from this copious source of change in languages comparatively few alterations will for a long time be derived. I have often wondered, that so many British writers, and among them several, who would hear their claim to talents questioned with very little patience, should censure the people of this country for innovations of this nature. The considerations, here suggested, furnish not our excuse, nor our justification; for the case requires neither; but unanswerable proof, that the conduct is a thing of course, and inwoven with the very nature and circumstances of man; that we have acted as all other nations have acted in the like circumstances, and as every man, acquainted with the subject, would expect us to act.

On the same grounds we have retained some words in the language, which are lost out of your current vocabulary. We found use for these words: you did not.

The surprise, expressed by your writers at these facts; their censures; their ridicule; are all groundless. To expect the contrary conduct on our part would have been an absurdity. To demand it would be to demand what never existed, and what in the very nature of things is impossible.

I am, Sir, yours, &c.

LEARNING, MORALS, &c.

OF

NEW-ENGLAND.

LETTER I.

Schools-System of Connecticut-Schools of New-England-Effects of this education on the people at large-Hon. Roger Sherman.

Dear Sir,

THE state of learning and science, or generally of information, in every country where these objects are pursued at all, cannot fail to engage the attention of an enlightened and inquisitive mind. To know this, its causes, and its consequences, is to know something in the history of man, which, while it awakens our sympathies, expands our views; and enables us in some respects to form juster opinions concerning our own state of society, and concerning the general character of our race. Since the American Revolution, it has extensively become a custom among writers in Great-Britain, who either find or make a reason for speaking of the subject at all, to treat the character of the Americans with severity and contempt. The story told there, has been echoed here; and there have not been wanting natives of this country, who, having learned by rote the observations, and especially the sneers, uttered on the Eastern side of the Atlantic concerning their countrymen, have repeated them with not a little self-complacency. These men have probably felt, as critics concerning the writer whom they are censuring, that to censure involves of course a superiority to those who are the objects of their censure; and that, therefore, while they are condemning others in the gross, they are elevating their own character to distinction and consequence. I give these men very little credit for their labours, VOL. IV.

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or for the spirit by which they are dictated. Nor am I satisfied with the kindred efforts, which are made in Great-Britain. Generally they have exhibited very little of truth or justice, and still less of candour or moderation. For sneers, or sarcasms, I have no great respect; and these are the principal weapons which have hitherto been used in this warfare.

A stranger travelling through New-England, marks with not a little surprise the multitude of school-houses, appearing every where at little distances. Familiarized as I am to the sight, they have excited no small interest in my mind; particularly as I was travelling through the settlements recently begun. Here, while the inhabitants were still living in log-huts, they had not only erected school-houses for their children, but had built them in a neat style; so as to throw an additional appearance of deformity over their own clumsy habitations. This attachment to education in New-England, is universal; and the situation of that hamlet must be bad indeed, which, if it contain a sufficient number of children for a school, does not provide the necessary accommodations. In 1803, I found neat school-houses in Colebrook, and Stewart, bordering on the Canadian line.

The general spirit, and scheme, by which the education given in parochial schools, (for such I shall call them,) is regulated throughout the New-England States, are substantially the same. It will be sufficient, therefore, to give a particular account of the system, pursued in Connecticut.

The State of Connecticut is by law divided into School Societies. These Societies are empowered to divide themselves into as many School Districts, as their convenience may require. They are also empowered, in each case, to form school districts by uniting parts of two neighbouring school societies, as they shall mutually judge convenient. In this manner the whole State is divided. The districts have severally power to build school-houses, and to purchase grounds on which to erect them; to repair them; and to tax themselves for the expense; to appoint a clerk to record their proceedings, a collector of taxes, and a treasurer.

For the support of the schools, the State pays out of the treasury, annually, the sum of two dollars upon every thousand dollars in the list of each school society, to its Committee, for the benefit of the schools within its limits. It also pays to these societies half yearly, the interest arising from the School Fund. To form this Fund, the State sold part of a tract, called "the Connecticut Reserve;" lying on the Southern border of Lake Erie, within the present State of Ohio. The principal sum, arising from this source, was, in the treasury books in May, 1812, $1,341,939.* At the same time, the first of these payments amounted to $12,924. But, in order to entitle a school society to these sums, their Committee must certify, that the schools in said society have been kept for the year preceding, in all respects, according to the directions of the statute, regulating schools; and that all the monies, drawn from the public treasury for this purpose, have been faithfully applied, and expended, in paying and boarding instructors.

If these monies are misapplied, they are forfeited to the State. If the Committee make a false certificate, they forfeit sixty dollars. These Committees are also empowered to take care of all property, belonging to their respective school societies, and to dispose of it for the benefit of such schools, according to the true intent of the grant, or sequestration, from which the money is derived; unless where either the grantor, or the Legislature, has determined, that such grant, or sequestration, shall be under the management of persons, acting in continual succession.

All the public monies, intended for the benefit of any school society, are to be paid into the hands of its treasurer.

Each school society is to appoint suitable persons, not exceeding nine, to be Overseers, or Visitors, of all the schools within their limits. It is the duty of the overseers to examine the instructors; to displace such as may be found deficient, or will not conform to their regulations; to superintend, and direct, the instruction of the children in religion, morals, and manners; to appoint public excercises for them; to visit the schools twice, at least, during each season; particularly to direct the daily reading of the Bible by such children, as are capable of it, and their week* The amount of the School Fund in May, 1821 was $1,700,000.—Pub.

ly instruction in some approved catechism; and to recommend, that the master conclude the exercises of each day with prayer.

Any school society is also empowered by a vote of two thirds of the inhabitants, present in any legal meeting, warned for that purpose, to institute a school of a higher order for the common benefit of the society; in which all the children, whose parents wish it, are to be advanced in branches, or degrees, of learning, not attainable in the parochial schools.

If any school district within a school society expend less than its proportion of these public monies in supporting its school, or schools; the surplus shall be paid over to such district, or districts, as have in their school expenses exceeded the sums, distributed to them.

Such is a summary account of the system, by which the public schools in Connecticut are regulated. By the public schools, I intend those, which receive benefactions immediately from the State; whether parochial, or of a higher class. I think you will agree with me, that provision, very honourable to the State, is here made for their existence every where; for the buildings, in which they are to be kept; for the mode of education, to be pursued in them; for the establishment of good instructors; for the faithful discharge of their duty in promoting the learning, religion, morals, and manners of the children, and universally, for whatever is necessary in institutions of this nature. Committees are by law appointed, and made accountable, for carrying into execution the benevolent designs of the Legislature; and Visitors are constituted with ample power to compel the performance. A motive, also, is presented, of more efficacy than almost any other, to induce the inhabitants of every school society and district, to see, that every part of these designs shall be faithfully accomplished; viz. the sum, which they are to receive, if the Committee certify to the Treasurer, or Comptroller, that all these duties have been performed according to law, or to lose, whenever such certificate cannot be given. Should a false certificate be given, the penalty incurred is sufficiently heavy to prevent the crime from being repeated; especially as the Committee can have no personal interest of sufficient magnitude to balance the inconvenience.