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MR. CARTER ON EDUCATION OF TEACHERS.

foresaw the degree to which its expansion could be raised, or the purposes to which it could be applied? Public attention was turned to the subject in earnest, and we now see vessels moving in every direction by its power. It was known long since that light wood would float, and water run down hill. But who foresaw, twenty years ago, the present state of our internal improvement by means of canals? Public attention and powerful minds were directed to the subject, and we now see boats ascending and descending our mountains, and traversing our continent in every direction. Those who were before almost our antipodes, have now, by the facilities of communication, become our neighbors. The most intrepid prophet would hardly have dared, even ten years ago, to predict the present state of our manufactories. This has all been done, because it could be done, and many minds were turned to the subject, and resolved that it should be done. All these are in many respects analogous cases, and go to show that we do not always know how near to us important improvements are; and that it is only necessary to direct the public attention to a subject in order to insure some inventions in it.

A great variety of other peculiar advantages to the public, it occurs to me, must arise from an institution for the education of teachers. But I have confined myself to those only which seemed to be the most striking and important. All others will be found to be involved, in a great degree, or wholly, in those which I have stated. And although to enumerate them might add some new motives for attention to the subject, they could not strengthen much the argument in favor of an institution somewhat like that which has been above described. I must now take my leave of the subject for the present; my only regrets being that I have not had ability to do more justice to the several topics which I have discussed, nor time to do more justice to my own views of them.

To James G. Carter belongs the credit of having first arrested the attention of the leading minds of Massachusetts to the necessity of immediate and thorough improvement in the system of free or public schools, and especially by the training of competent teachers for these schools, by his "Letters to the Hon. William Prescott, LL. D., on the Free Schools of New England," in 1824, and his "Essays on Popular Education, on Education as a Science, and an Institution for the Instruction of Teachers," in 1824-5. These publications were noticed in the leading newspapers in all parts of the country, and were reviewed with extracts and discussions in the American Journal of Education, the United States Gazette, and North American Review. The subjects were taken up by Governors in their Messages, and discussed in the Legislatures of several States, and recognized in the Prospectuses of many Institutions.

In 1827 Mr. Carter opened an Institution, with special reference to the education of teachers on the plan set forth by him, and memorialized the Legislature for aid. The recommendations of the Committee were lost by a single vote. In 1830 he assisted in the establishment of the American Institute of Instruction, of which he was Councilor and President, and, from his position as member of the Legislature and Chairman of the Committee on Education, was mainly instrumental in obtaining for its operations an annual grant of $300, by which its perpetuity was secured. From the same position he rendered other signal services to the cause, advocating every measure of school improvement, the compulsory education of factory children, the appropriation of the United States Revenue to a Teachers' Seminary, the appointment of a State Superintendent of Schools, and the establishment of the Board of Education, for which he drew the Act, and was nominated the first member.

MEMORIAL OF JAMES G. CARTER

TO THE

LEGISLATURE OF MASSACHUSETTS, AND THE REPORT OF THE
COMMITTEE OF THE HOUSE OF REPRESENTATIVES

ON A SEMINARY FOR TEACHERS, IN 1827.

To the Hon. Senate and House of Representatives of the Commonwealth of Massachusetts, in General Court assembled, the undersigned begs leave most respectfully to represent :—

That he is about to open a seminary in a central part of the state, for the general instruction of children and youth of both sexes, and also for the particular instruction of those who may resort to him for that purpose, in the science of edu cation; or in the best means of developing the physical, moral, and intellectual powers of the young by judicious and wholesome exercise of those powers, and, at a subsequent period, of conveying to their minds the greatest amount of useful knowledge.

In regard to the department for general purposes, first above named, your memorialist believes that the public demand for a more practical education than is commonly afforded by our schools and colleges in their present state has become so strong and decided as to render it safe for individual enterprise to attempt to answer that demand. And he would not now ask the attention of your honorable body to that part of his plan further than to observe that, in his view, it may, without prejudice to itself, be made greatly subservient to the department for the education of teachers.

The necessity of some systematic preparation of instructors of youth, before they enter upon their duties, is so obvious, upon the slightest consideration; and the want of teachers, better qualified to govern and instruct our common schools than our present means are adequate to supply, has been so severely felt in every part of the state; that your memorialist believes it would even be safe for individual enterprise to enter upon that department, to a limited extent. But, as no seminary for this purpose has, to his knowledge, been established in this country; and as the establishment of one would necessarily require the investment of a considerable capital, as well as the expense of much valuable time, in order to conduct it so as to produce the best results; its advantages, even upon the most economical arrangement that can be made, must be put at a price above the ability of large and important classes of the community to pay. In this view of the subject, it has occurred to your memorialist, that if your honorable body— the chosen guardians of those schools which contain, at this and every moment, one-third of the whole population of the state-would extend to private enterprise a moderate amount of public patronage, it would so far diminish the necessary expenses of the institution to individuals, as to open its doors to all who would aspire to the responsible employment of teachers of youth.

