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TO THE
GENERAL ASSEMBLY OF TENNESSEE,
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j '** OCTOBER 8, 1839
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REPORT
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OF THE
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SUPERINTENDENT
OF
NASHVILLE.
J. CEO. HARRIS, PRINTER TO THE HOt'SE
1839.
REPORT.
TO THE GENERAL ASSEMBLY OF THE STATE OF
TENNESSEE.
• The Superintendent of Public Instruction, pursuant to an act
of the General Assembly entitled, "an act to appoint a Board of
Common Shool Commissioners and to secure the Common
School Fund," begs leave to report:—
That he has received of the Common Schpol Fund, at different
times, mostly in paper currency, the sum of $866,789 19; of this
sum, $363,189 54 were received from the sales of the Ocoee
lands, and the residue from other sources. Of this residue, how¬
ever, $7,356 29, is interest, with which he has charged himself in
his books, though in point of fact it was never actually received,
but is included in notes which have been renewed, and which,
as yet, have not been collected.
He has invested in stock of the Planters Bank of Tennessee,
$231,700. He has paid upon stock in the Union Bank of Ten¬
nessee $774. He has paid into the Bank of Tennessee, as capi¬
tal stock, $472,515 05; and on account of the sinking fund $35,-
229 76; and has paid in the redemption of Bank notes of the
old Bank of the State—to former Bank agents, in costs of suit
by and against said Bank—to agents of the Board of Commis¬
sioners in the different counties—and for expenses in putting the
Common School system into operation, and in other disburse¬
ments, the sum of $19,385 80. He has also on hand in counter¬
feit change tickets and in uncurrent Bank paper taken by agents,
$83 50—which shows a balance against him including the afore¬
said interest, of $107,101 08. With regardjLo this balance and
the interest which may have accrued thereon, amounting to this
date, to about $6,000 besides,—that neither hjs motives, nor his
acts, may be misunderstood, he begs leave to state, that by the
11th section of the aforesaid act, passed the 19th day of February,
1836, it is provided, that "as fast as the curtailments and interest
shall be paid or any of the School Fund shall be otherwise col¬
lected, it shall be paid by the county agent, or the persons collec¬
ting or having possession of the same, into the hands of the
Superintendent of Public Instruction, who shall invest the same
by subscribing for stock of the Planters Bank of Tennessee, in
4
the name of the Board of Common School Commissoioners;
and who shall in like manner reinvest the profits as they arise oh
the capital stock, or deposit the same upon the best terms and
for the highest rate of interest he may be able to obtain, or he
may deem most advisable."
That in the summer of 1837, as is well known, the Banks m
this State, and elsewhere, generally suspended specie payments.
The evils resulting from this suspension were of too serious a
character not to be known and felt by the whole community.
One of the many consequences resulting from it, was the imme¬
diate fall in price of the stock of the Planters Bank, which
could have been purchased in the eastern market at from $70 to
$80 per share. Under such circumstances, to have subscribed
for more of it than he did, would have been deemed impolitic
and unwise. Where he had a discretion to invest in the stock of
the Planters Bank or loan out the money upon the best terms he
was able to obtain, he exercised it by loaning to individuals,
where it could be done in safety. From the time of the suspen¬
sion of the Banks until their resumption of specie payments,
there was no other than a paper currency in ordinary circulation,
and the value of this was constantly fluctuating. The agents of
the Board in the different counties, were necessarily authorized
to receive current Bank paper—but in reference to this, there was
no standard of currency. What was current at one time and
in one place was not so in another, or in the same place at anoth¬
er time.
Our own Banks would sometimes receive the paper of the
southern Banks in deposit, and at other times refuse—sometimes,
they would receive it in payment of debts, and at other times,
some of it was so depreciated, that it could not be made availa¬
ble even for that purpose. In many instances, paper that was
considered current when it was received by the agents in different
parts of the State, ceased to be so when it was paid over to the
Superintendent; and in some instances, paper that was known to
be depreciated when it was received, where no other could be
obtained, was taken in payment of doubtful debts.. In conse¬
quence of which, a large amount of depreciated paper, or paper
which was at a considerable discount in Nashville, was, from
time to time, thrown into the hands of the superintendent.
It was received by the agents, either when it was considered
current, or under such circumstances that he could not reasona¬
bly avoid taking it from them. In this state of things, but one
alternative seemed to present itself—either to keep the paper in
kind, until perchance it should get better, and the Banks here be
willing to receive it, or get it off by a negotiation or loan on the
best terms he could effect. The former, was thought very liaz-
5
ardous, because no one could foresee what might be the condi¬
tion of the Banks, nor how far their paper might depreciate.—
Under these circumstances, the latter was deemed most advisa¬
ble, as well for the security, as the increase of that portion of
the general fund, and was accordingly adopted.
He therefore loaned out, from time to time, such of the south¬
ern money as he had which was not bankable here; and to effect
this, on the best terms, he was sometimes under the necessity of
loaning therewith a portion of current paper.—In making these
loans, he expected that most of them would have been paid be¬
fore the Bank of Tennessee went into operation; but in conse¬
quence of the revulsion in trade, and the continued monied pres¬
sure, which has been increased rather than diminished by the
resumption of specie payments, he has not been able to make
collections to any extent, but was under the necessity of
instituting suits or of permitting the notes to be renewed, and
many of them have been renewed accordingly. He however
hopes that considerable collections will be made in the course of
this fall and winter—and has the satisfaction of believing that
all the money thus loaned, as well under the aforesaid section, as
otherwise, is safe and well secured, and will produce an average
rate of interest of at least six per centum per annum. Having
pursued this policy previous to the session of the last General
Assembly, and distinctly stated it in his report to that body, of
the 21st of November 1837, as will be seen on reference to the
journals of the Senate, page 520, and considering from their si¬
lence that it met their approbation, he continued to pursue it,
believing it best calculated to advance the objects for which this
fund was created.
The Superintendent has also received from county Common
School Commissioners, Bank stock, on which was paid $49,220,
for which the Board have certificates of transfer, except for 140
shares, on which was paid $14,000—which is vested in the Board
of Commissioners by a decree of the Court of Chancery.
The amount of Bank stock belonging to the Common School
Fund, consists now of 393 shares in the Union Bank of Tennes¬
see, on which has been paid $36,4*94-—2445 shares in the Plan¬
ters Bank of Tennessee, on which has been paid $244,500—7
shares in the Farmers and Merchants Bank of Memphis, on which
has been paid $700—and there has been paid, as before stated,
into the Bank of Tennessee $472,515 05, constituting so much
of the capita] of said Bank; and $35,229 76 on account of
the Sinking Fund. The account of Turnpike stock in the Nash¬
ville, Murfreesborough and Shelbyville Turnpike company, is
$42,193 42, and in the Smokey Mountain Turnpike $3,956 36.
He would further state that in the collection of the Common
(i
School Fund, from county Common School Commissioners, Bank
agents, and others, he has experienced much difficulty, not only
from the confused and scattered condition of that fund, but from
the pecuniary embarrassments of the country. Many of the
debts were of a doubtful character; in such cases, where addi¬
tional security could be obtained, he authorised an extension of
the time of payment. In other instances, he has also granted
indulgence, rather than sacrifice the property of the debtor. A
different course would haATe jeoparded many debts which are
now secure, and in times so adverse, have occasioned, in many
instances, distress and ruin. The amount of outstanding debts
is still considerable. In about forty counties, the greater portion
of them, it is believed, will in time be collected—in the remain¬
ing counties, except those which have settled up, they are mostly
bad or doubtful.
But few of the agents of this Board are now receiving a stand¬
ing salary. Some of them have proffered to close the remaining
collections in their counties, so far as they can be made, gratui¬
tously—and others, are to receive a reasonable compensation
from the collections they may make. By this arrangement the
expenses attending these collections have been greatly reduced,
and will hereafter be comparatively small.
The Internal Improvement fund of some of the counties, which
had been appropriated by the General Assemby to the use of
Common Schools, he was advised, under the new constitution,
became a part of the perpetual fund, and demanded it accor¬
dingly. Some of the counties voluntarily paid it over, others did
not. In one county, after paying it over, suit was instituted to
recover it back, which is now pending in the Supreme Court,
where it is presumed the question will be finally settled.
He has obtained possession of come escheated property, worth
perhaps $1500, but he believed the interest of the Common
School Fund would not be promoted by a sale of it at present.
There is other escheated property, respecting which suits have
been ordered.
The Common School Act, passed the 24th of January, 1S3S,
also makes it the duty of the Superintendent of Public Instruc¬
tion to prepare and submit to the Legislature, at each regular ses¬
sion, a Report containing information relative to the condition of
the Common Schools, the operation of the school act, and to sug¬
gest such modifications and alterations as may be deemed expe¬
dient for the better organization of the system.
From the incipient and consequently imperfect organization of
the school system in Tennessee, the fir.»t Annual Report can¬
not contain the amount and variety of information, that may be
expected in subsequent Reports, when the system shall have been
i
tested by time and by the wisdom and experience of an intelli¬
gent community. Indeed littlb more can be communicated to
the present Legislature than mere preliminary measures.
By the provisions of the 26th section of the School Act, it was
made the duty of the Constables in each civil district, to hold an
election on the first Saturday in June, IS38, for the purpose of
electing live School Commissioners for said district, and to certi¬
fy the result of said election to the county court clerk. These
elections were the first step in the immediate organization of the
Common School System in Tennessee.
Section 27th, directed that the Commissioners so elected, after
taking an oath for the faithful discharge of their duties, should
proceed to enumerate the white children over six and under six¬
teen years of age in their respective districts on the last day of
June, 1838, and forthwith report the same to the clerk of the
county court; and that said clerk should transmit a certified copy
thereof to the Superintendent on or before the first of Novem¬
ber, 1838.
The Superintendent was required to apportion the School mo¬
neys among the entire School or Civil Districts in the State, ac¬
cording to the ratio of their scholastic population, on or before
the first Monday of February in 1839; and if from any district
no report or a defective report should be received, he was directed
"to ascertain by the best evidence in his power, the facts upon
which the apportionment should depend." It is evident, then,
that in the first apportionment, no distribution could be made to
any district, until the entire scholastic population of the State
should be ascertained, as the portion to which each pupil is enti¬
tled was to be determined by dividingthe whole distributable fund
by this population.
On the first Monday of February, 1839, no returns or only
defective returns had been received from a considerable number
of districts and from some entire counties, although the Superin¬
tendent had written to the county court clerks (in some cases
repeatedly) for the reports, or in case no reports had been made,
for such estimates as would enable him to comply with the law.
Thus situated, the only alternative was, either to supply the de-
ficiences by conjectural and uncertain estimates of the scholas¬
tic population, and thus make an apportionment equally conjec¬
tural and uncertain, giving perhaps to the reported districts too
little and to the delinquent too much; or to consider the 21st
section of the School Act as directory, and that it might be de¬
parted from, should the interests of the School System require.
