The standard of common education, at the period of our history before the revolution, was probably not very high. But it was much, to give to all such opportunities, as enabled them to acquire knowledge sufficient to transact business in the common concerns of life. It was by these means, limited as they were, that a whole community were prepared to know their rights, and to appreciate the free enjoyment of them. The free schools, and the laws for their support, probably acted and reacted upon each other. The laws originating in those enlightened minds, which could foresee and estimate their effects, raised the character of the people, by the dissemination of knowledge, to such a degree as enabled them to trace their happy condition to its true source. And the intelligence and improved condition of the country, were the surest pledges, that a liberal construction would be put upon the laws for the schools. During the strong excitement, which prevailed, when the causes of the revolution were hastening on the crisis, the attention, which had been paid to the subject of education, was, probably, for a time somewhat diverted. All attention and interest were absorbed by the momentous questions in agitation, upon the result of which depended the existence of a nation. But when the independence of the country was achieved, and the Federal and State constitutions adopted, the publick attention was again turned to the system of free schools. The zeal with which they were now patronized, and the liberality with which higher semina

ries were founded, and endowed, evinced that a grateful posterity were not unmindful of the treasure, which had been committed to their keeping. Since the adoption of the Federal constitution, the means of education have been vastly increased in every part of the United States. In most of the states, which have been incorporated since the revolution, reservations of land to a large amount are made for the encouragement of schools and colleges. As the settlement of the new states goes on, and population increases, these lands will be improved, and become productive. So the younger sisters of the family of the United States have resources for the dissemination of knowledge, which will increase, precisely as the population increases, and the wants of the people become more urgent. What the original states of the Union, by whose exertions and sacrifices this territory was achieved, have received as an equivalent for such copious concessions in favour of the new states, I am not able to say. Nor am I sure they have received any equivalent. But this is a question, with which I am, at present, not much interested. Whether the appropriations for education in the western states have been made by mutual and equal concessions from all the states, or whether they are made by the old states in favour of the new, the effect will be the same on the condition of those, who are to enjoy the advantages resulting from them. As the first object in the formation of every government is, to provide for its own preservation; and as the general

diffusion of knowledge and virtue is the most effectual, if not the only means of insuring stability to republican institutions, the policy of the liberal appropriations made by Congress for education, in every new state they incorporate, is undoubtedly an enlightened policy, and worthy of an enlightened and free government. In some of the states, which, since the revolution, were inhabited only by savages and brutes, schools and higher seminaries of learning are now in successful operation, affording opportunities and advantages for education adequate to prepare young men for all the professions. The means of education are not yet to be compared with those of New England; but the time is not far distant, when in the progress of events, we may expect rivals to our free school system, in the West.

The means of education in New England have been much extended in all departments, from the primary schools up to the Colleges and University. But whether the means have been increased in as rapid a ratio as the resources and demands of the country, admits of a doubt; or rather, it is certain they have not. Though schools, academies, and colleges, have been founded, and encouraged in all the New England States to a good degree, none have afforded so steady and efficient a patronage to them, as Connecticut and Massachusetts. Connecticut, by publick and private munificence, has built up Yale College to be the second in the Union, in the means it affords of acquiring a thorough and

complete education. They have, moreover, several academies of most respectable standing, both in regard to funds, and the ability of their instructers. These afford the means of learning the languages, mathematicks, and other branches of education required for admission to the College. But the most remarkable appropriation for extending the means of a common education to all ranks and classes of people, is what is denominated the "Connecticut School Fund." This State have enjoyed several rare opportunities of providing for their schools and College. Or rather they have improved the opportunities, which every state may make for itself, if so disposed. Some appropriations for the support of common schools were made very early, but what constitutes the principal part of the "Connecticut School Fund," was obtained in 1795, by the sale of lands in New Connecticut, or what was called the Western Reserve. These lands lie in the northeastern part of the present State of Ohio. They were sold for $1,200,000. This sum by the able management of Mr. Hillhouse, the Commissioner of the school fund, amounted, according to his report, in May, 1822, to $1,700,000, in available funds.* The proceeds of this sum, amounting to somewhat more than sixty thousand dollars a year, are expended for the support of common schools. The whole State is divided into small districts, and the money has been apportioned among them, according to the

* See N. A. Review, April 1823.

amount of taxable property; but a later law provides, that it shall be apportioned according to the number of scholars in each district.*

* By the law of the State, the several towns in it are divided into districts, for the schooling of the children and youth. Committees are appointed to examine the masters and mistresses of the schools, and take care that they are duly qualified for instructers. The State is divided, acccording to the best collection I have been able to obtain, into about 1580 district schools, consisting of different numbers. In some of them, there are an hundred scholars or more; in others there are not more than twenty. On an average they will amount to fifty-five, or fiftysix. Between one third and one half of the whole population are schooled the greater part of the year-in the winter and part of the fall and spring, by masters, and in the warmer and more busy season, by mistresses. For the support of these schools, the legislature have appropriated very ample funds :--one arising from new lands, sold by the then colony, many years sincethe other from the sale of the land in New Connecticut. These lands, called the Western Reserve, sold for 1,200,000 dollars. In October 1815, the value of the fund, as reported by the committee of said fund, was $1,501,914.89, secured by mortgages on lands. Since October 1815, there has been funded and added to the principal, 106,759 dollars, making the present amount of the school fund, $1,608,673 89. The dividends on the school funds, paid to the different school societies in the State for the year ending March 1st, 1818, on the list of 1816, is as follows;