m<,^. . L A s^& 
 
 UNITED STATES OF AMERICA. 
 
MR. BOUTON'S 
 
 ADDRESS, 
 
 BEFORE THE 
 
 ilTew-IIauipshire Historical Society. 
 
THE HISTORY OF EDUCATION IN NEW-HAMPSHIRE. 
 
 DISCOURSE, 
 
 DELIVERED BEFORE THE 
 
 N E W-H AM P SHI RE 
 
 HISTORICAL. SOCIETY, 
 
 THEIR ANNUAL MEETING IN CONCORD, 
 
 >y^^ 3 JUNE 12, 1833. 
 
 BY ]\ATHAl\IEIi BOUTOJV. 
 
 Wliat will become of your republican governtnents, if they are not nurtured by pub- 
 lic eflHCation, and strengthened by public virtue 1 
 
 Dr. Belknap's Elec. Sermon, 17S5. 
 
 A 
 
 CONCORD, 
 
 MARSH, CAPEN AND LYON. 
 1833. 
 

 JYew-Mamp shire Mtistorical Society, 
 12 June, 1833. 
 
 Hon. Matthew Harvey, President, in the 
 Chair. 
 
 Voted, That the thanks of the Society be pre- 
 sented to the Rev. Nathaniel Bout on for the 
 Discourse dehvered by him this day before the 
 Society, and that he be requested to furnish a 
 copy for publication. 
 
 M. EASTMAN, Rec. Secretary. 
 
DISCOURSE. 
 
 Mi\ President^ and 
 
 Gentlemen of the Historical Society — 
 
 The brief hour which I have the honor, by 
 your appointment, to occupy this evening, shall 
 be devoted to the History of Education in 
 New-Hampshire: a subject which however lit- 
 tle it may flatter our vanity, inspire admiration of 
 native genius or enkindle literary enthusiasm ; 
 may yet claim this solid advantage — it will show 
 one essential part of the foundation on which our 
 free Institutions rest, teach us to venerate the 
 character of our ancestors, and point out some of 
 the most important duties which we owe to pos- 
 terity. 
 
 The system of education now prevalent in New- 
 England is the offspring of the personal charac- 
 ter and of the civil and religious polity of the first 
 settlers. To give therefore the history of educa- 
 tion in a particular State, we must revert to the 
 original settlers and ascertain the motives which 
 governed them. 
 
 If then we ask, first, what induced the Puri- 
 tans in Holland 5 and next, what, those in Eng- 
 land of the Massachusetts colony, to emigrate to 
 this country — the answer is one. It was chiefly 
 to enjoy and propagate their religion 5 but next 
 to this and subsidiary to it, it ivas to educate their 
 children. One reason which determined the Pu- 
 ritan pilgrims upon a removal from Leyden was ; 
 * that the place being of great licentiousness and 
 
liberty to children ; they could not educate them, 
 nor could they give them due correction without 
 reproof or reproach from their neighbors.' Among 
 the general considerations for the plantation of 
 New-England, Cotton Mather mentions ' Fifth- 
 ly — the schools of learning and religion are so 
 corrupted, as (besides the unsupportable charge 
 of education) most children, even the best and 
 wittiest and of the fairest hopes, are perverted, 
 corrupted, and utterly overthrown by the multi- 
 tude of evil examples and licentious behaviours in 
 these seminaries.'* Though the object of the 
 Company of Laconia — of Mason and Gorges — 
 was diiferent from tliat of the Puritans ; though 
 Thompson and the lliltons who began the settle- 
 ments at Dover and Portsmouth, came over to 
 cultivate the vine, to fish and to fradc ; yet as the 
 subsequent history will show, the views of the 
 Plymouth and Massachusetts colonists extended 
 their influence to these places. 
 
 In tracing the History of Education in New- 
 Hampshire, it may conduce to order and perspi- 
 cuity to mark it into distinct periods. 
 
 I. The first from W23 to the close of the un- 
 ion with Massachusetts in 1680. Respecting the 
 
 *To oljviate ilic necessity of fie<|iienl references, I would stale iliut llic facts coii- 
 laiiied in this discourse liave been collected chicHv from the siilyoiiied authors; aiuJ 
 if the (|iianlity of labor bestowed upon 7'uv} material can in any case confer right of 
 property, I uiay be excused from giving credit by the usual marks of (luotalion, for 
 the iiumcrous facts to wliicli I am indebted tooiliers. 
 
 Winthrop's IVew-Englaiid, 2 vols. Farmer's liegislcr of N. E. Settlers. 
 
 IMorton's IVew-England Memorial. I\cw-IIamp.siiire Kegistor, 1800 — li>'So. 
 
 l'rince'.s Chron. Hist. New-EnijUuKl. Farmer and Moore's N. U. Gazetteer. 
 
 Holmes's Annals of America, 2 vols. College Catalogues. 
 
 IJelknap's IVew-IIampshiie, 3 vols. Connecticut Code of Laws, 1650. 
 
 Adams's Hist, rortsmoutli. Re|)ort on Alunual Labor in Literary in- 
 
 Truuibull's Hist. Connecticut, 2 vols. stilulions. 
 
 Mather's Magnaiia, 2 vols. MS. Records in Secretary '.s Office. 
 
 Collections of ftlass. Hist. Soc. 23 vols. MS. Records of Convention of N. II. 
 Collections of N. H,. Hist. ooc. 3 vols. Ministers. 
 
 Collections of Maine Hist. Society. Several valuable notes from John Far- 
 
 MS. and printed Laws of N. H. luer, Esq. 
 
 Dwight's Travels in N. E. 4 vols. Correspondence. 
 
 American Quarterly Register, 4 vols, Felt's Annals of Saleni. 
 
 Anicrican Journal of Education. Dodd's E:ist-Haxcn Register. 
 
 Snow's History of Boston. Dcane's Hist. Stituate. 
 
 Allen's Biographical Dictionary, Ancient Charters. 
 
period from 1623 to '41 when the union was 
 Ibrmed, we have not a sohtary fact which shows 
 that the subject of education received any atten- 
 tion in this Colony. As however some intercourse 
 was kept up with Massachusetts, and the same 
 rehgious views prevailed among a portion of the 
 people, we may presume that the regulations 
 adopted by the former, had some influence here. 
 
 One of the earliest legislative acts of the Mas- 
 sachusetts colony, was the following : ' Foras- 
 much as the good education of children, is of 
 singular behoofe and benefit to any Common 
 wealth 5 and whereas many parents and masters 
 are too indulgent and negligent of their duty in 
 that kind : 
 
 ' It is therefore ordered by this Courte and au- 
 thority thereof, that the selectmen of every towne, 
 in the several precints and quarters where they 
 dwell, shall have a vigilent eye over theire breth- 
 ren and neighbours , to see, first, that none of 
 them shall suffer so much barbarisme in any of 
 their familyes, as not to indeavor to teach by them- 
 selves or others, theire children and apprentices, 
 so much learning as may inable them perfectly to 
 read the English tongue, cind knowledge of the 
 capitall lawes.'* 
 
 In 1635, free schools were commenced in Bos- 
 ton. On their town records, 13 April, 1635, we 
 find it ' agreed upon, that our brother Philemon 
 Furmont shall be entreated to become school- 
 master for the teaching and nurturing children 
 with us.' Next year, a sum was raised How- 
 ards the maintenance of a, free schoolmaster, Mr. 
 Daniel Maud being now also chosen thereunto.' 
 The compensation was 40 pounds, which was 
 raised by subscription. Gov. Vane and two oth- 
 ers subscribed 10 pounds each, and others ac- 
 
 Tliirf Law was adopted in the Connecticut code of 1G50; and enforced " upjion 
 licnalty of 20s. for cath neglect therein." 
 
6 
 
 cording to tlicir ability ; some 30s. and others as 
 low as I'S. 
 
 The names of Purinont and Maud as school- 
 masters in Boston, connect the history of educa- 
 tion in New-Hampshire with that of Massachu- 
 setts. For Purmont removed with John Wheel- 
 right to Exeter in 1638, and Maud was called 
 from Boston to be minister of Dover in 161<2. 
 
 During the union of New-Hampshire with Mas- 
 sachusetts from 16 41 to '80 their government and 
 laws were one. In the absence therefore of par- 
 ticular facts respecting education in this colony, 
 we must refer to the spirit of the times and espe- 
 cially to the laws of the Great and General Court 
 which were then in force. 
 
