place, may have been overlooked. They, however, feel fully justified in recommending that one of the public schools be so far altered as to be established upon the monitorial system, and that thus a fair trial, open to the inspection of the public, may be made. The truth of the question can thus be easily settled, by allowing every one to judge for himself. The expense will be light, and the advantage which is hoped for, is most important.

With regard to the improvement of the grammar schools, on the present system, your Committee have but little to remark. Many of the most necessary improvements would certainly flow from the establishment of primary schools, and could not be carried into effect without it. Others will necessarily arise from a more punctual superintendence on the part of the committee. The following, however, might, if it were thought best, be adopted immediately:

The number of absences is at present very great; probably amounting in general to about one-fourth of the whole number of scholars belonging to the school. This might be diminished by keeping a regular absence list every day, and reporting it to the committee at their visitation.

Benefits would result, in the opinion of your Committee, from introducing into the schools some system of rewards, which should appeal continually to the emulation of the pupils. This may be arranged in a variety of ways, either of which would accomplish the same purpose, if it applied invariably, and at all times, to every individual. Human beings may be governed by an appeal to their love of character, or to their fears. We prefer the former, as more kind and more successful.

As to the manner in which a high school should be conducted, we will not here hazard any opinion. The decision on this subject will depend so much upon the branches to be taught, that until the character of the school be permanently settled, any opinion would be manifestly fruitless.

The books at present used in the schools, are, in the opinion of your Committee, altogether above the range of thought of the pupils. Works of a narrative character would be better understood, would be more interesting, and would, of course, teach the pupil to read with more taste and judgment. The boy who pores in utter disgust over the book which he reads in school, will hasten home to read with avidity his story book. The true wisdom would then be to introduce the story book into school, and thus render his place of education the place of his amusement.

It may be mentioned that proper story books are now published, that not only amuse children, but afford the best sort of instruction, and make the most lasting impressions.

Nevertheless, as this subject is one in which time and judgment are necessary for a selection, and as a change of this sort, through all the schools, would be productive of considerable additional expense, your Committee would recommend that no change at present be made in books, excepting only the arithmetic. If a school, by way of experiment, be es tablished on the monitorial plan, various school books can be tried there, and, after a fair opportunity of testing the merits of several, those can be selected which seem best adapted to accomplish the purposes of education. Your Committee are, however, of opinion that it would be expedient to introduce the system of arithmetic published by Mr. Smith, into all the public grammar schools, and also that all the scholars in arithmetic be taught by classes, and not individually, as is now the prevalent mode.

In closing this Report, your Committee feel obliged to assure their fellow citizens that it is utterly in vain to hope for a valuable course of public instruction, without a thorough and active system of supervision on the part of the community. Unless the schools be visited frequently, and examined thoroughly, and unless the school committees determine to give to this subject all the attention, and reflection, and labor necessary to carry the system of education to as great a degree of perfection as the case admits, every thing will be fruitless. Without this, every plan of education will fail, and with it almost any may be made to succeed. If a sufficient number of gentlemen can be found, who will devote to the interests of the rising generation a half day every month, and who will so combine their abers as to produce the effect of a particular and general supervision, all

that the most benevolent could wish can be accomplished. If such men cannot be found, nothing of value will ever be done.

It is therefore recommended, that the school committee, to be hereafter chosen, be divided into two committees, to be denominated the primary school committee, and the grammar school committee. That both of these be regularly organized, by choosing a chairman and secretary, and that they adopt such rules as shall insure the visiting of every school by one member of the committee at least once a month; and that each general committee meet once in three months, to consider the condition of the schools in general, and of each one in particular; and that to them and to the Town Council, the whole business of the public education be committed.

2d. That primary schools, for the instruction of children from 4 to 7 years of age, be established in various parts of the town, under the superintendence and direction of the primary school committee.

3d. That one of the common schools be immediately established on the monitorial system*, and that the committee authorized to carry this resolution into effect, be also authorized to introduce into it such books, and make for it such regulations for the time being as they may deem proper.

