, that individu- als competent to teach, seldom engage in school-keeping if they can find any other occupation. " No measures have been taken to ascertain the number of children in the county not instructed. The number of those who grow up altogether without school instruction, is pro- bably not very great, but there are undoubtedly by far too many who are not taught to- write or even to read. It has been satisfactorily ascertained that there are more than four hundred adults in the county unable to read, and a conside- rably larger number unable to write. Some of these are foreigners, but a majority are natives of the county. " A considerable portion of the county is poor land where the population is scattered and poor, being generally em- ployed in cutting and carting wood, and in preparing coal for the manufacture of iron and glass. In those districts, the means of obtaining a common school education seldom exist, and there is, therefore, a great necessity for an effi- cient system to be established by law. Such a system would stimulate the people to greater exertions, and would be of immense importance to those who are too poor to edu- cate their children without some assistance !" The committee will add, with a view of supplying, in some measure, the deficiency in this report, relating to the number of children not schooled, that the agents who explored this county for the N. J. Bible Society last year, reported more than Jour hundred children as destitute of instruction ! C 18 CAPE~MAY, — No report has been obtained from this county. This has been owing to the fact that no committee was appointed in the county until it was too late for the re- port to be used by this committee. In the absence of such a report, the committee will give the following extract from the pamphlet published at the request of the N. J. Bible Society last year. The information contained in it, was re- ported by the agents of that society, who explored this county. " In the three northern townships of Cape-May, there are upwards of two hundred adult persons, that is, according to the distinction which we make in this pamphlet, above fifteen years of age, who cannot read. One of the agents makes this statement in his report: — 'Of the families which 1 visited, there were eighteen in which there were none who could read ; twenty in which neither of the parents could read ; and forty -five in which only one of the parents could read!! 1 " Upon this appalling picture the committee feel that they need make no remark. A summary of the foregoing details would, in the estimation of the committee, exhibit the following results, as it regards the probable number of children destitute of instruction : — In Bergen, 700 u Essex, 1,200 " Morris, 600 " Sussex, 1,500 et Warren, 1,500 44 Hunterdon, 907 " Somerset, 485 ** Middlesex 1,000 *' Burlington, 600 41 Monmouth, 1,100 " Gloucester, 900 " Cumberland, 400 " Salem, 750 Cape-May, 100 making an aggregate of eleven thousand, seven hundred and forty-two children. In addition to these affecting facts, it is to be remembered that thousands of children, in the State, not embraced in the above enumeration, receive only a par- 19 tial and very imperfect education, and in many places, by im- moral and unqualified teachers. The whole system of com- mon schools, if system it may be termed, is sadly defective. Every school-master (speaking generally) is left to pursue his own course of instruction, without responsibility — amen- able to no tribunal and subject to no inspection or supervi- sion. The committee submit it to the intelligence, the good sense, patriotism and philanthrophy of their fellow-citizens, if we have not reached a crisis in our history, when it be- hooves us to awake to this interesting subject. Let us, through our Legislature, adopt a system of measures to elevate our common schools, to subject every teacher who would as- sume the high trust of forming the character of our children to previous examination, and a certificate of qualification by some authorized and respectable board of visiters, Let every teacher be bound to make an annual report of the con- dition of his school, the matters taught — the books used, and the progress of his scholars. Attach to this important office by public statutes the responsibilities which really belong to it, and we shall frown away from our neighbourhoods the lite- rary impostors who have so often abused the confidence of our people, and degraded the character of the employment — and, let us above all, endeavor quickly to remove the re- proach of nearly 12,000 children growing up in utter igno- rance. Where can our Legislature so usefully bestow the cares of government as upon this immensely important ob- ject ? And surely it is high time, when we recollect, that by an investigation made about a year since, it was ascertained that nearly 15,000 adult citizens of our State, were not able to read. We cannot wonder at the universal concern that is felt r that some measures of relief might be adopted. Let us, as freemen and republicans, never forget that the only safe- guard of our liberties, next to the blessing of God, is a vir- tuous and enlightened population. The committee have deemed it useful to annex to their re- port the subjoined letters* from other States, that we may be * These letters are oxtracted, with the exception of those written by Gov LineoTriy Gov. I'arris, and Mr. Vaux, from a series of Essays on the subject of education, which have been, for a number of weeks, publishing in the Newark Sentinel. These Essa,ys the commitee rejoice to perceive, are also published in most of the papers which are printed in New-Jersey. They are republishing in several other States and arousing pub- lic attention to the momentous subject which is discussed in them The letters which the committee give in the subsequent part of this pamphlet, were addressed by the distin- guished gentlemen by whom they were written to the author of these Essays. The commute are happy to learn that it is intended to reprint the whole of these Essays, in a pamphlet form, embracing, besides the letters which they give, several others of a valuable nature, some of which have not been published in the Series. 