counties of the state, in sums from 5 to $10,000, the faith of the respective counties being pledged to pay the interest annually, and the principal when called for after ten years, notice being given at least one year previous to the call for payment, and the same privilege should be reserved to each county of paying any time after ten years, by giving the required notice of its intention to pay. This would enable the different counties to erect their public buildings, and assist greatly the settlement of the country. In this way the whole sum may be retained at home, and do much towards preventing that pressure in the money market, which is sometimes so sensibly felt in new communities. Should any remain uninvested, it may be loaned to individuals, and secured in double the amount by bond and mortgage, as nearly the whole of the school fund is at present in the state of Connecticut, which the present able commissioner of the fund declared to the Superintendent "to be in his judgment the safest and best investment that can be made, stocks of all kinds being more uncertain and precarious." And it may be important to make it the duty of the board of school inspectors to appraise property, on which a bond and mortgage is proposed to be given. A measure like this would effectually secure the state against loss; and it might also be provided in case of a depreciation in the value of the property, that a new appraisement should be made, and, if found wanting, additional security be given, or a foreclosure immediately ensue. 66 Assuming, as the basis of calculation, 200,000 to be the population of the state, and it cannot be safely estimated to be less, one-half that number at least will be found to be under twentyone years of age. These, in the language of an intelligent gentleman, are all flexible subjects of education, in its most comprehensive sense, though they are not all within the influence of that part of it which can be easily controled by legislation, or indeed by any means except by an enlightened public opinion. A few of this great number have left the schools and all direct means of education, and entered upon the active business of life. And a portion of the younger part of them are yet subjects only for domestic education. But after these deductions from the two extremes, it will not be extravagant to state that one-third of the whole population are of a suitable age to attend school."* It is demonstrated by the returns under the New York, Massachusetts and Connecticut systems, that one-third of the whole population in those states come within the provisions of the school law. It results from this computation, that 66,666 of our population ought to be in school. And it ought to be remembered in this connection, that four or five years, or even one year of this * James G. Carter, Esq. chairman of committee on education, H. R., Mass. K period of life, gone unimproved, is a loss to the individual, which never can be retrieved. It is therefore obviously a dictate of sound policy, as well as an act of justice to the rising generation, to provide ample means, as soon as can be done consistently with the public interests, for the support of schools. The school season of those in minority, will soon have passed away, never to return. It is all important to them, and almost equally so to the next generation, that their claims should be duly appreciated. It would certainly be to them but a poor remuneration to preserve for posterity what ought to be expended in educating them. The contemplated disposition of the public school lands, it is firmly believed, would adequately supply the wants of the people, and result in no material injury to the general fund. But even admitting that fifty years hence the general fund might be 5 instead of $4,000,000, by holding on to the public school lands a number of years to come, yet if such a course is to leave the present generation in a great measure uneducated, as it necessarily must, it would be inflicting upon the state an injury, which is not within the power of the combined methods of calculation to compute, which neither time nor money can ever remove. Let the night of ignorance once cast its blasting shade athwart the land, and our sun is set. Let the rising race retrograde, and the next generation will retrograde with an accelerating and resistless step, and that too, in spite of constitutions, laws, school systems or money. It is much easier to keep possession than to regain it, when once it is lost. It is a matter of rejoicing, that the great body of our people, are not only intelligent, but educated men; because it will be found to be much less difficult to carry into operation an effective system of public instruction, than in those states where general education has for a long time been neglected. It is also matter of grateful remembrance, that we had in the convention, which formed the constitution, men of enlarged and liberal views; and that the first legislature of the state so promptly responded to the letter and spirit of this constitution. But there is another view to be taken of this subject-our population is increasing with unparalleled rapidity. By the time the next United States' census is taken, we shall number nothing short of 300,000 inhabitants. There will then be 100,000 subjects for education. These things of themselves are sufficient to throw around the great questions now under consideration a thrilling interest. Most of the settlements have done something, and some of them have done nobly, for the cause of primary education. But they have necessarily difficulties to encounter, obstacles to surmount, and they have much to do in providing themselves a home and the means of subsistence. The people, therefore, in a special manner, in their present circumstances, need help; and it may soon be in the pow er of the state to extend to them all needful aid and encouragement. Indeed, all the mighty interests of the country are virtually suspended upon the course of education. For, as says Lord Brougham, "A sound system of government requires the people to read and inform themselves upon political subjects; else they are the prey of every quack, every impostor, and every agitator, who may practise the trade in the country. If they do not read; if they do not learn; if they do not digest by discussion and reflection what they have read and learned; if they do not qualify themselves to form opinions for themselves, other men will form opinions for them, not according to the truth and the interests of the people, but according to their own individual and selfish interest, which may, and most probably will be contrary to that of the people at large. The best security for a government like ours-a free government-and generally for the public peace and public morals is, that the whole community should be well informed upon its political, as well as its other interests."* But how is this in formation to be obtained without schools and teachers? in short, without the education of all classes? And how is this to be accomplished without union and effort, and the adoption of the most efficient measures. Every man may do something, and our country has a right to expect something of every individual. The sentiments of Cicero, the great master mind of antiquity, as expressed in his splendid work on the republic, is a sentiment which should reign in the breast of every American citizen. "Our country has not given us birth, or educated us under her law, as if she expected no aid from us; or that, seeking to administer to our convenience only, she might afford a safe retreat for the indulgence of our ease, or a peaceful asylum for our indolence. But that she might hold in pledge the varied and most exalted powers of our mind, our genius, and our judgment, for her own benefit; and that she might leave for our private use such portions only, as might be spared for that purpose."+ How desirable to adopt such measures, and how exceedingly important to pursue such a course, as that in coming years, among the thousands reared in the public schools under the fostering care of the government, some powerful and gifted mind, stored with all that can refine, enlarge and elevate, shall arise and be able sincerely and truly to adopt the language and sentiments of Mr. Butler, of New York, in closing a historical sketch of public education in his own state. "This brief review of the history of public instruction in this state, ought not to be closed without a tribute of gratitude to those wise and patriotic public servants, who at the very beginning of our career as an independent state, laid the foundation of the policy which has *As quoted by Judge Story, in Lecture before A. I I., 1834. +Cicero de Republica, Liber I, Ch. 4. since been pursued. The direction then given to the public councils, has never been abandoned. The promotion of literature and of general instruction has been a rallying point which has united the feelings and concentrated the exertions of men, whose opinions on other matters were not only discordant but irreconcilable. The state has often been shaken to its centre by political collisions; and it has sometimes happened that objects of real importance have, under the influence of feelings engendered by those collisions, been neglected or opposed; but at all times and under all circumstances, this great interest has received from all men of all parties, a constant and enlightened protection. This single fact while it confers upon our people the highest honor, is sufficient to vindicate the utility of republican institutions."* Education is certainly an object of sufficient magnitude to unite the hearts and hands, the feelings and energies of a whole people in the promotion of its cause. Its advancement, therefore, should be one great end and aim of all, in a special manner, who are intrusted with the great and growing interests of the state. An abstract of the reports of school commissioners, and also an abstract of the reports of school directors, is herewith presented. But few reports have been received, either from commissioners or directors. This is owing undoubtedly to a want of due information; and the shortness of time after the law requiring reports, prevented that information from being circulated sufficiently to secure the object. Five hundred circulars were issued, but it is to be presumed that many of them did not reach the proper source in in season to obtain the required reports. All which is respectfully submitted. JOHN D. PIERCE, Superintendent of Public Instruction. |