that even error may be safely tolerated where reason is left free to combat it, and therefore indulging no apprehensions from the influence of any language or creed among an enlightened people, I desire the education of the entire rising generation in all the elements of knowledge we possess, and in that tongue which is the universal language of our countrymen. To me, the most interesting of all our republican institutions is the common school. I seek not to disturb, in any manner, its peaceful and assiduous exercises, and least of all with contentions about faith or forms. I desire the education of all the children in the commonwealth in morality and virtue, leaving matters of conscience where, according to the principles of civil and religious liberty established by our constitution and laws, they rightfully belong."

In his annual report for the present year, the Superintendent strongly urges the continuance of the departments for the instruction of teachers connected with the academies, and the increase of the number of the institutions required to maintain such departments. "Normal schools," he observes, "which are so strongly urged by some, must, after all, be essentially like these departments and the academies in which they are established. There must be a board of managers or trustees, teachers, a building, books and apparatus. These are already furnished by the existing academies; and there can be no intrinsic defect in them which should prevent their being made as useful as any normal schools. The change of name will not change the real nature of the institution. The sum of money which would be requisite to purchase ground, erect buildings for one normal school, and fit them for the purpose, would enable at least ten academies to maintain similar schools in buildings already prepared, and under managers already organized. The Superintendent does not mean to underrate those schools, nor to depreciate the benevolent motives of those who recommend them. He acknowledges, and indeed earnestly urges, the inestimable value and absolute necessity of institutions in which our youth may be prepared for the business of teaching. But he would use the means we already have at hand for the purpose, without incurring what seems to him the needless expense of providing others of a similar character. He would respectfully recommend the extension of the public patronage to all the academies in the state, to enable them to establish teachers' departments, and in those counties where there are no academies, the establishment of normal schools. For the latter purpose there might be a provision authorizing the boards of supervisors in such counties to raise the necessary sums to procure suitable grounds and erect proper buildings; and upon their being completed, appropriating from the funds of the state a sufficient sum to employ competent teach

ers. He, however, remarks in conclusion, "One model school, or more, might be advantageously established in some central part of the state, to which teachers, and those intending to become such, might repair to acquire the best methods of conducting our common schools.”

Professor POTTER, of Union College, who, at the request of the department, had visited and personally inspected during the year 1840 several of the teachers' departments connected with the academies, submitted a very able report of the result of his examination, closing with the following suggestion: “I would suggest whether some means might not be adopted for training a class of teachers with more especial reference to country common schools, and to primary schools in villages and citiesteachers whose attainments should not extend much beyond the common English branches, but whose minds should be awakened by proper influences-who should be made familiar by practice with the best modes of teaching, and who should come under strong obligations to teach for at least two or three years. In Prussia and France normal schools are supported at the public expense; most of the pupils receive both board and tuition gratuitously; but at the close of the course they give bonds to refund the whole amount received, unless they teach, under the direction of the government, for a certain number of years. That such schools, devoted exclusively to the preparation of teachers, have some advantages over any other method, is sufficiently apparent from the experience of other nations; and it has occurred to me that as supplementary to our present system, the establishment of one in this state might be eminently useful. If placed under proper auspices, and located near the capital, where it could enjoy the supervision of the Superintendent of common schools, and be visited by the members of the legislature, it might contribute in many ways to raise the tone of instruction throughout the state."

The Superintendent renewed his recommendation of such a modification of the common school system, as was suggested in his report of the preceding year. He contrasts the present situation of the schools with their condition in 1815, the number of organized and reporting districts having increased from 2,631 to 10,397; the number of children instructed from 140,706 to 572,995; and the amount paid from the treasury towards defraying the compensation of teachers from $45,398 to $220,000; and after referring to the fact that $275,000 were annually contributed in taxes and nearly $500,000 on rate bills, for the support of the schools, observes, "A people who have thus freely expended their money and appropriated their private means for the education of their children, to an amount nearly double the expense of administering the government, cannot with any truth or justice, be said to be indifferent to the subject.

And when we find thirty thousand trustees of school districts gratuitously rendering their services, and making their returns with order, regularity and promptitude, we ought not to deny their appreciation of the value of the labor in which they engage, nor their merit in performing it. It is no slight proof of the value of a system which is thus administered without compulsion. Its fruits are seen in the education of one-fourth of an entire population, and of nearly every child of a proper age for the primary schools; in the advance of the wages paid to teachers, a clear indication that a higher degree of talent is employed and appreciated; and in the interest almost universally excited among our fellow citizens of every class in the success of the effort. Still, like every other human institution, it is susceptible of constant improvement. This is not to be accomplished by sudden changes which derange the machinery, and which, when effected, will probably be found to require alteration; and least of all by those schemes which are so comprehensive as to be incapable of practical execution. Amendments, when experience has indicated their necessity, may be gradually incorporated in the system, without obstructing it. And the introduction of new elements to aid, invigorate and sustain what we have, and in keeping with it, will be more likely to accomplish their purpose than if they were antagonistic to what is already established.”

