sions of law and medicine are thronged with students; there is such a b mentable deficiency in the number of those who have the inclination and the ability, to engage in the business of instruction? Is it not to be ascribed to the more liberal encouragement offered by other employments, compared with the compensation of school teachers? Institutions for the formatione instructors are desirable; but the education of teachers would be unaval ing, unless the districts could appreciate the importance of affording suc ¡ compensation as would command their services. There could be no other guaranty, that those who were educated for the purpose, would engage in the business of teaching. Other causes may have their influence, but the seat of the difficulty may be traced to the disinclination in the districts, te make adequate compensation for the required talents and services. This is demonstrated by the fact, that those districts which adopt a liberal course, have able teachers and good schools. The business of education should be committed to the best talents in the country; and it is in vain to think of procuring the choicest fruits, without paying the market price. The monthly wages of the teachers of district schools, are frequently one-third less than the amount paid to experienced clerks, or journeymen mechanics in the same vicinity; and what is still more discouraging to the teacher, he finds employment not more than half the year. In consequence of this state of things, many of the common schools are kept by persons who resort to the occupation as a temporary expedient, to aid them in acquiring some other profession. They are without the experience, which is so important to an instructor of youth, and can have very little ambition to establish a reputa tion in an employment to which they have resorted for temporary purposes. It is desirable that the inhabitants of the district should feel a deeper inte rest, and give more attention to the schools, where the characters of their children are in some measure to be formed. Duty as well as interest prompt them to such a course. If, under the charge of an able instructor, a child can be advanced as far at 12 years of age, as is usual in the ordinary mode at 18; then there is a clear saving of 6 years, to be devoted to the ac quisition of additional knowledge, or applied to the service of the parent. It is evident that such results are attainable, under the improved systems, and the best instructors; and it is the part of wisdom to adopt such in provements as have been tested and sanctioned by experience. Notwith standing the rapid advances which this state has made in population, in wealth, in agriculture, manufactures and internal improvements; it is not to be denied, that the mode of instruction in the mass of the common schools, has remained almost stationary. This remark is not applied disparaging, but in reference to the state of common schools, compared with that elevated character which it is desirable they should attain. "It is somewhat remarkable, that amidst the great profusion of period cal publications, in the departments of law and medicine, religion and pa tics, there has not existed, until recently, a publication devoted exclusively to the advancement of public instruction. This obvious defect in the lis of useful publications, has recently been supplied by the establishment the "American Journal of Education" at Boston. This work is publishe monthly, and is designed "to furnish a record of facts, embracing whatever information the most diligent inquiry can procure, regarding the past present state of education in the United States and in foreign countrie An opportunity will thus be afforded for a fair comparison of of the men of various systems of instruction." The introduction of such a work wi tend to incite public attention, and to produce more just and enlarged vien. of education. The public school society in New-York, furnish this publication to each of their schools. Teachers, and all persons who take an interest in improving the standard of popular education, would derive much useful information from this work. The press, which is the organ and the advocate of every leading interest in the country, has not been as much devoted to the subject of improving our system of public instruction, as it has been to furnishing useful facts connected with agriculture, domestic manufactures, internal improvements, and the other great interests which are blended with the prosperity and the reputation of the state. It is desirable to excite inquiry, and produce investigation in relation to the best means of giving a higher character to the schools under the patronage of the state. To effect this, nothing could more essentially contribute, than the co-operation of the public papers. Through this medium, improvements which are useful, recommend themselves at once to the understanding and the adop tion of the great body of the people. The interests of the press are vitally connected with this subject; for it is by the universal spread of instruction, that the dominion of the press is to be enlarged, and its power in creased.. The course of instruction in the common schools, ought to be adapted to the business of life, and to the actual duties which may devolve upon the person instructed. In a government where every citizen has a voice in deciding the most important questions, it is not only necessary that every person should be able to read and write, but that he should be well instructed in