20 excited to this good work, by the illustrious examples before us. Who can fail to be warmed into a laudable and honour- able spirit of competition, when he learns from this corres- pondence, that in our Sister State of New-York, more than 460,000 children are now receiving a substantial, practical education, under the wholesome discipline, and the moral cultivation of well regulated common schools. Her states- men have given this matter a high place in their code of leg- islation — they have devoted to it their best energies, deeply convinced, that it is connected with their dearest interests and hopes. Let New-Jersey emulate this noble example, and we may justly hope for as auspicious results. CHARLES EWING, JOHN N. SIMPSON, THEODORE FRELINGHUYSEN* The School System of New- York. Tii^foundation of the school fund of this State was laid in 1805, and by successive appropriations made to it, it has now become more than $1,600,000, and yields an annual interest of about $85,000. The annual amount appropriated by the Legislature to the promotion of education is at present $100,000. The counties are required, by taxation to raise an additional amount, equal to their respective shares of this sum. There are 55 counties, 742 towns, (or townships as they are commonly called with us,) and about 8,300 school districts, in the State. In 7,806 of these districts, from which reports were received by the Superintendent of schools, in the year 1827, there were 441,856 scholars. It is probable that the whole number of scholars in the 8,300 schools belonging to this system, is more than 460,000 ; who receive instruction during a longer or shorter period, annually. The following interesting letter from the Hon. A. C. Flagg, Secretary of the State of New -York, and Superintendent of common schools, gives a minute, and yet brief account of the system : — "Albany, Sept. 15, 1828 " Dear Sir : The revenue arising from the school fund is apportioned, by the superintendent, to the several towns and cities in the state, in the ra- tio of the population in the cities, and in proportion to the children between 5 and 16 in the towns. The amount of the apportionment for each county is transmitted to the board of supervisors, which body is required annully to assess upon the taxable inhabitants of each town, a sum equal to that which is apportioned to the town by the superin- tendent. Thus, there is paid from the state treasury to each town a certain sum on condition that the taxable inhabitants of the town raise a like sum, and the amount thus provided must be applied exclusively to the payment of teachers' wages, and of those duly qualified, accor- ding to the provision of the school law. In order to participate in the school monies of the town, each district must erect a school-house, by a tax on the inhabitants of the district, and furnish it with necessary fuel and appendages ; and have a school kept at least three months in each year, by a duly qualified teacher. The amount paid from the state treasury is transmitted to the treasur- er of each county, and by this officer paid to the school commissioners, three of whom are annually chosen in each town ; the collector of the town pays the amount assessed upon the town for the use of schools to the same commissioneis: these commissieners apportion the money which comes into their hands to such districts as have complied with the conditions of the statute, and have made their returns to the com- missioners accordingly. The trustees of each district are required to account for the expen- diture of the money by an annual report to the commissioners of the town, embracing,- also, the number ef children, and the general con- dition of the district. (See page 32 of the school act.) If they fail to make the report, the school money is apportioned to such districts as do report. The town commissioners are also required to make an annual report, accounting for the money received for their town, giv* ing the number of districts, and an abstract of the returns from tha several districts. (Page 37 ) The reports of the commissioners are sent to the county clerk, who is required to transmit copies thereof to the superintendent of common schools. It is made the duty of the superintendent to present an annual report to the Legislature, con- taining an abstract of the reports received from the several towns, &c. — Each i own appoints annually three commissioners, whose duty it is, to divide the town inro a convenient number of school districts, to receive the school monies !br the town, and apportion them among the several districts, and to make an amual report to the superinten- dent. Each town clerk is, ex-officio, clerk of the school commission- ers, and is required to altend to all cummunications received from the superintendent, for the commissioners. There are also appointed by the town, annually, three inspectors of common schools, whose duty it is to examine all teachers for the town and give certificates. They are also required to visit the schools at least once in each year. The taxable inhabitants of the district, by a majority, designate the site for the school-house, vote a tax for building the house and appoint the district officers, consisting of three trustees, a clerk and collector ; the trustees assess the tax, have the custody of the school-house and employ the teachers, and pay them the public money, and collect the residue of the teachers' wages from the patrons of the school. The county treasurers and the county clerks are the organs through which the money is transmitted to the towns, and the school reports 23 received from them. — There is an appeal to the to'vn commissioner* from certain acts of the trustees, &c; and an appeal to the superin- tendent from certain acts of commissioners, &c. (page 2G and 32, school act.) This State distributes annually 100,000 dollars, which is about 25 