It is required by the school law, that a sum shall be assessed upon the taxable inhabitants, equalling that which is apportioned to each town; and by a vote at town meeting, double the amount may be raised. Thus it will be seen, that the towns have raised by tax, $10,542.32 more than were required to entitle them to the public monies.

"The amount distributed among the several district schools, exceeds that of the preceding year by $37,275.31.

"The productive capital of the common school fund has been increased $256,121.50, during the past year, from the following sources, viz. :

1. "An act to provide permanent funds for the annual appropriation to common schools, to increase the literature fund, and to promote the education of teachers,' passed April 13, 1827, requires the transfer of the balance due on the loan of 1786, to the common school fund; and also $100,000 of the shares owned by the state, in the capital stock of any of the banks, at the par value thereof, to be selected by the comptroller, and appropriated to the same fund. The balance due on the loan of 1786, amounts to $33,616.19. The addition thus made to the capital of the common school fund, amounts to $133,616.19.

2. "By an act of the legislature, passed March 10, 1827, authorising the loan of the credit of the state, and the issuing of certificates of stock to the Hudson and Delaware Canal Company, it was provided that said stock should be sold at public auction, and the amount of any premium received on such sales, or on any sales of the said certificates, should be paid into the treasury, to be appropriated to the common school fund.' In pursuance of that act, $100,000 of said certificates were sold on the 6th of November last, at a premium of 11 per cent., the nett proceeds of which amount to $11,478,25: and on the 11th of December last, another $100,000 at a premium of 11 per cent., the nett proceeds being $10,978.25. On the 31st of December, $100,000 of the same certificates were sold, at a premium of 8 per cent., being $8,750. The sum total credited to the capital of the common school fund from this source, is $31,156.50. The comptroller is authorised to issue stock to the amount of $500,000, and should the average sales

of the remaining $200,000 be as favourable as the preceding, the school fund will receive a further augmentation of $20,770.66: making a total addition to the fund from this source, of $51,926.66.

3. "An act passed by the last legislature, authorised the commissioners of the land-office to make such alterations in the plans of the villages of East and West Oswego, as would in their opinion be for the interest of the state, and requiring that the sales of lots in said villages should be at Oswego. Under this authority most of the lands belonging to the state at Oswego, were sold by the surveyor-general on the 18th of July last. These sales amounted to $91,349. Prior to 1824, the lands belonging to the school fund at Oswego, were estimated at $15,000: and in 1827, a few weeks before the sale, these lands were appraised at 44,880 dollars. It will be seen that these lands were sold for more than double the appraised value; and that the increase from the estimate made previous to the commencement of the Oswego canal, has been 76,349 dollars and a few lots still remain the property of the state.

"The capital of the common school fund is stated in the comptroller's report at $1,611,096. This includes only the premium on the first $100,000 of Hudson and Delaware stock. To this may now be added $19,728.25, the proceeds of the second and third sales, which make the actual productive capital of the school fund, $1,630,825. The revenue of the school fund for the last year has been $81,381.90. It is estimated by the comptroller for the next year, at $95,000.

"In addition to this fund, the constitution provides that the proceeds of all lands belonging to this state, which shall be hereafter sold or disposed of,' shall belong to the fund for the support of common schools. The lands embraced in this provision are computed at 880,000 acres, and valued at $411,288 this sum added to the productive capital, will give a total of $2,042,113.05.

"In several of the counties, there is a local fund for the use of schools. This fund is derived from reservations made by the state for the use of schools in granting certain tracts of land. Seventy-eight towns in this state are

reported as having participated in this local fund, the total amount of which is $12,453.45.

On the education of suitable teachers the report says, "To elevate the standard of education in the common schools, it is indispensable that the qualifications of teachers should be improved. The inhabitants of the school districts ought to be impressed with the great importance of affording such compensation, as will induce men of good talents to fit themselves for the situation of teachers, as a profession for life. The character and usefulness of the schools, are immediately dependent upon the qualifications of the instructors.

