BOOKS USED.-Spelling-Emerson's. Reading-Emerson's. Grammar-Ingersoll's and Brown's. Geography-Olney's and Parley's. Arithmetic-Adams', Smith's, Colburn's. All others-Coinstock's Philosophy and Chemistry, Goodrich's History of the U. S, Flint's Surveying, Day's Algebra, Wilkins' Astronomy, Watts on the Mind, Foster's Book-keeping, Playfair's Euclid, Webster's Dictionary.

SELECTIONS FROM REPORT. * * * In deciding upon the qualifications of teachers, the committee can satisfy themselves ouly in certain particulars. Hence, it is often the case, that an individual appears well upon his examination before us, and subsequently is found totally deficient in these two points, namely, aptness to teach, and capacity to govern. Hence, the necessity of parents interesting themselves more, in the progress and discipline of schools, by frequently going in, and personally acquaint themselves with the actual condition and management of the schools, and then whatever defects you may discover, endeavor to correct them; first, by a private interview with the teacher, or should that course fail to produce the desired effect, then formal complaint should be made to your committee. We think that the importance of a more full and punctual attendance, at the examinations, as well as intermediate visiting by the parents, cannot be too much urged. It serves to encourage the teacher, and give effect to his labors, by stimulating those under his instruction to greater effort, as children are loth to hold a low standing in their class, in the presence of their parents. Were any of you, who are parents, to employ a workman in your shops, or a laborer on your farms, would you entrust the charge of your business to such a person, without keeping a supervision over him? Surely not. Will you, then, entrust solely to a teacher, that higher and more important work, the intellectual and moral training of your children in school?

We would respectfully suggest the importance of a more punctual and constant attendance of your children at school, as irregularity in this respect, necessarily subjects the classes to great inconveniences and loss. Your committee feel a high satisfaction in being able to say, that with one painful exception, we found the schools, at the last examination, in good condition, bearing the evidence of faithful instruction, and good discipline. The liberality of this town, in granting money, to defray the expenses of our Common Schools, has been equalled but by few towns in the State, and likewise the equitable manner of the distribution of the money, is such as speaks highly for your republican spirit.

Your committee are of opinion, that the character of our schools is essentially affected, and their usefulness materially injured, by the construction of some of the schoolhouses. The principal defect, in the construction, is the length being too great for the width; thus while some scholars are seated too far from the fire to be comfortable, others are crowded so near it as to destroy their energy and capacity for study. This defect in construction, though it may not justify the immediate expense of alteration, it is hoped will be carefully avoided, in the houses under contemplation of being moved and altered. În addition to this evil, there is no suitable way to ventilate the schoolhouses, and thus secure fresh and invigorating air, which is a matter that requires particular attention. The committee would suggest the expediency of providing each school district with a geographical and philosophical apparatus, that a more useful knowledge of those branches may be acquired.

Your committee, in conclusion, would respectfully call the attention of the town to the several points suggested in this report, and how much soever we may feel our moral obligations to discharge faithfully our duties to your children, we cannot exonerate you from the still higher duty imposed on you by Providence, to see and know for yourselves, that your children are faithfully instructed. * * *

SCHOOL COMMITTEE.-ISAAC ALLEN, CHARLES H. NOURSE, Oliver Barrett, JR., LEVI M. POWERS.

(2) No. of Scholars of all ages in all the Schools-In Summer, 187-In Winter, 264.

(3) Average attendance in the Schools-In Summer, 135—In Winter, 198.

(4) No. of persons between 4 and 16 years of age in the town, 228.-No. of persons under 4 years of age who attend School, 36.-No. over 16 years of age who attend School, 64.

(5) Aggregate length of the Schools, 23 mths.-In Summer, 12 7—In Winter, 10 21. (6) No. of Teachers in Summer-M. -F. 5.-No. of Teachers in Winter-M. 5-F. . (7) Average wages paid per month including board-To Males, $25 80-To Females, $11 60. (8) Average value of board per month-Of Males, $6 60—Of Females, $5 20.

(9) Average wages per month exclusive of board-Of Males, $19 20-Of Females, $6 40. (10) Amount of money raised by taxes for the support of Schools, including only the wages of Teachers, board and fuel, $400.

