A DISCOURSE, Delivered before the New-Hampshire Historical Society, at their Annual Meeting, June 12, 1833, by NATHANIEL BOUTON. Mr. 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 little 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 posterity. The system of education now prevalent in NewEngland is the offspring of the personal character and of the civil and religious polity of the first settlers. To give therefore the history of education 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 Puritans in Holland; and next, what, those in England of the Massachusetts colony, to emigrate to this country-the answer is one. It was chiefly to enjoy and propagate their religion; but next to this and subsidiary to it, it was to educate their children. One reason which determined the Puritan pilgrims upon a removal from Leyden was; that the place being of great licentiousness and 6 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 Fifthly-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 multitude of evil examples and licentious behaviours in these seminaries.* Though the object of the Company of Laconia--of Mason and Gorgeswas different from that of the Puritans; though Thompson and the Hiltons who began the settlements at Dover and Portsmouth, came over to cultivate the vine, to fish and to trade; 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 NewHampshire, it may conduce to order and perspicuity to mark it into distinct periods. I. The first from 1623 to the close of the union with Massachusetts in 1680. Respecting the *To obviate the necessity of frequent references, I would state that the facts contained in this discourse have been collected chiefly from the subjoined authors; and if the quantity of labor bestowed upon raw material can in any case confer right of property, I may be excused from giving credit by the usual marks of quotation, for the numerous facts to which I am indebted to others, Winthrop's New-England, 2 vols. Collections of Mass. Hist. Soc. 23 vols. period from 1623 to '41 when the union was formed, we have not a solitary fact which shows that the subject of education received any attention in this Colony. As however some intercourse was kept up with Massachusetts, and the same religious 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 Massachusetts colony, was the following: Forasmuch as the good education of children, is of singular behoofe and benefit to any Common wealth; 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 authority thereof, that the selectmen of every towne, in the several precints and quarters where they dwell, shall have a vigilent eye over theire brethren 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 themselves or others, theire children and apprentices, so much learning as may inable them perfectly to read the English tongue, and knowledge of the capitall lawes.'* ton. In 1635, free schools were commenced in BosOn their town records, 13 April, 1635, we find it agreed upon, that our brother Philemon Purmont shall be entreated to become schoolmaster for the teaching and nurturing children with us.' Next year, a sum was raised 'towards 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 others subscribed 10 pounds each, and others ac This Law was adopted in the Connecticut code of 1650; and enforced "uppon penalty of 20s. for each neglect therein." cording to their ability; some 30s. and others as low as 4s. The names of Purmont and Maud as schoolmasters in Boston, connect the history of education in New-Hampshire with that of Massachusetts. For Purmont removed with John Wheelright to Exeter in 1638, and Maud was called from Boston to be minister of Dover in 1642. During the union of New-Hampshire with Massachusetts from 1641 to '80 their government and laws were one. In the absence therefore of particular facts respecting education in this colony, we must refer to the spirit of the times and especially to the laws of the Great and General Court which were then in force. It is then most gratifying to find that the example of free schools set by Boston, was speedily followed by other and smaller towns. In the subject of schools, both rulers and ministers felt a deep interest; and schoolmasters were a 'commodity 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 schollars, 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; 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 |