On the 5th of January, 1842, the acting Superintendent, (S. S. RANDALL) transmitted to the legislature the annual report required from the department, from which it appeared that the whole number of school districts in the state was 10,886; the number of children between the ages of 5 and 16, residing in the several districts from which reports had been received (exclusive of the city of New-York, 583,347, and the number of children under instruction 603,583, being an increase of 30,588 over that of the preceding year.

On the 7th of February succeeding, the Hon. SAMUEL YOUNG of Saratoga, was appointed Secretary of State and Superintendent of Common Schools; and in May following he met the several county superintendents in convention at Utica, and possessed himself of a thorough acquaintance with the details and practical operations of the system which he had been called upon to supervise. In his first annual report, (Jan. 12, 1843) he recommended the reduction of the academical departments for the education of teachers of common schools to four, and the appropriation of a sufficient annual sum to establish and maintain a normal school at the seat of government, where it might be subjected to the immediate supervision as well of the department as of the representatives of the people during the sessions of the legislature; the abolition of the offices of commissioner and inspector of common schools,

and

the substitution of a town superintendent; the extension of the official term of trustees of school districts to three years, one to be elected annually; the vesting of appellate powers in the first instance in the several county superintendents; the perpetuation of the district library system, with suitable modifications and restrictions, and various other incidental and minor reforms of the system: most of which, in pursuance of his suggestions, and on an able and argumentative report from Mr. HULBURD of St. Lawrence, chairman of the committee on colleges, academies and common schools, of the assembly, were incorporated by the legislature in the act of April 16, 1843. At this period the number of school districts had attained its maximum, 10,893; the number of children between 5 and 16, residing in the several reporting districts, was 601,765, and the whole number under instruction 598,749. The Superintendent acknowledges a "decided predisposition" on his accession to office, "to exercise whatever influence he might possess" for the abolition of the system of county supervision. But after attending the convention of county superintendents, and possessing himself of a thorough acquaintance with the previous defects and present advantages of that system he thus sums up the conclusions to which he had arrived:

"Deputy Superintendents properly qualified for the discharge. of their functions, possessing a competent knowledge of the moral, intellectual, and physical sciences, familiar with all the modern improvements in elementary instruction, and earnestly intent on elevating the condition of our common schools, can do much more to accomplish this desirable result, than all the other officers connected with the system. Acting on a broader theatre, they can perform more efficiently all that supervision which has heretofore been so deplorably neglected, or badly executed. The system of deputy superintendents is capable of securing, and can be made to secure, the following objects:

"It can produce a complete and efficient supervision of all the schools of the state, in reference as well to their internal management, as to their external details:

"It can be made to unite all the schools of the state into one great system; making the advancement of each the ambition of all; furnishing each with the means of attaining the highest standard of practical excellence, by communicating to it every improvement discovered or suggested in every or any of the others:

"It can do much towards dissipating the stolid indifference which paralyses many portions of the community, and towards arousing, enlightening and enlisting public sentiment, in the great work of elementary instruction, by systematic and periodical appeals to the inhabitants of each school district, in the form of lectures, addresses, &c.

"It can be made to dismiss from our schools all immoral and incompetent teachers, and to secure the services of such only as are qualified and efficient, thereby elevating the grade of the school master, and infusing new vitality into the school.

"An attentive examination of the interesting reports of the deputy superintendents will clearly show that the accomplishment of several of the most important of these objects is already in a state of encouraging progression.

"In these times of commercial paralysis, monetary pressure and impending taxation, superinduced by causes which were clearly foreseen, and might easily have been obviated, it is very far from the intention of the Superintendent to advocate any system which shall add weight to the existing burdens of the community. Instead of this, it will be manifest that the system of deputy superintendents can be made to supersede official duty heretofore badly performed, and taxation heretofore imposed with little resulting utility, to an amount greatly exceeding the expenses of this system."

There were in the state, as appears by the last annual report of the Superintendent, (Jan. 13, 1844) 10,875 organized school districts, 670,995 children between the ages of five and sixteen, exclusive of those residing in the city of New York; and 657,782 children taught during the year. "We may reasonably,' observes the Superintendent, "congratulate ourselves upon the accession of a new order of things, in relation to the practical workings of our system. Through the medium of an efficient county and town supervision, we have succeeded not only in preparing the way for a corps of teachers thoroughly competent to communicate physical, intellectual and moral instruction-themselves enlightened and capable of enlightening their pupils but also in demolishing the numerous barriers which have hitherto prevented all intercommunication between the several districts. An extended feeling of interest in the condition and progress of the school has been awakened; and in addition to the periodical inspection of the county and town superintendents, the trustees and inhabitants are now, in many portions of the state, beginning to visit the schools of their districts: striving to ascertain their advancement; to encourage the exertions of teachers and pupils, and to remove every obstacle resulting from their previous indifference. Incompetent teachers are beginning to find the avenues to the common school closed against them; and the demand on the part of the districts for a higher grade of instructors, is creating a supply of enlightened educators, adequate to the task of advancing the youthful mind in its incipient efforts to acquire knowledge. The impetus thus communicated to the schools of one town and county, is speedily diffused to those of others. Through fre quent and periodical meetings of town and county associations