(11) Amount of board and fuel, if any, contributed for Public Schools, $10. (12) No. of incorporated Academies,

-Aggregate of months kept,

Scholars, Aggregate paid for tuition, $

-Average No. of

(13) No. of unincorporated Academies, Private Schools, and Schools kept to prolong Common Schools, 3.-Aggregate of months kept, 7.-Average No. of Scholars, 95.-Aggregate paid for tuition, $97 00.

(14) Amount of Local Funds, $

.-Income from same, $

BOOKS USED.-Spelling-Emerson's New National. Reading-Testament, American First Class Book, Rhetorical Reader, Intelligent Reader, Child's Guide. Grammar-Pond's Murray's and Ingersoll's. Geography-Olney's and Peter Parley's. Arithmetic-Smith's, Adams', Colburn's. All others-Blake's Philosophy, Wilkins' Astronomy, Goodrich's History of the U.S., Watts on the Mind.

REMARK." A part of the income of the Surplus Fund is appropriated to the support of schools, amounting this year to $32.”.

SELECTIONS FROM REPORT.

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* In the centre school, with more than

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90 scholars, and nearly 80 upon an average, the most that could be expected was, that the teacher should keep order, while he hurried through the exercises of the day. But little proficiency could reasonably be looked for. The effects of stopping a district school, whether through the fault of the teacher, or that of the scholars, are truly disastrous. An injury is inflicted upon all concerned. The teacher suffers at the time. He is mortified in view of the event, and disappointed in his calculations. But the severest injury is inflicted upon the district, and especially upon the scholars. Privileges are taken from them, which can never be restored; and privileges too, which are the dearest that they are allowed to enjoy. Were the loss in dollars and cents merely, it might be recovered, or they might pass through life equally respectably without covering the loss. The comforts and conveniences of life need not necessarily be diminished. But impair their advantages for education, and they suffer a loss which they must feel through life. They must feel it in all the various circumstances in which they shall be placed. In every transaction of business, their imperfect education tells them of the injury which they sustained by having these advantages impaired. If they read or hear, the information which they derive is lessened by the imperfection of their education. If they write, ungrammatical expressions, awkward sentences, misspelled words and illegible penmanship, will appear in their compositions. And even in common conversation, they must not only feel the injury which they have sustained, but they must announce it to all with whom they converse, who have sufficient discernment and knowledge to notice it. Just in proportion as these advantages are impaired, their energies must be crippled, their hopes disappointed, and their efforts to rise to stations of eminence and usefulness in the world, must be defeated. But though the injury is great, which must be inflicted upon the community, by breaking up a school, yet there may be circumstances in which the continuance of a school would be a still greater injury. Of this, those who have the power to continue or discontinue a school, must be the judges.

To prevent any further difficulties in our schools, the committee would recommend that the prudential committee, in each district, consult the inhabitants of the district, previous to making any engagements with a teacher.

Again, they would recommend that the teacher be presented to the examining committee at an earlier period, for examination. The usual custoin, in this town, has been to present the teacher to the examining committee on the morning that he is to commence his school, when the scholars are assembled, and the time for commencing the school arrived. Under these circumstances, a thorough examination is hardly to be expected, and the temptation is strong to approbate even those who are not qualified for instructing in our common district schools. Should the committee refuse to approbate, at this late hour, when all the best teachers are in employment, it would be doubtful whether an instructer could be obtained, who had qualifications superior to those of the candidate whom they retused.

The committee would also recommend, to the parents of this town, to become acquainted with the teachers of their children. Exhibit an interest in them, and in the school which they teach. Suggest to them, not in a dictatorial, but in a kind and respectful manner, any improvement which you think they might introduce, into their mode of goverment or instruction. Invite them to your houses, and rest assured that a new interest will be created in them, in reference to your children, and the school which they justruct. Kindness and love will be more prominent in their discipline, and increased faithfulness in imparting instruction. And the result will be, order and decorum in the behavior of the scholars, proficiency in their studies, satisfaction on the part of the parents, and a pleasing retrospect to all concerned.

