resolve ourselves into a committee of the whole, on the subject of elementary education, then shall we be assured of success. * * * Should parents discover in themselves the necessity of a better education, let their own deficiency urge them to make up, in the minds of their children, what they lack in themselves. The child's opportunities are now golden opportunities, soon to pass away, never to return. If the child is early taught the value of time, and the importance of mental improvement, it is highly probable that time, in manhood, will not be squandered away, and improvement of the mind will not be held a thing of trifling consequence. But while we are urging, on parents and children, the importance of close attention to the subject of education, we will not forget the deep and solemn responsibility which must ever rest on those whom the public intrust with the oversight of Public Schools. It is a station not to be sought after for honor or profit, but yet involving duties, the discharge of which, to the virtuous mind, must yield no ordinary satisfaction. On the school committee much is depending; not only is a good and worthy example important from them, but such moral precepts and advice as will be worthy the attention and obedience of the scholar. A word, fitly spoken, is oft times like an apple of gold. Good moral instruction is of the greatest importance to the mind of the child, and, when emanating from the committee or teacher, is generally regarded as obligatory on the pupil. To have our schools fountains of pure moral sentiment, as well as education, is to have a double duty performed, and a double prize won. We are happy to say, that moral culture has not been neglected in our schools, and it is to be hoped, that an increased attention will be given to it in future. No moral feelings can be too deeply impressed on the youthful mind, when based on those unchangeable principles of truth, love to God and love to man. * * * SCHOOL COMMITTEE.—BENJ. F. NEWHALL, W. P. NEWHALL, ABEL NEWHall. (2) No. of Scholars of all ages in all the Schools-In Summer, 163-In Winter, 224. (3) Average attendance in the Schools-In Summer, 109-In Winter, 128. (4) No. of persons between 4 and 16 years of age in the town, 243.-No. of persons under 4 years of age who attend School, 108-No. over 16 years of age who attend School, 36. (5) Aggregate length of the Schools, 27 mths. 2 days-In Summer, 14-In Winter, 13 2. (6) No. of Teachers in Summer-M. -F. 4.-No. of Teachers in Winter-M. 4—F. (7) Average wages paid per month, including board-To Males, $23 29-To Females, $9 25. (8) Average value of board per month-Of Males, $8 00-Of Females, $475. (9) Average wages per month, exclusive of board-Of Males, $15 29-Of Females, $4 50. (10) Amount of money raised by taxes for the support of Schools, including only the wages of Teachers, board and fuel, $500 00. (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, 1.-Aggregate of months kept, 93.-Average No. of Scholars, 44.-Aggregate paid for tuition, $670. BOOKS USED.-Spelling-Emerson's. Reading-Worcester's Fourth Class Book, Third Class do., Pierpont's Young Reader, Worcester's Primer. Grammar-Smith's. GeographyOlney's, Parley's. Arithmetic-Smith's, Colburn's First Lessons. All others-Miscellaneous, for small children, Parker's Philosophy, Watts on the Mind. REMARKS.-The return states that the number of scholars, over 16 years of age, who attended school, is 36; but it adds, that this includes those who at tended the Academy. This is a misapprehension. The questions refer to such only as attend the Public Schools, and are either under 4 or over 16 years of age. The blank is not signed by the Committee, and, of course, there is no attestation. SELECTIONS FROM REPORT. * * It is not enough that the inhabitants of a town shall authorize a few individuals to engage instructers, to teach their children, to visit the schools at stated times, and report their condition at the end of the year-for unless the active coöperation of all who should alike be interested, is secured, much, if not the whole, of their labor is lost, and the best schemes for elevating the standard of education are greatly deranged, if not wholly defeated. To this existing state of affairs, we would earnestly, yet respectfully invite your attention, and although a disagreeable truth, yet it is one which must not be concealed, and we should violate our own consciences, and abuse the trust you have been pleased to confide to our keeping, if, from its delicacy, we should refuse to call your attention to some of its most important and prominent features. We are aware that this is not a local, but a general fault, for very few are the towns, where the necessity of individual effort is appreciated, and acknowledged by an exhibition of a becoming interest, and a corresponding manifestation of personal energy. The field in which we have been required to