4. That a public high school be established, in which shall be taught all the branches necessary to a useful, mercantile, and classical education.

All of which is respectfully submitted.

F. Wayland, Jr., William T. Grinnell, Thomas T. Waterman. Providence, April 22, 1828.

NOTE. The expense of teaching 7,044 pupils in Boston, 1826, in public schools, was $54,417. Of teaching 3,392 in private schools, $97,305.'

'National wealth proceeds chiefly from activity of mind, and must, therefore, be proportioned to the extent and universality of its development It appears by the statement of Baron Dupin, that in some parts of France, those who are educated are 1-10th; in others, 1-20th; in others, only 1-229th of the whole population; and that the national revenue from these districts is nearly in corresponding ratios.'-Report of the Managers of the School Society in the City of New York.

This able document, and the more direct and vigorous supervision of the schools, provided for in the school law of 1828, was followed by several important changes, and prepared the way for others. Previous to 1828, the school committees were appointed merely to advise with the Town Council; by the act of that year, the schools were placed under their exclusive control. Up to that time, children of all ages were gathered into the same school-room, and received instruction in all the branches taught therein.

The town meeting for the purpose of acting under the new school law, was held on the second day of June, 1828. It was voted that the committee should consist of twenty-one persons. Five were chosen on that day, and the remaining sixteen were chosen at a subsequent meeting, the first five having, in compliance with a vote of the town, nominated those whom they considered suitable persons to compose the school committee.

One of the first acts of the committee was the establishment of primary schools in all the districts; thus separating the small scholars from the larger, and making better provision for the instruction of each division.

The school regulations were again revised, and some changes made in the books and studies of the schools. The following extracts from the revised regulations will exhibit these changes, viz:

"The branches taught in the primary schools, shall be reading and spelling, and the books used for instruction therein, shall be the following, and no other, viz :

A monitorial school was established in one of the writing schools in 1828, to test its efficiency, but it was abandoned in a few years.

Union No. 1, 2, 3, and the New Testament. Children of four years of age, and upward may attend the primary schools.

The branches taught in the grammar schools shall be spelling, reading, the use of capital letters and punctuation, writing, and arithmetic, rudiments of book-keeping, English grammar, geography, and epistolary composition; and the books used shall be the following, and no other, viz: Union No. 3, 4, 5, American first class book, Smith's arithmetic, Murray's abridgement of English grammar, and Woodbridge's small geography."

The primary schools were open to children of four years old and upward, who might continue till they were seven or eight years of age, and then, if qualified, might be transferred to the grammar school. At first, the primary schools were taught by one female, who had the charge of from 60 to 80 pupils. Soon, however, it became necessary to employ an assistant in each school.

The salaries of these teachers were fixed at $175 for the preceptress, and $100 for the assistants per annum.

The salary of a master was at this time $500 per annum; that of an usher, $250 per annum.

Previous to this time, no special provision had been made for the children of the colored population. A few of them had attended the public schools already established; but it was found that the wants of this class could be better supplied by the establishment of separate schools. In 1828, a school was established, with one male teacher, on a salary of $400 per annum. The schools were somewhat improved by the establishment of a primary and a colored school.

In 1825, the salary of masters was raised to $600; that of an usher to $300 per annum; that of a preceptress of a primary school to $200; that of an assistant in a primary to $125; and that of master of the colored school to $450 per annum.

In 1836, female assistants were for the first time employed in the grammar schools; the ushers were not at once removed, but whenever vacancies occurred in the places of ushers, they were filled by the appointment of two female assistants, at a salary of $175 per annum.

In the course of a year or two, all the ushers having resigned, female assistants were employed in all the grammar schools of the city. About this time, several changes in the books in the schools were made, viz: Emerson's arithmetics, Goold Brown's grammar, Field's geography and atlas, and the National Reader, were introduced into the grammar schools, and Emerson's First Part, and the American Popular Lessons were introduced into the primary schools.

