statesman is dawning, and that lasting relief from hard times will ere long be sought in the proper education of the rising generation.

FIVE YEARS OLD.

INTERESTING DOCUMENT FROM EARLY YEARS OF SCHOOL SYSTEM.

THE

HE following very interesting circular letter, bearing date August 27, 1839, from Hon. Francis R. Shunk, Secretary of the Commonwealth under Governor Porter-himself elected to succeed Governor Porter in 1845-has recently been brought to our notice by Deputy Supt. Houck. We give it place here as a document which brings out very forcibly the contrast between the condition of the school system in that early day, the great difficulties to be met and overcome in its general introduction and administration, and the vastly improved conditions. and colossal proportions of the same school system as it now exists in Pennsylvania. Dr. Burrowes was the immediate predecessor in office of Mr. Shunk. He went into the office December 15th, 1835, and was Superintendent until January 15, 1839. But little had been done in putting the law of 1834 into force by his predecessor, but after his three years' term, as Mr. Shunk tells us, out of 1033 school districts 840 had accepted the system-more than four-fifths of the entire number.

HARRISBURG, August 27, 1839. To the Directors of-District.

GENTLEMEN: In compliance with the 10th section of the School Law of June, 1836, I send you a blank form for the annual report required of you by the 8th section of the same law. I also send you a few copies of the last annual report of the Superintendent, one copy of a form of Rules and Regulations, and one copy of the School Laws now in force.

The system of education by Common Schools is gradually gaining favor with the people, and will soon become the settled policy of the State. At the date of the last annual report of the Superintendent, Hon. Thomas H. Burrowes, there were in the State 1033 School districts, of which 840 | were accepting districts, and 193 non-accepting. A number of the non-accepting districts have since accepted the system and received their share of the State appropriation, with which, and the tax they have levied, they are putting the system into operation.

Notwithstanding the great progress which has been made in introducing general education into our State, it must be admitted that the system is yet in its infancy. The cost of erecting school-houses, and other exexpenses incident to its introduction, have of course been a heavy tax upon the funds of the districts, and the means applicable to instruction have been thereby diminished. The result has, in some instances, disappointed the expectations of friends, who took a superficial view of the subject, and strengthened the prejudices of opponents, who did not examine it with impartiality. This primary duty of directors of preparing school houses also imposes upon them the troublesome and perplexing office of locating them, which in its performance gives occasion in many instances to dissatisfaction and complaint. These matters crowded together in the outset, are often discouraging to directors who are willing to give their time and attention to the use of the public. They receive no credit for the wisest and best decisions, and the mistakes which unavoidably occur, are magnified and perverted so as to make the office anything but desirable. It must however be recollected that these difficulties are, in their nature, temporary. School houses once erected will require little expense to keep them in repair for many years, and their sites, although for a time they may be the cause of angry feelings, if the selections are reasonably judicious, will in a short time be approved of by all. Thus the means for accomplishing these objects are within reach, but when the school houses in a district are erected, and the expenses paid and all the preparatory arrangements are made, a difficulty not so easily overcome presents itself in many districts. It is this, there is not a sufficient number of Teachers for the schools.

How to supply the requisite number, is a grave and important question. The triumphant success of our system of Common School instruction, depends materially upon the adequate number and competency of teachers. It is believed by many that a liberal addition to their compensation would induce a sufficient number of competent persons to engage in the business of teaching. Others think that the establishment of schools for the education of teachers, at the expense of the State, under proper regulations, would be the best means of reaching the object; others believe that both those plans, judiciously combined, would work a desirable practical result. But these projects involve the expenditure of a considerable sum of money, and require time to put them in practice. It must therefore be considered, whether there are not present and immediate sources from which a supply of teachers, to some extent, may be obtained, in addition to those now in the public service.