labor during the past year, though always important, has by the efforts of the friends of education, become more interesting and greatly enlarged. * * * Our Legislatures have latterly directed their attention to Common Schools, and in this instance, at least, have given indications of wisdom; their deliberations, having resulted in a statute which defines the duties of towns and their committees, and requires a more rigid observance of such laws as have heretofore received but a slight notice, or were entirely disregarded. It is the obvious duty of every man, who has at heart the welfare of his species, to lend his aid and influence to the cause of education; and he who, from indolence or motives of policy, refuses to devote some portion of his time to the support of one of the best of causes, must necessarily be lacking in some of the best qualities that pertain to the character of an exemplary christian, and a true philanthropist. What must be the honest opinion of every competent judge in this matter, in regard to the man to whom the means for acquiring a respectable or thorough education has been liberally dispensed, and who should feel the importance of education, and yet wishes to be excused from the plain duty of conducing to the best possible good of the rising generation? SCHOOL COMMITTEE.-J. C. BATCHELDER, W. MUNDAY, W. REA, J. WILDES, W. P. DODGE. WENHAM, (1) Population, 698. Valuation, $157,407 13. (2) No. of Scholars of all ages in all the Schools-In Summer, 135—In Winter, 210. (4) No. of persons between 4 and 16 years of age in the town, 225.-No. of persons under 4 years of age who attend School, 17.-No. over 16 years of age who attend School, 27. (5) Aggregate length of the Schools, 19 mths. 6 days.-In Summer, 8 2-In Winter, 11 4. (6) No. of Teachers in Summer-M. -F. 3.-No. of Teachers in Winter-M. 3-F. 1. (7) Average wages paid per month, including board-To Males, $30 00-To Females, $14 50. (8) Average value of board per month-Of Males, $8 00-Of Females, $5 25. (9) Average wages per month, exclusive of board-Of Males, $22 00-Of Females, $9 25. (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, $ (12) No. of incorporated Academies, Aggregate of months kept, -Average number of Scholars, -Aggregate paid for tuition, $ (13) No. of unincorporated Academies, Private Schools, and Schools kept to prolong Common Schools, 5.-Aggregate of months kept, 134-Average No. of Scholars, 111.—Aggregate paid for tuition, $122 70. (14) Amount of Local Funds, $ -Income from same, $ BOOKS USED.— -Spelling-Cummings', Walker's Dictionary, and Reading Lessons. Reading-National and Young Readers, Introduction to National do., Old and New Testament. Grammar-Smith's, Walsh's and Greenleaf's. Geography-Olney's and Parley's. Arithmetic-Smith's, Colburn's, and Emerson's. All others-History of the U. States, Watts on the Mind, Geometry, Book-keeping. SELECTIONS FROM REPORT. * * * Your committee are of the opinion, that more interest has been taken in our schools and that they have been in a more flourishing state, than in former years. In some of them, at least, more competent teachers have been employed, and no teacher has been dismissed before his time had expired; and a good degree of harmony, and right feeling has existed between teachers and pupils, and the parents. No difficulty in the management of any of the scholars has been reported, and no serious interruption has occurred in any of the schools. * * * Your committee, however, are of the opinion, that our Public Schools are not what they ought to be, and that, with a little extra effort and care, they might be greatly improved. You will therefore permit us to suggest a few additional considerations, which we cannot regard as unimportant, or inappropriate to the present occasion; and, first, as it respects schoolhouses. We are all aware, that, in order for any community to have flourishing and profitable schools, it is necessary, that the place where the children assemble for study, should be made attractive. Aside from home and the house of God, what places of resort should be made more pleasant and desirable for the young than the school room? Instead of presenting, externally and internally, a repulsive aspect, should they not be rendered as alluring as possible? Is it not important that each schoolhouse be of ample dimensions, pleasantly and healthfully located, well built, warmed, ventilated, admitting enough, but not too much light, and comfortably fitted up with seats, writing desks, and such other conveniencies as will rather attract than repel both teachers and scholars? That our schoolhouses are not of such a character, we are all of us ready to admit. We regret to say, that, in our opinion, something ought to be done, in each district, for the better accommodation of the scholars. In the east village, the school has been kept in a private room, and attended with many inconveniencies. In