 It is then most gratifying to find that the exam- 
 ple of free schools set by Boston, was speedily 
 followed by other and smaller towns. In the sub- 
 ject of schools, both rulers and ministers felt a 
 deep interest ; and schoolmasters were a ' com- 
 modity in great demand and eagerly sought. 
 Thomas Lechford, an eminent lawyer, in a letter 
 to Gov. Winthrop, 1640, says, * consider how 
 poorly your schools goe on. You must depend 
 upon England for help of learned men and schol- 
 lars, bookes, commodities infinite almost.' Gov. 
 Thomas Dudley in a letter to his son-in-law, 
 John Woodbridge, 1642, says, 'there is a want 
 of schoolmasters hereabouts — and I conceive you 
 to be better fitted for the ministry, or for teaching 
 a school than for husbandry.' In 1644, the town 
 of Dedham devoted a portion of their lands to 
 the support of schools 5 but before the lands could 
 be productive, they raised in various ways the sum 
 of 20 pounds to hire a schoolmaster. The same 
 year, 30 September, the town of Salem ordered 
 ' that a note be published on next Lecture day, 
 that such as have children to be kept at school, 
 would bring in their names, and what they will 
 
give for one whole year ; and also that if any 
 poore body hath children or a childe, to be put at 
 schoole and not able to pay for their schooling, 
 that the towne will pay it by a rate. In 1645 "di- 
 vers free schools were erected," in Roxbury and 
 elsewhere, ' for the maintenance whereof, every 
 inhabitant bound some house or land for a yearly 
 allowance, or paid an annual subscription in mo- 
 ney or other things.' 
 
 Already too, 1638, a college was established 
 at Cambridge ; that ' so schollars might there be 
 educated for the service of Christ and his church- 
 es in the work of the ministry, and that they might 
 be seasoned in their tender years with such prin- 
 ciples as brought their blessed progenitors into 
 this wilderness.' In this college all New-Eng- 
 land felt a common interest : and it was recom- 
 mended to the several colonies in 1645, to raise 
 by way of voluntary contribution, one peck of 
 corn or twelve pence money or other commodity, 
 of every family, ' that so the college may have 
 some considerable yearly healp towards their oc- 
 casions.' In this liberal contribution* we doubt 
 not New-Hampshire bore her part. 
 
 While the interest in the college and in free 
 schools was so deeply felt, the Great and General 
 Court in 1647, enacted their first law to establish 
 town schools. The reasons for the law as set forth 
 in a preamble, are characteristic of the age ; but 
 worthy of the men who were then laying the foun- 
 dations of many generations : 
 
 '' It being one chiefe project of that old delu- 
 der, Sathan, to keep men from the knowledge of 
 the Scriptures, as in former times, keeping them 
 in an unknowne tongue, so in these latter times, 
 by perswading them from the use of tongues, so 
 that at least, the true sence and meaning of the 
 
 * I say liberal, for a peck of corn or 12 pence money from each family now in 
 New-Hampshire, would raise the yearly sum of ^7,500, 
 
8 
 
 originnll might bee cloiuled with false glosses of 
 saint seeming deceivers ; and that learning may 
 not bee buried in the grave of our forefathers in 
 church and commonwealth, the Lord assisting 
 our indeavors : 
 
 " It is therefore ordered by this Courte and 
 authority thereof, That every towneshipp within 
 this jurisdiction, after that the Lord hath increas- 
 ed them to tiie number of fifty howsholders, shall 
 then forthwith appointe one within theire towne, 
 to teach all such children as shall resorte to him, 
 to write and read ; whose wages shall be paid 
 either by the parents or masters of such children, 
 or by the inhabitants in generall, by way of sup- 
 plye, as the major parte of those who order the 
 prudentials of the tovvue shall appointe ; provid- 
 ed, that those who send theire children, bee not 
 oppressed by paying much more than they can 
 have them taught for in other townes. 
 
 " And it is further ordered, That where any 
 towne shall increase to the number of one hun- 
 dred families or howsholders, they shall sett up a 
 grammar schoole, the masters thereof, being able 
 lo instruct youths so far as they may bee fitted for 
 the university : and if any towne neglect the per- 
 formance hereof, above one yeare, then every such 
 towne shall pay five pounds per annum, to the 
 next such schoole, till they shall performe this 
 order."* 
 
 Let it be borne in mind, that Portsmouth, Do- 
 ver, Hampton and Exeter, then the only towns in 
 New-Hampshire, were under the jurisdiction of 
 Massachusetts. To these of course the above 
 law extended, so far as they had the requisite 
 number of families. The number of legal voters 
 in Portsmouth, 1680, was 71 ; in Dover, 61 5 in 
 Hampton 57, and in Exeter 20. We may there- 
 
 *Tliis Law was adopted into ilie Connecticut code of 1C50) from wliicli the abo\e 
 was copied. — Comp. Journal of Ed. vol, I. p. 607. 
 
9 
 
 fore, presume that schools were kept in at least 
 three of these towns, during this dark period of 
 our history. 
 
 How reasonable, moreover, is it to presume 
 that our brother Philemon Purmont did not give 
 up his vocation of ' teaching and nurturing chil- 
 dren,' upon his removal to Exeter — and that Mr. 
 Daniel Maud, who was schoolmaster in Boston, 
 probably six years, did not neglect to instruct the 
 children of his flock, during the fifteen years, in 
 which he was the ' honest, quiet, and peaceable 
 minister' of Dover. The character of New-Hamp- 
 shire ministers, in that period, favors the opinion 
 that education was not neglected. Mr. James 
 Parker who officiated in Portsmouth, 1643, was 
 *• a godly man and a scholar.' Of the Rev. Tim- 
 othy Dalton, minister in Hampton from 1639 to 
 1661, a poet of his day sung, 
 
 ' Dalton doth teach perspicuously and sound.' 
 
 His successor, Rev. Seaborn Cotton, was a tho- 
 rough scholar and a diligent student — the first 
 graduate from Harvard College who settled in the 
 ministry in New-Hampshire. Rev. Samuel Dud- 
 ley of Exeter from 1650 to '83, was ' of good ca- 
 pacity and learning.' Rev. John Reyner of Do- 
 ver, from 1657 to '69, 'was a wise ordererof the 
 affairs of the church, and had an excellent talent 
 of training up children in a catechetical way, in 
 the grounds of the christian religion.' But above 
 all the rest, the Rev. Joshua Moodey of Ports- 
 mouth, from 1658 to 1697,* was ' a person whom 
 an eminency both in sense and in grace had made 
 considerable.' At his death, says Mather, 'the 
 Church of Portsmouth, (a part of the country 
 that very much ow'd its life unto him !) cries out 
 of a deadly wound. His labours in the gospel 
 
 *He was assistant minister in Boston fiom 1684 to '92; then returned to Forts- 
 mouth, but he died in Boston while on a visit there 4 July 1697, ^t. 64. 
 
 2 
 
lb 
 
 were frequent and fervent ; whereof the press 
 hath given some lasting, as the pulpit gave many 
 lively testimonies.' He wrote more than four 
 thousand sermons ; and was so eminent for learn- 
 ing and piety, that he was invited to the presiden- 
 cy of Harvard College. From his friends and 
 admirers he received the honorary title of angel- 
 ical doctor. 
 
 Another fact shows still more clearly the inter- 
 est felt in the subject of education, during this 
 period. In 1669, a general collection or sub- 
 scription was proposed to be taken through the 
 Colonies, to aid in erecting a new edifice for Har- 
 vard College. Portsmouth " which was now be- 
 come the richest" town in this Colony, made a 
 subscription of sixty pounds annually for seven 
 years ; Dover gave thirty two pounds ; and Exe- 
 ter ten. With their subscription, the inhabitants 
 of Portsmouth sent an address to the General 
 Court of Massachusetts, in which they say, 
 ' ' though we have articled with yourselves for ex- 
 emption from public charges, yet we have never 
 articled with God and our own consciences for 
 exemption from gratitude; which to demonstrate, 
 while we were studying, the loud groans of the 
 sinking College in its present low estate came to 
 our ears ; the relieving of which we account a 
 good work for the house of our God, and need- 
 ful for the perpetuating of knowledge both civil 
 and religious, among us, and our posterity after 
 us.'* 
 
 II. We have now reached the second period in 
 our history — from 1680 to the adoption of the 
 State Constitution in 1783. 
 
 That the knowledge of our rulers and public 
 men was quite limited in science, may be infer- 
 red from the circumstance, that in the proclama- 
 
 * See the whole of thia admirable Address in Farmer's Belknap. Appendix. Vol. 
 1. 439, 440. 
 
11 
 
 tion for a Fast, 1681, they mention as one reason 
 for it, "that awful jiortentoiis blazing star, usu- 
 ally foreboding sore calamity to the beholders 
 thereof." And that the acquirements of the people 
 generally were small, seems evident from the fact 
 that a petition for protection against the Indians 
 presented to the Court of Massachusetts 1690, 
 signed by 374 inhabitants of New-Hampshire ; 
 90 or nearly one fourth of the whole made their 
 marks, being probably unable to write their names. 
 
 But amidst the terrors and distresses of that 
 most sanguinary war with the French and Indians 
 from 1689 to '98, it is pleasing to find the Gener- 
 al Assembly of New-Hampshire, which had now 
 become a separate province, regardful of educa- 
 tion. In the first law which we find on the sub- 
 ject, 1693, it is ^enacted and ordained, that for 
 the building and repairing of meeting houses, 
 ministers' houses, school houses, and allowing a 
 salary to a schoolmaster in each town within this 
 Province, the selectmen, in the respective towns, 
 shall raise money by an equal rate and assessment 
 upon the inhabitants — and every town within this 
 Province (Dover only excepted during the war) 
 shall from and after the publication hereof, pro- 
 vide a schoolmaster for the supply of the town, 
 on penalty of ten pounds; and for neglect thereof, 
 to be paid, one half to their Majesties, and the 
 other half to the poor of the town.' 
 
