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complete education. They have, moreover, several academies of most respectable standing, both in regard to funds, and the ability of their instructers. These afford the means of learning the languages, mathematicks, and other branches of education required for admission to the College. But the most remarkable appropriation for extending the means of a common education to all ranks and classes of people, is what is denominated the "Connecticut School Fund." This State have enjoyed several rare opportunities of providing for their schools and College. Or rather they have improved the opportunities, which every state may make for itself, if so disposed. Some appropriations for the support of common schools were made very early, but what constitutes the principal part of the "Connecticut School Fund," was obtained in 1795, by the sale of lands in New Connecticut, or what was called the Western Reserve. These lands lie in the northeastern part of the present State of Ohio. They were sold for $1,200,000. This sum by the able management of Mr. Hillhouse, the Commissioner of the school fund, amounted, according to his report, in May, 1822, to $1,700,000, in available funds.* The proceeds of this sum, amounting to somewhat more than sixty thousand dollars a year, are expended for the support of common schools. The whole State is divided into small districts, and the money has been apportioned among them, according to the

*See N. A. Review, April 1823.

amount of taxable property; but a later law provides, that it shall be apportioned according to the number of scholars in each district.*

* By the law of the State, the several towns in it are divided into districts, for the schooling of the children and youth. Committees are appointed to examine the masters and mistresses of the schools, and take care that they are duly qualified for instructers. The State is divided, acccording to the best collection I have been able to obtain, into about 1580 district schools, consisting of different numbers. In some of them, there are an hundred scholars or more; in others there are not more than twenty. On an average they will amount to fifty-five, or fiftysix. Between one third and one half of the whole population are schooled the greater part of the year-in the winter and part of the fall and spring, by masters, and in the warmer and more busy season, by mistresses. For the support of these schools, the legislature have appropriated very ample funds :-one arising from new lands, sold by the then colony, many years since— the other from the sale of the land in New Connecticut. These lands, called the Western Reserve, sold for 1,200,000 dollars. In October 1815, the value of the fund, as reported by the committee of said fund, was $1,501,914.89, secured by mortgages on lands. Since October 1815, there has been funded and added to the principal, 106,759 dollars, making the present amount of the school fund, $1,608,673 89. The dividends on the school funds, paid to the different school societies in the State for the year ending March 1st, 1818, on the list of 1816, is as follows;

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The effect of this fund upon the state of the schools, has not been such as might have been anticipated. Notwithstanding such ample means are afforded, exclusively for the benefit of the common or primary schools, it is questionable whether they are in any better, if in so good a state, as the same class of schools in Massachusetts. The vigilance of the people in appropriating their school money is not quickened, by laying their purses under immediate contribution; and means brought to their door, without any exertion on their part, are suffered to pass but half improved. Among other perversions of "the fund," ignorant and indifferent instructers are allowed to absorb a portion of it, which, under better management, could not fail of a great and a happy effect. But when the only object of this large appropriation shall be kept more steadily in view, and when the same attention and ability shall be paid to the judicious expenditure of the money, which has been paid to the accumulation of it, this State will possess advantages for educating, to a certain degree, the whole mass of the people, beyond those of any other State in the Union.

LETTER III.*

THE constitution of Massachusetts, adopted in 1780, recognises the importance of education in the following words:

“Wisdom and knowledge, as well as virtue, diffused generally among the body of the people, being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of the people, it shall be the duty of Legislatures and Magistrates, in all future periods of this Commonwealth, to cherish the interests of literature and the sciences, and all seminaries of them; especially the University at Cambridge, public schools, and grammar schools in the towns."

With such a clause in the constitution, we should have anticipated some legislative provisions for education, sooner than at the end of nine years. But the institutions and system of schools, which had obtained under the Province charter, together with the exertions of individuals, were all the means en

*The remarks in the succeeding letters are made with more particular reference to the schools of Massachusetts, though it is presumed, that with little variation they would be equally applicable to the schools of any of the New England States.

joyed for the diffusion of knowledge before the year 1789. In this year the legislature passed the following "act to provide for the instruction of youth, and for the promotion of good education."

"Whereas the Constitution of the Commonwealth hath declared it to be the duty of the General Court to provide for the education of youth; and whereas a general dissemination of knowledge and virtue is necessary to the prosperity of every State, and the very existence of a Commonwealth :

"Sect. 1. Be it enacted by the Senate and House of Representatives, in General Court assembled, and by the authority of the same, That every town or district within this Commonwealth, containing fifty families, or householders, shall be provided with a school master or school masters, of good morals, to teach children to read and write, and to instruct them in the English language, as well as in arithmetick, orthography, and decent behaviour, for such term of time as shall be equivalent to six months for one school in each year. And every town or district containing one hundred families, or householders, shall be provided with such school master or school masters, for such term of time as shall be equivalent to twelve months for one school in each year. And every town or district containing one hundred and fifty families, or householders, shall be provided with such school master, or school masters, for such term of time as shall be equivalent to six months in each year; and shall, in addition thereto, be provided

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