the east district, besides ill constructed seats, and other disadvantages, the complaint has been made, that the school was driven into the street by smoke, and this, in some of the coldest weather in the winter. In the middle district, the house, which is very old, and out of repair, has been much too small for the accommodation of the school, especially during the past winter; and not a little inconvenience was experienced, after all under seven years of age were taken out, and convened in another building. In some parts of the house, three or four, instead of two, were obliged to occupy one seat, and the seats, at the best, are said to be uncomfortable. The schoolhouse in the west district also needs some attention, if not a new one in its place. The exterior does not reflect much honor upon us, and the internal arrangement is defective, if not decidedly detrimental to the health and improvement of the scholars. Let us ask ourselves, whether we should be willing to sit six hours, day after day, in either of these houses, and whether the money annually expended for instruction, (to say nothing of other sacrifices made,) would not be of incalculably more benefit to the rising generation, if schoolhouses were just where and what they ought to be. Secondly, your committee think it important, not only that good accommodations be furnished for the scholars, but also that our schools be supplied with competent teach ers. * * * * * * We would suggest, whether it would not be well for the prudential committee to suspend a positive engagement, till they are satisfied the can didate possesses the qualifications, requisite for the station he proposes to fill; or at least, that they assure him he can be engaged only on condition that he receives the approbation of the examining committee, before he opens his school; and, in ordinary cases, we recommend that candidates be presented for examination some time, certainly one week, previous to the opening of their school. It is no uncommon thing for a stranger to call abruptly for examination and approval, only a day or two before he expects to begin the school. The committee may then be from home, they may not be able to come together, or be so engaged as to render it impossible for them to be thorough in the examination; and, if they should then feel dissatisfied, they and the candidate will be embarrassed, and they must either place in the school, one, whom they cannot approve, or defer the opening of the school, till a suitable teacher be found, (which may not be easy at so late a period,)—thereby subjecting the district to disappointment, while they, perhaps, incur censure for discharging what they regard as an important duty. Sometimes, teachers have not presented themselves for examination, till some days after they actually commenced their school. This is still worse; it is an evasion of the laws; and we can all of us readily conceive in what unpleasant circumstances all parties must be placed, if the teacher should then be found incompetent to proceed in his duties. In such a case, what is to be done? Before a teacher enters one of our schools, it is desirable we should know, that he possesses good common sense, a good education, aptness to teach, a good disposition, self-control, the faculty of governing his scholars so as to gain their affections, while, at the same time, he secures their implicit obedience. We wish to know whether, if he has taught before, he is especially fond of the employment, or whether he engages in it from mean and mercenary motives. We wish to know, whether his principles are good, whether his morals are pure and unexceptionable, and what kind of an influence he is likely to exert on the school. No parent, who has a due regard to the best welfare of his children, and no friend to the young, and to the interests of the community, will wish to employ an immoral, an incompetent person, to instruct in the district school. * * * Thirdly, duty of parents. Good houses and good teachers will not avail, without the active and efficient coöperation of parents and guardians of the young. After all the teacher's efforts to have a good school, they may be frustrated by the influence of parents, who utter "a few words of complaint," against the teacher in the child's hearing. A single expression of willingness to take part of a pupil, should any difficulty arise, may often give serious inconvenience to the instructer, and may very likely create the necessity for severity, which otherwise would not be called for. Again, some children are kept at home for a week or two, after the school begins; others are late in the morning and afternoon, and occasionally absent half or the whole of a day. * the * * SCHOOL COMMITTEE.