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at heart the interest of the same object, but in departments usually quite different from each other, The one feeds and clothes. The other educates. * * ** Let the two be distinct, and let each sustain the other. Let the parent see that the child is at school always, and always in season; and let it be encouraged to a rigid and cheerful obedience, to the laws of the school. Let the teacher inculcate lessons of filial obedience, so that there shall not be two discordant, but two consentaneous voices, each as far as possible commending the other's course. "Concert of action is the secret of success.

a uniform government.

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A discerning child yields readily to The good teacher deserves and well earns a cheerful smile and a cordial hand from every parent. The cold shoulder and the pinched lips freeze his very soul.

TEXT BOOKS, &c.

"There is one evil incident to the great market for school books in the United States, which is in some respects, as perplexing as it is important. It has engaged the attention of some of our ablest men, who have endeavored to remove the difficulties, and to organize some plan which shall be worthy the confidence of the people and the friends of education in the whole country. The evil to which reference is had is the rapid and constant increase of books designed for use in schools. It is to be expected that men of cultivated and active minds will find employment to a greater or less extent in the department of education; yet while our presses are throwing off, almost every day, some new school book, the majority of them can hardly be said to possess any sterling value, and certainly no special claims to favor. Many of them are but the re-issues, in transpositions and re-arrangements, in altered words and phrases, of better books, which have served as the basis for the new work. "The truth of these remarks will be found warranted by the fact, that there are now used in the schools under the care of this Board, a great variety of books, which certainly cannot fail to be productive of some annoying if not evil consequen

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"These books are of several grades, some being elementary and others more advanced, but even on a critical classification, it must be confessed that there is too great a diversity in our text books, to harmonize with that uniformity which should characterize a homogeneous system.'

REPORT OF BOARD OF EDUCATION OF NEW YORK CITY. "School Committees and Teachers are exposed to much annoyance from book agents. Their importunities for patronage are so urgent and persevering, that it is difficult to get rid of them, except by yielding to their wishes. And in furtherance of their mission, they sometimes intrude themselves into the schools, without the knowledge or consent of the Committee, to the no small interruption of the exercises, and even make use of means to get their books introduced without the action of the Committee, especially in remote districts. * * * ** The only safe rule on this subject is, that no agent shall ever enter a school room without being accompanied by some one of the Committee, or having their consent in writing, and that no book shall be used in any school, that is not placed on the list of books adopted, by an express and recorded vote of the Committee."

REPORT OF SCHOOL COMMITTEE OF SPRINGFIeld.

"The privileges of a High School are not only brought within reach of each district, but of all classes of community, and are actually enjoyed by the children of the same age, from families of the most diverse circumstances as to wealth, education and occupation. Side by side in the same recitations, heart and hand in the same sports, pressing up together to the same attainments in knowledge and character, are found the children of the rich and the poor,-the more and the less favored in outward circumstances, without knowing or caring for the arbitrary distinctions which classify and distract society.

"But for the existence of the High School, full three-fourths of those who have been its pupils would most probably never have enjoyed the opportunity of receiving

more than the lowest rudiments of knowledge. These are the results which should surely commend the High School to the calm judgment and decided support of the great mass of the community, and indeed of every philanthropist."

"The influence exerted by the establishment of the High School has been very marked and beneficial. It has caused a generous emulation and elevated the standard of education. It has produced a greater degree of thoroughness, and a better attendance in the common schools. It opens to the poorest child an avenue by which he can be admitted to the realms of knowledge, not as a charity but as a right. It opens to, all those advantages which heretofore money alone, or humiliating dependence could obtain.

"Our public High School has been in operation about ten years, and has during the whole of this time, been highly useful in many ways. It has been a stimulus to exertion to the scholars of the lower schools, and has furnished us with well educated teachers in our common schools.

"The influence of the High School is decidedly manifest in elevating public sentiment in reference to the advantages of common schools and the value of general education. It presents also a powerful and abiding stimulus to the scholars in the lower schools to greater dilligence and effort to qualify themselves to gain admission, so that even our grammar schools now, are far better than our best schools, public or private, before this system was introduced. The effect is also visible in removing the necessity for private schools; and the children of all classes now vie with each other on a common level for elevation, and the only ground for distinction is good scholarship and correct deportment. Nor can the benevolent mind contemplate without satisfactiou, its results in imparting a gratuitous edueation of an elevated character to hundreds of children whose means are totally inadequate to secure it in private schools.