cents to each scholar between 5 and 16. These 25 cents go out coupled with such conditions as to ensure the application of at least three times its amount to the same object: That is, the town makes it 50 cents, and the necessary expenditures by the inhabitants of the district, if they restrict themselves to a bare compliance with the law, must be at least 50 cents more. It is thus seen that by this feature in our school system, 100,000 dollars apportioned from the state trea- sury, are made to perform the office, or at least, to ensure the applica- tion of 400,000 annually, to the use of common schools. For a more detailed account of our school system, I beg leave to refer you to the Statute relating to common^schools, and the last An- nual Report, both of which are forwarded by mail. I am, with much respect, Your obedient servant, A. C. FLAGG. Such is the system of New-York, which ensures the edu- cation of more than 460,000 children, or one-fourth part of the population of the State, in the common schools, during an average of eight months annually. The School System of Connecticut. Of the three modes of providing for popular instruction, viz : that in which the scholars pay every thing, and the public nothing, (such is the mode now existing in New-Jer- sey) — that in which the public pays every thing, and the scholars nothing, (as in Connecticut) — and that in which the burden is shared by both — the arguments advanced by Dr. Chalmers, in his " Considerations on the System i.f Parochial Schools in Scotland" in favour of the last, ap- pear to be unanswerable. When people know that they can get their instruction for nothing, they care very little about it, and are so apt to wait till the proper period of education be gone, without seeking it at all, and so disposed if the schools are kept up but a few months in the year, to depend upon the public bounty, and unwilling to contribute to the 24 support of schools in the intermediate months, that there is good ground for the assertion, that "one consequence of charity schools is a diminution in the quantity of educa- tion. 1 ' That the Connecticut system does produce the result of repressing the liberality of the people towards this object of benevolence, and leads them into the habit of relying upon the public money, to the neglect of education in most of their districts, during a considerable part of the year, we have the best reasons for believing. And yet this is the yery system, defective as it is, and opposed to the plainest principles of policy, which some amongst us wish to see' adopted in New-Jersey. They are, therefore, for waiting thirty or forty or fifty years, until a generation or two passes away in ignorance, before they appropriate any thing from the public treasury. Now it is susceptible of demonstration, that if we had a school fund whose annual interest would support all the schools in New-Jersey, (and it would require an im- mense fund to do this,) the cause of education would not be greatly benefitted, as benevolence and a desire for education, on the part of the people, would be alike diminished. With respect to the system of common schools which is established in Connecticut, we take the liberty of laying before our readers the following valuable letter, from the Hon. Roger M. Sherman of that State, which gives an inter- esting sketch of the system : — Fairfield, Sept. 11, 1828. "Bear Sir, "I have just received your letter of the 3d inst. Its subject is one of the highest importance which can engage the attention of the Christian or the Patriot. The moral and political rank of our coun- try must result, in a very great degree, from the early instruction of children, or from the want of it. " At a very early period, the State of Connecticut was divided into parochial districts or societies, sometimes commensurate with a town, (township,) and sometimes of smaller limits, for the regulation of their ecclesiastical concerns. The town itself, when not too large* was endowed with this capacity; but in many instances, a corporation of smaller limits was created for that purpose. In May, 1717, these societies were empowered by the Legislature to levy taxes on their own inhabitants by a major vote v and make other regulations for the support of schools. No considerable appropriation was made from the public treasury to aid in this object, except a small discount from the general state tax, which each town was authorized to reserve, 25 until May, 1795, when the avails of certain lands lying within the limits of the ancient charter, west of the State of Pennsylvania, and amounting to one million two hundred thousand dollars, were ap- propriated for the maintenance of schools throughout the State, and the annual product made liable to a perpetual distribution for this purpose. From the re-investments of interest, converting it into principal, and from various evolutions through which this fund has passed, resulting from the negligence of debtors and other causes, its present amount is upwards of seventeen hundred thousand dollars, and about seventy thousand are annually distributed for the support of schools. Previous to this appropriation, no general system exist- ed, but every society adopted its own method of instruction, rarely resorting to the power of taxation, except for the erection of school- houses. In the country towns, the employment of the citizens was chiefly agriculture. In the warm seasons, the children who were of sufficient age, were employed in the labours of husbandry, and in win- ter were generally kept at school. For one third or half the year, teachers were employed in almost every neighbourhood in the State ; and reading, writing, and the rules of arithmetic adapted to ordinary use, were understood by almost every child at the age of fourteen years, throughout the State. In these schools, morning and evening prayers, and religious instruction were almost universal, and condu- ced not a little to inspire an early respect for the principles of moral- ity and religion. « When the appropriation was mr>