Having advised with the Attorney General of the State and re¬
ceived from him an opinion In favor of such a course, the Super¬
intendent was induced to defer the apportionment and take addi-
8
tional measures to procure returns and estimates from the delin¬
quent districts. He succeeded, by this means, in getting the re¬
quisite information from every district in the State, derived from
a census (sometimes informally taken) or from estimates made by
persons residing in and acquainted with their respective dis¬
tricts; and was thus enabled to make a far more equitable appor¬
tionment of the School Fund than would have been practicable
without this delay. This consideration, in connexion with the
difficulties consequent upon the incipient organization of the
School System, will, it is believed, justify to the Legislature the
course that has been pursued.
The Superintendent considers it his duty to make an addition¬
al explanation, relative to the apportionment that has been made,
of the School Fund. The 10th section of the School Act makes
it the duty of the Comptroller to report to the Superintendent
immediately after the first Monday in January in each year, the
exact amount of School money in the Treasury subject to distri¬
bution. From the report of the Comptroller made in accor¬
dance with this section, it appeared that the fund in the Treasury
on the first Monday of January, amounted to but $15,551 46—
the annual appropriation of $100,000 from the Bank of Tennes¬
see, not being payable, according to the construction of the
charter by the Board of Directors, till the fifth day of July—that
being the end of the Bank year.
To have distributed this small sum amongst nearly one thou¬
sand school districts, containing a scholastic population of one
hundred and eighty-five thousand four hundred and thirty-two,
affording to the smallest districts less than four dollars, and to
few more than twenty-five dollars, (to each pupil eight cents and
a fraction) would certainly not have met the public expectation
which the School Act had raised; and so far from operating as
was intended as a lure to the people to contribute to the estab¬
lishment of schools, would most probably have induced them to
suspend their incipient proceedings, if not abandon the system
altogether. The Superintendent believed, therefore, that he
would fulfil the design of the last, and meet the approbation of
the present Legislature, if he considered the appropriation
from the Bank of Tennessee as part of the fund subject to ap¬
portionment in 1839, and the more especially as it would
otherwise have remained unproductive in the Bank for nearly six
months, thus ocaasioning to the people, to whom it belonged, a
loss of about three thousand dollars. It has accordingly been so
considered, but it was judged expedient to make two distinct ap¬
portionments for this year, one of which should be payable on
demand, the other not till after the fifth day of July. Assurances
have been received from various parts of the State, that the
9
course pursued has given very general satisfaction, and was in¬
deed the only course that would have met public expectation.
To obviate the inconvenience and embarrassment arising from'
the conflicting provisions of the School Act and the Bank Char¬
ter, it is respectfully suggested that the time of paying the appro¬
priation from the Bank of Tennessee be accommodated to the
time specified in the 10th section of the School Act for making
the Comptroller's Report, in order that the appropriation may be
included in his report, and thus become subject to distribution
simultaneously with the other school moneys; in other words,
that the appropriation from the Bank of Tennessee be made pay¬
able on or before the first Monday of January instead of the fifth
of July in each year. To accommodate the School Act to the
Bank Charter would make it necessary to amend several sections
of the former, which should be avoided as far as practicable, in
order that the people may the sooner become acquainted with its
provisions and know their duties and their privileges.
The first scholastic year in the Common School System of Ten¬
nessee, extends from the first of July, 1838, to the first of July,
'1839, and the commissioners are required to make their School
Reports for this year, to the clerks of the county courts between
the first of July and the first of October; but the clerks of the
county courts are allowed from the first of October to the first of
December to report to the Superintendent. The present Annual
Report eannot, therefore, exhibit, as the law requires, particular
information with respect to the Common Schools, the number
that have been organized, the number of pupils that have been
taught, the subjects taught, the amount of money paid to teach¬
ers, &c., all which will of course be included in subsequent Re¬
ports. The Superintendent is, however, happy to assure the Le¬
gislature that he Jias learned unofficially that a very considera¬
ble number of schools have been established and under highly
flattering auspices; and that in his correspondence with Common
School Officers in different parts of the State, he has discovered
a deep and increasing interest in the cause of education and a
confidence that the present system will lead to great and lasting
results.
There are in Tennessee seventy-one counties, containing nine
hundred and eighty-seven civil districts, which are also recogniz¬
ed in the School Act as School Districts. In nine hundred and
eleven of these districts, commissioners were elected at the time
specified by law, and having qualified, proceeded to take the re¬
quired census in their respective districts and reported the same
to the county court clerks, who transmitted certified copies of
these reports to the Superintendent. In seventy-six districts,
either no commissioners were elected or those elected refused to
2
10
serve, or owing to some informality or delect in the proceedings,
the elections were deemed invalid. As nearly as could be ascer¬
tained from the reports and from estimates made by persons re¬
siding in the delinquent districts, there were in the State 011 the
last day of June, 1838, one hundred and eighty-five -thousand
four hundred and thirty-two children over six and under sixteen
years of age. In Gibson, Perry, Tipton, Weakley* Cannon,
Coffee, Hickman, Jackson, Overton, Smith, Bledsoe, Bradley, Car¬
ter, Jefferson, Johnson, Marion, Meigs, Monroe, Rhea, White,
Warren, and Franklin counties, every district was reported in
due form and within the time specified by law. In Sevier, Roane,
McMinn, Knox, Grainger, Cocke, Blount, Rutherford, Montgo¬
mery, Lawrence, Dickson, Bedford, Henderson, Carroll and Ben¬
ton counties, every district was in like manner reported but one
in each county.
The counties in the State of Tennessee are sub-divided into sec¬
tions, called civil districts, the maximum number being twenty-
five and the minimum number, eight. It was deemed expedient
by the last Legislature to adopt these existing and knOwn divi¬
sions as School Districts and accommodate the School System
to them. This, it was thought, would render the organization
easier and more expeditious, and would thus compensate for the
inconveniences, that might be expected to arise from the size and
figure of the civil districts. No reports having been received
from the Commissioners respecting the condition of Common
Schools, for the reasons before stated, the Superintendent is not
prepared-to say what difficulties the School System may have
encountered from this source, or what may be the wishes of the
people in reference thereto. Some, perhaps most, of the districts
will be found inconveniently large; but there is nothing in the
School Act, prohibiting the establishment of a plurality of
schools in the same district; and in the last clause of the 20th sec¬
tion, it is expressly provided that a teacher may be directed by
the Commissioners to appropriate his time at two or more places
in a district as the convenience and interest of the citizens there¬
of may require. By this arrangement, the services of a good
teacher may be obtained for more than three months m a year in
each of three schools in the same district; and three months*
good instruction, it will readily be conceded, is worth' more than
twelve months' indifferent, and than any amount of bad teach¬
ing.
In connexion with this subject, a suggestion, which has been
made in another State, is deemed worthy of consideration. It is
by no means uncommon, and is attended with but little incon¬
venience, for larger pupils to go two, three, or even more miles,
to school. In most cases, therefore, a good school, at or near the
11
centre of a district, would be an adequate provision for this de-
scription of our scholastic population. The smaller children
could be provided for by schools established at points remote from
the centre, which might be taught by females, or by male teach¬
ers, whose services copld be procured at a comparatively small
compensation. An additional advantage resulting from this ar¬
rangement, would be a gradation of schools, at least schools of
two grades—one where the elements and first branches of edu¬
cation could be taught, and another where instruction could be
carried on to any extent the citizens of the district might re¬
quire—thus affording the facilities and advantages resulting from
a division of labor, and from a separation of pupils whose ages
and studies are incompatible.
Should there be any districts that are inconveniently small, which
it is believed will seldom be the case, or should there be some
in which the thinness of the population would render it imprac¬
ticable or onerous to support separate schools, the 20th section
provides that two or more districts may unite their funds and
employ a teacher, who shall divide his time between the districts
in such manner as the commissioners of the districts entering
into the copartnership, may agree upon, provided a school be
kept in each district three months in a year.
If there be districts of very irregular shapes, as where the
population chiefly follows the water courses and the districts
have been made to conform thereto, the school act does not pro¬
hibit the commissioners of any two adjoining districts from ma¬
king an arrangement for their mutual accommodation, by receiv¬
ing the children of one district into the schools of another,
should convenience require, provided they be always reported
from the district in which they reside.
If these considerations and suggestions are just, it would seem
to be inexpedient to make any change for the present in the ex¬
isting school districts. A , small sacrifice of convenience may
be compensated by the advantages arising from permanent geo¬
graphical. limits. No change indeed, it is conceived, should be
made in any part of the system that will be of doubtful utility.
The subject of school houses is intimately connected with that
of school districts. So important did it appear to the superinten¬
dent that the attention of the public and especially of the com¬
missioners, should be early called to this matter, that he
published in January last, in connexion with the school act and
instructions, a report on the construction of school houses, taken
from the Ohio Common School Director, and sent a copy there¬
of to every commissioner in the State.
The law provides for the education of children over six and
under sixteen years; the scholastic age of our population, there-
12
fore, extends through nine years, and these too doubtless the
most impressible of any equal period of time in a man's life, and
constituting indeed no inconsiderable portion of the sum total of
ordinary human existence. It is highly important, then, for the
individual happiness of the pupils, that these years should be
spent as pleasantly and profitably as possible; but this impor¬
tance is greatly enhanced, when it is considered that it is with¬
in this period the elements of good or bad citizenship are to be
acquired; that the bias then given to the boy will, in a great de¬
gree, guide and control the man through all his subsequent life.
The influence of external causes upon the minds and hearts of
grown persons is a fact that needs no demonstration; how much
more susceptible of such influence are the young, who act, in a
great degree, from impulse, and who, from the immaturity of
their reason, are less capable of discriminating between right
and wrong, and thus become emphatically the creatures of cir¬
cumstances.
It is evident that the more comfortable and attractive a school
house is made, the more willingly will children resort to it and
be inclined to avail themselves of the advantages that may be
proffered them. The following very judicious remarks are from
a report of an Association of Teachers in Essex county, Massa¬
chusetts. "The pain and uneasiness, which a child experiences
from an uncomfortable situation in school, he will very likely as¬
sociate with his books and studies, or with the instructor and
regulations of school; he may connect it with those who sit near
him, and who may be just as uneasy as himself, and be ready to
hate the whole and quarrel with all, because he feels pain and
cannot or does not rightly understand the occasion of it. The
local situation of children in school has a most obvious bearing
upon the conduct and temper. Place them a little out of the ob¬
servation of the instructor, and they will play; put them where
they are crowded, or sit with inconvenience, and they will quar¬
rel.—Suppose from one of the causes above named, the child ac¬
quires a habit of loose and foolish playfulness or of restless dis¬
content—suppose he acquire a disrelish for schools, his books, or
unkind feelings towards his instructor or his fellows—will there
not be much personal loss, and is there no danger of future con¬
sequences—is there no danger that these feelings will go into fu¬
ture life, and the individual prove less comfortable to himself, and
less comfortable to others? Youth is the season when the char¬
acter is formed and direction given to the feelings and conduct.
It is a matter of no small interest to the man himself or those
with whom he is to act in future life, that these be of a gentle
and accommodating character."