In August, 1935, a special effort was made in the school committee, to improve the character and increase the number of the schools under their care. It was urged by some of the members of that body, that the establishment of a high school, in which the older and more advanced boys might pursue the higher branches of an English education, would tend to improve the grammar schools. It was argued that the removal of these pupils from the grammar schools would allow the masters to devote their attention to the mass of their scholars, instead of to a few already advanced beyond the common studies, and engaged in pursuing the higher branches. It was also argued that the establishment of a high school would afford a healthful stimulus to the boys in the grammar schools, and urge them onward in their studies, in order that they might become qualified for admission to such a school.

The subject was referred to a special committee, with instructions to examine into the expediency of having a "Free High School" established, and to report the result of their examination. This committee presented a report, in the form of a series of resolutions, which were adopted by a vote of two-thirds of the school committee. Among these resolutions was the following: "That it is highly desirable and expedient that a high school should be established in this city, for the instruction of young men in the higher branches of a good English education; and that said high school be established by this committee, should a provision for the same be made by the city government."

And, "That in the opinion of this committee, the expense of instruction in said high school need not exceed the sum of $2500 per annum.

In the City Council, the subject introduced by these resolutions was discussed at some length, and finally a resolution was passed by both bodies, declaring that "it is not expedient at this time to establish a high school." The City Council, however, requested the school committee to report to them on the expediency of establishing a grammar school in the Fourth Ward. The school committee recommended the establishment of such a school, but the City Council did not take any final action on the subject, as the members from the different wards declared that the buildings in which the schools were kept were so unfit for the purpose, that new school-houses were as much needed in all the wards, as in the fourth.

In the latter part of 1836, a movement was made in the City Council, to petition the General Assembly for the passage of an act requiring the school committee to be elected (with other municipal officers,) at ward meetings. Fortunately, this attempt to change the mode of electing that body was not successful. The present mode is far the best. It is now one of the first duties of the City Council, after its annual organization, to decide in whose hands the management of the school department shall be placed for the municipal year upon which they are just entering. In calm deliberation, they can select, for the performance of the arduous duties of the school committee, men of intelligence and sound judgment, who feel a deep interest in the schools, and who will be ready and willing to devote time and labor to promote their success, and insure their usefulness.

Early in the year 1837, the subject of re-organizing the school system was again introduced to the City Council, by a memorial from the "Providence Association of Mechanics and Manufacturers." To this association belongs the honor of having presented to the General Assembly, in 1799, a petition, the first document ever laid before that body on the subject of public education, praying for the establishment of" Free Schools" throughout the State. At this time, the association, true to its original spirit, addressed the following memorial and resolutions to the City Council:

"To the City Council of the City of Providence:

The undersigned, in behalf of the Providence Association of Mechanics and Manufacturers respectfully represent: That

At a meeting of the Association, held on Monday evening, January 30, 1837, the accompa nying resolutions were unanimously adopted:

Resolved, That no subject can be of more importance to the inhabitants of this city, than the education of the rising generation.

Resolved, That as the members of this Association were the pioneers in the establishment of the public schools, they manifested a most laudable zeal on that subject.

Resolved, That the public schools of this city come far short of the wants of the community, and are much inferior in their character to the public schools in the neighboring cities. Resolved, That the public schools can and ought to be made equal to the private schools, so far as relates to the common branches now taught.

Resolved, That two of the greatest evils now existing, as respects public school instruction. are the great number of scholars in each school, and the small salaries paid to the teachers.

Resolved, 'That an increased number of public schools ought to be established in this city as soon as practicable.

Resolved, That a committee be appointed to draft a memorial to the City Council, on the subject of public schools, in conformity with the recommendation of the Select Committee, to report at an adjourned meeting, to be held on Saturday evening next."