 The second law, 1714, was the same as the 
 foregoing in its provisions, but made no exception 
 in favor of Dover. The third, 1719, ordained 
 that every town having 50 householders or up- 
 wards, shall be constantly provided of a school- 
 master to teach children and youth to read and 
 ivrite ,• and in every town of 100 householders, 
 a grammar school also shall be kept by ' some 
 discreet person, of good conversation, well in- 
 structed in the tongues.' The selectmeij^piyiere 
 
12 
 
 empowered to agree with such schoolmaster for 
 salary, and to raise money by way of rate upon 
 the inhabitants to pay the same. The penalty 
 upon towns for neglect was 20 pounds, to be paid 
 'towards the support of schools within the Prov- 
 ince, where there may be the most need.' The 
 fourth law, 1721, evinces a still deeper interest in 
 the subject : — ' Whereas the selectmen of sundry 
 towns often neglect to provide Grammar Schools, 
 for their respective towns, whereby their youth 
 lose much of their time, to the great hindrance of 
 their learning : for remedy whereof, be it enact- 
 ed, That not only each town, but each parish of 
 100 families, be constantly provided with a Gram- 
 mar School ; and if any town or parish is desti- 
 tute of a Grammar School for the space of one 
 month, the selectmen shall forfeit and pay out of 
 their own estates the sum of twenty pounds, to 
 be applied towards the defraying the charges of 
 the Province.' 
 
 These laws continued in force till the adoption 
 of the Costitution. How far they were obeyed, 
 and what advance was made, in these respects, 
 in education, are matters of curious and interes- 
 ting inquiry. 
 
 It must then be recollected, that during the 
 period under review, the settlements in New- 
 Hampshire were greatly multiplied. Instead of 
 4 towns fringing the eastern border of the State, 
 about 170 were incorporated, and a sparse pop- 
 ulation spread over the interior. It was also a 
 period of uncommon danger, distress and commo- 
 tion. Under the tyranny of Cranfield and An- 
 dros, the minds of the people were chafed, and 
 insurrections arose. The 'decennium luctuosum' 
 ten years war with the French and Indians, in the 
 reign of William the third, was the most terrible 
 and bloody, ever before experienced; next, the 
 controversy with Allen and his heirs, agitated the 
 
}- 
 
 13 
 
 Province ; wars succeeded wars, at Cape Bre- 
 ton and Canada ; the whole extent of our fron- 
 tiers was a scene of depredation and carnage; 
 controversies run high with Massachusetts re- 
 specting boundaries ; the heirs of Mason revived 
 and prosecuted their claims; lands westward on 
 Connecticut river, were matter of violent debate; 
 and finally the Revolution came on, which for the 
 time engrossed and swallowed up all other inter- 
 ests. 
 
 Yet in these troublous times, the laws respect- 
 ing education were as much as possible enforced. 
 Grand Jurors were sworn to present all breaches 
 of law and the want of schools in particular. 
 When frontier towns petitioned for exemption 
 from obligation to maintain a Grammar School, 
 the indulgence was granted only on condition 
 'that they should keep a school for reading, writ- 
 ing and arithmetic, to which all towns of 50 
 families were obliged.' But, as there were less 
 than fifty families in a large portion of the towns 
 and the inhabitants exceedingly scattered, schools 
 were greatly neglected. Many children were 
 taught all that they ever knew of reading and 
 writing at home.* Arithmetic was studied with- 
 out a book — the master setting the sums and giv- 
 ing the rules. On this point the testimony of 
 aged people perfectly agrees. Samuel Welch, 
 who was born in Kingston, 1710, and died in 
 Bow, 1823, aged 112 years, was visited in his old 
 age, and asked, 'When you were young did you 
 attend schools constantly?' 'No. I never went 
 to school but one winter; then I had to go two or 
 three miles and was almost tired to death when I 
 got home.' ' What books were then used in the 
 school?' 'The Testament and Psalter.' 'Had you 
 no spelling books?' 'No.' A venerable mat- 
 
 *Jonathan Eastman, Esq. of this town, now 87 years of age, says that liis parents 
 taught him to read when they lived in a fort, and that he learned to write on birch 
 bark. 
 
¥> 
 
 ron,* now 100 years old, whose raeniory is re- 
 markably tenacious and accurate, says she atten- 
 ded a master's school only a few months, when 
 young, and read in the New-England Primer, 
 the Testament and Psalter. The Bible was the 
 reading book for the first or most advanced class. 
 The scholars were spelled from the lessons which 
 they read. They had not any printed Arithme- 
 tic. 
 
 The first spelling book cv cr generally used in 
 New-Hampshire was that of the famous school- 
 master, Thomas Dilworth. It was published 
 in England 1740; and was introduced hereabout 
 1770. Dilworth's spelling book was ushered into 
 the world as being a great improvement upon all 
 former elementary books. In his preface he says, 
 ' In the several praxes or lessons of monosyllables 
 hitherto published in our mother tongue, instead of 
 rising step by stej^tj children are taught to jump be- 
 fore they can go ; and if they prove uncapable to 
 take such long strides^ as reach sometimes from 
 monosyllables of tivo, to others of seven or eight 
 letters before they are informed of those that come 
 between; they must be thumpjy^d and lugged for- 
 ward, without being once instructed in the right 
 knowledge of the most common and useful parts 
 of our tongue.' The merits of this speUing book 
 were certified by Doctors of Divinity, learned 
 Professors of Colleges and sundry Schoolmasters 
 in England; and even the Muse sung in praise of 
 its author : 
 
 " What thanks, my friend, should to thy care be given 
 Which makes the paths to science smooth and even ! 
 Henceforth our youth, who tread thy flow'ry way. 
 Shall ne'er from rules of proper diction stray : 
 No more their speech with barb'rous terms be fiU'd, 
 No more their pens a crop of nonsense yield : 
 But chosen words in due arrangement stand, 
 And sense and eloquence go hand in hand." 
 
 *Mvs. Elizabelh Hasekine, born in Concord, July I, 1733, O. S. 
 
15 
 
 It is due to Dilworth, to remark that as his 
 spelling book was then in advance of all elemen- 
 tary books that had preceded it 5 so it is our opini 
 ion, that very little improvement upon the plan 
 and arrangement of it has since been made. — 
 Even the spelling books of Webster* and Mar- 
 shall, have few excellencies over Dilworth's, ex- 
 cept that they are modern and American. 
 
 Two things, during the period under review, 
 deserve special notice. First, the grant of lands 
 in most of the incorporated towns for the support 
 of schools. After an extended examination of 
 records, my belief is, that all grants made by the 
 Masonian proprietors, by Massachusetts and by 
 John Wentworth, 2d, reserved one lot or share in 
 each town for a school. But there were excep- 
 tions to this in the numerous grants made by our 
 "trusty and well-beloved Benning Wentw^orth, 
 Esq." During his administration, there was a 
 triple union, of the state, the church and himself; 
 — of which HE however, was the most consid- 
 erable part. The charters, which were issued in 
 the name of George the second, by the grace of 
 God, King, &,c., ' by and w^ith the advice of our 
 trusty and well-beloved Benning Wentworth, Esq. 
 Governor and Commander-in-Chief of our Prov- 
 ince of New-Hampshire,' reserved the pine trees 
 for the use of our royal navy ; 500 acres or two 
 shares for his excellency Benning Wentworth, 
 Esq. ; one whole share for the incorporated soci- 
 ety for the propagation of the gospel in foreign 
 parts, one whole share for the first settled minis- 
 ter ; one whole share for the ministry of the church 
 of England by law established, and sometimes, 
 though not always, 'one share for a school for- 
 ever. 'f 
 
 *Note A. 
 
 t There is no mention of a share for a school in the charters of Holderness, Ches- 
 terfield, Westmoreland, Walpole, Keene, Charlestown, Westminster, and most of 
 those granted in Vermont. 
 
w 
 
 The second thing worthy of notice, is the in- 
 terest which was taken in the establishment of a 
 College. The Convention of Congregational 
 Ministers in New-Hampshire at Somersworth, 
 26 Sept. 1758, taking into consideration the 
 great advantages which may arise to church and 
 state from the erecting an Academy or College in 
 this Province, unanimously voted,^ to petition his 
 Excellency Benning Wentworth for a charter. 
 The petition was presented : in which they say, 
 " we beg leave to present a request to your Ex- 
 cellency in behalf of literature ; which proceeds 
 not from any private or party views in us, but our 
 desire to serve the Government and Religion, by 
 laying a foundation for the best instruction of 
 youth." The petition however was not granted, 
 on account, as it is believed, of his Excellency's 
 interest in the Church of England.* Notwith- 
 standing this defeat, next year the Convention ap- 
 pointed Rev. Messrs. Joseph Adams, James Pike, 
 Ward Cotton, Samuel Parsons, Nathaniel 
 Gookin, Samuel Langdon and Samuel Haven, a 
 Committee * to do every thing which to them shall 
 seem necessary in the aforesaid affair, and more- 
 over to consult upon other measures for promot- 
 ing the education of youth and the advancement 
 of good literature in the Province.' 
 
