, 1866-03-03
FlIl and M Me1neTInl Before the House of
Representatives..
TO ESTABLISH A NATIONAL nCRE4U or EDU-
GATIaN.

exceed clerks OF the first class, and
clerks Of the second class, etc.
8. Ind be i further enacted, That It shall be
The duty Of the Commissioner Of Education
10 present, annually, to the -, report,
embodying the results Of his Investigations
md laborS, together With q statement Of such
facts md recommendations as Will In his
Judgment subserve the purposes for which
This bureau is established. In the first report
made by the Commissioner Of Education uu.
der this act, there shall be presented state
ment Of the several grants Of land mode by
Congress to promote education, and the man
ner IN which those several trncts have been
managed, the amount Of funds nrislng there
from, and the annual proceeds OF the same, as
fur as the same can be determined. ;
MEMORIAL or TIE NATIONAL ASSOCIATION
or STATE AND cITI SCHOOL. suFERlNTES.
DENTS. -, !
10 he Honorable the Senate and House Of Rtp-
reseataflsts Of the United ttates:
Al meeting Of the National Association OF
Gently held in the city Of Washington, D. c.,
the undersigned were appointed commltte to
memorabilia Congress for the establishment
of national bureau Of education.
II was the unanimous opinion OF the asso-
tiuu that the interests OF education would be
greatly promoted by the organization Of such
4 bureau at the present time; that 1t would
render needed asslstanoe in tho establishment
Of school systems where they do not now cx-
ist. and that It would a1so prove potent
means for Improving md vitalizing existing
systems. -, .
!. By securing ercatcr uniformity and accu
rncy In school statistics, and so Interpreting
them that they may be more widely available
and reliable as educational tests md meas
ure6.
9. By bringing together the results of school
systems in different communities Staics. anG
countries, and determining their comparative
value j
j. By collecting the results Of MI important
experiments III new and special methods, O.
school Instruction and management, and
making them tho common property Of school
officers and teachers throughout the country
4. By dii1using amoDg tho people intorma.
statcs, the various modes Of providing and
Disturbing school funds, the different classes
OF school officers and their relative duties, The
qualifications required Of teachers, the modes
Of their examination, nnd the agencies pro.
rided for their special training, the best
methods Of classifying and grading schools,
improved plans for school.houses. together
with modes of heating and ventilation, &c,
Information now obtained only by few per.
sons, and Al great expense, but which Il ,oi
the highest value to nil intrusted with the
management Of schools. 49,,
S. E7 aiding communities and States In the
organization 81 school systems, in which mis-
chieyo11s crTors shall be avoided, and vital
agencies and welltried improvements be In
ctuded.
6. BY the general diffusion Of correct ideas
respecting tho value of education rs quick
ener of intellectual activities, rs moral reno
Yntor, as multiplier Of industry, and con-
neauent producer OF wealth; and, finally, as
the strength aud shield Of civil liberty. 49,.
y S-tr $A1ft t4u L.
impossible to measure the influence which the
G,ithful performance OF these duties By M.
tional bureau would exert npon the cause ol
education throughout the country, and few
PERSONS who have not been fntrusted With the
management Of school systems can fully real
TIC how wide spread and urgent Is tic demand
for such assistance. Indeed, tho very exist
lists represent ts, Itself, positive proof Of de.
mnnd ior national channel OF Accommodation
between the school officers OF the dlIIercnt
States. Millions ofdollars have been thrown
AWAY in fruit1ess experiments or In stolld
plodding for the want Off,
Your memofiallsts would also submit thai
the assistance and encouragement OF the gcu.
eral Government arc needed to secure the
adoption of school systems throughout the
country. An ignorant people have no In.
ward Impulse to lead them to selG-education
Just where education IS most needed, there It
Is always least appreciated and valued. It Is,
indeed, law Of educational progress that
Its Impulse and stimulus come FROM ,ciGaout,
Hence II Is that Adam Smith and Other WI
ters on political economy expressly except
education from the operation Of the general
law Of supply and, demand. They teach cor
rcctly that the demand tor education must
be awakened by external influences and
agencies.
tire school systems, both in this and in Other
countries, have been lifted up, as IL were bod
l1y, by Just such influences ns n national
bureau Of education would exert Eoon The
schools Of the several States; and this, too
control of tho school authorities therein. In
deed, the highest value OF such b bureau
would be It's quickening and Informing In
fneuce, rather than its authoritative mud di
rcctfye control. The true function Of such q
bureau is not 10 direct officially in tue school
affairs IN the States, but rather to cooperate
with md assist them in the great work Of es'
tablishipe and maintaining systems Of pub.
II. instruction. All experience teaches that
Tic nearer tho responsibility OF supporting
and directing schools is brought to those i'm.
mediatel5 benefited By them, the greater the
vital power and efficiency.
Your memorialists beg permission to sug'
gtst one other special duty which should b
intrustcd to the national buteau, and which
Of itself will Justify its creation, rfz-: An In.
vestlgatlon Of the management and results ci
the frequent muni0cent grants Of land made
by Congress fox the promotion Of general and
special education. II Is estimated that thesl
grants, If they had been properly managed
would nov present an aggregate educational
lars. II yonr tnemorialfsts are not mistu
formed, Congress hus no official Information
whatever respecting the manner In which these
trusts have bee, managed
In conclusion, your memorialists beg leave
TO express their earnest belief that universal
ter OF deep and national concern Our expert
,91cnt Of republican Institutions Is not npor
the scale Of petty municipality or State, bui
It covers half continent, and embraces peo
pies Of widely diverse interests and condi
tfons, but who are to continue "one and hl
seParnble." Every condition of our petpe
tuity and progress Us nation adds emphasi:
Il republican government that the whole pow
or OF education is required" It Is an fmpeFa
tive necessity Of the American republic thai
tho common school be planted on every squart
mile Of its peopled territory, aud that the To-
strncsion therein impaired he carried to tht
highest point Of efficiency. The creation Of .
bureau oi education by Congress would be !
practical recognition Of this great truth. II
would lmpart TO the cause Of universal elu.
cation dignity and Importance which wonlG
surely widen it's influence and enhance Its snc
cess.
All Of which Ia most respectfully submit
ted.
E. f, WHITE,
State Commissioner Of Common schools o
Ohio.
NEWTON BATEMAS,
State Superintendent Of Public Instruction
Illinois.
J. 8. ADAMS,
Secretary Of State Board of Education ol
Vermont.
WAsuIsGToN, D, c., February 10, 1866.
MRS. SWISSHELM'S DISMISSAL.