the rights, privileges, and duties of a citizen. Instruction should be coextensive with universal suffrage. An unenlightened mind is not recognized by the genius of a republican government. The constitution of Peru (South America,) provides, that after the year 1840, no one shall enjoy the privileges of citizenship, who is not able to read and write. This is a much more rational qualification for voting than the freehold test, which has recently been abolished in this state. In addition to becoming acquainted with the history of his own town, county, state, and nation; the scholar should be made acquainted with the laws relating to the "duties and privileges of towns"-the manner in which the business of the county is transacted, and the organization and powers of the government. As soon as a young man enters upon active life, he is called upon to discharge the various duties of a citizen, and the necessary instruction to qualify him for an intelligent discharge of duties, so important to himself and his country, should form a part of his education. "It is important that the rising generation should be well instructed in the history of their own country: Those who are to be the future guardians of our free government, should be made acquainted with the toil and suffering, which it cost to establish the liberties which they enjoy. In perpetuating the example which our country offers to the world, that man is capable of selfgovernment, it is vitally important that the means should be afforded in the common schools, of acquiring a sound knowledge of the principles and acts of the revolution-of the cause and consequence of independence. A history, every incident of which has a tendency to inspire a reverence for the institutions of our country, ought to be familiar as household words," to those, on whose intelligence and patriotism, the future hopes of the republic are based." Apportionment of School Monies in 1828. Extract from the act concerning the "Revised Statutes," passed December 4, 1827. From and after the 31st December inst. the following statutes, now in force, shall be and they are hereby repealed: Sec. 4. sub. 7. "All statutes and parts of statutes, consolidated and reenacted in the second Title of Chap. XV. or repugnant to the provisions contained therein; and all statutes and parts of statutes, concerning common schools; but the distribution of school monies to be made in the year one thousand eight hundred and twenty-eight, shall be according to the apportionment now in force, and upon the returns made or to be made, under the existing laws." The commissioners of new towns, in arranging school districts, will observe the following decision: "The statute relating to common schools, authorises the organization of school districts without reference to town, or county lines. The alteration of a town line, therefore, does not, as a matter of course, break up or disorganize a school district. The law seems to contemplate that the districts should be formed, with a view of accommodating neighbourhoods, without regarding the divisions into towns and counties, except where the inhabitants would be as well accommodated by regarding such lines. It is not a matter of any particular consequence to the inhabitants of a district, whether or not an imaginary town line runs through their district. But it is a subject of deep interest to them that their school district should not be disarranged; because it is by keeping up their organization, and complying with all the requirements of the law, that the trustees are enabled to make such a report as will entitle the district to the public money." When a town is divided, To be certified to the comptroller and clerk of each county, § 8, How made to school districts, When appropriated to a particular district, Of fuel, when not provided by tax, 4 4 4 5 8 11 .... Of taxes, 22,35 20 Board of Supervisors, To assess an amount upon each town equal to that apportioned, § 17, 18, Bonds, .... To be given by collector of district, C. 6 25, 36 25 25 Of apportionment, to whom sent, § 8, How annulled,.••• .... To be dated within one year of the time of employment, § 93,.... Commissioners, To form and alter districts, and give description to town clerk, ;•••• When to apportion school monies to the several districts, § 20, sub. 6, 7, To form districts for two or more towns, § 21, To obtain consent of trustees, § 22, When to withhold monies from a district, § 23, 24, 25, To apportion money to district altered after the annual district reports have been received, § 26,...... How to dispose of money remaining in their hands for one or more years, 27, 28,.... Their annual report, § 29, 5 6 13 36 13 23 16 7, 38 7 788∞o Forfeiture for neglect, § 31, 32, 38, Their accounts, how kept and audited, § 34, To render account to their successors, § 35,. When and how prosecuted, § 39, 40, 41,.......... Balance remaining in their hands to be paid over, § 36, A corporation for certain purposes, § 42,. Their clerk, § 43, .... Inspectors, by virtue of their office, § 44,. To give notice within 20 days of formation of district, § 55,. To certify sum to be raised for school-house, § 64, Joint meeting of commissioners, § 65, ... Their consent to alteration of site of school house, § 66, To file acceptance of office in 15 days, Forfeiture for refusing to serve, Their compensation, ... Who to accept resignation, .... .... When their decision appealed from, to retain money, (6th regulation,) 32 ... To hear and decide appeals, § 110,.. 26 39 |