 Under the administration of Gov. John Went- 
 worth, *Mvho was," says Dr. Dwight, "the 
 greatest benefactor to the Province of New- 
 Hampshire, mentioned in its history," Dartmouth 
 College was founded, 1769. Wentworth invited 
 Dr. Wheelock to locate his College within the 
 Province, approved of Hanover as the spot, gave 
 a charter of incorporation, and lands to endow it, 
 to the amount of 44,000 acres. Three hundred 
 and forty pounds sterling were also subscribed in 
 
 * « Unless the College should be put under the Bishop of London.' — Allen's Amer. 
 Biography. 
 
11 
 
 the Province, to be paid in labor, provisions and 
 materials for building. In 1771, an act was pas- 
 sed, with the preamble, 'whereas, the making of a 
 road to Dartmouth College, will greatly promote 
 the design of that valuable institution,' 'Be it 
 therefore enacted — That there shall be a road laid 
 out three rods wide and made passable, from the 
 Governor's house in Wolfeborough, to Dart- 
 mouth College in Hanover.' The college went 
 into successful operation under the auspices of 
 the Governor and Council, the assembly and min- 
 isters in the Province ; the first Commencement 
 was held in 1771, and degrees conferred on four 
 students. 
 
 The valedictory orator of college,* at the com- 
 mencement 1779, alluding to the interruption of 
 study occasioned by the Revolution, exclaimed : 
 "•How sad are the consequences when a people 
 unite to neglect the propagation of education ! 
 Not to mention the many instances of the kind re- 
 corded in history ; our eyes have seen, our ears 
 have heard and our fathers have told us, how ed- 
 ucation exalted the land of their nativity ! But 
 alas ! those halcyon days are over and gone ; and 
 we feel the dire effects. Else what meaneth this 
 din of war in our land, with garments rolled in 
 blood — this train of Britain's artillery put in array 
 against us ? those lightnings that flash from her 
 brazen batteries, and the thunders that break from 
 those smoky columns, with storms pregnant with 
 leaden hail, promiscuous instruments of death !" 
 The same orator paid a tribute of respect and af- 
 fection to the memory of Dr. Wheelock who de- 
 ceased that year. "He was particularly eminent 
 in his zeal to promote education, and for spread- 
 ing the savour of true religion in this land. — 
 
 * Rev. Samuel Wood, D. D. of Boscawen, who entered his 82d year on the 22d 
 May, the present year. This oration was printed. Dr. Wood has kindly sent me a 
 manuscript copy of it. 
 
 3 
 
18 
 
 There centered in him those rare endowments that 
 rendered him truly great in each character he sus- 
 tained. As we reflect on this affecting scene of 
 mortality, our minds look back to April 24.th of 
 the present year : — then O Dartmouth ! thy foun- 
 dations shook and thy pillars trembled ! for he, 
 whom God honored as thy founder and president, 
 closed his eyes upon the light of life ! Weep — 
 for thy sons shall no more hear his pleasant voice! " 
 
 III. The third period of our history — from 
 1783 to the present time, was ushered in by a sen- 
 timent worthy of a free and sovereign State. It 
 is the voice of the people themselves on the 
 subject of education, expressed in the form of 
 government of their own adoption. 'Knowledge 
 and learning, generally diffused through a com- 
 munity, being essential to the preservation of a 
 free government, and spreading the opportunities 
 and advantages of education, through the various 
 parts of the country, being highly conducive to 
 promote this end ; it shall be the duty of the legis- 
 lators and magistrates, in all future periods of this 
 government, to cherish the interests of literature 
 and the sciences, and all seminaries and public 
 schools, to encourage private and public institu- 
 tions, rewards and immunities for the promotion 
 of sciences and natural history.' 
 
 In accordance with this will of the people,' 
 the very same year 7th Nov. 1783, the General 
 Court passed an act for the encouragement of lit- 
 erature and genius, and for securing to authors 
 the exclusive right and benefit of publishing their 
 literary productions for twenty years. Hencefor- 
 ward too, their acts in favor of schools were lib- 
 eral and progressive in their requirements. The 
 first, 1789, repealed all former laws respecting 
 schools, because they were found not to answer 
 the important end for which they were made 5 and 
 empowered selectmen to assess the inhabitants — 
 
19 
 
 but not non-residents — of the respective towns, ac- 
 cording to their polls and rateable estates, at the 
 rate of five pounds for every twenty shillings of 
 their proportion — equal to 5,000 pounds for the 
 whole State. 'The money thus raised to be expen- 
 ded for the sole purpose of keeping an English 
 grammar school, or schools for teaching reading, 
 writing and arithmetic ; but in each shire or half 
 shire town, the school kept shall be a grammar 
 school for the purpose of teaching the Latin and 
 Greek languages, as well as the aforesaid branches.' 
 This law also required each school master to pro- 
 duce a certificate of being well qualified, from 
 some able and respectable school master, and 
 learned minister, or preceptor of some academy, 
 or president of some college: and moreover laid a 
 penalty on the selectmen, of the full sum which 
 they should be delinquent 'in assessing, seasona- 
 bly collecting and duly appropriating' for the 
 aforesaid purposes. 
 
 The second law, 1791, assessed seven pounds 
 ten shillings, instead of five pounds,on every twen- 
 ty shillings of the proportion : — equal to 7,500 
 pounds for the State. 
 
 The third law, 1805, empowered towns to di- 
 vide into school districts; districts to raise money by 
 tax for erecting, purchasing and repairing school 
 houses 5 and gave the right to all qualified town 
 voters, to vote in district affairs. 
 
 The fourth law, 1807, raised the assessment on 
 polls and rateable estates, including the estates of 
 non-residents, to 70 dollars for every dollar of the 
 proportion — to be expended in schools for teaching 
 reading, writing, and arithmetic — and repealed 
 the law requiring shire and half shire towns to 
 keep a grammar school for Latin and Greek ; — 
 on the ground, it is presumed, that academies 
 were at this time established in which these lan^ 
 guages were taught to better advantage. 
 
The fifth law, ISOS, required the money raised 
 by tax, to be expended in teaching the various 
 sounds and powers of the letters in the English 
 language, reading,^ writing, English Grammar, 
 arithmetic. Geography, and such other branches 
 as it may be necessary to teach in an Enghsh 
 school. The law also allowed school mistresses 
 to dispense with arithmetic and geography, and to 
 teach such other branches of female education, as 
 are deemed necessary in schools under their tui- 
 tion. Moreover in addition to usual certificates, 
 it required of teachers a certificate of good moral 
 character, from the selectmen or minister of the 
 place where they resided ; made it the duty of 
 towns at their annual meeting, to appoint three or 
 more persons who should visit and inspect schools, 
 at such times as should be most expedient, and in 
 a manner 'conducive to the progress of literature, 
 morality and religion.' This law, further, allowed 
 districts to purchase and hold so much land as is 
 necessary for 'a school house — such other build- 
 ings and such yards, as may be needed for their 
 accommodation . ' 
 
 The sixth law, 1818, raised the school tax to 90 
 dollars for every one dollar of the proportion — be- 
 ing equal to 90,000 dollars for the State. 
 
 The seventh law, 1827, is far in advance of all 
 that preceded it. It comprises all the valuable 
 provisions of preceding laws, is drawn up not only 
 with legal skill, but classic taste ; not only correct 
 in form, but beautiful in rhetoric, and persuasive 
 in eloquence.* In addition to the provisions of all 
 
 * The Standing Comraittce on Education, in tlie House of Representatives, 1827, 
 consisted of Messrs. Daniel M. Christie, Daniel Oliver, John Kelly, Abraham Hinds, 
 Samuel C. Bartlett, James B. Thornton, and Asa Sawyer. 
 
 •June 8. On motion of Mr. Harper, Resolved, That the Committee on Edu- 
 cation enquire into the expediency of passing a law, embracing the whole subject of 
 education in our primary schools ; the amount of money to be raised ; the dividing 
 towns into districts ; providing for school committees; the qualifications of instruc- 
 tors ; proportioning the money to the several districts ; building of school-houses, and 
 repealing the several acts and parts of acts, now in force on that subject, and that 
 they report thereon.' 
 