-D. MANSFIELD, WILLIAM MOULTON, NATHAN JUNES, JOEL KENNEY, STEPHEN DODGE. WEST NEWBURY, (1) Population, 1,448. Valuation, $385,964 77. Number of Public Schools, 6. (2) No. of Scholars of all ages in all the Schools-In Summer, 119-In Winter, 344. (3) Average attendance in the Schools-In Summer, 80-In Winter, 230. (4) No. of persons between 4 and 16 years of age in the town, 355.-No. of persons under 4 years of age who attend School, 24.-No. over 16 years of age who attend School, 28. (5) Aggregate length of the Schools, 31 mths.-In Summer, 11 21-In Winter, 19 7. (6) No. of Teachers in Summer-M. -F. 3.-No. of Teachers in Winter-M. 6-—F. 1. (7) Average wages paid per month, including board-To Males, $25 66-To Females, $12 13. (8) Average value of board per month-Of Males, $7 33-Of Females, $5 92. (9) Average wages per month, exclusive of board-Of Males, $18 23-Of Females, $6 21. (10) Amount of money raised by taxes for the support of Schools, including only the wages of Teachers, board and fuel, $700. (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, 4.-Aggregate of months kept, 214.—Average No. of Scholars, 117.—Aggregate paid for tuition, $274. (14) Amount of Local Funds, $ .-Income from same, $ BOOKS USED.-Spelling-Lee's, Worcester's Primer. Reading-Young Reader, Introduction to National do. Grammar-Smith's. Geography-Parley's, Woodbridge's and Smith's. Arithmetic-Colburn's First Lessons, Emerson's and Greenleaf's. All others-Goodrich's History U. S., Sullivan's Political Class Book, Worcester's, Webster's and Walker's Diction aries. SELECTIONS FROM REPORT. * * * The committee would state, that they have found the condition of the schools, upon the whole, slowly, but gradually improving. In some, improvement appeared in the more thorough manner, in which the scholars had been disciplined, especially in reading and spelling, and the sounds of letters; an improvement which the committee have long been urging upon teachers, and which they considered to be of the most important character. They also noticed it in the good order of some of the schools; in one of which, they understand, it was secured without the infliction of corporal punishment. The committee would not censure those teachers, who have used it, for they believe that, in some cases, it is absolutely necessary, but they mention it as shewing that credit is due to both teacher and scholars, where good order is maintained without it. Another improvement noticed, was the method of some, of communicating important knowledge to small children, by familiar conversation, and by questions on common subjects. The length of the schools the past year, has also added to their improvement. It has been too often the case, that, by the time the schools were in successful operation, the money appropriated for their support, was expended. Two weeks of a good school, at its close, after the scholars have become acquainted with their teacher, and their minds have become habituated to good discipline, are worth twice that number at its commencement. * * * It would be gratifying to the committee, to be able to state that these improvements were apparent in all the schools; but they were not. The success of most of them has been seriously impaired by irregularity of attendance. Not only those who are absent sustain loss, but the arrangements of the teacher are broken up, and the whole school is injured. Some of them, too, have failed of success, through a want of teachers possessing a higher standard of qualifications. * * * Another important defect, and one which occasions as great, and perhaps a greater loss to the schools than any other, is the want of thorough disciplinarians for teachers. The scholars are too often permitted to hurry through book after book, without mastering their contents, and from one branch of study to another, with, at best, but a superficial knowledge of them. It is for this reason, that we so seldom find instances of thorough and correct scholarship in our schools. Other defects, which might be named, still exist, such as the condition of some of the schoolhouses, the want of apparatus for illustrating the various branches of study taught, &c., which a moderate expense would remove. The committee will now call the attention of the town to what they believe to be the reason why these defects are not removed; and that is, the want in parents themselves, of a just appreciation of the value of Common Schools. We mean of their value, not in their past or present condition, but of their value, as they can and ought to be conducted. From this, directly follows the want of that interest, manifested by parents, which is absolutely necessary to their success. Your committee do not say, that parents feel no interest in our schools, for they know that every parent must feel deeply interested in the education of his children. And they believe, too, that their interest is increasing, as was manifested the past year, by the increased liberality with which money was appropriated for the support of schools. This, they maintain, is a wise |
