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(8) Average value of board per month-Of Males, $9 00-Of Females, $6 00.

(9) Average wages per month, exclusive of board-Of Males, $15 75-Of Females, $6 00. (10) Amount of money raised by taxes for the support of Schools, including only the wages of Teachers, board and fuel, $250 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, Aggregate of months kept, -Average No. of Scholars,

gate paid for tuition, $

(14) Amount of Local Funds, $

.-Income from same, $

--Aggre

BOOKS USED.- -Spelling-Emerson's New National. Reading-Worcester's 3d and 4th Reading Book, and Testament. Grammar-Murray's. Geography-Hall's and Olney's. Arithmetic-Smith's. All others-Walker's Dictionary, Comstock's Philosophy, Goodrich's History.

REMARKS.-The income of the Surplus Revenue is applied to support the schools, $58 93.

SELECTIONS FROM REPORT. * * * By the census of all the children between the ages of four and sixteen on the first day of May, 1839, the whole number was found to be one hundred and thirty-six, and, as a larger portion of those do not exceed the age of eleven years, and, as the territory of the town is not large, they would suggest, for your consideration, the importance of providing a suitable house, in the centre of the town, for the larger scholars, of such age as the town may decide on, to be kept by a man, and the four schools in the different sections of the town to be kept by females, and only two keeping at a time. With the same amount of money as heretofore granted, your committee are under the full conviction, that a compensation might be given, which would command the best teachers, (which is of no minor importance,) and the length of our schools be much increased, and be made productive of a greater amount of good. *

* *

There is another irregularity not noted in the register, probably not less in importance, than occasional absences, viz. a want of punctuality, or being late in school. In some of our schools the past year, teachers have been obliged to commence, day after day, with not more than one half of their pupils present, while the tardy ones are constantly opening the door, and disturbing the whole school; and seeing that this is an evil, which might be remedied by a word in most instances, we cannot but cherish a hope, that every parent will so regard the welfare of his own children, and of the school, as, in all possible cases, to apply the remedy.

Your committee would further suggest the importance, to our schools, of a more perfect discipline, and of a more decided coöperation of the parents with the teachers, in sustaining good government, so necessary to the vital interest of every school. It is a matter of fact, to which few can be strangers, that a large portion of the time and energy of our most skilful teachers, is spent in maintaining that degree of order and stillness, which the good of the school requires; and your committee feel constrained to say, that, in their opinion, in one or two instances, disorder has so prevailed, as to retard the progress of the school. There is a loose, or rather a false notion, too often imbibed, respecting the authority with which the law of common sense, as well as the statute, clothes the teacher; an impression that he has no right to enforce obedience, which more often than any thing else, occasions the necessity of his resorting to corporal punishment, to bring a scholar into subjection. Let every child enter the school room with the indelible impression from his parents, that the authority of the teacher is legal, and right, and indispensable, and must and will be sustained. Let the parent require, that his child shall submit to good and wholesome rules, and no teacher would be compelled to rule with a rod of iron, be

cause his pupils have imbibed the false notion that he has no right to rule at

all.

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SCHOOL COMMITTEE.-NATHAN BLANCHARD, SILAS CUTLER, Isaiah Reed, ABEL WINN.

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(2) No. of Scholars of all ages in all the Schools-In Summer, 142-In Winter, 218. (3) Average attendance in the Schools-In Summer, 95-In Winter, 154. (4) No. of persons between 4 and 16 years of age in the town, 155.-No. of persons under 4 years of age who attend School, 11.-No. over 16 years of age who attend School, 38. (5) Aggregate length of the Schools, 24 mths. 14 days—In Summer, 10—In Winter, 14 14. (6) No. of Teachers in Summer-M. -F. 4.-No. of Teachers in Winter—M. 4—F. 1. (7) Average wages paid per month, including board-To Males, $25 50-To Females, $9 96. (8) Average value of board per month-Of Males, $8 00-Of Females, $3 90. (9) Average wages per month, exclusive of board-Of Males, $17 50-Of Females, $6 08. (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,

Scholars, Aggregate paid for tuition, $.

-Average number of

(13) No. of unincorporated Academies, Private Schools, and Schools kept to prolong Common Schools, 3.-Aggregate of months kept, 5.-Average No. of Scholars,

gate paid for tuition, $44.

(14) Amount of Local Funds, $500 00.-Income from same, $30 00.

.-Aggre

BOOKS USED.-Spelling-Walker's Dictionary, Emerson's National Spelling Book, and Introduction to do. Reading-First Class Book, National Reader, Introduction to do., Young do. Grammar-Smith's. Geography-Smith's, Olney's, Malte-Brun's, Peter Parley's, Goodrich's. Arithmetic-Smith's, Adams', Colburn's First Part, and Emerson's 1st, 2d and 3d Parts. All others-Watts on the Mind, Grund's and Comstock's Philosophy, Holbrook's Geometry, Goodrich's History U. S.