 • June 22. Mr. Oliver, from the committee on Education — reported a bill, en- 
 
21 
 
 former laws, it requires the appointment annually 
 of a superintending school committee, of not less 
 than three nor more than five, to examine teachers, 
 to visit and inspect all schools in their respective 
 towns, twice a year ; to use their influence and 
 best endeavors that the youth in the several dis- 
 tricts attend school ; to direct and determine class 
 books, provided that they favor not any religious 
 sect 5 and to present a written report to the town, 
 eache^year, stating the time each school has been 
 kebt, the whole number of scholars, the progress 
 made iii the various branches, the number of chil- 
 dren between four and fourteen that have not at- 
 tended, and between fourteen and twenty-one that 
 cannot read and write. The law also provides 
 that scholars shall be well supplied with books, at 
 the expense of parents, masters or guardians ; it 
 raises the qualificatious of teachers higher than 
 formerly, and enjoins it on 'presidents, professors 
 and tutors of colleges, preceptors and teachers of 
 academies, and all other instructors of youth, to 
 take diligent care and use their best endeavors to 
 impress on the minds of children and youth com- 
 mitted to their care and instruction, the principles 
 of piety and justice, and a sacred regard to truth, 
 love of their country, humanity and benevolence, 
 sobriety, industry and frugality, chastity, modera- 
 tion and temperance, and ail other virtues which 
 are the ornaments of human society.' Such are 
 the noble views and liberal provisions of this law^ 
 — honorable to the legislative body that enacted 
 it, by the overwhelming majority of 152 yeas to 
 37 nays. As the enactment of this law marked 
 an auspicious era in our history, we had hoped 
 it would long remain, unaltered, in our statute 
 
 titled. An act for tlie support and regulation of primary Schools ;' two hundred and 
 fifty copies of wliich were ordered to be printed. 
 
 The bill after going through the usual forms, was read a third time. 
 
 • July 4. On the question, " Shall this bill pass*!" The yeas and nays were re- 
 c]uired by Mr. Frcese. Yeas 152. nays 37. 'J 
 
 Printed Journal of House of Reps. 
 
22 
 
 book, and that its benign influences would extend 
 to every district, and every youth and child within 
 our borders : — But one of the most essential pro- 
 visions of the law, that alone which could it effect 
 upon the thousands of children in the State, was 
 repealed by the third section of the act passed, 
 January 1833, authorising towns ' to dispense with 
 the services of their superintending school com- 
 mittee, so far as relates to the inspection or ex- 
 amination of schools.' The reason for this dis- 
 pensation, we have understood to be, that some 
 towns were unwilling to compensate the superin- 
 tending committee for their services: but when 
 this small expense is put in comparison with the 
 intellectual and moral good to be secured to the 
 rising generation — it is less than the small dust of 
 the balance. We are happy however to add, that 
 even in the repealing act of last session, there is 
 one improvement upon the law of 1827, viz.: 
 that when any poor child or children who may 
 attend school, shall not have the necessary books 
 to enable them to prosecute their studies to advan- 
 tage — the selectmen shall provide them at the ex- 
 pense of their respective towns.' 
 
 This brief history of legislation on the subject 
 of schools, shows the steady progress of public 
 sentiment, and illustrates the authority of the 
 people's will, as audibly uttered in the Consti- 
 tution of 1 783. The laws now in force afford the 
 means and proffer the benefits of education to 
 every child and youth in the State. Whoever 
 does not avail himself of them, it is his own fault 
 or that of the parent. The 90,000 dollars raised 
 by law, for schools, gives an average of 455 dol- 
 lars to each town, or about one dollar to each per- 
 son in the State of suitable age to attend school;* 
 
 *The number of persons beiween 5 and 20 year?, according to tlie last census^ is 
 91,400, or about one third of the whole population. 
 
 The law does not exclude persons of any age from school, but conlcmplatea the at- 
 tendance of all between 4 Hnd 21. 
 
23 
 
 which is a higher sum than that raised by the fa- 
 mous school fund of Connecticut ; the dividend 
 of that amounting last year to but 76,933 dollars. 
 But besides the 90,000 dollars, a large portion of 
 the towns in the State own school lands, or funds 
 formed from the sale of them, the interest of 
 which is devoted to education. Moreover, the 
 Literary Fund, collected by a tax on the sev- 
 eral banks in the State, and originally designed 
 for the *• endowment or support of a college for 
 instruction in the higher branches of science and 
 literature,' was, by a law in 1829, distributed 
 among the several towns according to their ap- 
 portionment of the public taxes — ' to be applied 
 to the support and maintenance of common free 
 schools, or to other purposes of education.' The 
 whole amount of the fund actually distributed 
 since the passage of the law, is 95,582 dollars 5 
 and the amount annually accruing from the tax on 
 banks to be hereafter distributed, is about 10,000 
 dollars. 
 
 The division of towns into school districts, ren- 
 ders it practicable and easy for all children in the 
 State to attend school either summer or winter.* 
 In 1823, the number of school districts was 1698^ 
 of school houses, 1560. Of the former at pres- 
 ent there is known to be at least 1732, and of the 
 latter 1601. Judging from returns received from 
 a number of towns in Merrimack county, we con- 
 clude that 1 in 4.6 of the whole population annu- 
 ally attend our free schools. Including those who 
 attend select, private schools, and also academies^ 
 we are of opinion, that 1 in 3.5 of the entire pop- 
 ulation of the State, are, during some portion of 
 each year, in school.f 
 
 These children, thus nurtured by the State, are 
 
 * Summer schools are usually taught by females ; the winter by males, each a term 
 of about 10 weeks. In all our larger towns, some kind of school is taught the year 
 round . 
 
 tNoteB. 
 
24 
 
 fast rising into intellectual manhood. Not satis- 
 fied with the bare rudiments of learning 5 with 
 reading, writing and arithmetic, which 50 years 
 ago were all that was required to be taught in our 
 schools ; they are pressing on in the high road of 
 knowledge, and acquiring even in the district 
 school, an education that fits them to fill both hon- 
 orably and usefully the more responsible stations 
 in society. Besides the indispensable branches 
 of education, reading, spelling, writing, arithme- 
 tic, grammar and geography, advanced scholars in 
 many of our schools acquire considerable knowl- 
 edge of rhetoric, natural philosophy, history, 
 chemistry, book-keeping, surveying and astrono- 
 my, and thus become qualified, in their turn, to 
 be teachers of others. 
 
 It deserves honorable mention, that most of our 
 approved elementary and higher class books, are 
 the productions of New-Hampshire men, Nich- 
 olas Pike, whose arithmetic has been in use for 
 fifty years past, and is known through New-Eng- 
 land, was a native of Somersworth. Caleb Bing- 
 ham was a graduate of Dartmouth College, and 
 there laid the plan of his valuable school books : 
 of these, 20 editions of the Young Ladies Acci- 
 dence, or 100,000 copies, had been printed in 
 1830; 20 editions of the Child's Companion, 
 180,000 copies ; G4 editions of the American 
 Preceptor, 640,000 copies ; 22 editions of the 
 Geographical Catechism, 100,000 copies ; 23 
 editions of the Columbian Orator, 190,000 co- 
 pies. 
 
 Of native, or resident living authors, whose 
 works are found in most of our schools, it is suf- 
 ficient praise to name Kelly's Spelhng Book, 
 Adams' Arithmetic, Blake's Historical Reader, 
 and Geography, Hildreth's book for New-Hamp- 
 shire children, Putnam's Grammar, and Analyti- 
 cal Reader, Hale's History of the United States, 
 
25 
 
 Farmer's Historical Catechism and Constitution 
 of New-Hampshire, Leavitt's Geography, and 
 Vose's Astronomy.* 
 
 A few facts relative to higher schools and sem- 
 inaries of learning, will still further illustrate the 
 progress and present state of education in New- 
 Hampshire. 
 
 The general neglect of grammar schools which 
 were required to be kept in every town of 100 
 families, led the more ardent friends of education 
 to the plan of founding Academies, in which the 
 higher branches of education, and especially the 
 learned languages, should be taught. 
 
 The first academy in New-Hampshire was 
 founded at Exeter, by the Hon. John Phillips, 
 and incorporated in 1781. While living, he gave 
 to different institutions for the purposes of edu- 
 cation, 100,000 dollars; and at his death left 
 about 50,000 dollars as a fund for this academy. 
 The only other academies known to have been in- 
 corporated before 1800, are New-Ipswich Acade- 
 my, 1789, with a fund of 1000 pounds ; Atkinson 
 Academy, which was patronised by Hon. Na- 
 thaniel Peabody; the Aurean Academy at 
 Amherst, and Chesterfield Academy, in 1790 ; 
 Haverhill Academy, 1794 ; and Gilmanton Acad- 
 emy, in 1795, with a fund of 6000 dollars in mo-^ 
 ney and 7000 acres of land. Since 1800, thirty- 
 one academies have been incorporated ; making 
 38 in all, of which about 30 are now flourishing. 
 But few of them, however, are endowed with 
 funds. The Union Kimball Academy at Plain- 
 field has a fund of 40,000 dollars, principally the 
 donation of Hon. Daniel Kimball, the income of 
 which is devoted, mainly, to aid pious, indigent 
 young men in preparing for the ministry. The 
 Pinkerton Academy, at Derry, has 15,000 dollars 
 in funds, besides real estate. The Adams Female 
 
 * Note C. 
 
 4 
 
26 
 
 Academy in the same town, 4,000 dollars. Pem- 
 broke and Greenland Academies are well endow- 
 ed. Other academies derive support from the tu- 
 ition of scholars, and the subscription of proprie- 
 tors and persons particularly interested in them. 
 
