Connecticut Common School Journal and Annals of Education

and country; of the lives and characters of the eminent, the public mind, must be called in to aid the improvemen who have made it a name and a praise to be her citi- ment of this long forgotten heritage of the many. zen; of the origin and connections of nations, and the pro- 2. The agency of good books in education, should be ingress of civilization. But I did not intend to pursue the troduced as early as practicable, into our school system. course of study into detail, much less to disparage what- I fear however, that nothing effectual will be done by ever of good may be accomplished. In what I have said, the districts to purchase libraries, until moved by the or left unsaid, I am borne out by the remembrance of pressure of public opinion from abroad, unless the State nine years experience in a district school, quite as good in holds out an inducement to tax themselves for this obevery particular, as a majority of those I have visited ject, as they are now authorized to do. New York, to within the past two years. I speak too in the language whose citizens belong the credit of having originated of many graduates of these schools, who have felt in their and realized the plan, first empowered each district to act, whole subsequent life, the defects of their early education. as our law now does. Nothing was accomplished, except But all of these defects can be remedied, most effec-through the generous sacrifices of individuals. She aftertually, by going to the source. This I conceive, is main-wards appropriated a given sum, ($53,000 a year, for five ly the want of just appreciation on the part of parents, years,) and required that the same amount should be and the public generally, of the nature, means, and ends raised by taxation, for this object. Now every one of her of education. If education was properly understood-if ten thousand school districts, has, or will soon have, a all the influences which go to mould and modify the physi- library of fifty or a hundred volumes. To say nothing of cal, moral and intellectual habits of a child, were felt to the influence which these libraries will have in other be that child's education-parents and the public would respects, the intellectual tastes and habits which they not tolerate such school houses, with all their bad influ- will create and foster, must lead to great improvements ences, in doors and out of doors, such imperfect and in the common schools of that State, to meet the highilliberal school arrangements, in almost every particular, er educational wants of society. as are now found in a large majority of the school districts of the State. If they had a proper estimate of the influence of teachers, for good or for evil, for time and eternity, on the character and destiny of their pupils, they would employ, if within the reach of their means, those best qualified to give strength and grace to the body, clearness, vigor, and richness to the mind, and the highest and purest feelings to the moral nature of every child entrusted to their care.

If the ends of education were regarded, something more would be aimed at than to enable a child to read, write, and cypher, or to attain to any degree of mere knowledge. As far as the individual is concerned, it would be to secure the highest degree of health, powers of accurate observation, and clear reflection, and noble feelings; as far as the public is concerned, the prevention of vice and crime, and the keeping pure the source of the peace, order, and progress of society.

Parents and society must be made to regard education in this light, as their first concern; the common school, as the chief instrumentality for accomplishing it; and the teacher, as determining the character of the school. If this can be effected, the work of improvement will be begun in earnest, and will not cease, until each district school shall witness the triumphs of education.

Among the means for accomplishing this most desirable result, are the following.

An appropriation of ten cents, on each person enumerated, to each school society, on condition that they should increase it, by at least an equal amount from other sources, to establish school libraries, would purchase, at the average price of the books most likely to be selected, at least twenty-five thousand, and probably thirty thousand volumes-more than there are now in all the social libraries of the State. Unlike the latter, no person of suitable age, because they were unable to pay, would be excluded from the right of drawing books. Can the expenditure of so small a sum in any other way accomplish so universal a good? The sum might be appropriated from the avails of the Town Deposite Fund, or the School Fund. I have suggested that the sum shall be paid over to the school society, instead of the districts, and the corresponding amount be raised there by tax or voluntary subscriptions, because it is easy to see, that with the limited means to be appropriated by each district, and the small number of suitable books now prepared, that most of the districts in any society, would purchase the same volumes, and thus the reading of the community would be narrowed down to a few authors. If however, the whole sum appropriated to each of the districts, should be expended by the society, it would purchase a better and larger selection of books, which could either be kept entire, at some central point, or be divided into as many libraries as there are districts, and pass in succession through them all, under such regulations as the society might adopt.

