submit the following report. They offer a report more, with a view to secure the town's proportion of the school fund, which is said to be the forfeiture of a neglect here, than from any conviction of its utility. While it is allowed there is room for improvement in Common Schools generally, yet that the public reports of school committees, however scrutinizing, have a tendency to remedy existing evils, is, to say the least, very doubtful. It is to be presumed that parents, at all interested in the school of their own district, will find out its condition before hearing the report of the school committee; and if it were not so, a better way to gain this information than from the report of a committee, would be to visit the school, and see and hear for themselves. It is no more likely that a school committee's award of praise or blame, were they to render it minutely and in every case, would be considered just and satisfactory by all concerned, than it is to be expected that all schools will be found equally flourishing, or teachers equally well qualified or successful. The way to exercise the best influence over master and scholars, and render greatest satisfaction to all parties, is for those who feel specially interested to attend the examinations, when they can see and hear for themselves. Such a practice of visitation on the part of parents, ever desirable, would, beside relieving a particular one from the unwelcome office of announcing the faults or merits of a scholar or teacher, do more to elevate Common Schools than volumes of committee reports. Some enactments of a former Legislature, creating a Board of Education, with a Secretary to carry out its plans, on a salary of $1500 a year, besides defraying the travelling expenses of other members of the Board while engaged in its business, and which have already called into operation three Normal Schools, to train up teachers partly at the public expense, presuming they will be superior to any found elsewhere, these enactments are now in a fair way to be repealed. Such a result, in the humble opinion of your committee, is nothing to be regretted, as it would remove from our system of Common Schools some troublesome encumbrances, and leave them where our Pilgrim Fathers left them, in the hands of parents in their respective towns.

The committee wish to present one or two suggestions which they deem of importance to the prosperity of our schools. The first relates to the early choice and duties of the prudential committees. It is highly desirable that teachers, especially new ones, should be seasonably examined; else, if it he delayed till a late day, or till the school is just on the eve of commencing, or has commenced, as has sometimes been the case, the committee are placed in an awkward situation; they have before them the only alternative of putting off the opening of the school for some weeks, and of subjecting the committee-man to much inconvenience to find another teacher, who may likewise suit no better than the first, or of approbating an applicant manifestly incompetent to fill the office of instructer. These unpleasant consequences an early choice of a prudential committee, and a timely examination of teachers would prevent. And when a stranger applies for a school, it would be wise to require of him, if he had previously taught, not only a certificate of suitable qualifications from his instructers, but one from his former employers of his success in conducting a school. A word more, concerning the time of opening the Winter term. It has appeared to some, that if the schools could begin at least a fortnight before Thanksgiving week, reserving that week for a vacation, it would be an advantage; especially as the ways are then good, but usually become so bad toward the close of Winter, as to keep at home not a few scholars who live at a distance, particularly of the younger class. Perhaps the most suitable place to consider this suggestion would be at the district meetings, though it would be desirable that all the districts should act on it with concert, as a general adoption of it would convene the school committees in their order of visitation.

While the committee express no opinion as to the comparative standing of the respective schools, or of any classes or scholar, they are gratified with having witnessed so much to approve and so little to censure.

SCHOOL COMMITTEE.-SAMUEL STORY, JAMES B. DODGE, GEORGE PATCH, DanIEL RUST, JR., G. W. KELLY.

[The Report from Hamilton is published entire, for a reason which will be given on a subse quent page. See SAVOY.-SECRETARY OF THE BOARD OF EDUCATION.]

(2) No. of Scholars of all ages in all the Schools-In Summer, 762—In Winter, 822. (3) Average attendance in the Schools In Summer, 547-In Winter, 560. (4) No. of persons between 4 and 16 years of age in the town, 1,224.-No. of persons under 4 years of age who attend School, 24.-No. over 16 years of age who attend School, 35. (5) Aggregate length of the Schools, 121 mths. 21 days.-In Summer, 75 21-In Winter, 46. (6) No. of Teachers in Summer-M. 2-F. 15.-No. of Teachers in Winter-M. 14-F. 3. (7) Average wages paid per month including board-To Males, $25 54-To Females, $11 58. (8) Average value of board per month-Of Males, $8 69-Of Females, $6 42.