 The number of students, annually, in several of 
 the most popular and flourishing of these institu- 
 tions, is from 80 to 100.* The average number 
 in each, judging from catalogues which we have 
 seen, is 50, or 1500 in all. Most of these acad- 
 emies, the legislature has patronised by furnishing 
 them with the beautiful and correct map of the 
 State, drawn by the Hon. Philip Carrigain. 
 Besides these incorporated academies, piiblic or 
 hisrh schools are well sustained in several other 
 towns, by proprietors and enterprising, popular 
 teachers. They are all useful in furnishing in- 
 structers, both summer and winter, for primary 
 schools. 
 
 In this connexion, it deserves to be mentioned, 
 that individuals, particularly ministers in various 
 parts of the State, have been efficient promoters 
 of education. It cannot be improper to speak of 
 one, who now in old age, receives the benedictions 
 of many of our best and most distinguished cit- 
 izens. He has personally instructed 155 pupils 
 in his own house. Of this number 105 entered 
 college ; from 40 to 50 entered the ministry ; 20 
 the profession of the law ; and 6 or 7 that of me- 
 dicine. His pupils are his only children; and 
 with a father's pride he beholds among them gov- 
 ernors and councillors of state, judges and mem- 
 bers of congress. One, he looks upon, whom 
 it is honor enough to designate as the Defender 
 OF THE Constitution and of the Union. f I 
 must add, it was with a father's heart that he fol- 
 lowed to the grave, his favorite son — the one, who 
 
 * The whole number of pupils in Exeter Academy, during forty years from its es- 
 tablishment, \Ya3 1500. In many of the academies, there are two departments — male 
 and female. fllon. Daniel Webster. 
 
B7 - ' , 
 
 more than any other was his safe adviser, his cor- 
 dial co-worker, and his loving friend. Rarely 
 has a more affecting scene been witnessed than 
 when the venerable Samuel Wood of Boscawen, 
 preached the funeral sermon of Ezekel Web- 
 ster.* Though the latter had acquired wealth, 
 extensive influence and public fame 5 — though in 
 literature and sound learning, far in advance of 
 his venerable teacher, and pastor — yet he always 
 spoke of him with the most filial respect, and 
 threw the whole weight of his influence in his fa- 
 vor. It had long been an object of Dr. Wood, 
 to erect a building for an academy in Boscawen ; 
 and with that view had wrought shingles with his 
 own hands, sufficient to cover the roof of one. 
 Mr. Webster seconded his wishes, and by their 
 united effort, the academy was completed, and 
 went into successful operation, just before his sud- 
 den and afflictive death. • 
 
 It only remains that I speak of Collegiate 
 Education in New-Hampshire. Previous to 
 the establishment of Dartmouth College, the sons 
 of New-Hampshire were educated at Harvard 
 University or Yale College ; these being the only 
 ones then in New England — save that Brown 
 University in Rhode Island was founded in 1764-. 
 
 Passing over the legislative acts which have 
 affected either favorably or unfavorably, the inter- 
 ests of Dartmouth College, I would remark, 
 that the course of study pursued at this college 
 has always been of the solid and useful, rather 
 than of the light and ornamental kind. In 1790, 
 
 * The following notice of Mr. Webster's deatii, was entered in a Pastor's Journal 
 the day on which it took place. 
 
 "April 10, 1829, This day, witnessed the most solemn scene that ever I beheld. 
 At three o'clock P. M. Hon. Ezekiel Webster of Boscawen, commenced an argu- 
 nient before the Court of Common Pleas in Concord. I sat directly before him. 
 He stood erect, firm, dignified. His voice was clear, full,' strong. His plea connect- 
 ed, convincing, powerful. His heahh apparently good; and his whole appearance 
 that of a man in the possession and exercise of the noblest powers. He had spoken 
 about 20 minutes — when he fell backwards and expired without a struggle or a groan. 
 The impression of this instant death was awful. Every face was pale;— every heart 
 trembled! The immortal spirit was gone — and the realities of the invisible world 
 seemed in full prospect. In the midst of life, we are in death. May I never forget the 
 scene or the instruction it imparts." 
 
iiic studies of the first class vverc,the learned lan- 
 guages, rules of speaking and composition, and 
 elements of mathematics 5 — of the second class, 
 the languages, geography, logic and mathematics; 
 — of the third, besides the languages, natural and 
 moral philosophy and rhetoric ; — of the fourth, 
 composition in English and Latin, metaphysics 
 and natural and political law. The requisites 
 for adnlission to this college, the extent of the 
 course, and the number and character of the text 
 or class books, have gradually risen with the pro- 
 gress of public improvement.* So that now the 
 -.^ education which can there be acquired, is as 
 
 thorough and complete, (with the exception per- 
 haps of an acquaintance w ith natural sciences,) 
 as can be obtained at any other college in the 
 United States. On the triple foundation, of the 
 learned languages, matheiriatics, intellectual and 
 mofal philosophy; the sons of Dartmouth build 
 high and enduring superstructures of personal glo- 
 ry and public usefulness. As citizens of New- 
 Hampshire we owe much to the inllucnce of this 
 college in elevating the character of our primary 
 schools and academies, and in })ronioting educa- 
 tion through our country. From its first estab- 
 lishment, about three-fourths of all the students, 
 have taught schools during some portion of each 
 year. In five years past, the average number of 
 students has been 155, of whom 105 have been 
 teachers in the vv^inter, ordinarily for a term of 
 three months. In the last two years, the number 
 of students has been 1 70, of whom three-fourths 
 were teachers. More graduates from this college 
 are now teaching in New-England, in the south- 
 ern and western States, particularly in the valley 
 of the Mississippi, than from any other college 
 that is known.f 
 
 The whole number who have been educated at 
 this college is 1701. Among these are 9 presi- 
 
 * See the course of study in the Annual College Catalogues — or in the N, H, Reg- 
 t This statement ie made on the authority of President Lord. 
 
m 
 
 dents and 21 professors of colleges ; 21 doctors 
 of Divinity 5 8 doctors of law ; 6 governors of 
 States ; 6 senators in congress ; 29 members of 
 congress and 7 judges of supreme courts 5 549 
 of the whole number, are marked as ministers of 
 the Gospel. 
 
 To obtain a more complete view of public ed- 
 ucation in New-Hampshire, we must look also to 
 other colleges. The number of New-Hampshire 
 students who are known to have graduated at 
 Dartmouth and at colleges out of the State, since 
 the year 1800, is 825,* viz.; at Dartmouth, 548, 
 Harvard Ms. 105 5 Yale College, Ct. 21 ; Brown 
 University, R. I. 12 ; Middlebury College, Vt. 30; 
 Williams College, Mass. 10 ; Amherst College, 
 Mass. 21 ; Bovvdoin College, Me. 47 ; Waterville 
 College, Me. 8; Burlington, Vt. University, 
 number not known ; Union College, N. Y. 10; 
 Hamilton and Princeton Colleges, N. J. and Co- 
 lumbia College, Dist. Col., numbers not known ; 
 Hampden Sydney, Va. 2 ; Alleghany, Pa. 2, and 
 Tennessee College, 1. 
 
 The number of students belonging to New- 
 Hampshire connected with different colleges, in 
 1831, was 170; equal to one in 1500 of the whole 
 population. In Massachusetts, the same year, the 
 proportion was one to 1121 ; in Connecticut, one 
 to 1455 ; while the proportion in Maine, was one 
 to 2550 ; in Vermont, one to 2800 ; in Rhode- 
 Island, one to 3031 ; in New-York, one to 3500, 
 and in the southern and western States, one to 
 about 6000. Thus New-Hampshire ranks in pub- 
 lic education, above all the States in the Union, 
 except Massachusetts and Connecticut ; and with 
 laudable pride I may add, in this elevated rank, 
 she is above every country in the world, except 
 Scotland and Baden in Germany.f 
 
 Besides her collegiate sons, New-Hampshire 
 
 » Note D. 
 
 t The jiiopoition of stiidenta in Scotland, to the whole population, is cue to about 
 680; in Baden, one to 800. 
 
30 
 
 furnishes a large proportion of students for the 
 medical and theological departments. The aver- 
 age number of students at the Medical Institution 
 in Hanover, for five years past, is 100 ; of which 
 number, in 18.32, 50 belonged to New-Hamp- 
 shire. At different theological seminaries in 
 1829, were 35 students from N. H.; in 1830, 33; 
 in 1831, 28 ; and in 1832, . Assuming 32 as 
 the yearly average, New-Hampshire furnishes a 
 larger proportion of theological students than any 
 other State, except Massachusetts, Connecticut and 
 Vermont; and the number of graduates from Dart- 
 mouth now studying theology, is greater than that 
 from any other college, except Yale and Amherst. 
 