"It takes the children of the people and sends them out into life endowed with such eminent advantages of education, that they will be a blessing to society, adorning their varied pursuits with intelligence, enriching them with their discoveries, elevating and equalizing the rank and respectability of their widely different occupations, making industry honorable, and securing to labor its proper dignity. It will bring out genius that otherwise might be lost forever. It will pick up perhaps out of the kennels of society, many a gem of priceless value and will polish it and set it on high, that it may shed its lustre upon the world."

EXTRACT FROM REPORT OF SCHOOL COMMITTEE IN OHIO, ON HIGH SCHOOLS.

Dr. SEARS, Secretary of the Mass. Board of Education, in reference to High Schools, says:

"High Schools have sprung up rapidly in all parts of the Commonwealth within the last six years making the number about eighty.

"Nor is that which is gained in the wider distribution of the privileges of a higher education counterpoised by any deterioration of its quality. We have the testimony of gentlemen connected with the colleges, that from the time they began to receive students from these recently established High Schools, the classes coming under their care have been actually improved; that the young men brought forward in these schools have generally manifested superior energy of mind and of will; and that even in those cases where their knowledge of Latin and Greek was found less accurate than that of other students, the reverse of which was generally true, they still possessed a greater amount of general knowledge, and various culture, and constituted on the whole a better class of students.

"The effect of this order of schools in developing the intellect of the Commonwealth, in opening channels of free communication between all the more flourishing towns of the State and the colleges or schools of science is just beginning to be observed. They discover the taeasures of native intellect that lie hidden aing the people; make young men of superior minds conscious of their powers; bring those who are by nature destined to public service, to institutions suited to foster their talents; give a new impulse to the college, not only by swelling the number of their

students, but by raising the standard of excellence in them; and finally give to the public, with all the advantages of education, men who otherwise might have remained in obscurity or have acted their part struggling with embarrassments and difficulties.

"Another effect of this liberal policy is, that it gives the schools themselves a place in the estimation of the people, which they never held before. We need not go back many years to find a prejudice against the public schools and in favor of academies and private schools. The latter were regarded as more respectable; and many families gave their money and their children to them, as being designed for a more select class. Now the case is reversed. There are no better schools in the Commonwealth than some of our public high schools, and to these, families of the highest character now prefer to send their children. This makes our schools common in the best sense of the word, common to all classes, nurseries for a truly republican feeling, public sanctuaries, where the children of the Commonwealth fraternally meet and where the spirit of party and of caste can find no admittance."

TABLE NO. 1.

SHOWING AMOUNT OF INCOME APPORTIONED.

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715 64 1141 00

1389 43

1468 60

858 13 4237 52

966 70

4578 70

912 80

8312 50

613 41 7841 50 8063 68 8485 40 5837 05 6349 00 5981 95) 6246 10 3858 36 4076 10 3698 97 3659 60 6282 22 6087 20

8629 74

3322 90

4219 81

3970 40

660 10 858 20 1995 591 2702 00 3635 38 3721 20

$33 03 162 72 204 75 452 88
757 71 722 40 706 951113 12
191 08 273 60 310 95 642 96
1213 561476 96 1637 55 3191 04
152 97 188 16 191 25 485 28
2787 11 8272 163587 85 6567 12
3214 803322 56 3414 60 6212 16
2133 88 2504 16 2652 40 4595 04
2527 782780 64 2813 40.4888 08
1363 98 1845 601853 55 3211 92
1190 18 1688 16 1723 95 8063 60
2555 17 2788 40,2805 30 5022 72
1951 961868 641793 25 3019 68
1431 57 1984 80,1999 80 3378 96
24 39 11 04 150 80) 802 40
85 88 415 20 571 50 1233 36
778 55 1333 441279 80 2593 44
4998 55 4972 80 5047 65 9128 88 10576 09 10459 40
179 90 373 44 410 85 702 00 1002 22 1066 80
2485 04 2741 76 2849 854855 68 5789 56
143 82 218 88 255 15 514 08
3804 30 3702 24 3764 25 6320 88
19 81 140 64 90 45 174 96
703 33 905 76 1040 85 2048 40
1480 86 1814 40 1999 353605 76
3061 32 3721 92 2362 054039 20
3370 81 8406 56 3158 10 4975 92
3261 05 3595 203560 855848 56
1179 51 1441 92/1426 052765 52
79 68 139 15 497 52
58 50 285 84
28 04
135 00 230 40
1566 00 2928 24
71 55 152 64
51 12
70 56

23 40

5310 20

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TABLE NO. 2.