By this union of private and public means-by private enterprise controlled by public wisdom-your memorialist believes that a seminary for the education of teachers might be at once commenced upon a scale more commensurate with its importance to the community, more adequate to the public demands for better instruction, more in keeping with the fundamental principle of the free schools, and more consonant with the whole spirit of our free institutions.

JAMES G. CARTER.

The Committee, of which Hon. William B. Calhoun, of Springfield, was chairman, submitted the following

REPORT.

The Select Committee, to whom was referred "so much of His Excellency the Governor's Message as relates to the subject of a Seminary for the Instruction of School Teachers," and to whom was also referred the memorial of James G. Carter, upon the same subject, respectfully report the accompanying bill.

They also ask leave to report further, that although legislative enactment upon the subject submitted to their consideration be entirely new, yet the attention of the community has been so repeatedly called to it, that public opinion concerning it may with safety be said already to have become unquestionably settled. Discussions in regard to it have been carried on for a considerable period past in this and the neighboring states.

At first, the views taken of it were necessarily indefinite; and, although the sentiment has become general that an institution for the instruction of schoolteachers would be of incalculable benefit, yet, as no one had developed a plan, by which the object could be accomplished, the whole subject seemed to be impressed with a visionary and impracticable character. Recently, however, attempts have been made, and, as your committee believe, with great success, to reduce these general views to a standard of practical utility. Men have been induced to bestow their thoughts upon the subject, who-from their situation in the community-from their acquaintance with the science and practice of education-from their deep sense of the wants of the public, made apparent more particularly by the failure of many successive attempts to improve the character and elevate the standard of the free schools-and from the loud complaints which have been uttered on all sides, of the deficiency of good schoolmasters-might very naturally have been selected as specially fitted to examine and investigate the subject, and to apply the proper remedies. The consequence has been, that several plans of a school of instruction, for the purposes contemplated, have already been presented to the public; and your committee have very fortunately been able to avail themselves of the fruits of extensive researches in the premises.

The committee have had their attention called more particularly to the statements and explanations of the memorialist, whose petition has been before them. From a mature consideration of his plan of instruction, they are unanimously of opinion, that it is entirely practical in its character, simple in its details, and peculiarly calculated to develop the powers of the mind, and that the studies it requires are brought wholly and appropriately within the pale of downright utility. It is unnecessary here to go beyond a mere outline.

The attention of the student is to be called primarily to a course of reading upon the subject of education: he is to be instructed thoroughly in all the branches pertaining to his profession, particularly in all that portion of solid learning calculated to fit him to communicate the knowledge required in the common free schools in the country. A peculiar character of usefulness will be stamped upon the institution proposed, by connecting with it an experimental school, consisting entirely of young children, pursuing the ordinary routine of instruction. Here the student will see the whole course of management and discipline requisite in a school, placed obviously and palpably before him. Theory and practice will thus be intimately blended, and the student be led gradually into a knowledge of his appropriate duties, in precisely the same manner in which tact and capacity are acquired in all the other pursuits of life. Indeed, the institution contemplated amounts simply to an attempt to bring the business of school-teaching into a system, from which it has heretofore alone and most unaccountably been excluded. Whilst the committee incline to the opinion, that this institution should be detached entirely from all other pursuits, and be devoted wholly and distinctly to the simple object in view, they would not be considered as deciding definitely that it could not be safely connected with some of the literary establishments of the state. Some undoubted advantages, particularly those of concentrated effort and action, will, in the opinion of the committee, give an institution of the former character a decided superiority over one of the latter description. In all probability, the wants of the public will require both to be resorted to.

In regard to details generally on the subject, the committee believe they may with great propriety be left to the discretion and judgment of the Board of Commissioners, whose appointment is provided for in the accompanying bill. A sufficient object will now be gained, if the legislature can be satisfied that the plan, in its character and principles, is feasible and practicable. Its simplicity can not but be seen to be particularly distinguishing.

It needs at this time neither argument nor an exhibition of facts, to demonstrate to the legislature, that the free schools of the commonwealth are not such as they ought to be—that they fail, most essentially, of accomplishing the high objects for

which they were established, and toward the support of which so large an amount of money is annually raised amongst the people. Upon this subject public opinion is fully settled.