The facilities of acquiring a sound education in this prosperous country are so great

that we have in every county of the Commonwealth a number of young men preparing themselves for the learned professions, who are usually ready to enter upon their professional duties at a very early period of life, with little profit to themselves or advantage to those who employ them. A young man of the best parts, at 21, 22 or 23, who has spent the last seven or eight years of his life at college, and in the minister's, a doctor's or a lawyer's office, wants that practical knowledge of mankind which is essential to make him useful. Who can estimate the advantages he would derive in his calling by devoting a year or two, or even three, to the interests of the public, by teaching in the common schools of the county in which he intends to reside? He would thus identify himself with the scholars, who in a few years will be the young men and the rulers of the county; and while he would greatly advance his personal interests, he would be a public benefactor; his claim upon confidence, affection and esteem would rest upon the best feelings of our nature.

In this most respectable way, young men who have commenced their professional career with indifferent success, and who complain of the want of employment might, in a few years, secure to themselves friends, confidence and business, which sitting in an office for the same period with a sign on a window will never bring. In this way, too, young men desirous of acquiring professional knowledge, who lack means, may supply their wants without calling upon the generosity, confidence or charity of their friends; and thus while they are studying their profession they will be acquiring knowledge of practical life that will be of infinite use to them, and forming intimacies with those who will afterwards be their patrons and clients.

Again, there are in several school districts farmers and mechanics and other citizens, very often in the immediate neighborhood of school houses, who are fully competent, and who could, without inconvenience to themselves, teach the school for the term. Even in an interested point of view, the compensation would in most cases more than supply the loss sustained by their absence from their houses for six hours in the day. But by stepping out when no regular teacher can be obtained, and taking upon themselves the charge of educating their own and their neighbor's children, they would become public benefactors, advance themselves in the esteem of all, and it may be added that, while giving, they would be receiving instruction.

Now, none will deny that in these two sources there is a supply of teachers, which, if it could be obtained, would, to some extent, relieve the wants of the districts, and greatly promote the interests of education. But many will say, the idea of obtaining the services of the individuals specified is

visionary. In this they may be mistaken. If proper measures are taken to direct the attention of the public to this important point, little doubt can be entertained of the beneficial result. The power of public opinion in this country is great, and when employed to direct the attention of individuals to the promotion of their own interest, while they advance the public good, cannot fail of effecting its object.

The principal object in writing this communication is to recommend to all the School Directors in the Commonwealth to take into consideration the best mode of directing the attention of the people to the deficit in the number of teachers in our Common Schools, for the purpose of adopting remedial measures. They are the best judges, and can, by consultation with each other, determine upon the proper time, or times, of calling public meetings in the several counties or districts, and engaging the services of competent public-spirited individuals to explain the wants of a system of popular education, upon which rests the permanency of our free institutions. Discussion of the subject cannot fail in producing the most beneficial results.

The greatest and most distinguished men of ancient and modern times have been public teachers; even now, in monarchical France, peers of the realm communicate information to classes, and deliver lectures in public for the purpose of diffusing knowledge. Then why should not a teacher of our schools, a teacher of the youth, hold a high rank among his fellow citizens in republican America? The fact is, he does--there is a false impression abroad in regard to the respectability of these officers of the Republic. Among the most respected of our citizens are those who devote their time and talents to public instruction. The subject need but be examined, and the facts will be abundantly manifest. It may be confidently predicted that, by a proper direction of public opinion, the road to honor, to office, and to professional success will soon be opened to the respectable teachers of our common schools, to men who have devoted a part of the prime of their lives to advancing morals and knowledge, and that soon not only those whose want of means induces them to teach for the purpose of completing their education will engage in this service, but it will be a matter of pride and boasting, and of high honor, too, for young men, who have ample means, to devote a part of the prime. of their lives to this honorable vocation; for most honorable it is, and most honorable it will be regarded by all, so soon as public opinion expresses itself upon the subject. Can it be possible that even the breechesmaker of the prince in monarchies should publish his occupation with pride and for interest, while, in this Republican country, the teacher of the sovereign people should shrink from acknowledging his profession, or not derive great advantages from it?

It is true, that many farmers and mechanics think as little of taking charge of a common school as of a congregation, but it is because the subject has not been fully examined-all objections will vanish upon a fair investigation. There are motives of a very high nature which should induce a competent neighbor, where a good teacher cannot be obtained, to enter upon the service. When a public work is languishing for want of superintending care, the patriotic individual who steps forward and employs his time and talents for its preservation, and for restoring its utility, receives the thanks and approbation of all.

