224 PROCEEDINGS OF THE BOARD OF REGENTS. 



VI. Of school-houses, their number, average capacity, manner and means of 

 building, and improvements in respect to site, ventilation, beating, furniture, 

 out-bouses, &c, &c. 



•VII. Of school libraries, number of scbools supplied with ; how and by whom 

 selected ; funds to purchase, and the amount and source of the same ; number 

 and character of volumes ; cost, mode of distributing, preserving, and extent of 

 circulation. 



VIII. Of the religious element in public schools ; if less than formerly, 

 why ? To what extent necessary and practicable ? 



IX. Of popular manners and customs in the schools ; habits of thinking and 

 acting; domestic and social character, and qualifications for citizenship, as they 

 are intluenced by our systems of public education. 



X. Of physical education, what time appropriated to it ; what facilities and 

 encouragements are afforded ; what methods adopted, as drill, gymnasium, or 

 athletic gamee ; and what part teachers take therein. 



XI. Of infant schools. 



XII. Of Sunday schools. 



XIII. Of colleges and other public literary institutions, so far as they afford 

 aid to, or receive aid from, the public schools. 



XIV. Of the comparative expense and value of public education at different 

 periods of our history. 



XV. Of lyceums, mechanics' institutes, evening schools, and other methods of 

 adult education, to make other means of education available, or to compensate 

 for the want or neglect of early advantages. 



XVI. Number of persons of school age that are under instruction, the pro- 

 portion of the population that can both read and write ; the qualifications of 

 the pupils, upon leaving school, to engage in the active pursuits of life, with a 

 superior physical, moral, and intellectual character. 



The materials being thus collected, would be arranged under the title of each 

 State, respectively, whatever is peculiar in its educational history and statistics 

 being placed under specific heads, and what is common to all under general 

 heads. 



For example, Maine might occupy the first chapter or section of the volume — 

 and we should first refer to Massachusetts for all matter preceding 1820, when 

 it ceased to be a province. Then would come a succinct account of all legisla- 

 tion on the subject, including an abstract of existing laws; then the origin, 

 amount, and mode of distributing any school fund. Next, a bird's-eye view of 

 the actual condition of the schools, government, discipline, construction of 

 buildings, character of teachers, text-books, and the obvious fruits of the sys- 

 tem. Whatever peculiarity there may be in the climate, in the habits and 

 pursuits of the people, or in the condition of society, affecting favorably or 

 otherwise the interests of education, would find a place in this connexion. 



After completing the circle of States in this way, a condensed chronological, 

 historical, and statistical survey of the entire country would be in place, and 

 such principles or conclusions as are established by the facts stated and illus- 

 trated. 



It will be observed that the plan contemplates the history of each State 

 complete in itself and if prepared by an individual selected for the purpose, 

 might bear the author's name, like contributions -to a biographical dictionary or 

 an encyclopaedia. Of course it would serve a valuable local purpose, and if 

 properly prepared, would secure a share of public patronage, while the whole 

 volume would furnish highly interesting and important information to the 

 country at large and to foreign inquirers. 



When the outline thus sketched is well digested and matured, my purpose 

 would be to forward a schedule of the subjects to some qualified patriotic person 

 in each State, requesting his co-operation. The great advantages of having the 