A very important duty of the school commissioners and espe-
13
cially those of the first years of the school system, will consist
then in the proper location and construction of school houses—
that they may have a pleasant and retired situation near to wa¬
ter; be of the proper size and form, and furnished with conveni¬
ent and comfortable desks and tables; be properly lighted, warm¬
ed and ventilated; and have an agreeable appearance externally
and internally; that a suitable playground be provided for the
amusement and exercise of the pupils; and then that the com¬
missioners and teachers see to it that the whole be kept neat,
clean and in good repair. "What," says Mr. Mann, Secretary of
the Board of Education in Massachusetts, speaking of school
houses, "what external appearance could impress strangers from
other states or countries, as they passed through our borders,
with such high and demonstrative proofs that they were in the
midst of a people, who, by forecasting the truest welfare of their
children, meant nobly to seek for honor in the character of their
posterity, rather than meanly to be satisfied with that of their
ancestors? And how different would be the feelings of all chil¬
dren towards the schools and through the schools, towards all
other means of elevation and improvement, if from their ear¬
liest days of observation, they were accustomed always to look
at the school house and to hear it spoken of as among the most
attractive objects in the neighborhood?"
When it is considered that a school house, constructed of prop¬
er materials, will, with care, endure for several scholastic gene¬
rations, the means necessary to make it of the proper size and
style, and to furnish it in a convenient and comfortable manner,
should be cheerfully and amply provided. In Ohio, it has been rec¬
ommended that, under certain regulations and restrictions, the
privilege shall be given to the school districts, of borrowing money
from the State for the erection of school houses, the interest of
which should be paid annually by means of a tax levied on the
borrowing district and collected at the same time with the oth¬
er State taxes; the sums thus borrowed to be repaid in conve¬
nient instalments.
It might be argued in favor of such a course, that the object
to be obtained is one of greatest magnitude and will consequent¬
ly justify a large expenditure of money; and that as the next
generation will, it may be presumed, be at least equally benefit¬
ed by the measure, they ought to share the burden equally.
This measure, the Superintendent would merely mention, as a
suggestion that has been made in a sister State, and as indicating
the important bearing which the providing of good school houses
is there considered to have upon the success of Common Schools.
Another means has been suggested by the commissioners in
several of the districts, for encouraging the erection of good
14
school houses, which is respectfully recommended to the favor of
the Legislature; to permit sueh districts as may be unable or
unwilling otherwise to build school houses of the proper kind, to
use, for this purpose, their portion of the School Fund in whole
or in part. This will absorb their funds only for the year in
which the house is erected, after which th^y will be prepared to
expend them on the proper business of teaching.
Believing that the subject of school house architecture is one
of great importance to the health and happiness, to the mor¬
al, physical and intellectual culture of the rising and future gen¬
erations, and presuming that information respecting it will be
acceptable and profitable at the present early period of Common
Schools in Tennessee, the Superintendent has given in the Appen¬
dix to this report three plans of school houses, which have been
'tried and approved in other States.
In section 17th of the School Act* it is required that a school
be kept at least three months by a "qualified teacher" in order
to entitle a district to its share of the public fund; but the act
nbwhere specifies what his qualifications shall be or who are to
judge "concerning them. It is respectfully suggested that this
omission in the Act be supplied, by giving to the commissioners
the power and making it their duty to examine teachers
and give certificates to such as shall be found to possess
proper moral and intellectual qualifications. Good teach¬
ers, it will readily be conceded, are essential to the success of any
system of schools; no practicable means, therefore, of securing
■them should be neglected. "Although it is not always in the
power of school committees to introduce into the schools devo¬
ted and accomplished teachers; yet it is in their power and it is
a solemn part of their duty, not to inflict upon the children of a
whole district, the calamity of an ignorant, ill-tempered and
profane teacher. It is no trivial arbitrament, to decide whether
a school shall be a blessing or a nuisance, and therefore the ques¬
tion of a teacher's fitness is not to be guessed at, but solemnly
pondered." (Mann's Report.)
It is evident from the provisions of the School Act, that
the most important duties it imposes, rest uf)on the com¬
missioners. They are required to take the census of the
scholastic population every year and report the- same forth¬
with to ■ the county court clerk; to procure or locate and
build school houses, and have the custody of the same; to
employ, pay, advise, direct, and if necessary, dismiss the teachers;
to visit and inspect the schools at least once a month; to inspect
the teachers' Registers and from them make out a Rate Bill; and
to make a report every year to the county court clerk, contain¬
ing a great variety and amount of information respecting the
15
state of the schools; and to failure in discharging certain of these
duties, considerable penalties are attached. For the perform¬
ance of these duties and for assuming these responsibilities, no
compensation or immunity is allowed. To this cause may be
mainly attributed the fact that in sixty-one of the seventy-six
delinquent districts, the commissioners, after being elected, refu¬
sed to serve.
It is respectfully submitted, then, whether it is just to impose
upon a body of men, so large an expense of time and labor with¬
out some remuneraton, either by a per diem allowance or an
immunity, in whole or in part, from state, county or district tax¬
ation; and whether it is reasonable to expect that the duties will
be performed, or at least performed as they ought to be, without
such inducement? It is the part of wisdom to borrow light from
the experience of other States, in which the school system has
been in operation for years. "In not more than fifty or sixty
towns," says Mr. Mann, "out of the three hundred and five in
Massachusetts, has there been any pretence of a compliance
with the law," requiring the school committees to visit and in¬
spect the schools." It would be unjust" he adds,"to attribute the
omission even of this important duty to any peculiar deadness or
dormancy on the part of committees, towards the great interest
of Common Schools. No body of men in the community have
performed services for the public at all comparable to theirs, for
so little of the common inducements of honor and emolument.
Were a compensation allowed the school committees for the dis¬
charge of their laborious and influential duties, there would then
be justice and propriety, certainly in cases of gross delinquency,
in subjecting them toTegal animadversion; or withholding from
their respective towns their share of the annual apportionment."
Sections 16th and 17th of the School Act prohibit the appor¬
tionment of school money to any district from which no suffi¬
cient annual return shall have been, received for the year ending
on the last day of June immediately preceding the apportion¬
ment, and in which a school has not been kept at least three
months during the year ending on the same day. Section 18th'
suspends the operation of these two sections for the first appor¬
tionment. ' It is respectfully suggested that this suspension be
extended also to the second apportionment of school moneys.
The clerks of the county courts are required to transmit to the
Superintendent copies of the commissioners reports between the
first of October and the first of December; but these reports, as
has been before stated, are dated the first of July and extend over
the year preceding said date. It is to be expected, then, in Ten¬
nessee, as has been the case in other States, that in the first scho¬
lastic year, there will be a large number of districts, even of those
16
that may have taken the incipient steps in the organization of the
school system, which, from the want of teachers or of school houses,
neglect or inexperience of commissioners or other causes, will
not have complied with the law, requiring a school to be kept
three months in the year. The seventy six districts, therefore,
above mentioned, and all of the other districts that shall be found
delinquent, either in respect to their reports or keeping schools
for the specified time of three months, will be excluded from the
benefits of the next apportionment (in February 1840) unless
the 16th and 17th sections be rendered inoperative for another ~
scholastic year. To cut off so large a number of districts in the
apportionment of the School Fund, would have a very dis¬
couraging tendency and might, in qertain cases, be attended
with much injustice.
The School Fund, which has been provided by years of judi¬
cious legislation, when compared with our population, is perhaps
equal to that of any State in the Union, with the exception of
Connecticut, and must be considered a highly important auxiliary
in the operation of the school system. But a reference to the ap¬
portionment, accompanying this report, will show that it is in
itself wholly inadequate to complete success, without additions
from some other source. This, the law, in some degree provides
for by the operation of the Rate Bill, which gives the commis¬
sioners the power, when the dividend, accruing to their district,
is insufficient to pay the teacher's wages, to collect the residue
from parents, guardians and others sending children to school.
It is not proposed to disturb the operation of the Rate Bill; this
residuary power is very properly conferred upon the commission¬
ers, and may be made to serve a very salutary purpose. It is re¬
spectfully submitted, however, whether it would not have a ben¬
eficial influence, without being at all onerous, to require the
districts to raise, by a tax on property, a sum of money equal to
the portion of the School Fund to which they are respectively
entitled. This would create "a.powerful motive to that careful
supervision, which is one of the most efficient safeguards against
abuse, on the one hand, and negligence on the other." The
people, having mixed a portion of their own money with that
arising from the public fund, will be disposed to exercise a salu¬
tary jealousy in regard to the expenditure of the whole. The
adoption of this principle in the New York system of education,
is said to have infused into it an efficiency, which it had never
before exhibited. In 1837 it was recommended to make the re¬
quisition from the people in that State, once and a half the
amount annually distributed from the School Fund.
The money thus raised, should not be looked upon as a tax,
>ut rather as the most economical provision for a necessary ex-
17
penditure. It may be assumed that every child in the commu¬
nity should be educated either in private or in public schools; and
it has been found by experiment in other States, that the latter
may afford instruction equally as good as the former and at less
than half the expense. In the public schools of Boston the cost
of tuition is about ten dollars per scholar; in the private schools
twenty-five dollars; in Cincinnati the proportion is as six dollars
to sixteen; in New York as seven dollars to twenty-five. In the
operation of Rate Bill, the rich man, having no children or sen¬
ding his children to a private school, is exempt from all contri¬
bution to the Common School Fund; but in the proposed amend¬
ment, requiring a district to raise dollar for dollar, the rich will
be made to give in proportion to their property and of course
will mainly bear the burden, while the poor will be comparative¬
ly exempt. By this addition 'to the fund, it is believed that, in
most cases, the public schools may be rendered so much superior
to the private ones, as to supersede them, and thus , break down
the distinction between the children of the rich and the poor, by
throwing them together into little communities, where common
studies and common amusements, will create mutual and lasting
attachments, that may counteract the "alienating competitions
of manhood,"
Should this measure be adopted, it will only be necessary to
give the county court power to levy the requisite tax at the same
time the other county taxes are levied; and amend the 19th sec¬
tion of the School Act so as to make it the duty of the clerk to
lay a copy of the Superintendent's report for his county before
the county court.
No provision is made in the Act for the filling of vacancies in
the Boards of School Commissioners. The number being but
five in each district, and their duties various and important, one
or two vacancies, as the districts are large, might be attended
with much inconvenience and detriment. Would it not be ad¬
visable, then, so to amend the 13th article of the 28th section as
to give to the Commissioners power to fill all vacancies in their
Boards?
There being no Post Offices in many of the School Districts,
the Superintendent has been under the necessity of sending the
copies of the School Act, designed for the Commissioners, to the
county court clerks and of requesting them to distribute them.—
This request has been promptly complied with, in most cases;
but in others, has been neglected. It is recommended, therefore,
that it be made the duty of the clerks of the county courts, to
distribute all documents and communications, forwarded to their
care, for the districts in their respective counties.
It is also suggested that the 30th section be so amended as to
18
require the males and females to be distinguished int h eCommis-
sioner's Reports.