Nor is there any difficulty in arriving at the true cause. Can it, in the large majority of cases, be traced to any other than the incompetency of teachers? And in this fact there is nothing mysterious. Can the teachers be otherwise than incompetent, when no pains are taken to instruct them in the business of their profession-when, in one word, they are not reputed or constituted a profession? The great and leading object of school-teachers should be, to learn how to communicate knowledge; yet, although the statutes of the state require them to be thoroughly examined as to their qualifications, it is hardly necessary to remark, that their capabilities in reference to the important object alluded to are, and must be, from the very nature of the thing, kept entirely out of sight. And this state of things must, in the opinion of the committee, continue, and indeed grow worse and worse, until some provision is made for bringing about an end of so much consequence.

The several towns in the commonwealth are obliged by law to raise money for the support of schools: the sums contributed by the people for this purpose are of immense amount. Is it not, beyond question, the sacred duty of the legislature to see to it, that these contributions are made, in the highest possible degree, serviceable? Ought it not, as a matter of course, to be expected that the people will complain, if the government are inactive and indifferent, where such is the stake? In what more suitable and rational way can the government interpose, than in providing the means for furnishing the schools with competent instructors-and in encouraging the establishment of seminaries, whose object shall be to teach the art of communicating knowledge?

Your committee ask the attention of the legislature to the ready patronage, which, in past time, has been extended to the interests of learning in the higher institutions. They dwell, and the legislature and the people whom they represent can not but dwell, with proud satisfaction, upon the cheering recollections which the bare allusion can not fail to bring up. In time gone by, the fathers of the commonwealth have not been unmindful of the claims which the interests of literature have presented. These claims have not been disallowed.

But it is obvious to remark, that the patronage of the state has heretofore uniformly been extended to the higher institutions alone. No hearty interest has ever been manifested, at least in the form now contemplated, in the success and improvement of the free schools of the land. Your committee ask, and ask with great confidence, whether the time has not arrived, when an efficient and fostering hand should be held forth by the legislature to these important institutions? The object in view, it will not be deemed invidious to remark, is not for the benefit of the few, but of the many, of the whole. We call then the attention of the legislature to this pervading interest-the interest of the mass of the people; we ask them to cherish, encourage, and promote it; we ask them to let this community see that they are themselves in earnest in their endeavors to advance their true welfare.

Nor can the influence of education in the maintenance of our republican institutions here be overlooked. It is upon the diffusion of sound learning that we must mainly depend, if we mean to preserve these institutions healthful and enduring. These interests are intimately and deeply connected. But, for the great purposes in view, the learning to be diffused must be that which can be brought home to the business and bosom of every individual in the land. It is the everyday, the common-sense instruction, which we must scatter abroad. All must be thoroughly educated, in order that all may be truly freemen.

No words, in the opinion of your committee, can sufficiently express the magnitude and importance of this subject. It is one, upon which the_attention of the legislature of Massachusetts should be particularly fastened. To Massachusetts it eminently pertains to take the lead in the project, which can not fail to accomplish so much in advancing the character, and securing the prosperity of the free schools. Here the system was first adopted. The pilgrims, from whom we derive honorable descent, placed the first hand upon the work. It belongs to the descendants of those pilgrims, and upon the ground where they trod, to finish and sustain it. For the Committee, W. B. CALHOUN,

I. ILLINOIS STATE TEACHERS' ASSOCIATION.

PRELIMINARY HISTORY.

FEW even of the older States of the Union have an educational history more rich, varied, and instructive than that of Illinois. When that history shall be written and due honor shall be given to those who have, within two score years, raised the State to the high position which she now holds, worthy mention shall be made of that association of young men, seven in number, who, early in 1829, while pursuing their studies in Yale College, devoted themselves to a life-work in the cause of education and religion in the then new State of Illinois. The names of these seven were Mason Grosvenor, Theron Baldwin, John F. Brooks, Elisha Jenney, William Kirby, Asa Turner, and Julian M. Sturtevant. The first fruits of their exertions was the establishment of Illinois College in 1829, at Jacksonville, which has ever since been a center of right influence for the whole State. The after-fruits of their united and individual action and influence in behalf of education, both general and special, and by no means confined to the one State of Illinois, can not be estimated-indeed, are not yet ended.

In the progress of the Lyceum movement, originated by Josiah Holbrook in 1828, a "State Lyceum" was organized at Vandalia on the 10th of Dec., 1831, before which a course of lectures was delivered in the following May by Judge James Hall, Jeremiah Abbott, W. Brown, and W. L. D. Erving. Like most of these institutions, it probably soon became extinct. Less imposing in its pretensions, but more effective, has been a State society formed in Jacksonville, in 1833, and styled the "Ladies' Association for Educating Females," which is still in existence and in active operation. Its principal object has been to encourage and assist young women in procuring an education and fitting themselves for usefulness, and it is expected that most of those thus assisted will become teachers, at least for a time, though no engagement to do so is required. More than seven hundred young ladies have been educated by its instrumentality. The character of its work can not be better described than in the

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