143

and espeecially the talented editors of the " Leonard town
Gazette," who, from the first, personally and through the
columns of their paper, gave us unequivocal and, perhaps,
indispensible aid. Indeed, that paper has seemed to us much
like one of the component agencies of the system, so marked
and continuous has been its co-operation.

But the people of St. Mary's favor not only the object,
but the organic character of the new system. They like the
idea of its oneness, or unity. The same feature distinguishes,
as is patent from their origin and history, their own develop-
ment. Hence the system, as such, receives their prompt ap-
preciation and favor. Everywhere throughout the County,
are found cheering evidences of increased interest in popular
education, especially as it concerns the Public Schools. This
is clearly shown by our statistics, and the fact that Private
Schools have become fewer from want of support.

On the 12th day of September, 1865, our Board organised,
appointed Mr. George Combs, Secretary and Treasurer—a
moat excellent appointment—:and ordered the schools to be
opened on the 20th of the same month. The opening of the
schools so early after organization, was premature, al.it pre-
vented attention to condition of school houses, and compelled
employment of teachers without the thorough examination
required by the system. The Board had scarcely been or-
ganized, when, from declension, resignation, and removal
from the County, but one member remained, and, of course,
the work of supervision suffered. The three vacancies were
at length filled by the appointment of Messrs. Albert Young.
George I. Spalding and Edward S. Abell, gentlemen well
qualified and with hearts for the work. The Board, thus
composed, began their work by inspecting the field of oper-
ations which was found as follows : Thirty school houses,
a few of which were tolerably comfortable, but the majority
unfit to be occupied, especially in inclement weather. Not
one had suitable seats or desks, and as to appliances indis-
pensable to the work of teaching, there were none, save here
and there a solitary black-board—a sable witness of the exit
of chaos—but'sure harbinger of approaching order.

With such houses, how can the system fulfil its promise ?
How can children he educated in houses uncomfortable and
without the necessary furniture and means of instruction?
And yet, how can the Board supply the want ? The funds
at its disposal are not enough to keep schools open during
the scholastic year, repair dilapidated houses and build the
new ones required. We shall be forced to suspend schools
for at least one term, in order to have funds to repair and
build. Indeed, some four or five schools are now urgently
needed in as many neighborhoods, in each of which are some
25 or 30 children of school-going age, but there is no house
in which school can he kept. I suggest that the Legislature