The greatest impediments to the Common School System in
other States, have been found to arise from apathy and a want
of information as to the best ways and means of organizing and
sustaining schools. To obviate these, it is respectfully suggested:
First—That one or more agents be appointed to travel through
the State once or oftener a year, and deliver lectures; to visit
the schools that are already established, and to counsel and ad¬
vise the Commissioners in the establishment of others. The
great advantages that would result from this measure, it is con¬
ceived, would more than justify the expense of such an agent for
each of the three grand divisions of the State, as has been prov¬
ed by experiment in Massachusetts and elsewhere; the agent or
agents to be appointed by the Governor and Superintendent or
such other persons as the Legislature may deem most advisable
This measure has been suggested and strongly recommended by
Commissioners and others residing in different parts of the State.
Secondly—ff'hat the Superintendent be authorized to publish,
during the two ensuing years, a periodical, say every six months,
for the purpose of communicating to the Commissioners and
others, information relative to Common Schools in other States
and countries, with such suggestions and instructions as may be
calculated to promote the great cause of education in Tennessee.
Any expense necessary to secure to the great body of the peo¬
ple, the blessings of moral and intellectual culture, it is confi¬
dently believed, the Legislature will consider a matter of second¬
ary consideration. This expedient, it may be stated, has been
adopted in the State of Ohio, with very happy results.
The Superintendent of Public Instruction does not consider
himself called upon to determine, whether Common Schools are
more or less important than Academies or Colleges, to the deve¬
lopment of the moral and intellectual faculties of the communi¬
ty. Nor does he consider it incumbent on him to inquire which
of these institutions should be first established and which second.
All are believed to be requisite for the proper education of a com¬
munity; and in the present intellectual condition of Tennessee,
if not heretofore, their existence and operation should be simul¬
taneous. That each will contribute, moreover, to foster and sus¬
tain the others, is evident; as the Common School will furnish
pupils for the Academy, and the Academy for the College; while
in reverse order, the College will send out teachers for the Aca¬
demy and the Common School. If these views be just, the prin¬
ciple of the bill, enacted at the last Legislature of Tennessee
for the promotion of education, is the correct one. Whether it
has properly apportioned its munificence; whether it has given
19
too much to one description of institutions of learning and too
little to another, he will not presume to determine; but will mere¬
ly affirm, without fear of rational contradiction, that no sum, be
it millions, that may be necessary to secure a sound and thorough
education of the entire mass of the people, in the several degrees
that are practicable, should be withheld, though it were necessa¬
ry to create a great state debt to raise this sum.
The Superintendent would take the liberty to express his firm
conviction, that the education demanded by the genius of our
Republican Institutions, and which alone can prove conserva¬
tive of them, must constist of moral and religious instruction,
superadded to intellectual culture. The startling and monitory
discovery has been made in France, that most crimes are com¬
mitted in the Departments where there is most intelligence.—
That the reverse of this is true in our country, is to be ascribed
partly to impressions made within the walls of the school house; but
chiefly, it is presumed, to the restraining and corrective influences
of religion, which' happily for us, so generally pervade the great
mass of the people. There can, however, be but little doubt, that
there is great need of daily moral and religious instruction in
most of our schools; which, it is hoped, the wisdom of the Com¬
missioners and the imperative voice of a virtuous and intelligent
community, will gradually supply.
In closing his Report, the Superintendent would congratulate
the Legislature on the favorable beginning that has been made,
in the organization of the Common School System in Tennessee.
Under the fostering care of the present and future Legislatures
and the patient and persevering co-operation of their fellow-citi¬
zens, with the blessing of an over-ruling Providence on their ef¬
forts, he confidently believes, that the great enterprise will ulti-
^mately be crowned with success.
All of which is respectfully submitted,
ROBERT H. McEWEN,
Superintendent of Public instruction.
Superintendent's Office, )
Nashville, 8th October, 1839. )
SYNOPSIS
OF PART OF THE SCHOOL ACT, &c. AND ATTOR¬
NEY GENERAL'S OPINION:
The agency requisite to put and keep the common school sys¬
tem of Tennessee in operation, is judiciously distributed amongst
existing well known civil officers, with the exception of five
Commissioners for each district. The Superintendent of In¬
struction, Comptroller of the Treasury, county Trustee, county
court Clerk, County Courts and Constables, all have certain du¬
ties assigned them, none of which can be dispensed with, with-
put injury and embarrassment to the system. It is evident, ho-vy-
ever, from the provisions of the Act, that the success of the
Common School cause in Tennessee depends. mainly upon the
district Commissioners. Their attention, therefore, is respectful¬
ly solicited to the following enumeration of the duties required
jn the School Act.
DUTIES OF CONSTABLES.
It is the duty of the Constables on the first Saturday in March,
1840, and every two years thereafter, at the time and place of
electing sheriffs and other county officers, to hold an election for
five School Commissioners in each district, after giving ten days
notice at fourpublic places in each district, and to certify the re¬
sult of said election to the county court clerk, (See. Sec. 26.)
DUTIES OF COMMISSIONERS.
To take an oath before a justice of the peace for the faithful
discharge of their duties, and to continue in office till the first
Saturday in March, one thousand eight hundred and forty, and
till their successors are elected; and thereafter, till the first Satur¬
day injMarch every two years. To take the census of the schol¬
astic population in their respective districts on the last day of
June in each and every year, and report the same forthwith to
the Clerk of the county court. To procure or locate and build
school houses, and have the custody of the same. To employ,
pay, advise, direct, and, if necessary, dismiss the teachers. Tq
22
visit and inspect the schools at least once a month. To inspect
the teacher's Registers, and from them make out a Rate Bill. To
choose a Clerk, who shall keep a record of all their proceedings.
It is the duty of the Commissioners also, between the first of
July and first of October in every year, to make to the county
court Clerk a report dated July first, showing the length of time
the school or schools have been taught—the number of scholars
—the entire scholastic population of the district, with the names
of parents, &c., with whom the children reside, and the number
with each—the entire school fund of the district, whence receiv¬
ed and how expended. For failure to make such report,
each Commissioner to be fined ten dollars, and upon notice from
the county court Clerk of such failure, the district Clerk shall
still assemble them to make the report, that their district may not
forfeit its share of the next apportionment. Should their neg¬
lect cause 'a forfeiture of the school money allotted to the dis¬
trict, they shall be liable for the sum thus forfeited with interest.
For signing a false report, with intent to procure for his district
an undue proportion of the public fund, a commissioner shall be
fined twenty dollars, and be deemed guilty of a misdemeanor.
On default of the county Trustee, to pay the money allotted
to their district, the Commissioners shall sue him and his securi¬
ties in the circuit court.
For the convenience of a district, the Commissioners may pro¬
cure or erect two or more school houses therein, and provide a
teacher or teachers for each; the latter clause of section 20, of
the School Act, also authorises them to direct the same teacher
to divide his time between two or more schools in the district.
Commissioners of two or more adjoining districts may unite
their funds and employ a teacher or teachers, who shall divide his
time between said districts; but a school shall be kept in each dis¬
trict an aggregate time of three months in each scholastic year,
in order to entitle it to its share of the public fund. This require¬
ment, however, does not apply to the scholastic year, ending the
last day of June, one thousand eight hundred and thirty-nine.—
The scholastic year is from the first day of July to the last day
of June. [See sections 26, 27, 28, 30,32, 33, 35 and 38.#
DISTRICT CLERK.
For duties of District Clerk, see section 29.
CLERK OF COUNTY COURT.
It is the duty of the county court Clerk, to receive and record
the certificates from the Constables of the election of Commis-
*See also Attorney General's Opinion.
23
sioners in the several districts in his county. To file in his office
the notice of every apportionment received from the Superinten¬
dent, and register the same in a book to be kept for that pur¬
pose. To give immediate notice to the Clerk of any district
in which the Commissioners may have failed to make the required
report on or before the 1st day of October, in any year. To
make to the Superintendent between the 1st day of October and
the 1st day of December in every year, a report showing the num¬
ber of districts in his county, distinguishing those from which the
Commissioners have reported.! To file the Commissioners' re¬
ports and to embody a certified copy thereof in his report to the
Superintendent. For failure thus to report within the specified
time, he shall forfeit one hundred dollars, for the use of the school
fund, for which forfeiture the Superintendent is directed in sec¬
tion 41, to prosecute without delay. It is his duty also, to give
to the county Trustee a certified copy of the bond he may have
entered into, and a certified copy of the same to the Commission¬
ers of any district who may be obliged to prosecute the county
Trustee for moneys belonging to said district.
Section 42 of the School Act, authorizes the county court to
make to their Clerk a reasonable compensation for his services,
to be paid out of the county Treasury. \See sections 19,27,31,
39,40,41,42 and 43.]
COUNTY TRUSTER
At every apportionment of School money, the county Trustee
will receive from the Superintendent immediate notice of the por¬
tion assigned to his county and its districts. Before receiving
said portion of school money, he will enter into bond with two
securities, before the county court, and obtain a copy of the bond,
certified by the Clerk of the court to be a true copy. This copy,
so certified, he will transmit to the Comptroller of the Treasury
and receive from him in return, a warrant on the Treasury
for his county's share of the school fund, which warrant will be
paid to him, or order, at the Bank of Tennessee and its Branches,
or may be sold, as may be most convenient. He will then give
notice in writing to one or more of the Commissioners in each
district in the county, of the apportionment made by the Super¬
intendent, and hold the money belonging to each district
subject to the order of the Commissioners of said district—
retaining one per cent thereof for his services. After the
scholastic year, however, ending the last day of June, one thou¬
sand eight hundred'and thirty-nine,* no money shall be paid to
fSee Attorney General's Opinion.
*See Attorney General's Opinion.
24
&ny district, from which the necessary report for the preceding
year has not been made, and in which a school has not been kept
three months, during-that year; and at no time, of course, to a
district in which Commissioners have not been duly elected ac.
cording to the provisions of section twenty-six of the School,
Act. (See Attorney General's Opinion appended hereto.) If
the money apportioned to any district be not applied for, the
Trustee shall retain such money and add it to the district's share
of the next apportoinment. On notice from the Superintendent,
the Trustee shall prosecute Commissioners that have become lia¬
ble to the penalties , specified in sections thirty-two and thirty-
three of the School Act. On failure of Trustee to pay the mo¬
ney belonging to a district, the Commissioners thereof shall pro¬
secute him and his securities for the same in the Circuit Court,—"
{See sections 5,11,12,13,34 and 43.]
TEACHER'S DAILY REGISTER.
July.
M1
'i
co .
>» "3
I
2
3
4
5
ca g
8
9
10
11
12
a c
|-Q G>
15
16
17
18
19
3 3
13 w
22
23
24
25
26
No. days
o 3,
£
. CJ
° p.
a
a &
present.
No.
Pupils names.
M
T
W
T
F
M
T
W
T
F
M
T
W
T
1'
M
T
W
T
F
1
John Rice,
a
1
3a
2
1
a
3
a
2
a
1
2
5
2
3
4
Jane Bell,
a
2
1
3
1
2
a
3
i
1
2
4
a
2
1
3
No. in daily attend.