In their last report, your committee recommended that parents and the friends of education, exhibit more interest in our schools, by visiting them, especially at the final examination. This suggestion has been regarded some; a new in erest has thereby been given to our examinations, and a greater importance attached to them, by both teacher and scholars. Couvinced that niuch can be done to promote the cause of education in our town, by such attendance, we would again urge all who are personally interested, as well as those who are not, to encourage our scholars and teachers, by being present at the final examination. Were it customary to give a general attendance on those occasions, the effect could not but be auspicious. Every scholar would look forward to the examination with deep interest; he would feel the need of thorough preparation, and to effect this, would apply himself with increased diligeuce to his studies, that he might come off with honor, at the last day. The teacher would also feel his work was to be examined; that he was to report to his employers the success with which he had labored; that each parent, at last, would mark the proficiency which his own children had made; that thus the progress of every individual scholar would be noticed, and his reputation as a teacher would hang upon the issue. The interest, too, which parents feel, would be greatly increased by these visitations. They would feel more sensibly the importance of having scholars, of having good scholars, and of having their children constant and punctual in their attendance; of furnishing them with suitable books, and of giving them, frequently, a word of exhortation and encouragement. And the result would be, that the advantages for general education would be held in higher estimation; our town would rise in the estimation of others, and our children would be better qualified for filling the stations which they may be called to occupy, when they have entered upon the stage of active life.

As to the books in our schools, a favorable change has taken place during the year. The number is reduced, and there is inore uniformity throughout the town.

Your committee would also call the attention of the town, to the subject of dividing the centre school in the winter. The average attendance in this school, during the past winter, has been 76. * * The committee and the district feel, that the school money expended for this school, is expended to great disadvantage. Though this receives from the town the most money, yet. they derive from this money, in the winter school, the least benefit of any school in town. Could a suitable room be furnished, in which the small schol

ars of this school could be placed under a female teacher, far more benefit would be realized from the money expended, thian can be under our present arrangement.

The committee would also recommend, that a few dollars be expended by the town, in each district, for apparatus, to assist the teacher in imparting instruction in those branches of education, which are studied more or less by all the scholars, who receive their education at our Common Schools.

SCHOOL COMMITTEE.-WM. H. SANFORD, WM. II. MOORE.

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BROOKFIELD,

{(1)

(1) Population, $2,514. Valuation, $518,774 60. Number of Public Schools, 14.

(2), No. of Scholars of all ages in all the Schools-In Summer, 449-In Winter, 666. (3) Average attendance in the Schools-In Summer, 373-In Winter, 532.

(4) No. of persons between 4 and 16 years of age in the town, 611.-No. of persons under 4 years of age who attend School, 28.-No. over 16 years of age who attend School, 66. (5) Aggregate length of the Schools, 78 mths. 7 days.-In Summer, 39 21—In Winter, 38 14. (6) No. of Teachers in Summer-M. -F. 15.-No. of Teachers in Winter-M. 13—F. (7) Average wages paid per month including board-To Males, $25 20-To Females, $11 49. (8) Average value of board per month-Of Males, $7 39-Of Females, $5 68.

(9) Average wages per month exclusive of board-Of Males, $17 83-Of Females, $5 81. (10) Amount of money raised by taxes for the support of Schools, including only the wages of Teachers, board and fuel, $1,6C0.

(11) Amount of board and fuel, if any, contributed for Public Schools, $133 33.

(12) No. of incorporated Academies, 1.-Aggregate of months kept, 10.-Average No. of Scholars, 25-Aggregate paid for tuition, $200.

(13) No. of unincorporated Acadmies, Private Schools, and Schools kept to prolong Common Schools, 6.-Aggregate of months kept, 18.-Average No. of Scholars, 138.-Aggregate paid for tuition, $344.

(14) Amount of Local Funds, $

BOOKS USED.

-Income from same, $

-Spelling-National. Reading-Worcester's Four Books and Scripture. Grammar-Pond's Murray's. Geography-Hall's and Olney's. Arithmetic-Emerson's, Sinth's, Colburn's, Adams'. All others-Goodrich's History of the U. S., Parley's History, Wayland's Moral Science and Watts on the Mind.

