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The committee will close their report by asking particular attention to the subject of Common School Libraries. By a law of the Commonwealth, provision is made that school districts may provide themselves with libraries, adapted to the young, at an expense not exceeding thirty dollars for the first year, and ten dollars afterwards. Two excellent series of works for a Common School library, the one adapted for the use of children, the other for a maturer class of readers, are in the process of being published under the superintendence of the State Board of Education. These may be procured of the publishers at the lowest rate at which they can be afforded, and thus, for an amount which would not be burdensome to any of our districts, a valuable library might be secured. Where single districts might not incline to establish such libraries, two or more adjacent ones might unite to share the expense of them. In no way more reasonable or effectual than by their establishment, could a large mass of information be provided for both young and old, and their moral and intellectual development be promoted. *

SCHOOL COMMITTEE.-JOHN Safford, Daniel Hildreth, C. T. THAYER, JOS. ABBOTT, ROBERT RANTOUL, W. Bushnell.

BOXFORD,.

(1) Population, 964. Valuation, $282,379 21.
Number of Public Schools, 6.

(2) No. of Scholars of all ages in all the Schools-In Summer, 181-In Winter, 218.
(3) Average attendance in the Schools-In Summer, 140—In Winter, 163.

(4) No. of persons between 4 and 16 years of age in the town, 231-No. of persons under 4 years of age who attend School, 11.-No. over 16 years of age who attend School, 35. (5) Aggregate length of the Schools, 38 mths. 4 days-In Summer, 21 14-In Winter, 16 14. (6) No. of Teachers in Summer-M. -F. 6.-No. of Teachers in Winter-M. 5—F. 1. (7) Average wages paid per month, including board-To Males, $26 66-To Females, $11 00. (8) Average value of board per month-Of Males, $8 88-Of Females, $5 55.

(9) Average wages per month, exclusive of board-Of Males, $17 78-Of Females, $5 55. (10) Amount of money raised by taxes for the support of Schools, including only the wages of Teachers, board and fuel, $500.

(11) Amount of board and fuel, if any, contributed for Public Schools,

(12) No. of incorporated Academies, Aggregate of months kept, -Average number of Scholars, -Aggregate paid for tuition, $

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(13) No. of unincorporated Academies, Private Schools, and Schools kept to prolong Common Schools, 3.-Aggregate of months kept, 10-Average No. of Scholars, 46.-Aggregate paid for tuition, $144.

(14) Amount of Local Funds, $3,199 00.-Income from same, $191 94.

BOOKS USED.-Spelling-Emerson's National. Reading-National Reader, American First Class Book, Introduction to National Reader. Grammar-Smith's New Grammar. Geogra phy-Malte-Brun's, Smith's, Olney's. Arithmetic-Emerson's First, Second and Third Parts. All others-Colburn's Algebra, Grund's Geometry, Worcester's History, Ancient and Modern, Comstock's Natural Philosophy.

SELECTIONS FROM REPORT. * * * Your committee have to regret, that the cause of education, in this as in too many other towns, has not received that support, that attention, and that encouragement which it richly deserves. The office of school committce, than which none is more important, is considered most undesirable and a burden. The school committee have not such encouragement and coöperation from the town as to render their office pleasant or at all desirable. This will appear evident from the fact, that, at our last annual meeting for the election of town officers, a desire was expressed to have no school committee, and probably a vote would have passed to that effect, had it not been discovered that there was a law of the Commonwealth requiring

such a committee, and that a disregard of this law would subject the town to quite a heavy penalty. The compensation which the school committee receive for their services, as granted by legislative acts, is regarded by many as a useless expenditure. The town, forsooth, would like to have a school committee, if they were to receive no compensation, or rather it would like to have merely a nominal committee,—a committee who shall not do their duty, and, consequently, receive no pay. The truth of this was strikingly seen at the last meeting, when one was chosen first on the school committee, who, during the last year, so far from doing his duty, did not visit a school in a single instance. Thus the town virtually says, they are the best committee who are most regardless of their duty. Your committee have not accepted, and they presume no one will accept this office, because it is at all lucrative, for they receive a poor equivalent for their services, if faithfully performed. But poor as the compensation is, or even if the laws of the State granted none, we presume that those might be found, of good qualifications, who would accept this office and strive to do their duty, if they could only have the encouragement, support, and coöperation of the town. Your committee are the more surprised at the little interest manifested for our schools, when they consider how evident it must be, to every intelligent and reflecting mind, that the progress of education and the best interest of society are identified; that ignorance and vice usually go hand in hand; and that the cause of education cannot make much advancement in any town when a special act is not passed in its favor, or where a committee is not expressly chosen to superintend its interests.