(9) Average wages per month exclusive of board-Of Males, $16 85 Of Females, $5 46. (10) Amount of money raised by taxes for the support of Schools, including only the wages of Teachers, board and fuel, $2,300.

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

(12) No. of incorporated Academies, 1.-Aggregate of months kept, 10.-Average No. of Scholars, 55.-Aggregate paid for tuition, $850.

(13) No. of unincorporated Academies, Private Schools, and Schools kept to prolong Common Schools, 12.-Aggregate of months kept, 451.—Average No. of Scholars, 296.-Aggregate paid for tuition, $719.

BOOKS USED.-Spelling-National Spelling Book. Reading-The Bible, National Reader, Introduction to National Reader, and Young Reader. Grammar-Smith's. Geography Smith's and Peter Parley's. Arithmetics-Smith's, Greenleaf's and Peter Parley's.

SELECTIONS FROM REPORT.

* * * In their opinion, there has been during the past year a very creditable improvement in the condition and character of our Public Schools.

* * * [In one parish] the schools have not, as heretofore, been broken up by any disturbance arising between the teachers and scholars, or parents, and they have been better attended, and more successfully taught than in the previous year. It is, however, to be regretted, that in this section of the town there still exists a jealousy and sensitiveness, arising from different views and feelings upon religious subjects, which is carried into, and exerts a most pernicious influence upon the schools, and which calls for the exercise of a more enlarged and liberal spirit of charity and forbearance, at once, as a matter of interest and duty.

* *

In District No. 1, the committee have endeavored to introduce a more efficient classification of the schools than has hitherto existed. They have also introduced the plan of examining all the teachers, in a class together, which has been found to have a very beneficial influence in elevating the standard of the qualifications of teachers. And for the further improvement of those teachers, they have required them to attend the examination of each others schools, thus constituting, in some sense, a class for mutual instruction, to derive the benefit of each others' knowledge and experience.

*

*

Irregularity of attendance continues to be one of the most serious drawbacks to the prosperity of our schools. In the out parishes, 25 per cent., and in the first district, 30 to 35 per cent., is a fair average for the daily amount of absence. We would again respectfully, yet earnestly, submit to your consideration, whether it is reasonable to expect a school to make any tolerable progress, in which out of sixty scholars, not more than forty are generally present, and in which the absentees are confined to no class, or sex, or age, but taken indiscriminately from all. We are decidedly of the opinion, that this single circumstance is the occasion of a direct loss of, at least, one fourth of the money an nually appropriated to the purposes of instruction. Concerning the Public Schools in the Sandwich Islands, it is said, that "nearly all the children attend a school of some sort, pretty regularly,” an assertion which is not true of our own community. *

With regard to the government and discipline of our schools, we regret to be

compelled to notice, as has elsewhere been observed, that there is a false notion abroad, among us, respecting the authority with which the law of common sense, as well as the statute, invests the teacher, viz: 'an impression that he has no right to enforce obedience, and that this impression, more frequently than any thing else, occasions the necessity for any violent or compulsory measures to secure obedience. When a scholar who has violated the wholesome regulations of the school, is called to account for his transgression, he sometimes as, sumes the attitude of resistance, or even defiance of authority. He claims to do as he pleases in school. He comes to school to learn, not to be governed. If such a spirit of anti-government receives the countenance-if it be not frowned upon by the parent or guardian, the authority of the teacher is nullified at once, and disorder and confusion inevitably ensue. Let every child enter the school room with the indelible impression received from the parent, that the authority of the teacher is necessary and right and legal, and must and will be sustained-let the parent require, on pain of his own reproof, as if he himself had been disobeyed, that his child shall submit to all the regulations of the school, and that no infraction of them can be countenanced or excused,-and this impression would obviate all necessity for that rigid, despotical authority, and those severe penalties which, without it, are often indispensable. No teacher would maintain a despotism, but to prevent the greater evil of an anarchy.