1. The press, the living voice, all the agencies and institutions by which the general mind is addressed and informed, must be invoked to the aid of common school educa- 3. Many of the evils universally complained of and which tion. The public press has been almost silent on this sub- result from crowding children of every age, and of both ject. Amid the jarring conflicts of party, and the louder sexes, in the whole course of common school instruction claims of other interests, the true policy of the State, the under one teacher in summer, and another teacher in improved education of every child, has been forgotten. winter, can be obviated, and a higher degree of improveThe sanctuary - out of which, like the river of the ment secured with existing means, by a gradation of prophet, that imparted life wherever it flowed, common schools. The elements of such a gradation may be found school education in Germany, Scotland, Switzerland, and in the high schools, union schools, and district schools, New England, sprang into existence-in its zeal to pro- now recognized in the law. The studies appropriate to mote the Sunday school, the Bible, the Tract, the Mis- each should be defined, and different grades of qualificasionary, the Temperance cause, has almost forgotten if tions in teachers appropriate to each class of schools not disowned this, its earliest offspring. Educated men, should be established. Such a gradation will be found while they have gone into the Lecture room, that new field to exist in the best systems of public instruction, at of popular influence and instruction, to advance the cause home and abroad, and without it, I do not see how thorof truth, justice, literature, and philosophy, have scarce- ough instruction can be given in even the lower branly touched on that of common school education, which ches, much less, how the higher and more practical studholds every other good cause in its embrace. All of ies can be made common to the children of the poor these, and other agencies, for reaching and informing and the rich. In the cities of the State especially the

want of such a gradation is most evident, and its introduction is perfectly and immediately practicable. For this object and for the purposes of more vigilant and efficient school inspection and direction, the cities of the State should be constituted each, one district, with all the powers now given, both to school societies and districts.

4. The most efficient instrumentality, however, on which we can rely for the permanent, and almost indefinite improvement of education in our common schools, is the employment of teachers properly qualified for their duties. The want of such teachers is widely felt, and the absence of all arrangements for securing the necessary supply, is the principal defect in our system.

What can be done to remove this defect? Upon the practical solution of this problem depends the immediate and permanent prosperity of our schools.

nity to revise the studies of the district school, and re ceiv such knowledge of the best methods and familiar practical illustrations as the principal and other friends of education can give during the period allotted to the course. An experiment of this kind was tried at Hartford in the Grammar School with a class of twenty six young men, and in the Female Seminary with a class of sixteen young ladies, with the most gratifying results.

Second, by organizing a department for the more liberal and thorough education of teachers. Such a department should include a professor, who should devote his whole time to the theory and practice of education, a course of instruction embracing all the studies of the common schools with the best methods of communicating them to others, and a model school. The model school might be a primary department of the academy, under an appropriate assistant, or the neighboring district school, in which under the supervision of the professor, the best methods should be pursued. The students of the department should have an opportunity not only of witnessing frequently and familiarly the exercises and management of this school, but should receive explanations and lectures there as to the modes pursued, be allowed to con duct the recitations, and on return to the class room be required to give their views in writing and orally on what they had seen or heard.

1. The first, and necessarily imperfect method of securing well qualified teachers, would be to raise the standard of qualification now required by law, and to create a county or senatorial district board for the examination of teachers. This would operate to induce candidates to prepare themselves more extensively and thoroughly in the studies which they are to teach, and on which they are to be examined, and would exclude in a great measure the operation of local, family and personal influences in granting or withholding the necessary certificates. There is however no sure test of ability and skill in instruction In giving the above outline of a properly organized and government, but actual demonstration in the school" Teachers' Department," I have in reality, incorporoom. To secure this practical knowledge, other means rated the Normal School with the Academy. The adthan those of examination, however strict and impartial, vantages of this arrangement are the saving of much adand than such as now exist in the State must be provided. 2. A second method would be to improve the present sources relied on for supporting teachers. These sources are the common schools, and the higher seminaries of education. Both might be made far more efficient than they now are in this respect, by engrafting upon them a class or department for the education of teachers.