Your committee would recommend an increased attention to the cause of education on the part of the town, not only as a body, but as individuals. The influence could not be otherwise than happy, if individuals, in a private capacity, would often visit our schools, and especially at their public examinations. The thought that they might at any time be exposed to visiters would have a direct tendency to excite ambition, on the part of both scholars and teachers, which all must consider desirable and commendable, and which is so favorable and even necessary to improvement. And we would take this opportunity of observing, that those schools have always appeared best where parents and others have manifested most interest in them, by frequently visiting them, and by being present at their public examinations.

Your committee would suggest, that some of our smaller schools might be taught with equal, if not greater advantage, by females, the year round. The term of school would thus be lengthened, and our observation has convinced us, that there needs be no difficulty in the government of schools by females. Such are our laws, that muscular power and brute force are not required. Disobedient and refractory scholars have only to be reported to the committee, who may publicly reprimand, suspend, or expel them, as their own interest and the interest of the school may require. We would remark, that in no school, during the past winter, was there greater improvement made than in that taught by a female.

Your committee, in conclusion, would call your attention to that act of the Legislature, by which each school district, legally constituted, is authorized to raise money for the purpose of establishing and maintaining a Common School Library and apparatus for the use of the children therein, under such rules and regulations as said district may adopt; provided that no greater sum than thirty dollars for the first year, and ten dollars in any subsequent year, shall be expended for the purpose aforesaid. Your committee are happy to say, that one of our school districts has taken advantage of this act, and they hope that the others will follow the example. We need not mention the advantages which will result from libraries in the several districts. These advantages will accrue to all. Suffice it to say, that the books which shall compose these libraries are of a highly instructive nature, and good tendency, being selected by those who are admirably qualified for the office.

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SCHOOL COMMITTEE.—JOSIAH KIMBALL, AMOS KIMBALL, SAMUEL KIMBALL, THOMAS PERLEY, GEORGE PŁarl.

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(2) No. of Scholars of all ages in all the Schools-In Summer, 535-In Winter, 532. (3) Average attendance in the Schools-In Summer, 367-In Winter, 305. (4) No. of persons between 4 and 16 years of age in the town, 675.-No. of persons under 4 years of age who attend School, 100.-No. over 16 years of age who attend School, 55. (5) Aggregate length of the Schools, 60 mths. 21 days-In Summer, 40-In Winter, 20 21. (6) No. of Teachers in Summer-M. .-F. 9—No. of Teachers in Winter-M. 8—F. 1. (7) Average wages paid per month, including board-To Males, $25 08-To Females, $9 55. (8) Average value of board per month-Of Males, $7 58-Of Females, $4 28.

(9) Average wages per month, exclusive of board-Of Males, $17 25—Of Females, $5 00. (10) Amount of money raised by taxes for the support of Schools, including only the wages of Teachers, board and fuel, $1,105.

(11) Amount of board and fuel, if any, contributed for Public Schools, $25.

(12) No. of incorporated Academies, 2.-Aggregate of months kept, 20.-Average number of Scholars, 35.-Aggregate paid for tuition, $1,050.

(13) No. of unincorporated Academies, Private Schools, and Schools kept to prolong Common Schools, 1.-Aggregate of months kept, 18.-Average No. of Scholars, 60.-Aggregate paid for tuition, $550.

(14) Amount of Local Funds, $

.-Income from same, $

BOOKS USED.-Spelling-Emerson's Great and Small. Reading-Murray's National and Young Reader, Introduction to National Reader, Third Class Book, Bible. Grammar-Murray's, Smith's, Parley's. Arithmetic-Greenleaf's, Colburn's, Smith's and Walsh's. All others-History, Philosophy, Algebra and Chemistry. The books used are various.

REMARKS--There is one unincorporated Academy. The number of Private Schools is not given but it is stated that "Private Schools are taught in the several districts and families," &c.