Then how richly is he entitled to the public gratitude, who nobly comes to the relief of the School System, and strengthens and adorns its weakest points.

I am yours respectfully,
FRANCIS R. SHUNK,
Supt. Common Schools.

ITEMS FROM REPORTS.

BERKS-Supt. Rapp: Dr. Schaeffer's vigorous crusade against the purchase of highpriced apparatus-never used by the teachers-is bearing fruit. In but two districts were expensive sets of maps purchased this year. More money was invested in smaller dictionaries than ever before. This is commendable. Some efforts have been made in certain localities to establish school libraries. We cannot furnish the data as to number of books, etc. Libraries owe their origin and rapid increase to progressive, wideawake and cultured teachers.

COLUMBIA-Supt. Miller: The work of the school year is nearly ended. All the schools were visited once, a goodly number twice, and a few three times. The prospects for the coming year are very encouraging. A building of eight rooms will be erected in Catawissa, to afford better facilities for the high school with its excellent course of study. Many of our teachers are taking advantage of the educational opportunities offered by our State Normal School. The fact that it is centrally located, together with its unequaled equipment and wellqualified instructors, gives us a great advantage in keeping our teachers in the line of march professionally.

ELK-Supt. Sweeney : Benezette, St. Mary's, and Wilcox, Jones township, graduated classes. Examinations were held for promotion in all graded schools of the county. We have organized an Elk county summer normal school, which is to be a fixed thing among the educational agencies of the county. Fifty students-teachers and prospective teachers-are now in attendance. The school is located at St. Mary's, and is in charge of Profs. F. C. Cassidy and J. J. Lynch.

FAYETTE-Supt. Porter: The Bridgeport schools closed à successful term of eight

months. The graduating class numbered five. The commencement exercises were held in the opera house. Each member did his part admirably. A special feature of the day entertainment was the exhibit of work done. Vice Principal E. E. Tombaugh's pupils produced work in free hand drawing, distribution maps and book reports, that we have never seen excelled in the public schools.

INDIANA-Supt. Hammers: The commencement exercises of the Indiana high school were held in Library Hall, May 18th. There were thirty-nine in the class. Dr. Moffat made the principal address of the evening. The diplomas were presented by J. T. Bell, Esq., president of the School Board. The commencement exercises of the Blairsville and Saltsburg schools were all that could be desired. Deputy Supt. Houck made the address to the graduating class at the latter place. Mr. Houck is always sure of a warm welcome in Indiana county.

MIFFLIN-Supt. Cooper: The month of May is a comparatively quiet month so far as school affairs are concerned. I am sorry to be obliged to chronicle the death of an ex-director and a director. Joseph E. Williams, who had served as a member of the Lewistown School Board for a number of years, and William Satzler, acting president of the Granville School Board, have both departed this life; the latter will be sadly missed because of his labors in behalf of the Granville schools. Previous to the commencement of the Lewistown high school, the schools made an interesting exhibit of the work done by pupils of the different grades. Many patrons were present and all were pleased.

NORTHAMPTON-Supt. Hoch: During this month I examined the graduating class of Allen township and the boroughs of Bath, East Bangor and Freemansburg. The results were excellent, and the teachers concerned deserve credit for the thorough work they are doing. The Pen Argyl schools are over-crowded, and the directors have decided to put up a six or eight-room building. Nazareth will erect an additional building, the second story to be occupied by the high school.

NORTHUMBERLAND Supt. Shipman : Graduating exercises have been held at Northumberland and Trevorton. Arrangements have been made for building a new school-house in Delaware and one in Upper Mahanoy. Teachers' annual grade sheets and reports show reasonable compliance with the compulsory attendance law. Two teachers' examinations were held in May, one for professional certificates and the other for renewal of old professionals, some of which have been held for twelve years. Applicants were required to take civil government in addition to the common branches. Civil government is taught in more than half the schools now, and before the end of