From the older and more advanced scholars of either sex of the district schools, or the high school if it exists, such as have distinguished themselves by their scholarship, and good conduct, and manifest the requisite talents, as well as desire to become teachers, might be selected to receive, in the evening and at such other times as might be found convenient, specific instruction in the theory and practice of teaching. These might be allowed to assist in their respective schools under the direction of the teacher, with great profit to themselves, and to the younger classes especially. They would thus have an opportunity of applying their instructions to practice, they would not be educated above their business, and would acquire the habits and methods of teaching in the very class of schools which they would afterwards be called upon to instruct. If school societies understood their own interest, they would establish a common school of a higher order, if for no other purpose than to provide a home supply of better teachers for their respective districts. In Holland this method was formerly the sole resort for the training of teachers, but in perfecting her system of primary instruction, as will be seen in the Appendix, regularly organized Normal Schools have been lately established. In the public schools of the city of New York this plan is thoroughly organized and carried out. In Boston and Philadelphia, a model school is con

nected with it.

Academies and similar institutions can become more useful than they now are in supplying good teachers

First, by instituting a "teachers' class" in the winter and spring for young ladies, and in the summer and autumn for young men, who have been teachers, or expect to become such soon. Here they should have an opportu

ditional expense for buildings, apparatus, and assistants, and the liberalizing influence of association in the recitation room, and out of it, with persons destined to other pursuits, on the mind and manners of those who are to become teachers. The disadvantages are, in the present comparatively low social and literary position, accorded to the profession, in public estimation, lest the department and those connected with it, should be regarded as only an appendage to the Academy; and those destined for a longer or shorter time to become teachers, lose that enthusiasm in the proposed calling which is essential to eminent success, and acquire, what under the most favorable circumstances, is likely to come soon enough, a partiality for those pursuits, which they see command a higher social rank, more honorable fame, and a richer pecuniary return. What is now wanted in this State, and in the country, are institutions in which the exclusive attention of men of the first talents, and experience in education, should be devoted to the distinct object of giving the greatest practical elevation and efficiency, to the profession of common school teacher, and where all the arrangements, to the minutest detail, should be shaped to accomplish this great end. This want can be in no way so effectually supplied as by the establishment of at least, one thoroughly organized Normal School.

In conclusion, let me commend to the Board, and through them to the Legislature, the importance of making adequate provision for supplying our common schools with good teachers and good books. These two elements of improvement will impart to the public mind, and our school system, an impulse of the most powerful character, and eventually work out such modifications as will adapt it to the wants of the State and the age. May the claims of the seventy thousand children now in the schools, and the tens of thousands who will soon occupy their seats, and our places in the community, not find a cold, unwilling, or discordant audience in the highest council of the State. HENRY BARNARD, 2d.

Secretary of the Board of Commissioners of Common Schools. NEW HAVEN, May 11, 1840.

TO THE

REPORT OF THE SECRETARY OF THE BOARD.

REMARKS.

No. 1.-Abstract of Returns made by School Visiters

respecting the Common Schools in 1839-40. Agreeable to the direction of the Board, blank forms for returns, to be filled up by school visiters, were prepared and forwarded to the clerk of each school society. In some instances the blanks did not reach their place of destination; in others they were received so late that the visiters did not feel themselves called upon to fill them up; in others, owing to a want of system in collecting the information required, the returns have been filled up with a great deal of unnecessary trouble.

they are found. The number of societies in which they are recommended to be used is also given.

No. 3.-Annual Reports of School Visiters. The law provides that school visiters shall submit a report annually, to their respective school societies, as to the condition of the several schools, with plans and suggestions for their improvement. These reports should cover their official year, and it was the intention of the framers of the law of May 1838, requiring this duty, that they should be made at the close of the year, for which the committee were appointed. A request was made by the Secretary of the Board, that reports should he made out respecting the winter schools, and forwarded to him at Hartford. This has been done in many The blanks were returned from about one half of the school instances. So far as the topics touched upon are of a general societies in season, with a large mass of valuable sausuca interest, they are included in the selections. The excellent information, specimens of which may be seen in the accom-report of the Farmington committee is given entire, as a good panying tables, A. B. C. D. specimen of the manner in which these reports should be