"Connected with the subject of training up competent teachers for the common schools, it may not be inappropriate to notice the provisions of an act passed at the last session of the legislature, to increase the literature fund, and to promote the education of teachers.' This act appropriates 150,000 dollars, to be added to the literature fund; and requires the distribution of the income of that fund among the incorporated academies and seminaries, 'in proportion to the number of pupils instructed in each, for six months during the preceding year, who shall have pursued classical studies, or the higher branches of English education.' Heretofore, the apportionment has been confined to the number of students pursuing classical studies. The increase of the literature fund, and the extension of its benefits to all such pupils as are pursuing the higher branches of an English education, will tend to multiply the number of those who will be qualified to instruct in the common schools, and to encourage the academies in becoming nurseries of teachers."

In noticing the services of Mr. Clinton in behalf of common schools, one who could well appreciate them thus writes :-" As the patron and zealous supporter of the system of instruction and education in the common schools, he will be entitled to the sincerest respect and gratitude of the present and future generations. To this favourite object he devoted every faculty of his mind and body, exerting himself to the utmost of his powers, and stimulating others by every motive and argument that his ingenuity could urge or

suggest. In almost all his messages to the legislature, this important subject held a prominent place: and there are abundant reasons for believing, that it is in a great measure owing to his constant exertions, and his unwearied perseverance, that the school fund, and the common schools, are at the present time in so flourishing a condition."

While the foregoing pages were in press, I have been favoured with a communication from the Hon. A. C. Flagg, the Secretary of State, bearing date February 4th, 1829, in reference to the school fund during the year 1828; he has obligingly furnished me with the following memorandum, embracing the results contained in his last report as recently presented to the legislature. "The foundation of the school fund was laid in 1805, on the recommendation of Morgan Lewis, whose message is to be found in the assembly journals of that year. In 1811, Governor Tompkins appointed five commissioners, viz. Jedediah Peck, John Murray, jun. Samuel Russell, Roger Skinner, and Robert Macomb, to devise a system for the common schools. This commission reported in 1812, as you will see by reference to the journals of the assembly in that year.

"The results contained in the annual report for the past year, are as follows: 8609 school districts in the state; 8164 districts have made returns this year; $232,343.21 have been paid to the common schools; 468,205 scholars have been taught in the common schools during the year, the general amount of instruction having been about eight months; there are 449,113 children between 5 and 15, in the school districts which have made returns.' It is due to Governor Lewis to notice his early suggestion of the establishment of common schools; his interesting remarks referred to by secretary Flagg, as contained in Goveror Lewis's speech of 1805, are as follows:-" I cannot conclude, gentlemen, without calling your attention to a subject which my worthy and highly respected predecessor* in office, had much at heart, and frequently I believe presented to your view, the encouragement of literaIn a government resting on public opinion, and deriving its chief

ture.

* His Excellency George Clinton.

support from the affections of a people, religion and morality cannot be too sedulously inculcated. To them science is an handmaid; ignorance the worst of enemies. Literary information should then be placed within the reach of every description of citizens, and poverty should not be permitted to obstruct the path to the fane of knowledge. Common schools under the guidance of respectable teachers should be established in every village, and the indigent educated at the public expense. The higher seminaries also should receive every patronage and support within the means of enlightened legislators. Learning would thus flourish, and vice be more effectually restrained than by volumes of penal statutes."*

NOTE F.-p. 49.

Provision had long been made in New-York by various associations, of different religious denominations, for the education of the poor and indigent children belonging to their respective denominations; but it was not until 1805 that a special body was organized in the city of New-York, who made application to the legislature of this state for an act to incorporate them as a "free school for the education of poor children, who do not belong to, or are not provided for by any religious society." Thirteen trustees were elected under this act, on the first Monday of the ensuing May, with powers to conduct the affairs of the corporation. On convening together, they found that they had undertaken a great task, and encountered an important responsibility; without funds, without teachers, without a house in which to instruct, and without a system of instruction; and that their great reliance was on their own industry, on the liberality of the public, and on the bounty of the constituted authorities. From this humble beginning may be dated the origin of the free school system, for the relief of a most extensive class of human

* See Governors' Speeches, p. 3.