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It is in place, in this connection, to suggest the almost entire want of interest which is exhibited by parents and guardians in general, towards our Public Schools. If the town makes an appropriation of a few hundred dollars for the widening of a street, or the erection of a bridge, to be expended under the direction of the proper officers, almost every citizen will feel an interest in the operation, and have an eye to the progress and completion of the work. But when a far greater sum is appropriated, to be expended in a service that is to form the habits and character of a man's own children, he does not think it of sufficient consequence to be looked after, once a year. It is by no means the intention of the law, that the whole business of visiting the schools shall devolve upon the committee. If parents and guardians would take the trouble to attend only the closing examination of the schools, if it were productive of no other beneficial influence, it would cultivate a sympathy between themselves and the teacher, which is most essential to his success, and for want of which his work is sometimes rendered doubly arduous and difficult. During the past year, there has not been, in the first district, a single instance in which a parent or guardian has been present at the examination of a school, and in the other districts the attendance has been but rare. How utterly ignorant parents must be, in such circumstances, concerning the character and progress of the schools, and how unworthy of the slightest confidence must be any opinion either of praise or censure, which they may express concerning the schools themselves, or the management of the committee, is too obvious to need remark.

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Having thus given a necessarily brief and imperfect notice of the condition of the existing schools for the past year, and a few of the more prominent evils connected with them, which claim more immediate consideration, your committee feel bound to call the attention of the town to some requisitions of the laws of this Commonwealth, which have hitherto been disregarded by us, to the serious loss and injury of our whole community. By the fifth section of the statute, concerning public instruction, it is required, "that every town containing five hundred families or householders, shall," &c. The first and main portion of the section has long been, and will doubtless long continue to be, a most important and salutary statute of the Commonwealth. The penalty for its violation is the same as for neglect to raise money for the support of schools, viz. a forfeiture of an amount equal to twice the highest sum which the town has raised in any single year for this purpose. Such a school this town has never yet established, and has thus, for several years, exposed itself to a public prosecution. ~*

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The influences which have combined to prevent the establishment of such a public town school, have, perhaps, been these: a general aversion to any apparent increase of the expenses of the town, and the supposed difficulty of devis

ing any plan for the accomplishment of the object, that should be at all satisfactory to the community in general. And it is instructive to observe, how, for the want of a little better acquaintance with the facts, and a very little more reflection upon those facts, our citizens have so often voted directly in opposition to their own best interests. Thus the village says, we will not vote to raise more money for instruction, because the out parishes refuse to let us have this public town school; and the out parishes say, we will not vote for a public town school, because this will be a benefit to no one out of the village; and furthermore, the village refuses to raise more money that our schools may be improved. Whereas, if all had combined, both to raise more money and to establish this other school, it would have cost us in the aggregate no more, if indeed it did not cost us absolutely less than it does at present, the expense would have been more equally divided among our citizens, and our children would be enjoying vastly superior advantages for education.

During the year 1838, there was paid in this town, for Private Schools, $1,446 94. During 1839, the amount has been even larger, viz. $1,560. We will, however, estimate it at only $1,500. This, added to the $2,300 raised by vote, makes $3,800 paid by our citizens for the instruction of their children during the past year. Now $3,500 would be, perhaps, the largest appropriation which the town would find it necessary to make, at present, for the purpose of instruction, even if they should establish a public town school, thus insuring a direct saving of $300 per annum, to say nothing of the superiority of the schools with which we should be thus provided. Those of our citizens who pay the largest amount of taxes, are the very ones who pay the most for the private instruction of their children. The amount by which these taxes would be increased, were the town to raise thirty-five instead of twenty-three hundred dollars for schools, is a mere fraction, in comparison with the ten or twenty and forty or even fifty dollars which they now pay annually to the academy or other private schools. While that large class among us whose properties are small, and who are compelled to practise a severe economy to give their children a few weeks or months in a private school, or even to send them to school at all, would be doubly benefited, in having the advantages of their children greatly increased, at an expense to themselves vastly less than that which at present they incur for private schools, of their own accord. Thus it must, we think, be obvious to every one, that the establishment of a public town school, and the raising of an amount sufficient for the purpose, say thirty-five hundred dollars, by vote of the town, would be a direct and a great pecuniary saving to all our citizens who have children to be educated. The only other class who can be supposed to feel interested on the subject, are tax-payers, whose children are already educated, or who have none for whose intellectual necessities to provide. With them, this, as all other questions of public expenditure, appeals to their interests in the public intelligence and virtue,—interests which they, of all men, are to be presumed to be most desirous to promote, and for the promotion of which, as good and honorable citizens, they are justly expected to be inost zealous in effort, and most hearty in self-denial.