A exhibits specimens of the condition of the common made up. Many excellent practical suggestions will be found schools in both the summer and winter terms. Information in all of them. A great service would be rendered to the was asked respecting the condition of the schools in the sum-cause of common school improvement, if school visiters mer of 1839, in a few particulars, which could have been given would perform their duty in this respect with fidelity and inwithout difficulty, if there had been a compliance with the telligence, and then bring their reports before parents and the requisitions of the law in regard to school registers and annual schools. It will not do simply to place the report in the hands reports. From the want of the proper sources of information, of the clerk, to be read at the regular school meeting. Efforts the returns in these particulars are generally very imperfect, B presents an abstract of the returns respecting the winter schools of 1839-40, in each of the eight counties of the State. This table could have been greatly extended. It however gives favorable specimens of the accuracy and completeness of inquiry and of efficient action. with which the blanks are, in a majority of instances, filled out, and will enable the Board, and all who consult it, to test the accuracy of the conclusions arrived at in the report, and to compare the condition of the schools in districts situated in the same society, and in different societies.

C gives the aggregate and average attendance in the common schools in districts included within the limits of incorporated cities, and in manufacturing villages, compared with the enumeration in August, 1839.

must be made by those interested in improving the schools to get up special meetings in each district, and have it read there, and then to have it printed and circulated widely among parents. A course like this, in a few years, would break up the apathy which now prevails and substitute in its place a spirit

Under New Haven will be found a full account of the system of mutual instruction as pursued by Mr. Lovell in his school. This account was drawn up at the request of the Secretary, and, although long, is given entire, in justice to the system which, in a subsequent notice of the public schools of Holland, is severely condemned.

before existed.

No. 4.-School Houses.

In addition to what is contained in this number of the ApD presents the condition of the common schools during ber, as to the present condition of school houses. It is gratifypendix, reference is made to the selections in the previous numthe past year, as estimated from the returns. In arriving at these general results, reference has been had to the details ing to be able to refer to almost every school society, where given for each district. These details are in some instances any thing has been attempted in the way of school improvegathered from registers accurately kept by school teachers and ment, for better specimens of school house architecture than are worthy of full reliance. In others there is evidently neither accuracy or completeness, and if the requirements of the law respecting the examination of candidates to teach, and the visitation of schools have been as loosely complied with, easily explained. It is universally true that where the duties required of school visiters are performed with faithfulness, and intelligence, that the schools are in a flourishing condition. And it is generally true, that where the duties have been delegated to a small committee in the first instance, or to a sub-committee of one or two persons of the proper qualifications, they have been most faithfully performed.

the low condition of the common schools in such societies is

There is a wide difference in the respect paid to the law in different counties and in different school societies in the

same county. Returns were received from every school society but one in Tolland and Middlesex counties. While in New London and Fairfield counties there are societies which have not made any returns during the present or the past year, and yet there are certificates on file that the schools in such ocieties "have been kept in all respects according to law." No. 2.-Books in use, or recommended to be used by School Visiters.

In this table, the names of the different books in use, are arranged according to the number of school societies in which

No. 5.-Common Schools in other States and Countries. information respecting the means and condition of common In this number of the appendix will be found much valuable school education in Massachusetts, New York, Ohio, Pennand Providence. Much of this information will be found sylvania, and in the cities of Boston, New York, Philadelphia scattered through volumes 1 and 2 of the Connecticut Common School Journal. It has been condensed and arranged for this appendix, that the Board and the Legislature might be able more conveniently to compare the provisions and results of our own school system with those of systems more recently organized.

The account of the school systems in Holland and Prussia is abridged from a recent report of M. Cousin, the present Minister of Public Instruction in France, and a report of Alexander Dallas Bache, LL. D., President of the Girard College of Orphans, to the trustees of that institution, on "Education in Europe." This last report makes a volume of 800 pages octavo, and is a most valuable contribution to the cause of education, not only in public but select schools, and those of a higher as well as elementary grade. We wish that every parent in Connecticut, and every friend of our common schools, could read the account here given of elementary instruction in Europe.