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missioners, to report a system for the organization and establishment of Common Schools. The Commissioners were men well fitted for this trust, and proved faithful to it. Their masterly document is quoted at large in the official history of the Common School system, with these remarks: "We cannot deem any apology necessary for the space occupied by these extracts from this admirable report; shadowing forth as it does the great features of that system of public instruction subsequently adopted, and successfully carried into execution; and laying down, in language at once eloquent and impressive, those fundamental principles, upon which alone, any system of popular education, in a republic like ours, must be based,"

Report of the Commissioners, and Foundation

of the System by the State.

LET us then see what, in the view of the founders of our system, were some of those fundamental principles.

"Perhaps," say they, "there never will be presented to the Legislature a subject of more importance than the establishment of Common Schools. Education, as the means of improving the moral and intellectual faculties, is, under all circumstances, a subject of the most imposing consideration. To rescue man from that State of degradation to which he is doom. ed, unless redeemed by education; to unfold his physical, intellectual, and moral powers; and to fit him for those high destinies which his Creator has prepared for him, cannot fail to excite the most ardent sensibility of the philosopher and the philanthropist."

"The people must possess both intelligence and virtue; intelligence to perceive what is right, and virtue to do what is right. Our republic, therefore, may justly be said to be founded on the intelligence and virtue of the people. For this reason, it is with much propriety that Montesquieu has said, In a republic, the whole force of education is required."

"The Commissioners think it necessary to present in the strongest point of view, the importance and absolute necessity of education, either as connected with the cause of religion and morality, or with the prosperity and existence of our political institutions. The expedient devised by the Legislature is the establishment of Common Schools; which being spread throughout the State, and aided by its bounty, will bring improvement within the reach and power of the humblest citizen. This appears to be the best plan that can be devised to disseminate RELIGION, MORALITY, AND LEARNING throughout a whole country."

It is clear that in the view of these gentlemen, and of the legislature under whom they acted, religion as well as knowledge was a

legitimate subject of teaching and dissemination by the government through the public schools. They did not deem the introduction of religious principles an intrusion on the rights of any conscience.

But still further, speaking of the course of instruction appropriate and essential in common schools, under direction and patronage of the State, the commissioners say, "In these schools should be taught at least those branches of education which are indispensably necessary to every person in his intercourse with the world, and to the performance of his duty as a useful citizen. Reading, writing, arithmetic, and the principles of morality, are essential to every person, however humble his situation in life. Without the first, it is impossible to receive those lessons of morality which are inculcated in the writings of the learned and pious; nor is it possible to become acquainted with our political constitutions and laws; nor to decide those great political questions which ultimately are referred to the intelligence of the people. Writing and arithmetic are indispensable in the management of one's private

affairs, and to facilitate one's commerce with the world. Morality and religion are the foundation of all that is truly great and good, and are consequently of primary importance." The writers of this report might be supposed to have come to their task fresh from the perusal of Washington's Farewell Address.

In regard to school-masters, they say, "When we consider the tender age at which children are sent to school; the length of time they pass under the direction of their teachers; when we consider that their little minds are to be diverted from their natural propensities to the artificial acquisition of knowledge; that they are to be prepared for the reception of great moral and religious truths, to be inspired with a love of virtue and detestation of vice; we shall forcibly perceive the absolute necessity of suitable qualifi cations on the part of the master."

Further still, on the subject of proper books, the commissioners declare, that "much good is to be derived from a judicious selection of books, calculated to enlighten the understand. ing not only, but to improve the heart. And

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