 JV/r. President, and Gentlemen of the Histor- 
 ical Society. — Pardon me that I have presumed 
 so long on your attention and indulgence. In 
 conclusion permit me briefly to suggest: 
 
 That much more may yet be done for education 
 in New Hampshire. New England owes her in- 
 tellectual and moral glory, primarily to her relig- 
 ion, secondarily to her schools. Although, then, 
 we cannot compete with our brethren of the mid- 
 dle and western States in the gigantic race of 
 wealth, population .and internal improvements ; 
 yet we may retain our pre-eminence in education 
 and in moral and religious character. When 
 their numbers shall be augmented to fifty or eighty 
 millions ; their cultivated fields extend from the 
 Alleghany to the base of the Rocky mountains ; 
 when in the councils of the nation,our representa- 
 tives shall be counted as an insignificant minority 
 — then let our intellects, our enlightened views, 
 our solid arguments, our eloquence and our moral 
 dignity, secure us respect and make our voices to 
 be heard in the halls of legislation. Did it not 
 imply partiality, I could not forbear to name 
 some genuine sons of New-Hampshire, trained 
 up in our primary scliools, academies and colleges, 
 whose influence is co-extensive with the Union. 
 Let it suffice New-Hampshire — that two of her sons 
 
31 
 
 belong to the cabinet council of the nation — that 
 our ARMY and onr navy, directed by their wis- 
 (Jpm, are becoming as distingished for their Tem- 
 perance as they are renowned for their valor.* 
 
 Need I add, it is the soundest policy of a State 
 to encourage education? That this is, at once, 
 an effective check to crime and barrier to pauper- 
 ism? that it inspires noble sentiments — holds under 
 restraint the baser passions ; — ennobles virtue and 
 is one guarantee of the permanence of our republi- 
 can institutions? Were it befitting the occasion, 
 I would say to our honored rulers — If it is yom* 
 ambition to benefit and to please the people, who 
 have endowed you with authority 5 if in your pub- 
 lic administration, you would acquire lasting honor; 
 if you would stamp the character of intelligence 
 and virtue upon the face of the whole people 5 if you 
 would promote industry, order and happiness in ev- 
 ery family, and secure to future generations the rich 
 blessings which we now enjoy — in short,if you would 
 raise the State, in which you have the honor to be 
 rulers, to a still higher rank and place her, like the 
 summit of her own mountains, above all the rest of 
 the Union — then promote the interests of educa- 
 tion! The sovereign voice of the people bids you 
 do it! Were the law of 1827 restored, with the 
 addition of the 5th section of the act of January 
 4, 1833 ; were a penalty also laid on towns or 
 selectmen, for neglect of appointing and sustain- 
 ing a superintending committee ; were grand ju- 
 rors sworn as in former times, to present all 
 breaches of this law 5 and were academies and 
 higher seminaries founded to raise up well qualified 
 teachers,! then New-Hampshire would be second 
 to no State in the good education of her children. 
 
 * Hon. Levi Woodbury, Secretary of the Navy, is a native of Francestown, 
 1). 1789, graduated at Dartmouth College 1809. Hon. Lewis Cass, Secretary of 
 War, is a native of Exeter, and received his education at Exeter Academy. It is 
 well known that great improvements have been introduced into the army and navy, by 
 their regulations respecting ardent spirits. 
 
 t The subject of a seminary for teachers is one which deserves special attention. 
 
32 
 
 Then her free institutions would be stable, and 
 her character solid and weighty, as the granite of 
 :her mountains. 
 
 Finally, to give New-Hampshire youth, Hhat 
 complete and generous education, wliich fits a 
 man to perform justly, skilfully, and magnani- 
 mously, all the offices both public and private, of 
 peace and war,' there is needed a higher semin- 
 ary or college, in which study and manual labor 
 shall be conjoined. Manual labor, as part of a 
 system of public education, has of late years 
 engaged the attention of literary, scientific and 
 practical men. The opinion has obtained exten- 
 sive currency, and is supported by facts, that two 
 or three hours a day spent by students in labor, 
 would eminently conduce to the great ends of a 
 public education. Such labor, taken at regular 
 intervals, does not retard progress in study 5 it 
 creates interest, and gives energy to the mind ; 
 promotes industry ; gives a knowledge of useful 
 arts; is eminently favorable to morality, and dcvel- 
 opes and fixes the manlier features of character. 
 Moreover, by greatly lessening the expense, it 
 places the means of education, within the reach 
 of all; disparages useless distinctions in society; 
 is most consonant to our republican institutions ; 
 preserves health, and prolongs life ; increases the 
 power and extends the field of personal useful- 
 ness, and gives that perfect symmetry to both 
 body and mind, which the Author of nature de- 
 signed in their conjoined creation, and which 
 united with love to mankind, and love to God, 
 constitutes human perfection. 
 
 May it be our happiness to see such an Institu- 
 tion reared in New-Hampshire — a proof that we 
 are not ungrateful for the blessings of education 
 secured by the wisdom and liberality of our 
 fathers ; nor unmindful of the duties which we 
 owe to posterity. 
 
APPENDIX. 
 
 Note A. 
 
 Elementary School Books. — For a considerable time the New-England Primer 
 was almost the only elementary book in general use in the New-England Colonies. 
 The Psalter was used as a succeeding book, and children often went from the lessons 
 of the Primer to the Psalms of David. The Youth's Instructor was used about as 
 early as the middle of the last century, and was one of the best publications which 
 had preceded it in diis country. The Spelling Book of Thomas Dilworth, a school- 
 master at Wapping, in England, who died in 1781, probably followed the Youth's In- 
 structor, and continued in use some years after the American Revolution closed. 
 Perry's Spelling Book was used to a considerable extent as early as 1782, and it is 
 still used in some parts of the country. 
 
 Dr. Noah Webster compiled his Spelling Book at Goshen, Orange county, in the 
 State of New- York, in the year 1782. He was then teacher of a <3as3ical school in 
 that place. In the autumn of that year, he carried the first copy to Philadelphia, and 
 showed it to several members of Congress. On his way, he called on the Rev. Sam- 
 uel S. Smith, then Professor of Tlieology in Nassau Hall, Princeton, who suggested 
 to him the expediency of making an important alteration in putting words ending in 
 tion, whidi had been considered as forming two syllables, into but one syllable. 
 Doubts were entertained by Mr. W. whether such an innovation would be received 
 by the public; yet he made it, and the event showed the correctness of Mr. Smith's 
 opinion. The work was published by Hudson and Goodwin, at Hartford, in 1783. 
 The number of printed copies of Mr. Webster's Spelling Book, for about thirty years, 
 is supposed not to fall much shoit of ten millions. Mr. Webster'sJGrammar, enti- 
 tled " A Grammatical Institute of the English Language," was published in 1784, 
 and his American Selection of pieces for Reading soon followed. These were used 
 in our schools for many years. 
 
 Note B. 
 
 
 Scholars. 
 
 Inhabitants. Proportion. 
 
 Concord, 
 
 900 
 
 3727 equal to 1 in 4.1 
 
 Boscawen, 
 
 477 
 
 2093 " 1 in 4.3 
 
 Canterbury, 
 
 398 
 
 1663 " 1 in 4. 
 
 Dunbarton, 
 
 362 
 
 1067 « 1 in 2.9 
 
34 
 
 Note C, 
 
 List of School Books now used, to a greater or less extent in the District 
 Schools of New-Hampshire s — so far as known. 
 
 I. Elementary and Reading Books. 
 
 •■ Webster's, Marshall's, Cummings', Kelley's, Atwoou's (Defining), Emerson's, 
 Spelling Book. New Testament ; Popular Lessons ; Progressive Reader; Leaviti's 
 Easy Lessons; Analytical Reader, by Samuel Putnam; Book for N. H. Children, by 
 Rev. H. Hildreth; The First Reader, by Rev. J. L. Blake; The English Reader, 
 by Murray; The National Reader, by J. Pierpont; Scott's Lessons; American 
 Preceptor; Historical Reader, by Rev. J. L. Blake; Leonard's Scientific Claiw 
 Book ; Sequel to Analytical Reader, by S. Putnam ; Rhetorical Analysis, by E. 
 Porter; Hale's History of the United Slates ; Parley's Frst Book of History; 2d. do. 
 
 n. Grammar. 
 
 gersoll' 
 
 HL Geographt. 
 
 Morse's, Cummings', Adams', Worcester's, Olney's, Woodbridge's, Goodrich's, 
 Leavitt's, Peter Parley's. 
 
 IV. Arithmetic. 
 
 Colburn's Arithmetic; Emerson's North American, 1st and 2d part; Pike's, (Im- 
 proved); Adams', Old and New; Wabh's; Leavitt's Teacher's Assistant. 
 
 V. History. 
 
 Hale 
 the Un 
 of N. H. 
 
 'a History of the United States; Whelpley's Compend ; Goodrich's History of 
 United States; Farmer's Historical Catechism of N.H.; Farmer's Constitution 
 
 VI. Miscellaneous. 
 
 Blair's Rhetoric, abridged. Conversations on Chemistry. Blake's Natural Phi- 
 losophy, Vose's Astronomy; Wilkins' Astronomy. Cummings' First Lessons in 
 Astronomy and Geography. Flint's Surveying. Wrlfford's Chirograpby. 
 
35 
 
 Note D. 
 
 Table showing tlie number of Persons from New-Hanipsliire who have graduated 
 at Dartmouth, Harvard, Yale, Brown, Williams, Bowdoin, Middlebury, Amherst 
 and Waterville Colleges, since the year 1800, as nearly as can be ascertained. 
 