NO REPORT from School Committee.

SCHOOL COMMITTEE.-GARDNER B. PERRY, NATHAN MUNROE.

DANVERS,

(1) Population, 4,804. Valuation, $1,518,763 73. Number of Public Schools, 14.

(2) No. of Scholars of all ages in all the Schools-In Summer, 773-In Winter, 954. (3) Average attendance in the Schools-In Summer, 513-In Winter, 647.

(4) No. of persons between 4 and 16 years of age in the town, 1,191.-No. of persons under 4 years of age who attend School, 20.-No. over 16 years of age who attend School, 50. (5) Aggregate length of the Schools, 126 mths. 21 days-In Summer, 67 21-In Winter, 59. (6) No. of Teachers in Summer-M. 2-F. 14.-No. of Teachers in Winter-M. 12–F. 3. (7) Average wages paid per month, including board-To Males, $33 39-To Females, $11 00. (8) Average value of board per month-Of Males, $10 58-Of Females, $5 40. (9) Average wages per month, exclusive of board-Of Males, $22 81-Of Females, $5 60. (10) Amount of money raised by taxes for the support of Schools, including only the wages of Teachers, board and fuel, $3,000.

(11) Amount of board and fuel, if any, contributed for Public Schools, $

(12) No. of incorporated Academies, -Aggregate of months kept,

Scholars, -Aggregate paid for tuition, $

-Average number of

(13) No. of unincorporated Academies, Private Schools, and Schools kept to prolong Common Schools, 7.-Aggregate of months kept, 66.—Average No. of Scholars, 185.—Aggre

gate paid for tuition, $1,510.

(14) Amount of Local Funds, $

-Income from same, $

BOOKS USED.-Spelling-National Spelling Book, Exercises in Spelling. Reading The Bible, First Class Book, National Reader, Rhetorical Reader, Worcester's Third Book, Young Reader. Grammar-Murray's. Geography-Olney's. Arithmetic-Greenleaf's, Colburn's First Lessons, North American, 1st part. All others-Webster's and Worcester's Dictionaries, Young Scholar's Reference Book, Walsh's Book-keeping, Flint's Surveying, Wilkins' Astronomy, Goodrich's History U. S., Emerson's School History, Comstock's Chemistry, Comstock's Philosophy, Mrs. Lincoln's Conversations on Botany, Sullivan's Political Class Book, Bailey's Algebra, Wayland's Political Economy, Parker's Exercises in Composition.

REMARKS." In several of the districts the schools have been prolonged by private subscription." The number is not given. The amount of tuition is included in the Abstract.

SELECTIONS FROM REPORT. * ** The advantage of having all the schools examined by the same committee is such, that this arrangement should not be dispensed with, if it be possible to find gentlemen of requisite qualifications, whose engagements will admit of their attending to this duty. In this way, and in this way only, can a just estimate be made of the comparative conditions of the several schools,-in this way only can a uniformity of discipline and of study be introduced. That an exact uniformity of study or of discipline should be adopted in all our schools, is not to be expected nor desired; because the condition and circumstances of one school may be very different from those of another. But if one general course of management is preferable to another, or all others, and the committee have made a selection of this course, it is then desirable that the same should be regarded.

In the appointment of a sub-committee to visit all the schools, it was not intended to dispense with the services of the other members of the committee, in visiting the schools in their respective neighborhoods.

This is a duty from which they should not excuse themselves. We well remember when the clergymen of the town felt themselves under as great obligations to attend the examination of the schools, as to be in their pulpits on the Sabbath; and we hope the example of the venerable Drs. Wadsworth, Walker and others, in this respect, will never be forgotten.

One of the first objects that engaged the attention of your committee, was a selection of the books to be used in our schools. In the performance of this task they found themselves fettered by the books already in use. To discard these entirely, and substitute others, although they might be known to be decidedly better, would not do, as parents would not submit to be taxed for such an innovation. They were therefore brought to the necessity of selecting, as well as they might, from the books in use, providing that a limited number should continue to be used-and excluding those which were deemed least valuable. Such is the list they approved, with the addition of a few others that were much needed, or which, by their peculiar merits, were worthy of special recommendation. So numerous are our school books, and so constantly changing,—so various in their character and qualities, that we are not by any means confident in the comparative value of our own selections. We endeavored not to approve any that we did not know to be good, reserving the right to substitute better, whenever they shall be presented.