15
10
5
4
6
8
9
10
11
12
10
8
7
5
4
8
17
8
11
12
TEACHER'S QUARTERLY REPORT TO THE COMMISSIONERS.
Teacher in District No.
ending 1st October,
Quarterl y report of
County of
Whole number enrolled,
Males,
Females,
Average daily attendance,
Branches taught during the quarter.
Note.—The general and daily registers will enable the Teacher to make his report to the Commissioners. In the daily
register "a" denotes absent the whole day. "1" absent in the morning, and 2 absent in the evening; hlank denotes pres¬
ent.—To determine the average daily attendance, add the line "No. in daily attendance," and divide by the number of
days. Thus 180, the "No. in daily attendance," divided by 20 the "No. of days," gives 9—the "daily average attend¬
ance" for the month of July.
The above table is filled up merely to show more fully the design of it.
>
S TO
tc o osi pd
£• 2 ® 5 "5 <D
^ p o s' ^
O 3 ®3 sr cr!
•5 3 3 3 °,
3 3
CD CD
3 3
<? 3
COMMISSIONERS' ANNUAL REPORT TO THE CLERK OP THE COUNTY COURT, FOR DISTRICT
No. County of July 1st, IS
K
s
o
©
V
a
co
•3
S?
o
o
fc
4
10
II I— to 1 1 Ko- of Schools in the district.]
| No. of Teachers, male and
j female.
| Pupils enrolled, male and fe-
| male.
Pupils in average attendance,
male and female.
No. of children in the district
on the last day of June, over
6 and under 16 years of age.
| Amount of public fund rec'd
from county Trustee.
Amount of public fund paid
to Teachers.
Balance public fund unex¬
pended, if an}*, and why.
Amount paid Teachers from
rate bill.
!
Amount paid Teachers from
voluntary contributions.
Moneys received from any
other source, and how ex¬
pended.
Amount paid for furniture,
wood and incidental ex¬
penses.
No. of times each school in¬
spected by Commissioners.
Length of time schools have
been taught.
Number of school houses
built during the year.
Cost of school houses built.
f General remarks—such as
defects of the school sys¬
tem—remedies for defects.
fee. &<-. (
M
F
M
F
M
15
20
F
20
10
M
F
| 1
1
1
1
20
50
30
25
100
200
100
150
$100
75
$100! $ | $50
50i 25! 100
! !
1 1
1 1
1 1
$50
25
$20
30
$25
50
o o
6 months
3 «
1
$200
100
Note.—The letter M in the above table denotes males, F females.
In addition to the ahove, Commissioners are required to report the names of persons with whom the children reside, and the number with each.
Commissioners' report must be made between 1st July and 1st. October in each year, but be dated 1st July. (See sec. 30.)
Such information as cannot bo given in the above form, should be specified in a note or appendix to the report. Commissioners are, also, respectfully requested
to make any suggestions they may deem important for the improvement of the Common School System.
The above tables have been filled up, that the object of them may be more fully comprehended.
n
COUNTY COURT CLERK'S ANNUAL REPORT TO THE
SUPERINTENDENT, FOR COUNTY.
Name of county.
Whole number of districts in the
county.
Districts that have made the ne-
| cessary reports.
Districts which have not elected
Commissioners.
Whole number of white children
in reported districts, between
6 and 16 years of age.
Names of Commissioners (with
the number of the district) lia¬
ble to the penalties in sections
32 and 33.
\
General remarks, such as defects
of the Schools System, reme¬
dies for defects, &c.
10
8
2
1200
A. B.
No. 1.
18
10
8
3900
C. D.
No. 10.
The Clerk must also furnish to the Superintendent a certified copy of the Commissioners,
Report.
Such information as cannot be given in theabove form should be specified in a note or
appendix to the report.
FORM OF A DISTRICT RATE BILL.
Rate bill of the persons liable for Teacher's wages in the District No. in the
county of for the School term, ending
(See sections 23 ana!24, School Act.)
Names.
Number of
days sent.
Amount of
School bill.
Cost of fuel
furnished by
Commiss'rs.
Total amount to
be collected.
A. B.
C. D.
60
100
$1 ~
1 50
1 ©
1
<£>
#2
3
FORM OF A DISTRICT FUEL BILL.
Names.
Number of children
sent.
Amount of fuel.
A. B.
C. D.
2
3
2 cords.
3 cords.
THE
ATTORNEY GENERAL'S OPINION.
I. The elections must be held at the time and place, and by
the persons named in the law,—otherwise they are void.
If any moneys are paid to persons claiming to be Commission¬
ers, elected otherwise than as directed by law, it will be entirely
on the personal responsibility of the officer paying them.
Very important powers are entrusted to the Commissioners,
and those powers cannot be exercised by any except such as have
been chosen by the people, and the people have no right to
choose Commissioners except as in the manner prescribed by
law. The directions of the law must be strictly pursued. If
they may be disregarded in any particular, they may in all; and
the consequence would be, that the Commissioners would some¬
times be nominated not by the people of the districts, but by
some junto in a corner.
II. The law seems to have omitted any provision for supplying
vacancies in the office of Commissioner. The only remedy for
this is to lay the subject before the Legislature. A Commission¬
er appointed either without authority of law, or contrary to the
method pointed out by law, is no Commissioner.
III. The first distribution must be made on or before the first
Monday in February, 1839. [Sections 2, 21.]
Nevertheless, if the Superintendent cannot be prepared on
that day to make the distribution, he may make it afterwards,
and it will be good. These parts of the law are directory.
If the Superintendent has not received the reports contem¬
plated by the 27th section, he will then take the justices' dis¬
tricts, according to section 25, as school districts, and ascertain
the number of children in them, as directed in the 4th section
and make the distribution accordingly.
Sections 16, 17 and 18 will apply to the distribution to be
30
made oil the first Monday of" February, 1S40. The first distri¬
bution, (in 1839,) is unconditional.
IV. If the reports, directed by section 27, have not been made,
the Clerks ought to report the fact, in order that the Superinten¬
dent may know that it will be necessary for him to make the in¬
quiries directed, in that event, by the 4th section.
31
APPORTIONMENT FOR WEST TENNESSEE.
BENTON COUNTY.
Districts.
Scholastic
Apportionment
population.
of School
Fund in 1839.
REMARKS.
I
152
$94 72
'2
157
97 84
3
164
102 19
4
139
86 62
5
173
107 80
6
172
107 19
7
106
66 05
8
140
87 24
Estimate—No commissioners e
9
140
87 24
lected.
1343
836 89
CARROLL COUNTY.
Disrticts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
224
$139
59
2
233
145
19
3
172
107
19
4
138
85
99
5
229
142
71
6
180
112
17
7
118
73
54
8
207
128
99
9
148
92
22
10
112
69
79
11
158
98
46
12
160
99
70
13
248
154
54
14
165
165
13
15
112
69
79
16
197
122
76
17
230
143
32
3131
1951
08
Estimate.
REMARKS.
DYER COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1039.
1
137
$85 37
2
71
44 24
3
76
47 36
4
130
81 01
5
90
56 08
6
139
86 62
7
79
49 23
8
69
43 00
791
492 91
do.
but made no report.
-Commissioners elected
do. do.
FAYETTE COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
205
$127 74
2
166
103 44
3
122
76 02
4
168
104 69
5
97
60 45
6
120
74 78
7
179
111 54
8
200
124 64
9
87
54 22
10
150
93 47
11
169
105 31
12
279
173 86
13
220
137 09
14
300
186 95
15
228
142 08
2690
1676 28
REMARKS.
ted.
Estimate—No Commissioners elec-
but made no report.
Estimate—Commissioners elected,
but made no report.
Estimate—Commissioners elected,
33
GIBiSON COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
219
$136 47
2
226
140 83
3
173
107 81
4
232
144 57
5
154
95 97
6
215
133 98
7
185
115 29
8
260
162 02
9
205
127 74
10
156
97 21
11
181
112 79
12
160
99 70
13
198
123 39
14
195
121 51
15
300
186 94
3059
1906 22
remarks.
HARDEMAN COUNTY.
Districts.
Shoiastic
population.
Apportionment
of School
Fund in 1839.
1
219
$136
47
2
150
93
47
3
219
136
47
4
217
135
22
5
130
81
01
6
117
72
91
7
110
68
55
8
153
95
34
9
120
74
78
10
257
160
15
11
159
99
09
12
109
67
£2
13
207
128
99
14
306
190
6S
15
177
110
30
2650
1651
35
remarks.
Estimate—Commissioners elected
"but made no report.
Estimate—No Commissioners elec¬
ted.
34
HENDERSON COUNTY.
Scholastic I Apportionment
Pistricts.lpopulation. of School
Fund in 1839.
REMARKS.
elected.
Estimate—No Commissioners
2990
1863 22
HAYWOOD COUNTY.
Districts.
Scholastic
population.
Apportionment t
of School I
Fund in 1839.
1
150
$93 47
2
118
73 54
3
250
155 79
4
180
112 17
5
230
143 32
6
228
142 OS
7
359
218 10
8
200
124 63
9
79
49 23
10
239
148 93
11
193
120 27
12
189
117 77
2406
1499 30
REMARKS.
elected.
Estimate—No Commissioners
elected.
35
HENRY COUNTY.
Districts.
Scholastic i
population.'
Apportionment
of School
Fund in 1039.
1
142
$88 49
2
191
119 02
3
166
103 44
4
2S4
176 97
5
250
155 79
6
186
115 91
7
307
191 31
8
198
123 39
9
231
143 94
10
225
140 21
11
221
137 71
12
116
72 29
13
186
115 91
14
210
130 86
15
200
124 62
16
180
112 17
3293
2052 03
REMARKS.
Estimate-
-Commissioners failed to
report.
serve.
do. —Commissioners elected but
made no report.
LAUDERDALE COUNTY.
Scholastic
Apportionment
Districts.
population.
of School
REMARKS.
Fund in 1839.
1
140
$87 24
2
107
66 67
3
81
50 47
ted.
4
45
28 05
Estimate- -No Commissioners elec
5
25
15 58
do. do. do.
6
65
40 51
do. do. do.
7
71
44 25
8
60
37 39
594
370 16
36
M'NAIRY COUNTY.
Scholastic
Districts, population.
Apportionment
of School
Fund in 1339.
REMARKS.
' I
127
$79 14
2
233
145 19
O
252
157 04
4
138
85 99
5
214
133 33
6
195
121 51
7
270
168 25
8
212
132 11
9
205
127 74
10
269
167 63
11
80
49 85
12
170
105 94
2365
1473 75 !
Informally reported—list not given.
~ "mate—No Commissioners
elected.
MADISON COUNTY.
, Districts.
choi astic
population.
Apporlionment
of School
Fund in 1839.
1
193
$120 27
2
2i3
132 73
3
170
105 94
4
150
53 47
5
230
143 32
6
220
137 09
7
1S8
117 15
8
212
132 11
9
264
164 51
10
200-
124 63
11
250
155 79
12
215
133 57
13
143
89 11
14
158
98 46
15
350
218 11
16
150
93 47
17
187
116 53
3493
2176 66
REMARKS.
but refused to qualify.