SELECTIONS FROM REPORT. * * * In attending to the duties of their office, they have, in general, been gratified with the visibly increasing interest manifested in the improvement and elevation of our Common Schools; with witnessing a greater importance attached to them, as fountains of elementary science and useful knowledge,—and a stronger desire of rendering them more and more subservient to the cause of education. This we regard as an indication of good to the rising generation, and to the interests of learning and intellectual culture among us. We hail it as a sure omen of advancement,—a promise, that our Common Schools, heretofore too little cared for and cherished, will rise in value and importance in the estimation of every good citizen; and, under the fostering care of wise and liberal legislation, soon reach their just elevation, a preeminent distinction among the noble institutions of our favored land.

It is with heartfelt satisfaction that we express these convictions and anticipations, which are, doubtless, in no small degree, the results of legislative enactments and provisions; for these, especially of late years, have done much to elevate the standard of education, and awaken public sentiment to the subject of making our Free Schools the substance of what they had long been, in many instances, but little more than the mere shadow.

We, therefore, regard the establishment of a Board of Education, and the institution of Normal Schools, as a great and lofty work, which this age of intelligence and improvement demanded; and as the commencement of a new

and brighter era in the history of our Common Schools. And, judging from what the Board of Education has already accomplished in disseminating intelligence upon various subjects connected with the best interests of our schools, and from what the Normal Schools have done and are doing in qualifying teachers to go forth, not only to teach and discipline children and youth according to the most approved methods, but to impart to others a knowledge of the art of teaching, we feel ourselves constrained to give our decided approbation to these institutions. We feel deeply their importance and advantage to the rising generation, in affording them the means and facilities of a better education, and diffusing, among all classes, juster views upon the subject of Common School instruction.

ers.

We would, therefore, cordially recommend, that all, who intend to become teachers, should avail themselves, as far as possible, of the advantages which Normal Schools afford; not so much to learn the branches which they are to teach, as how to teach them,-how to interest and fix the youthful mind, direct its powers, and develop its faculties. This is of inconceivable moment in the business of instruction. In this lies the secret of the art. Hence its difticulty and importance. But the manner of teaching,-how to bring out the mind, to arouse its dormant energies, and to call into active exertion, directed to a particular object, thought, memory, reflection, comparison and judgment, have heretofore been almost, if not entirely, neglected in the education of teachThe consequence has been, a want of success, and disappointment in numerous instances, where much had been expected, without requiring those qualifications which are indispensable in an efficient instructer. And as long as sufficient learning, in its common acceptation, is almost the only requirement of teachers, and their aptness to teach, their knowledge of the human mind, and the art of managing and governing a school are entirely overlooked, so long may we expect, in a greater or less degree, insubordination, disorder, and little improvement in our schools. Hence the great importance of employing teachers, who have been thoroughly instructed in the art of teaching, or who have, by experience, become skilful in the training and discipline of the youthful mind. Your committee have dwelt upon this topic, because of the frequent incompetency of teachers in management and government, to say nothing of their deficiency in the use of vowels and consonants, and the art of reading correctly. We would, therefore, commend to your particular attention the subject of employing teachers of higher qualificatious than has been often practised; for the character and improvement and elevation of our schools greatly depend upon this. "The idea," says a great and good man, "the idea is dawning on us, that no office can compare, in solemnity and importance, with that of training the child; that skill, to form the young to energy, truth and virtue, is worth more than the knowledge of all other arts and sciences; and that, of consequence, the encouragement of excellent teachers is the first duty which a community owes to itself. I say, the truth is dawning; and it must make its way. The instruction of the children of all classes, especially of the laboring class, has, as yet, been too generally committed to unprepared, unskilful hands, and, of course, the school is, in general, little more than a name. The whole worth of the school lies in the teacher."

Again he says, "what we want is, a race of teachers acquainted with the philosophy of the mind, gifted men and women, who shall respect human nature in the child, and strive to touch, and gently bring out, his best powers and sympathies; and who shall devote themselves to this as the great end of life. This good, I trust, is to come, but it comes slowly. The establishment of Normal Schools shows that the want of it begins to be felt. This good requires, that education shall be recognized by the community as its highest interest and duty. It requires, that the instructers of youth should take a high rank in society; and that a high order of teachers, who are intellectual, accomplished and gifted, should be created, to become the guides of children and youth ;— and then the happiest results might be effected.”

But the best teachers need the cooperation, encouragement and support of their employers, to accomplish much in the course of two or three months. They need convenient and comfortable houses, adapted to the pursuits and exercises of the several classes, and furnished with suitable apparatus. The