 
 
 ;5 
 
 
 3 
 
 3. 
 
 td 
 o 
 
 fa- 
 
 3 
 
 Total. 
 Wat. 
 
 1800 
 
 6 
 
 4 
 
 1 
 
 
 
 
 
 
 
 11 
 
 1801 
 
 9 
 
 3 
 
 
 
 1 
 
 
 
 
 
 13 
 
 1802 
 
 7 
 
 4 
 
 
 
 
 
 
 
 
 11 
 
 1803 
 
 12 
 
 6 
 
 
 1 
 
 
 
 
 
 
 19 
 
 1S04 
 
 20 
 
 6 
 
 
 
 
 
 
 
 
 26 
 
 1805 
 
 12 
 
 2 
 
 1 
 
 
 
 
 1 
 
 
 
 14 
 
 1806 
 
 16 
 
 2 
 
 
 
 
 1 
 
 
 
 
 19 
 
 1807 
 
 22 
 
 3 
 
 
 
 
 1 
 
 
 
 
 26 
 
 1808 
 
 13 
 
 2 
 
 1 
 
 1 
 
 1 
 
 
 
 
 
 18 
 
 1809 
 
 12 
 
 2 
 
 
 
 
 
 
 
 
 14 
 
 1810 
 
 6 
 
 2 
 
 
 1 
 
 2 
 
 5 
 
 1 
 
 
 
 17 
 
 1811 
 
 29 
 
 1 
 
 2 
 
 
 1 
 
 
 2 
 
 
 
 35 
 
 1812 
 
 18 
 
 2 
 
 
 1 
 
 1 
 
 1 
 
 1 
 
 
 
 24 
 
 1813 
 
 23 
 
 5 
 
 
 1 
 
 
 1 
 
 8 
 
 
 
 39 
 
 1814 
 
 12 
 
 
 
 
 1 
 
 2 
 
 5 
 
 
 
 20 
 
 1815 
 
 17 
 
 3 
 
 
 
 1 
 
 
 2 
 
 
 
 23 
 
 1816 
 
 13 
 
 5 
 
 
 
 
 1 
 
 1 
 
 
 
 20 
 
 1817 
 
 20 
 
 2 
 
 1 
 
 
 
 2 
 
 
 
 
 25 
 
 1818 
 
 15 
 
 7 
 
 3 
 
 
 
 
 
 
 
 25 
 
 1819 
 
 13 
 
 7 
 
 I 
 
 
 
 1 
 
 
 
 
 22 
 
 1820 
 
 12 
 
 2 
 
 1 
 
 
 
 3 
 
 5 
 
 
 
 23 
 
 1821 
 
 12 
 
 5 
 
 3 
 
 
 
 
 
 
 
 20 
 
 1822 
 
 SO 
 
 5 
 
 1 
 
 
 
 7 
 
 
 
 
 43 
 
 1823 
 
 24 
 
 3 
 
 
 
 
 5 
 
 
 
 
 32 
 
 1824 
 
 14 
 
 1 
 
 
 
 
 2 
 
 2 
 
 
 1 
 
 20 
 
 1825 
 
 16 
 
 3 
 
 
 
 1 
 
 4 
 
 1 
 
 3 
 
 
 28 
 
 1826 
 
 22 
 
 5 
 
 3 
 
 
 1 
 
 3 
 
 1 
 
 5 
 
 
 40 
 
 1827 
 
 20 
 
 
 
 1 
 
 
 3 
 
 
 1 
 
 3 
 
 28 
 
 1828 
 
 22 
 
 2 
 
 
 
 
 1 
 
 
 5 
 
 1 
 
 31 
 
 1829 
 
 26 
 
 2 
 
 1 
 
 
 
 
 
 1 
 
 
 30 
 
 1830 
 
 11 
 
 2 
 
 
 
 
 2 
 
 
 4 
 
 
 19 
 
 1831 
 
 22 
 
 4 
 
 
 
 
 1 
 
 
 
 
 27 
 
 1832 
 
 22 
 
 3 
 
 
 1 
 
 
 1 
 
 
 2 
 
 1 
 
 32 
 
 The number from New-Hampshire at other Colleges is omitted, as the years they 
 severally graduated cannot be given. Four of those who were graduated at Brown, 
 are omitted from not knowing the year they graduated. 
 
 Professional Men in JSfew- Hampshire. 
 
 Clergymen. 
 
 Tiie number of settled ministers in New-Hampshire at the beginning of the eigh- 
 teenth century was only four, viz. Rev. John Pike of Dover, Rev. John Clark of Ex- 
 eter, Rev. John Cotton of Hampton, Rev. Nathaniel Rogers of Portsmouth. Rev. 
 John Buss was at the same time a preacher at Durham, and in 1703, Rev. John 
 Emerson was settled at New-Castle. 
 
 In 1727, there were eleven ordained ministers in New-Hampshire; who, with all 
 
36 
 
 the civil and military officers in the province, were required to take tlie oath of alle- 
 giance to his Majesty King George 11., and to swear * that from their hearts, they 
 abhorred, detested, abjured as impious and heretical that damnable doctrine tliat 
 Princes excommunicated, or deprived by the Pope, or any authority of the See of 
 Rome, may be deposed or murthered by their subjects or any other whatsoever.' 
 
 In 1767, the number of Congregational and Presbyterian ministers was 65, and 
 the population was 52,700, giving one to every 7C4 inhabitants. 
 In 1787, the number was 78, or one to every 1770 inhabitants. 
 In 1800, the number was 107, or one to every 171S inhabitants. 
 In 1810, there were 104, or one to every 2061 inhabitants. 
 In 1820, the number was reduced to 98, or one to every 2494 inhabitants. 
 In 1830, the number was 130, or one to every 2073 inhabitants. The oldest min- 
 isters who have been settled in N. H. now living, are Hon. Paine VVingate, in his 
 95tli year; llev. Nathaniel Porter, D. D., in bis 89lh year; Kev. Jeremiah Shaw, 
 in his S7tli year; Rev. Jeremiah liai'nard, in his 84lh year; and Rev. Samuel 
 Wood, D. D., in his 82d ye;ir. 
 
 The nunil>er of ministers of other denominations at these several periods, could not 
 l)e ascertained in season for this note ; but the whole number who were in the minis- 
 try in the State at the commencement of the present year, according to the New- 
 Ilampshir-e Annual Register, was 349, or one to 783 inhabitants. 
 
 Of the Congregational and Presbyterian clergy, the number educated at college 
 stands as follows: — At Harvard, 186; Dartmouth, 111 ; Yale, 39; Brown, 21; 
 Middlebury, 20; New-Jersey, 10; Williams, 7; Bowdoin, 3; Amherst, 3; Hamil- 
 ton, 1; Philadelphia, 1; at the universities of Cambridge, England, and Edinburgh 
 and Glasgow in Scotland, as many as eight. 
 
 Lawyers, 
 
 The number of lawyers in New-Hampshire in 1767, according to Mcin and Fleem- 
 ing's Register of New- England for 1768, was only eight, or one to every 6600 inhabit- 
 ants. Judge Pickering, who died 11 April, 1S05, was the last living of these eight. 
 Six years afterwards the number had moi'e than doubled. 
 
 in 1787, there were 29 Pracii.sing Attorneys in New-Hampshire, or one to every 
 4600 inhabitants. Of these only two are living, the Hon. Jeremiah Smith, LL.D. 
 of Exeter, and the Hon. William Plumer of Epping, both of whom have been 
 governors of the State, and are the oldest members of the N. IJ. Historical Society. 
 
 In 1800, the number of lawyers practising at the Superior and Inferior Courts, was 
 80, or one to every 2300 inhabitants. More than half of this number have since 
 died. 
 
 In 1810, the Duml)er was 123, or one to every 1800 inhabitants. More than lialf 
 of this nunrber have since died or left tlie practice. Thirty-seven of this number have 
 dietl, and eight are now out of the State. 
 
 Iir 1820, the number was 198, or one to every 1200 inhabitants. Of these one him- 
 dred and ninety-eight, thirty-two have died, nineteen others have left the Sute, and 
 ihirtv have retired from practice. 
 
 In" 1830, the nirmber was 232, (not including 13 who had retired from practice) or 
 one to every 1100 inhabitants. The present number in practice may be estimated at 
 about 207. The whole number of lawyers who have been settled in practice in this 
 State is 472. Of this number, 182 were graduated at Dartmouth College, 104 at 
 Harvard, 13 at Bowdoin, 6 at Yale, 6 at Middlebury, 6 at Williams, 3 at Brown, 
 and one at each* of Union, New-Jersey, Vermont, and the Roman Catholic College. 
 One hundred and forty-eight did not graduate, although a number of tlrem were mem- 
 bers of college before commencing their legal studies.— 3/«m"oirs of Lawyers in 
 MSS, by John Farmer. 
 
 Physicians. 
 
 The physicians outnumber either of the other professions, but to give the exact 
 number at difiereut periods will be impossible. A Collection of their names in the 
 different towns has been making for several years, but is not completed so for as to 
 present the aggregate who Irave practised in this State from its first settlement. 
 
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