Estimate—Commissioners elected,
Do. do. do.
Do. do. do.
to qualify.
Estimate—Commissioners refused
. „ elected.
Estimate—No commissioners
Estimate—Commissioners refused
to qualify.
37
OBION COUNTY.
Scholastic
Apportionment
Dis trlcts.
population.
of School
Fund in 1839.
REMARKS.
1
152
894 72
but made no report.
2
150
93 47
Estimate—Commissioners elected
3
101
62 91
4
140
87 24
Estimate—No Commissioners elec¬
5
133
82 SS
ted.
6
222
138 34
7
120
74 73
Estimate—Commissioners elected
8
122
76 02-
but made no report.
1140
710 39
PERRY COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
270
$168 25
2
208
129 62 '
3
223
.J 38 96
4
183
114 04
5
184
114 66
6
136
84 75
7
210
130 86
8
132
82 25
- 9
137
85 37
10
200
124 63
11
200
124 63
12
126
78 52
2209
1376 54
REMARKS.
38
SHELBY COUNTY.
Scholastic
population.
90
55
73
45
285
200
213
145
213
160
142
206
1827
Apportionment
of School
Fund in 1839.
$56 OS
34 27
45 49
28 05
177 59
124 63
132 74
90 36
132 73
99 70
88 49
128 37
1138 50
REMARKS.
but made no report.
Estimate—Commissioners elected
do.—No Commissioners elected.
Estimate—No Commissioners elec¬
ted.
Estimate—Commissioners elected
but made no report.
Estimate—Commissioners elected
but made no report.
TIPTON COUNTY.
Scholastic
population
Apportionment
of Sch:ol
Fund in 1839.
176
104
66
84
110
118
131
180
86
129
1184
$109 67
64 81
41 12
52 34
68 55
73 53
81 64
112 17
53 59
80 39
737 81
REMARKS.
1
2
3
4
5
6
7
8
9
10
11
12
39
WEAKLEY COUNTY.
Apportionment
of School
Fund in 1839.
REMARKS.
252
$157 04
195
121 51
86
53 59
197
122 76
218
135 84
188'
117 15
302
188 19
155
96 59
142
88 49
164
102 20
157
97 84
210
130 86
2266
1412 06
tricts.
1
2
3
4
5
6
7
8
9
10
11
12
13
11
15
16
17
18
19
20
21
22
23
24
25
40
PP0RT10NMENT FOR MIDDLE TENNESSEE.
BEDFORD COUNTY.
Scholastic
population.
Apportionment
of School
Fund in 1839.
185
$115 29
290
180 71
362
225 58
227
141 46
221
137 72
190
118 40
196
122 14
193
120 27
251
156 41
2T5
171 36
224
139 59
365
227 45
171
106 56
284
176 9S
192
119 64
357
222 46
303
188 8l
337
2l0 00
275
171 36
4S9S
3052 19
REMARKS.
Struck off to Marshall county.
Do.
do.
Do.
do.
Do.
do.
Do.
do.
Do.
do.
Estimate.
41
CANNON COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
"Fund in 1839.
1
181
#112 79
2
215
• 133 97
3
175
109 05
4
346
115 61
5
117
72 91
6
322
200 66
7
112
69 79
8
68
42 37
9
137
85 37
10
131
81 64
11
157
97" 84
1961 "
1222 00
REMARKS.
COFFEE COUNTY.
tricts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
ISO
$112 17
2
188
117 .15
3
199
124 01
4
150
93 47
5
108
67 30
6
307
191 31
7
149
92 85
8
79
49 22
9
166
103 44
10
90
56 09
11
160
99 71
12
131
81 63
13
317
197 53
2224
1385 88
REMARKS.
;ricts.
1
2
3
4
5
6
7
8-
9
10
11
12
13
14
15
16
17
18
19
20
21
22
43
42
DAVIDSON COUNTY-
REMAKES.
Estimate—No Commissioners elected.
Estimate—No Commissioners elected.
but made no report.
Estimate Commissioners elected.
do. do. do.
but made no report.
Estimate—Commissioners elected,
do. do. do.
do. No Commissioners elected,
but made no report.
Estimate—Commissioners elected,
Estimate—No Commisioners elected,
do. Commissioners elected, but
made no report.
Estimate—No Commissionei-s elected.
Estimate—No Commissioners elected.
2699 49
13
DICKSON COUNTY.
Scholastic
Apportionment
Districts, population.
of School
Fund in 1839.
■ 1
121
$75 40
2
155
96 59
3
114
71 04
4
110
68 55
5
102
63 56
6
208
129 61
7
140
87 24
8
105
65 43
. 9
146
90 98
10
146
90 99
11
148
92 22
1495
931 61
REMARKS.
Estimate—No .Commissioners elected.
DEKALB COUNTY.
Districts.
Scholastic
population.
.♦
Apportionment
"Of School
Fund in 1839.
1
197
$122 76
2
160
99
70
3
107
. 66
67
4
122
76
02
5
125
77
89
6
124
■77
27
7
125
77,
89
8
150
93
47
9
159
99
09
10
102
63
57
11
200
124
64
1571
978
97
remarks.
Estimate—Commissioners
report,
refused to
Estimate-
report.
-Commissioners refused to
44
FENTRESS COUNTY.
Scholastic
Apportionment
Districts.
population.
of School
REMARK0.
Fund in 1839.
1
200
$124 63
Estimate—No Commissioners elected.
2
125
77 89
3
150
93 47
Estimate—Commissioners elected,
4
70
43 62
but made no report.
5
70
43 62
Estimate—No Commissioners elected.
6
200
124 63
7
139
86 62
8
142
88 49
1096
682 97
FRANKLIN COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
229
f142 70
2
149
92 22
3
242
150 81
4
273
170 12
5
156
97 21
6
386
240 53
7
241
150 18
8
185
115 29
9
293
182 58
10
11
12
13
159
99 09
14
219
136 47
15
236
147 06
2767
1724 26
Struck off to Coffee county,
do. do.
do. do.
GILES COUNTY.
Sclioinstic
Apportionment
Districts.
jopulation.
of School
Fund in 1339.
REMARKS.
1
165
$102 82
2
165
102 82
ted.
3
168
104 63
Estimate—No Commissioners elec-
4
173
107 81
do. ' do. do.
5
190
118 40
do. do. do.
6
208
129 61
ted.
7
225
140 21
Estimate—No Commissioners elec-
8
215
133 98
-
9
203
126 50
10
223
138 96
11
215
133 98
Estimate—No Commissioners elec¬
12
177
110 30
ted.
13
341
212 50
14
338
210 63
ted.
15
24-5
152 67
Estimate—No Commissioners elec¬
16
226
140 83
ted.
17
314
195 66
Estimate—No Commissioners elec-
3791
2362 37
HUMPHREYS COUNTY.
Scholastic
Apportionment
Districts. population.
of School
Fund in 1839.
1
155
$96 59
2
63
39 25
3
108
67 30
4
142
88 49
5
147
91 60
6
99
61 69
7
85
52 97
8
118
73 54
9
150
93 47
10
126
78 52
1193
743 42
REMARKS.
ted.
Estimate—No Commissioners eleo
do. do.
11
HARDIN COUNTY.
Dictricts.
t Scholastic
population.
Apportionment
of School
Fund in 1839.
I
290
$180 71
2
217
135 22
3
220
137 09
4
130
8L 01
5
165
102 82
6
213
132 73
7
104
64 81
8
183
114 04
9
240
149 56
10
152
69 79
11
257 .
160 15
12
203
126 50
2334
1454 43
Est;mate-
REMARKS.
-No Commissioners elec¬
ted.
ted.
HICKMAN COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
322
$200 65
2
188
117 15
3
235
146 44
4
173
107 81
5
114
71 04
6
131
81 63
7
153
95 34
8
123
76 65
9
150
93 47
10
271
168 88
11
171
106 56
12
222
138 34
2253
1403 96
REMARKS.
17
JACKSON COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
198
$123 39
2
175
109 05
3
181
112 79
4
283
176 36
5
261
162 64
6
240
149 56
7
138
85 99
8
T81
112 79
9
• 34
145 82
10
226
140 83
11
285
177 59
12
283
176 35
13
303
188 81-
14
257
160 15
15
193
120 27
3438
2142 39
REMARKS.
LAWRENCE COUNTY.
Districts.
Scholastic
population.
App~rtionment
of School
Fund in 1839.
1
284 -
$176 97
2
127
79 14
3
154
95 97
4
100
62 32
5
116
72 29
6
126
78 52
7
157
97 84
8
115
71 66
9
151
94 09
10
115
71 66
11
198
123 39
12
116
72 28
1759
1096 13
REMARKS.
Estimate—No Commissioners elec¬
ted.
tricts.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
•AC
LINCOLN COUNTY.
Scholastic
population.
Apportionment
of School
Fund in 1(139.
o jO
;,213 71
255
158 91
207
128 99
163
101 57
202
125 88
424
2-34 22
243
151 43
350
218 10
120
74 78
99 .
61 69
171
• 106 56
133
82 SS
150
93 47
231
143 94
220
137 09
101
62 94
227
141 46
307
191 31
191
119 02
276
171 99
147
91 60
235
146 44
138
85 99
236
147 06
5169
2221 06
REMARKS.
sioners.
"ted.
Struck off to Marshall county.
49
MARSHALL COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1-
160
$92 70
2
.118
73 53
3
172
107 19
4
206
128 37
5
288
179 46
6
250
155 79
7
169
105 31
8
290
180 71
9
262 ~
163 26
10
228
142 08
11
318
198 16
12
2l3
132 73
13
190
118 40
14
269
167 63
15
285
177 60
3418
2129 92
REMARKS.
Estimate—Commissioners refused
to qualify.
Estimate—Commissioners ' refused
to qualify.
OVERTON COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
225
$140 21
2
250
155 79
3
205
127 74
4
161
100 32
5
222
138 34
6
300
186 95
7
203
126 50
8
212
132 11
9
154
95 97
10
200
124 63
11
209
130 24
12
193
120 26
2534
1579 06
REMARKS.
ticts.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
50
MAURY COUNTY.
REMARKS.
struck off to Marshall County,
do. do. except a fraction at¬
tached to District No. 6.
do. do. off to Marshall County.
Estimate—Commissioners refused
to qualify.
Estimate—No Commissioners elec¬
ted.
Estimate—No Commissioners elec¬
ted.
3034 74
51
MONTGOMERY COUNTY.
Districts.'
Scholastic
population-.
Apportionment
of School
Fund in 1839.
1
193
$120
17
2
121
75
40
3
169
105
31
4
151
94
09
5
150
93
47
6
252
157
03
7
133
82
88
8
,180
112
17
9
131
81
64
10
188
117
16
11
168
104
69
12
150
93
47
13
178
110
92
14
111
69
17
15
166
103
44
2441
1521
11
REMARKS.
Estimate—No commissioners e-
iected.
STEWART COUNTY.