We had hoped, ere this, to have been guided in this matter by the labors of the learned Board of Education, established by the authority of the State, for which we entertain the highest respect, and to which we look for instruction. We know not what better service can be rendered by this Board, for the benefit of our Common Schools, than to cause suitable class books to be prepared; or if they will not produce new ones, to make a selection, from those already in existence, of such as are most valuable. Such a selection is much needed, and a recommendation from this Board, made upon due examination and deliberation, would be entitled to much respect, and would undoubtedly command it. For instance, suppose the study of English grammar is to be introduced, what text book shall be preferred for this purpose, among the many dozen now before the public, each recommended by the author as possessing peculiar merits, and each puffed by the author's interested associates? If we mistake not, there are about fifty different grammars now in use in this Commonwealth,

exclusive of the different editions of the same work, many of which are designedly made to vary from the former, for the special benefit of the trade, so that the various editions may not be used by the same class. Now the science of grammar itself, if it be a science, is the same that it was fifty years ago. Why then so many variations in the path to approach it? We cannot believe that all these variations are improvements; and until it is made certain by the judgment of those better qualified to decide than ourselves, we are disposed to abide by the ancient landmarks.

The same remarks are applicable to the study of arithmetic. Every year brings in some new and improved method of learning the use of numbers. One would think, by looking over some of the new publications, that the old rules had become obsolete and useless. But how is the fact? Do our youth better understand the principles now, than they did under the guidance of Pike, Walsh and Webber? If they do not, where then is the benefit of the new systems?

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That the modern system of mental arithmetic, as it is called, is valuable for very young scholars, we have not a doubt. We believe it one of the best methods of exercising and disciplining the young mind. We would recommend it for this purpose, and think it one of the first studies to be attended to. But that this method alone is to be pursued, after the child has arrived at the age of ten or twelve years, we have much doubt. If "by their fruits ye shall know them," be a safe rule to be applied, so far as our observations have extended in the examination of our own schools, we should be inclined to adhere to the old system.

The writing in our schools has been an object of particular attention the past winter. We have long been apprehensive that the method of teaching scholars to write fine hand, before they had attained a free use of the pen by writing a fair copy hand, or coarse hand, was of doubtful utility; and we are fully confirmed in this belief. One of our first instructions in the schools was, to initiate the scholar in the writing of coarse hand, and to keep him upon that, until he could write it fairly. In those schools where this direction has been observed, the benefits have appeared conspicuous. We have very little doubt that the present deteriorated hand writing in our schools, as compared with what it was fifteen years ago, is mainly attributable to a neglect of this rule. Another, and perhaps not less important consideration, is the ability of the teacher to write well. Because some few men of genius have been entirely inattentive to their hand writing, or may have been willing to manifest their eccentricities in this way, it is considered by some, who have their conceit without their ability, to be an indication of genius. But however this may be, to write badly is not a good qualification for a schoolmaster; and generally it will be found, that youth at school learn to write very nearly in proportion to the ability of the teacher in setting copies. The practice of giving slips to young scholars is, often, but an apology for not knowing how to set their copies.

The committee have endeavored to obtain specimens of the writing in the several schools, but have not succeeded in all of them, according to their wishes In some of them their requests have been duly observed; in others, teachers have taken advantage of having been requested, instead of directed, and have but imperfectly complied therewith. We consider this one of the most essential exercises of our Common Schools, and think more care should hereafter be had as to the ability of teachers in this art, and that no one should be deemed qualified to take charge of a school, who cannot readily write a fair, handsome hand,

In order to test the proficiency of the scholars in this branch, we recommend that a sufficient number of suitable books should be procured, so that each district may be furnished with one at the opening of the winter school, and that each scholar may be required to write therein, at the opening and the close of the school. Let it be understood, that such a record will be made of the improvement of each scholar, each year, and that these books will be preserved by the committee, in continued remembrance of their ability, and it will serve as a stimulant to increased attention. The art of writing only requires attention, to be acquired with a good degree of elegance. *

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Efforts are now making by the Board of Education to have each school dis

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