In accordance with said resolutions, the following memorial was reported and approved at the adjourned meeting, and directed to be signed by the President and Secretary, and presented to the City Council

Your memorialists have long considered that public schools, as at present conducted in this city, are wholly inadequate to the wants of the community, and fall far short of what might be expected from its present opulence. It is the opinion of this Association, that unless a more liberal system of public education is pursued, the children of the poorer classes must grow up in comparative ignorance; and that the laxity of morals, and loss of an honest pride in their own capacities, which would result from this state of things, would more than outweigh the increased expense which would be necessary to arrest it.

Your memorialists have been struck with one fact, to which they would respectfully solicit particular attention. It has been argued by some. (and perhaps the argument has attracted the consideration of your honorable body,) that the instruction of youth in the public schools, is a heavy tax upon the middling classes, without an adequate return, as they do not participate in the benefit of this public instruction. This argument, which is evidently weighty in the present condition of these schools, would be destroyed if they were raised to the condition desired by your memorialists. Why is it that the middling classes do not become participants in this instruction? There is evidently but one reason. They perceive that the crowded state of the schools alone, would prevent proper attention to the pupil; and they are aware that with the small sum which the instructors receive, it is difficult to procure and retain the services of competent persons to fill the station. But let the schools be made so numerous that the scholars may receive as much attention as they do in the private schools, and let the salaries be so large as to induce men of equal ability to take charge of them, and that which is now considered as a tax, would then be viewed as an alleviation of one of the heaviest burdens put upon the middling classes.

Your honorable body have, no doubt, in the consideration which you have given this subject, perceived how far we are behind our neighboring cities in this particular. Whilst they are constantly aiming at perfection in their free school system, we have been at a stand, or retrograding. To us, this is a matter of serious concern, inasmuch as in proportion to our inferiority in this particular, we are liable to become inferior in every other matter which requires intelligence industry, and enterprise

In evidence of these statements, it is found that the number attending public schools in this city, in 1836, was

Private schools,

Attending no school,

Amount actually paid for public schools from June 1835, to June 1836,

1456 3235 1604

$5936 34
1524 65

-$7461 99

$20,000

8,847

4,000

$88,000

$100,000

Amount paid for public schools,

private do.

There are about 50 per cent more attending private school instruction than public, in this city; while in Boston, three-fifths of the whole number, 12,848, are attending the public schools. Boston, containing a population of about 80,000, pays $88,000; and Providence, whose population is about 20,000, pays $7,461. Should Providence pay $22,000, instead of the sum above stated, her public schools might then be equal in standing, and perhaps nearly adequate to the actual wants of the community.

To remedy the defect in our present system, your memorialists would suggest that a grade of schools be established between the primary and writing schools, for reading, writing, and arithmetic only, the design of which is to give a thorough instruction in these branches to those children whose parents need their services at as early an age as twelve or thirteen years, and who, under the present arrangement, are compelled to leave school with a very superficial knowledge of those branches which are so necessary for obtaining a livelihood in any business. It must be obvious, that without a thorough knowledge of reading, writing, and arithmetic, the purposes of education are not, in any important degree, answered. And they would further suggest, that in addition to grammar and geography, now taught in the writing schools, such of the higher branches should be added as might be deemed most useful.

To effect an essential reform in our public school system, great expense must necessarily be incurred; and your memorialists, who represent a large portion of the heads of families of the city, would meet this increased expense with hearty encouragement. They need but the assurance that the schools shall be adequate to the purposes of education, to stimulate them to unremitting efforts for their support and maintenance; and they feel confident that they would be met with corresponding efforts on the part of the inhabitants of the city generally.

Your memorialists are convinced that the present is the time to commence this work of reform. The amount which will be received from the Government, and devoted to education, will considerably alleviate the expense in the outset; and the inhabitants of the city are now so well convinced of the necessity of effort, that any appropriations for this object would no doubt meet with their approbation.

SAMUEL TINGLEY, Jr., Secretary.

GEORGE BAKER, President.

This excellent memorial, setting forth in strong terms the true features of the case, was received by the City Council with marked respect. It was referred for examination to a committee, who were instructed to report, at