Dletricts.
Scholastic
population.
Apportionment'
of School
Fund in 1839.
1
115
$71 67
2
122
76 02
3
106
66 05
4
189
117 77
5
194
120-89
6
189
117 78
7
186
115 91
8
183
114 04
9
117
72 91
10
137
85 37
11
138
86 00
12
70
43 62
1746
1088 03
REMARKS.
Estimate-
!ommissioners elected
but made no report.
-No Commissioners elec¬
ted.
52
ROBERTSON COUNTY,
District s
; Scholastic f Apportionment
population, i of School
Fund in 1839.
1
237
$147 69
2
265
165 14
3
194
120 80
4
150
93 47
5
120
74 77
6
100
62 32
7
163
101 57
8
206
128 37
9
195
121 51
10
232
144 57
11
243
151 43
12
150
93 47
13
263
163 89
14
184
114 66
15
200
24 63
2902
1808 38
REMARKS.
do.
do.
do.
do.
to qualify,
oners refused
do.
do.
Estimate-
:No Commissioners elec¬
ted,
ted.
WAYNE COUNTY
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
219
$136 47
2
261
162 64
3
123
76 65
4
230
143 33
5
219
136 46
6
261
162 64
7
192
119 64
8
227
141 46
9
123
76 65
10
123
76 65
11
147
91 61
12
129
80 38
2254
1404 58
REMARKS.
ted.
Estimate—No Commissioners elec-
Do. do. do.
Estimate—No Commissioners elec¬
ted.
ricts.
1
2
3
4
5
6
7
8
9"
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Q4
25
53
RUTHERFORD COUNTY.
Estimate—No Commissioners elec¬
ted.
2766 79
tricts.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
54
Scholastic
population.
Apportionment
• of School
Fund in 1839.
167
$104 07
258
160 77
151
94 09
35,9
223 71
179
111 54
256
159 53
149
92 85
451
281 04
186
115 91
132
82 25
267
166 38
159
99 08
196
122 14
156
97 21
185
115 29
284
176 97
291
181 34
65
40 50
159
99 08
158
98 46
175
109 05
265
165 14
150
93 47
4798
2989 87
COUNTY.
REMARKS.
ricts.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18-
19
20
55
SUMNER COUNTY
Scholastic
population.
Apportionment
of School
Fund in 1839.
200
$124 63
220
137 09
203
126 50
226
140 84
295
183 83
137
85 37
215
133 97
172
107 19
262
163 26
183
114 04
244
152 04
299
186 32
213
132 73
180
112 17
187
116 53
150
93 47
209
130 24
250
• 155 79
200
124 63
232
144 57
4277
2665 2 1
REMARKS.
Estimate.
Estimate.
Estimate.
Estimate,
do.
WARREN COUNTY.
Districts.
Sholastic
population.
Apportionment
of School
Fund in 1839.
1
206
$128 37
2
■ 174
108 43
3
171
106 56
4
210
130 86
5
235
146 44
6
14S
92 22
7
183
114 04
8
233
145 19
9
381
237 43
10
276
171 99
11
12
195
121 51
13
218
135 84
14
273
170 12
15
67
41 75
2970
1850 75
REMARKS.
cept a small portion
WHITE COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
263
$163 89
2
254
158 28
3
189
117 77
4
229
142 70
5
200
124 63
6
210
130 86
7
8
255
158 91
9
121
75 40
10
189
117 77
11
208
129 61
12
204
127 12
13
227
141 46
14
98
61 07
15
239
148. 94
2886
1798 41
REMARKS.
Struck off to DeKalb County.
ricts.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
57
WILLIAMSON COUNTY
Estimate.
do
do
do
do
do
do
do
do
do
do,
do.
REMARKS.
bove districts except one.
Commissioners elected in all the a-
2776 76
8
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
5S
WILSON COUNTY.
REMARKS,
Commissioners elected 19 Jan. 1839,
ted.
Estimate—No Commissioners elec-
Estimate—No .report from the
Commissioners.
Estimate—No Commissioners elec¬
ted.
3240 38
59
APPORTIONMENT FOR EAST TENNESSEE.
ANDERSON COUNTY.
Scholastic
population
Apportionment
of School
Fund in 1839.
160
15S
160
165
229
154
113
114
115
90
i 1458
$99 70
98 46
99 70
102 82
142 71
95 96
70 42
71 04
71 66
56 08
908 55
REMARKS.
elected.
Estimate—No Commissioners
Commissioners elected after the 1st
July, 1838.
ted.
Estimate—No Commissioners elec-
Do. do. do.
BLEDSOE COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
58
$36 14
2
£9
61 69
3
282
175 73
4
212
132 11
5
151
94 09
6
158
98 46
7
128
79 77
8
203
126 50
9
123
76 65
10
164
102 20
1578
983 34
REMARKS.
60
BLOUNT COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
177
$110 30
.2
171
106 56
3
143
89 11
4
206
128 37
5
185
115 29
6
226
140 83
7
168
104 69
8
211
131 49
9
232
144 57
10
197
122 76
11
148
92 22
12
166
103 44
13
227
141 46
14
20S
129 61
15
222
138 34
16
120
74 77
17
128
79 77
3135
1953 58
REMARK?
Commissioner:)
elected 29th De¬
cember, 1838.
BRADLEY COUNTY.
Districts.
5-
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
325
$202 53
2
301
187 56
3
213
135 84
4
. 175
109 05
5
269
167 63
6
110
68 55
7
199
124 01
8
282
175 73
1879
1170 90
REMARKS.
61
CAMPBELL COUNTY.
Scholastic
Apportionment
Districts.
population.-
of School
Fund in 1839.
REMARKS.
ted.
1
150
$93 47
Estimate-
—No Commissioners elec-
2
145
90 36
do
do.
3
138
85 99
ted.
4
210
130 86
Estimate
—No Commissioners elec-
5
175
109 05
do.
do.
do.
6
180
112 17
do.
do.-
do.
7
200
124 63
do.
do.
do.
8
212
132 11
9
148
92 22
made no
report.
10
190
118 40
do. —r-
Commissioners elected but
1748 >
1089 26
CARTER COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
88
$54 84
2
59
36 77
3
85
52 97
4
121
75 40
5
213
132 73
6
123
76 64
7
206
128 37
8
152
94 72
9
140
87 24
10
170
105 94
1357
845 62
REMARKS.
62
CLAIBORNE COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
55
$34 2S
Estimate-
2
220
137 09
Do.
3
218
135 84
4
150
93 47
Estimate
5
262
163 27
6
173
107 81
7
161
100 33
8
215
133 98
9
360
224 33
10
120
74 77
Estimate
11
145
90 36'
Do.
12
151
94 10
2230
1389 63
REMARKS.
do.
ted.
do.
ted.
-No Commissioners elec-
do.
ted.
rs ele
do.
COCKE COUNTY.
Scholastic
Apportionment
Districts.
population.
of School
Fund in 1839.
REMARKS,
1
230
$143 33
2
227
141 46
3
152
94 72
4
237
147 69
5
134
83 50
Estimate—No Commissioners elec
6
161
100 32
ted.
7
156
97 22
8
123
76 64
9
194
120 89
10
191
119 01
1805
1124 78
63
GRAINGER COUNTY.
Scholastic
Apportionment
Districts.
population.
of School
Fund in 1839.
1
167
$104 07
2
200
124 63
3
92
57 33
4
135
84 12
5
126
78 52
6
158
98 46
7
145
90 36
8
213
132 73
9
216
134 59
10
137
85 37
11
250
155 79
12
188
117 15
13
234
145 82
14
158
98 46
15
251
.156 41
2670
1663 81
HAMILT
Scholastic
i Apportionment
Dictricts.
population.
of School
Fund in 1839®,
1
141
$87 87
2
128
79 76
3
T96
122 14
4
74
46 12
5
280
174 48
6
162
100 95
7
155
96 59
8
195
121 51
9
128
79 76
10
141
. 87 86
11
201
127 12
12
196
122 14
2000
1246 30
REMARKS.
Estimate—No Commissioners elec¬
ted.
REMARKS.
Estimate—Commissioners elected
but made no report.
Estimate-
but made no report.
-Commissioners elected
64
GREENE COUNTY.
Scholastic
Apportionment
Districts.
population.
of School
REMARKS.
Fun J in 1839.
1
275
$171 36
2
252 -
157 03
3
261
162 64
Estimate—No Commissioners elec¬
4
204
127 12
ted.
5
248
154 54
6
214
133 36
7
238
148 31
8
243
151 43
Estimate—No Commissioners elec¬
9
323
201 2S
ted.
10
221
137 72
11
321
200 03
12
275
171 36
13
199
124 01
14
222
138 34
15
234
145 81
16
203
126 50
17
227
141 46
4160
2592 30
JOHNSON COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
'-34 •
$52 34
2
100
62 32
3
82
51 10
4
111
69 17
5
122
76 02
6
82
51 10
7
92
57 32
8
36
22 44
709
441 81
REMARKS.
65
HAWKINS COUNTY.
Diatricta.
Scholastic
population.
Apportionment.
of School
Fund in 1839.
I
207
$128 99
2
234
145 82
3
222
138 34
4
233
145 19
5
229
142 71
6
225
140 21 ]
7
223
138 96
8r
219 '
136 47
9
221
137 71
10
450
280 42
11
230
143 33
12
199-
124 01
13
182
113 41
14
203
126 50
15
191
119 02
16
230
143 32
17
142
88 49
1 3840
1 2392 90
REMARKS.
but made no report.
but made no report.
MEIGS COUNTY.
Phrtricts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
261
$162 64
2
222
138 34
3
221
137 71
4
182
113 41
5
95
59 20
6
193
120 27
7
214
133 36
8
142
88 49
1530
953 42
REMARKS.
66
JEFFERSON COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
333
$207 51
2
175
109 05
3
204
127 12
4
199
124 01
5
220
137 09
6
195
121 52
7
288
179 46
8
187
116 53
9
257
160 15
10
204
127 12
11
182
113 41
12
155
96 59
13
181
112 79
14
114
71 04
15
198
123 39
3092
1926 78
REMARKS.
MARION COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
175
$109 05
2
181
112 79
3
240
149 56
4
170
105 94
5
1 169
105 31
6
108
67 30
7
226
140 83
8
53
33 03
9
129
80 39
10
161
100 32
1012
1004 52
REMARKS.
67
KNOX COUNTY.
Districts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
1
206
$128 37
2
216
134 60
3
258
160 77
4
287
178 84
5
223
138 96
G
162
100 95
7
216
134 61
8
242
150 81
9
222
138 34
10
257
160 15
11
325
202 53
12
164
102 19
13
167
104 06
14
237
147 68
15
194
120 89
16
158
98 46
17
214
133 36
3748
2335 57
REMARKS.
Estimate—Commissioners refuse to
qualify.
MORGAN COUNTY.
Scholastic
Apportionment
Districts.
population.
of School
REMARKS.
Fund in 1839.
1
81
$50 47
2
118
73 54
3
71
44 24
4
117
72 91
5
80
49 85
but made no report.