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With regard to a plan for the establishment of such a school, the one which has commended itself most strongly to the approbation of the committee, and the main features of which have been already adopted, to the entire satisfaction of all concerned in other towns, whose geographical position and other circumstances have been most nearly like our own, is this: that the town, in the first place, provide, either by purchase, rental, or erection, a suitable building for the accommodation of the school. It has been suggested, that this might be done with a portion of the surplus revenue, now in the hands of the town, without raising money by taxation expressly for this purpose. In the next place, that our annual appropriation for schools be increased to an amount (say thirty-five hundred dollars) that shall be sufficient, when divided as heretofore, to enable the first district to provide an instructer; and that this district be considered under obligation thus to furnish one. To this school, according to the provisions of the law, scholars must be admitted from all parts of the town, upon examination by the committee. The advantages of this plan are briefly these-it is a compromise of the conflicting claims of the various sections of our widely extended town. No location for this school can be fixed

upon, that will be equally convenient of access to all our citizens. That then must be selected which will accommodate the greatest number, and where else can that be, but in the district in which three fifths of all our children actually reside. The town furnishing a building, the first district agrees to pay the instructer out of its own funds, because it will have the more immediate advantages of the school. Or, if this be thought too great a sacrifice, it might be provided, that, whenever a scholar from any of the out districts shall attend this school, his tuition shall be deducted from the school money of the district in which he belongs, and added to that of the first district. The out parishes will be benefited by having their school money increased, at least one third; thus enabling them greatly to increase the value and efficiency of their schools, at the same time that they have access to this public town school, of which very many, if not all, parents could avail themselves. And to the objection which might be urged, by those who live in the remote sections of the town, that their children could not attend it, the answer is obvious. True, your children may not be able to attend, yet the school costs you nothing, and its very existence is a direct benefit to you, in prolonging the school in your district which your children do attend, and making it every way more valuable than it was before. In addition to all this, is the very strong influence, so highly beneficial, which the very existence of this school will have upon all the others. The very fact that there is a school of this character in our midst, to which scholars, from all the others, are to be adimitted by examination, will do more to elevate the standard of scholarship and character, than, perhaps, any other single influence whatever, if not more than all other influences combined. * * *

* * * Hitherto this town has raised far less for the support of schools than three fourths of the other towns in the Commonwealth. It is also to be remembered, that, by this increase of our annual appropriation and the establishment of this other school, it is not proposed to pay more than we do at present for the instruction of our children; but that instead of paying fourteen or fifteen hundred dollars for private tuition, we add a thousand or twelve hundred dollars to our annual expenditure for the Public Schools. That all education, beyond the mere rudiments of learning taught in the district schools, should be confined to the families of a few fortunate citizens, who can afford to pay for the further education of their children at private schools, is a proposition so aristocratical and justly odious, that it will not be listened to, for a moment. Yet such is the inevitable consequence of the neglect, on the part of the town, to provide this other school. *

*

SCHOOL COMMITTEE.-ARTHUR S. TRAIN, GEORGE KELLY, HENRY PLUMMER, JAMES R. CUSHING, ABIJAH CROSS, NATHANIEL GAGE.

(2) No. of Scholars of all ages in all the Schools-In Summer, 541-In Winter, 482. (3) Average attendance in the Schools-In Summer, 453-In Winter, 349. (4) No. of persons between 4 and 16 years of age in the town, 663.-No. of persons under 4 years of age who attend School, 17.-No. over 16 years of age who attend School, 23. (5) Aggregate length of the Schools, 75 mths. 7 days.—In Summer, 37 21—In Winter, 37 14. (6) No. of Teachers in Summer-M. 3—F. 9.—No. of Teachers in Winter-M. 9-F. (7) Average wages paid per month including board-To Males, $29 65-To Females, $9 80. (8) Average value of board per month-Of Males, $9 22-Of Females, $4 88.

(9) Average wages per month exclusive of board-Of Males, $20 43—Of Females, $4 92. (10) Amount of money raised by taxes for the support of Schools, including only the wages of Teachers, board and fuel, $1,900 00.

(11) Amount of board and fuel, if any, contributed for Public Schools, $33 62.

(12) No. of incorporated Academies, 1.-Aggregate of months kept, 10.-Average No. of Scholars, 30.-Aggregate paid for tuition, $490 00.