to maintain the schools, should be selected, and no pains or expense spared, till the full benefits of the best system are realized; and as the good effects are seen, other places will very readily follow the example. All experience has shown, that governmental patronage is most profitably employed, not to do the entire work but simply as an incitement to the people to help themselves.

To follow up this great object, the legislature has wisely made choice of a Superintendent whose untiring labors and disinterested zeal are worthy of all praise. But no great plan can be carried through in a single year; and if the Superintendent is to have opportunity to do what is necessary, and to preserve that independence and energy of official character which is requisite to the successful discharge of his duties, he should hold his office for the same term and on the same conditions, as the Judges of the Supreme Court.

Every officer engaged in this, or in every other public work, should receive a suitable compensation for his services. This justice requires, and it is the only way to secure fidelity and efficiency.

There is one class of our population for whom some special provision seems necessary. The children of foreign immigrants are now very numerous among us, and it is essential that they receive a good ENGLISH EDUCATION. But they are not prepared to avail themselves of the advantages of our common English schools, their imperfect acquaintance with the language being an insuperable bar' to their entering on the course of study. It is necessary, therefore, that there be some preparatory schools, in which instruction shall be communicated both in English and their native tongue. The English is, and must be, the language of this country, and the highest interests of our State demand it of the Legislature to require that the English language be thoroughly taught in every school which they patronise. Still, the exigencies of the case make it necessary that there should be some schools expressly fitted to the condition of our foreign immigrants, to introduce them to a knowledge of our language and institutions. A school of this kind has been established in Cincinnati by benevolent individuals. It has been in operation about a year, and already nearly three hundred children have received its advantages. Mr. Solomon, the head teacher, was educated for his profession in one of the best institutions of Prussia,

and in this school he has demonstrated the excellencies of the system. The instructions are all given both in German and English, and this use of two languages does not at all interrupt the progress of the children in their respective studies. I cannot but recommend this philanthropic institution to the notice and patronage of the Legislature.

In neighborhoods where there is a mixed population, it is desirable, if possible, to employ teachers who understand both languages, and that the exercises of the school be conducted in both, with the rule, however, that all the reviews and examinations be in English only.

These suggestions I have made with unfeigned diffidence, and with a sincere desire that the work which has been so nobly begun by the Legislature of Ohio, may be carried forward to a glorious result. I should hardly have ventured to take such liberty had not my commission expressly authorized me to "make such practical observations as I might think proper," as well as to report facts. I know that I am addressing enlightened and patriotic men, who have discernment to perceive, and good feeling to appreciate, every sincere attempt, however humble it may be, for the country's good; and I have therefore spoken out plainly and directly the honest convictions of my heart; feeling assured that what is honestly meant, will, by highminded men, be kindly received.

All which is respectfully submitted.

Columbus, Dec. 18, 1837.

C. E. STOWE.

NOTE. I cannot close my report without acknowledging my special obligations to some gentlemen whose names do not occur in it. To Professor Dorner of the University of Tuebingen, I am particularly indebted for his unwearied kindness and assiduity in directing me to the best schools, and introducing me to the teachers. To Dr. Bowring of London, and Professor Pryme and Henslow of the Uni

versity of Cambridge, I am under particular obligations. Dr. Drake of Cincinnati, and Hon. W. C. Rives, and Hon. Henry Clay of the United States Senate, also rendered me timely aid. Hundreds of teachers, and other gentlemen interested in education, whose sympathies I enjoyed, I shall always remember with pleasure and gratitude.

APPENDIX.

(A)

PRUSSIAN SCHOOL LAWS.

In establishing a uniform school system in Prussia, great difficulty has been encountered from the local usages and privileges of different sections of which the inhabitants have been extremely tenacious. Great care has been taken to avoid all needless offence, and to prevent local jealousies. Old usages and privileges, so far as possible, have been respected, and prejudices have not been rashly attacked, but left to be gradually undermined by the growing advantages of the system. This course has certainly been a wise one, but one that has required great patience and perseverance on the part of the government, and a great amount of special legislation. In examining the Prussian laws pertaining to the schools for elementary instruction, and teacher's seminaries alone, exclusive of the high schools, gymnasia, universities, &c.; I find that there are no less than 239 different edicts now in force, of which 226 have been issued by Frederick William III. The earliest date is July 30th, 1736, and the latest, July, 1834.

The subjects and the number of the different edicts, are as follows:

1. General organization of the school system. Eleven edicts, from July, 1736, to August, 1831.

II. Duty of parents to send their children to the elementary schools. Nine edicts, from January, 1769, to January, 1831, namely:

1. Seven on the general duties of parents, and

2. Two having particular reference to the manufacturing districts. III. Instruction and education in the schools. Thirty-two edicts, from December, 1794, to September, 1832, namely:

1. Seven on religious instruction.

2. Seven on the general subjects of instruction, and their order.

3. Four on instruction in agriculture and the arts.

4. Two on vacations and dismissions from school.

5. Twelve on the regulation of scholars out of school hours.

IV. Duty of districts to maintain schools and teachers. Nine edicts, from June, 1790, to December, 1830.

V. The right of appointing teachers. Seven edicts, from September,

1812, to January, 1831.

VI. Teachers of the schools. Sixty-five edicts, from November, 1738, to December, 1833, namely:

1. Ten on the calling and examination of teachers.

2. Eight on the personal rights and duties of teachers.

3. Five on the salaries of teachers.

4. Twelve on teachers engaging in other employments. 5. Two on the dismissing and pensioning of teachers.

6. Twelve on the deposing of teachers.

7. Four on providing for the families of deceased teachers.

VII. Duties of magistrates in respect to the schools. Twelve edicts, from December, 1810, to March, 1828.

VIII. School property. Thirty-seven edicts, from January, 1801, to October, 1833, namely:

1. Fourteen on school funds and their management.

2. Twenty-one on school-houses.

3. Two on settlement of amounts.

IX. Regulations peculiar to schools in large cities. Four edicts, from June, 1811, to November, 1827.

X. Institutions for special purposes. Thirty-four edicts, from September, 1811, to January, 1834, namely:

1. Four on schools for the deaf mutes.

XI. Education of teachers. Twenty edicts, from September, 1818, to August, 1833, namely:

1. Seven on instruction in and out of the seminary.

2. Five on the personal rights and obligations of the students.

3. Six on the military duty of the students.

4. Two on associations of teachers.

It is by a persevering, steady, determined series of efforts, carried through a long course of years, that the Prussian government has attained to a school system of such excellence and perfection. When Frederick William III. ascended the throne in 1797, the Prussian system was no better than the Scotch system, or the New England system, if it were not indeed altogether inferior to these; and it is only by forty years of hard work, forty years of intense labor directed to this very point, that this noble system has been completed, which is now attracting the admiration and provoking the emu