6
80
49 85
Estimate—Commissioners elected,
7
100
62 32
Do. do. do.
8
, 80
49 85
Do. do. do.
727
453 03
I
2
3
4
5
6
7
8
9
10
II
12
13
14
15
16
17
68
MONROE COUNTY.
Scholastic
population.
Apportionment
of School
Fund in 1839.
224
$139 59
158
98 46
248
154 51
309
192 56
226
140 83
161
100 32
273
170 12
269
167 63
230
143 33
166
103 44
175
109 05
305
190 06
399
248 63
209
130 24
151
94 09
126
78 52
61
38 02
3690
2299 43
REMARKS,
69
M'MINN COUNTY.
Districts.
Scholastic
population.
Apportionment
. of School
Fund in 1839.
1
212
$132
II
2
165
102
82
3
229
142
70
4
170
105
94
5
180
112
17
6
263
163
89
7
353
219
97
8
329
205
01
9
181
112
79
10
224
139
59
11
334
208
12
12
216
134
59
13
152
94
72
14
172
107
18
15
2SI
175
II
16
259
161
39
17
197
122
76
3917
2440 86
remarks.
ted.
RHEA COUNTY.
Districts.
Scholastio
population.
Apportionment
of School
Fund in 1839.
T
204
$127 12
2
75
46 74
3
181
112 78
4
128
79 76
5
123
76 65
6
77
47 98
7
115
71 66
8
114
71 04
1017
633 73
70
ROANE COUNTY.
ricts.
Scholastic
population.
Apportionment
of School
Fund in 1839.
I
164
$102 20
2
256
159 53
3
174
108 42
4
226
140 84
5
228
142 08
6
207
128 99
7
198
123 39
8
231
143 94
9
225
140 21
10
210
130 86
II
207
128 99
12
224
139 59
13
227"
141 46
14
202
125 87*
15
192
119 64
3171
1976 01
REMARKS,
Estimate—Commissioners refuse
to qualify.
SEVIER COUNTY.
Scholastic
population.
161
96
173
250
184
143
175
264
183
141
1770
Apportionment
of School
Fund in 1839.
$100 32
59 82
107 81
155 79
114 66
89 II
109 05
164 51
114 04
87 87
1102 98
REMARKS.
Estimate—Commissioners refuse to
qualify.
T
2
3
4
5
6
7
8
9
10
II
12
13
14
15
tl
SULLIVAN COUNTY,
REMARKS,
110 29
ted.
97 21
66 67
Do.
do.
do.
77 89
Do.
do.
do.
104 07
Do.
do.
do.-
106 56
104 07
Do.
do,
do,-
1555 39
'icts.
I
2
3
4
5
6
7
8
9
10
II
12
13
14
15
16
17
72
WASHINGTON COUNTY.
REMARKS.
Estimate—No Commissioners elected.
Do.
Do.
do.
do.
do.-
do*
I9S7 23
PLANS OF SCHOOL-HOUSES,
From the Report of the Secretary of the Massachusetts Board of
Education for 1838.
PLATE L
FIGURE L
_ _ _
FIGURE II.
EXPLANATION OF PLATE I.
FIGURE I. represents the general plan of a School-House, as recommended in the pre¬
ceding pages.
A Teacher's Desk.
B B Teacher's Platform, from 1 to 2 feet in height.
C Step for ascending the Platform.
L L Cases for Books, Apparatus, Cabinet, &c.
H Pupils' single Desks, 2 feet by 18 inches.
M Pupils' Seats, 1 foot by 20 inches.
I Aisles, 1 foot 6 inches in width.
D Place for Stove, if one be used.
E Room for Recitation, for retiring in case of sudden indisposition, for inter¬
views with parents, when necessary, &c. It may, also, be used for the
Library, &c.
F, F, F, F, F Doors into the boys' and girls' entries,—from the entries into the school¬
room, and from the school-room into the recitation room.
G, G, G, G Windows. The windows on the sides are not lettered.
The seats for small scholars, without desks, if needed, to be moveable, and placed as the
general arrangements of the school shall render convenient.
Where there is but one teacher, the space between the desks and the entries to be used for
recitation. Here, also, is the place for black boards, whether moveable or attached to the
wall. This space should be 8,10 or 12 feet wide, according to the size of the school..
The height of the room should never be less than 10 or 12 feet,
FIGURE II. represents an end view of the pupils' Desks and Seats.
J Pupils' Seats.
IT Shape of the board or plank which forms the side and support of the desks.
A light green is perhaps the best color for the scholars' desks and seats, as it is more grate¬
ful than any other to the eye. For the outside of the house, white is the color most uni,
versally pleasing.
[Note. It is earnestly hoped that no new School-house will be erected in the country,
without u careful inquiry, whether a division and gradation of the schools, as suggested in
these pages, be not practicable.
If a union of different Districts for tLis purpose, be really impossible, then, if the school
be large, or likely soon to become so, there should be a separate apartment for the smaller
scholars. This may be effected either by having a basement story under the whole or a
part of the principal school-room, or by extending the Plan (as represented in Plate I,) and
having the doors and entries in the centre, with a room on each side, instead of having
them, as in the Plan, at the end of the buildinc.]
PLATE II.
w
H A
Boys.
D
1 1 E 1 1 1
1 1 1 1 1 1
O
o
0
o
o
i i i i i i
1 1 1 1 1 1
O
0
o
o
o
i i i i i. i
1 1 1 1 1 1
o
o
o
0
o
1 1 1 1 1 1
1 1 1 1 1 1
0
o
o
o
0
1 1 I 1 I I
1 1 1 I 1 1
o
o
o
Q
0
1 1 1 1 1 1
1 1 1 1 1 1
o
o
o
o
0
1 1 1 1 1 1
1 1 1 1 1 1
o
0
0
0
Q
1
1
1
1 1 1 1 1 1
D
F
Girls.
I l l l
o o o o o o o
o o o o o
I I I
J I I J I I I I
o o o o o o o
J I I_J L ! L_l
o o o o o o o
II I I
o o o o o o o
I I I
II I I
GO O O O O O
D
J • I I I I I I
I I I I I
o o o o o o o
I I I I I I
O Q O O O O O
I J I I I I
o o o o o
* .
5
D
g
(T
B Fj
W R
o
PLAN OF A VILLAGE SCHOOL-HOUSE.
[Tills is the Plan submitted to the America"n Institute of Instruction, by their Board of
Censors, in 1831, and is the same referred to in the Report.]
"Plate II is the ground plan of a village school-house, for both sexes, containing eighty
separate seats and desks. Additional seats for small children, who may not require desks,
can be introduced at pleasure, and tlic teacher can arrange them in such situation as may
be most convenient. For this purpose a sufficient number of light, moveable forms should
be furnished.
"The whole edifice, exclusive of the portico in front—which may be orritted, if a cheap,
rather than a tasteful building is required,—is 58 feet long, and 35 feet wide. The dimen¬
sions of the school-room allow 21 leet of floor to each of eighty scholars, the passages,
teacher's platform, &c. being included. It is 1 clieved that this allowance is ndt too liber¬
al,—is n»t more than is required for the comfort, health and improvement of the scholars.*
"The plan hero proposed may be enlarged or diminished, for a greater or less number of
scholars, according to the following scale:—For ten scholars, add 4 feet to the length; for
sixteen scholars, add 4 feet to the width; for twenty-eight scholars, add 4 feet to both length
and width. For a less number of scholars, the length or breadth, or both, may be dimin¬
ished at the same rate.
"The school-room, represented in the plan annexed, is 48 feet long, and 35 feet wide,
within the walls.
'■'■The floor of the room should be level, and not an inclined plane. Nothing is gained by
the common mode of finishing school rooms with inclined floors; and much is lost in sym¬
metry, convenience and comfort. A fail.! f;.l and active teacher will be about among big
scholars, and not confine himself to a fi.'md seat, however favorably situated for overlooking
them.
"Whether there be a stove in the school-room or not, there ought to be an open fire-place,
where children may warm and dry their feet. The fire-place should be furnished with a
hot-air chamber, to facilitate the venlilation of the room.
"The lids or tops of the scholars' desks are usually made to slope too much. They
should be nearly, if not quite horizontal,—an inch to afoot being a sufficient slope.
"Each skolar should have a separate seat, w! ich should be confined to the floor. The
seat should be about 13 inches square.
"The front rows of scats and desks, or tlu.sc nearest the master's platform, being design¬
ed for the smaller children, should be lower than the.se near the entries."
*"It may not be amiss to state, that two of the Censors teach large private schools in
Boston; and in their respective schools, they allow for each of their scholars, about 22 square
feet of floor, exclusive of entries, dressing-rooms, recita'ion-rooms, &c. One of the school¬
rooms is 16 and the other 18 feet 1 ich,—the former giving about 350, and the latter about
400, cubit feet of space, to each scholar "
EXPLANATION OF PLATE II.
P Doric Portico in front of the School-house—d, d, d, d, d Doors.—B E Boys' Entry,
12 by 10 feet G E Girls' Entry, 12 by 10 fed.—TV R Wood-Room, 11 by 8 feet.—g
Fire-place. e Closet.—/ Sink, to be concealed by a falling door balanced with weights—
D, D, D, D Passage around the room, 6 feet wide—1, 2, 3, 4, 5, 6 Stations marked on
the floor, to he used hy classes, when reciting to monitors.—A B A The Teacher's Plat¬
form, extending across the room, 6 feet wide and 0 inches high.—B A part of the Platform
to he removed in the winter, if necessary, to wake room for a stove, x Cabinet for appa¬
ratus, specimens, &:c.—y Book-case.—II Master's Dc3k.—/ Assistant or Monitor s Desk.
F Centre Passage; in the plan drawn 3 feet wide, but 4 leet would be better—b Scholars'
Desks, 18 inches wide and 2 feet long.— c Scholars' Seats—a Passages between the seats
and the next row of desks, 13 inches wide. A desk, seat, and passage occupy 4 feet, viz:
desk 18 inches, space between the desk and seat 2 inches, seat 13 inches, and passage 15
inches.— to, w, w, Sec. Windows, which should be placed high from the floor. The scale
is about one tenth of an inch lo a foot.
PLATE III.
FIGURE I.
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FIGURE II,
EXPLANATION OF PLATE 111.
FIGURE I is a PJan of the Second Story of the Wells School-House, in Blossom Street,
Boston. The room is designed to accommodate 200 pupils. The pupils' desks are double.
A A Teachers' Desks.
B Platform.
C Stove. The external air is introduced through an opening In the wall, and
warmed in its passage.
K Porch.
O O Flights of Stairs.
F Small Ante-Toom.
H, H, H, H, B Doors.
FIGURE II.
L L An end view of the pupils' desks.
I, I, I Seats. The seats in the back row are chairs. The others are without any
support to the back. The scholars are tempted to lean backwards
against the next tier of seats, which not only throws them into an un¬
natural and unhealthy posture, but it is also a source of annoyance to
others.
The Seats, also, face the strong light of all the windows on one side of the
house, see Appendix C.
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