SHOWING AMOUNTS OF TAX RAISED IN EACH YEAR, FOR SCHOOL

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487 50

575 00 1647 41 2693 26 2839 152761 923673 29 5992 61 185 00 241 65 187 58 196 28 320 47 404 83 1509 67 2828 50 1630 61 1662 00 1813 00 3244 37 3920 81 1166 105667 58 1607 40 1686 28 1768 10 3159 53 4037 83 342 29 4693 77 2205 47 1250 07 1326 77 2297 52 2918 61 687 00 1400 56 1263 92 1395 07 1418 25/2475 20 5981 95 1276 81 730 00 943 00 930 001615 001920 20 52 00 1267 71 1681 69 1601 19 920 18/1802 69 3671 62 2599 922480 69 2682 26 2586 443161 735614 02 1125 21 2763 43 1442 77 1380 001809 56 2945 15 3141 37 40 32 698 10

133 00/1089 99 936 67 1245 00 1022 00/1900 00 2192 91 133 88 402 83 309 11 340 84 315 48 650 00 790 96 264 16 575 64 551 64 593 85 1044 73 1072 95 1817 55 1200 00 1530 66 1435 48 1832 08 75.00 454 50!

1602 75 1782 8017456 87 7535 647813 707412 02 9837 04 528 37 501 34 337 72 652 84 1008 92 200 00 80.00 170.00) 280 00 111 80 200 12 288 52 209 64

65.00

8777 43 2114 48 1694 47 2356 31 2661 833259 643521 43 368 57 297 89 187 14 813 85 782 25 938 61 6128 37 3279 35 4048 20 4369 805118 23 6321 07 434 201405 59 1111 71 782 80 1415 91 1391 92 1307 00 2219 011742 70 2562 97 2850 383008 65 3230 45 1626 79,6484 04 1685 71 2191 62 1578 43/2496 00:06S 66 547 00 1054 99 1587 91 1840 99/1522 71/2019 602531 73 812 57 2297 48 1730 63 1797 60 1775 24 2924 28 3402 34 268 00 306 13 560 24 1128 33 144 90 275 00 461 28 736 62 130 00 1359 97 1888 05 1584 59 2412 82 2629 652887 83 8.00 64 081 85 18 198 60

388 87 265 22

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9 7 13 17 17 21 25
41 71 82 91 98110 109
16 20 9 11 13 13 21
97 88 153 213 164 160 169
132 135 147 133 134 142 138
78 101 106 114 119 125 120
89 95 100 109 108 113
70 74 79 82 83 94 93
51 61 58 62 58 71
78 88 91 89 99 93'178
61 64 69 69 71
7 3 23 33 39 46 62
39 50 76 62 74 82 84
66 62 66 64 64 65 60
2
2 10 21 21
123 69 54 66 66 67 58
99 104 104 114 115 108 121

77, 73

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COUNTIES. 1849 50 51 52 53 54 55

Washington,
Waukesha,
Winnebago,
Kenosha,
Richland,
Bad Ax,
La Crosse,
Ontagamie,
Waupacca,
Oconto,

Waushara,
Adams,
Marathon,
Ozaukee,
Polk,
Pierce,
Chippewa,
Jackson,
Monroe,
Trempeleau,
Douglas,
Shawanaw,

112 114 126 146 91 91 89

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A BILL FOR AN ACT TO ESTABLISH TEACHERS' INSTITUTES. SECT. 1. Whenever reasonable assurance shall be given to the State Superintendent of Public Instruction, that a uumber not less than fifty teachers of common schools shall desire to assemble for the purpose of forming a Teacher's Institute, and to remain in session not less than ten working days, the said State Superintendent, or in case of his inability, such person or persons as he shall delegate, shall appoint a time and place for said meeting, make suitable arrangements therefor, and give due notice thereof.

SECT. 2. For the purpose of defraying the expenses of rooms, fires, lights, attendance, or other necessary charges, and for procuring teachers and lecturers for said Institute, the said State Superintendent may draw upon the Treasurer of the State for a sum not exceeding two hundred dollars for any one Institute, from such funds as may be in the Treasury, under the general warrant of the Governor for that

purpose.

SECT. 3.

To meet the expenses aforesaid, the Governor is hereby authorized to draw his warrant upon the Treasurer for a sum not exceeding one thousand dollars per annum, to be taken from the income of the School Fund, and to remain in the Treasury subject to the drafts provided for in the second section of this bill.

A. CONSTANTINE BARRY,

STATE SUPEINTENDENT OF PUBLIC INSTRUCTION.

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