SELECTIONS FROM REPORT. * * * The examination of teachers your committee have regarded as a duty of much importance, and they have endeavored to discharge it, faithfully and impartially, and to decide in strict accordance with the character of the evidence exhibited. We have required of applicants satisfactory evidence of good moral character, and, by personal examination, have endeavored to ascertain and be satisfied of their ability to instruct in the several branches of education required by law. A strict adherence to this course has constrained us to withold our approbation from some, who had previously been employed as teachers in the vicinity, and subjected us to the imputation of being exorbitant and unreasonable in our requirements. But we do not acknowledge the justice of the charge. On the contrary, we are fully of opinion, that we have uniformly required too little, and that the best interests of our schools would be promoted by insisting upon more perfect knowledge in the common branches of school education, and a better acquaintance with the duties of their profession, than has heretofore been required of teachers. In seeking the literary qualifications of teachers, we are restricted, by law, to an inquiry into their knowledge of reading, writing, arithmetic, geography and grammar. These constitute but a small part of the branches taught in some of our schools. To meet the wants of such schools, it is obviously necessary, that the teacher should not only possess the knowledge legally required, but also an acquaintance with all the branches taught. Yet, in the absence of any instructions, we could not reject a teacher for such schools, if, upon his examination, he evinced a proper knowledge of the branches required by law, even though we had positive proof of his inability to go one step beyond. Thus a teacher might obtain a situation, for which he would be totally unfit, and receive his

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wages, not for satisfying the requirements of the school, but by virtue of a certificate of his ability to teach reading, writing, geography, arithmetic and grammar. To obviate this difficulty, your committee would respectfully suggest to those districts, in which the higher branches are taught, the propriety of passing a vote in their primary meetings, instructing the committee to admit no one by their examination, to teach in their districts, merely what is required by the statute, who cannot instruct in all the branches pursued in the schools. By this suggestion we do not wish to be understood as approving of the introduction of the higher branches of study into any of our schools, to the neglect or exclusion of those which lie at the very foundation of a good education. *

*

In regard to books, your committee are happy to say, that we have found the schools so well supplied, that we have not deemed it necessary to resort to the power vested in us, to supply any at the expense of the town. But though we have found a pretty good supply of books, we have discovered a want of uniformity of authors, that has produced much confusion in classes, and much impeded the progress of learning. With the exception of reading, and spelling books and grammars, there is scarcely a sufficient number of any one kind of books used, to allow of the formation of a decent class in any of the schools. Not less than six or seven different kinds in geography, and as many in arithmetic, have been in use, during the past winter, in many of our schools. In consequence of this diversity, teachers have been obliged to hear several classes in these branches, when all the members of each, had it not been for the difference in their books, might have been arranged in one. The necessary result has been, teachers have been compelled to pass hastily over each class, without proper explanations and illustrations, and without correcting or even noticing mistakes; of course, little real advantage resulted to the pupils from the exercise. An imperfect, superficial knowledge is all that could be expected. * * *

The practice, which has to some extent prevailed, of introducing needlework into our summer schools, we cannot approve. It is a perversion of the design of their institution, and a misapplication of the funds drawn from the public for their support. If needlework is permitted in our summer schools, we see no reason why boot and shoe making, or any other employment, should not have a place in our winter schools; or why teachers should not be examined in reference to their skill in the mechanic arts, as well as to their knowledge in reading, &c.

*

* * *

* The school in this district has, for a number of years, enjoyed the comfort and convenience of a schoolhouse, built substantially and with good taste, conveniently constructed, and furnished with a black-board, maps, diagrams, and geometrical and astronomical apparatus. To this cause, together with the interest and liberality manifested, by the inhabitants of this district, in the concerns of their school, and the unwearied efforts of the teacher of the last summer school, who has often been employed by the district, may justly be attributed the high rank it sustains. In taking our leave of this district, your committee deem it proper to bestow their approbation upon the scholars, for their willinguess and anxiety to be present at examinations. In no instance among them have we discovered that disposition to dodge the visits of the committee, which, we regret to say, has, to some extent, prevailed among the scholars of some other districts.

* * *

* The schoolhouse, recently erected in this district, though, perhaps, not built after the most perfect model, nor as spacious as might be desired, answers its purpose well, and the improvement, already visible in the school, promises to the inhabitants a speedy remuneration for their exertions and sacrifices. *

* There are defects in the means of education among us, which, so long as they continue to exist, will effectually neutralize all exertions and all efforts to elevate the character of our schools, and render them efficient to answer the important ends of their institution. Among these defects, the appareut apathy and indifference of parents to the concerns of our schools, is undoubtedly the most pernicious, in its influence upon their progress. We say apparent, for we would hesitate long, before charging parents with real indifference, to a subject so vitally important as the education of their children. We know, indeed, that they must feel, and do feel. But, with the exception of the

evidence furnished by voting the annual appropriations for the schools, and the measures adopted in district meetings, relating to them, we have scarcely anything better than mere inference or assertion, to support the fact. Not more than three or four heads of families have visited the schools during the past year. Teachers have been employed, and set to work. Children have been committed to them, for the most important purpose, the cultivation of their moral and intellectual powers; and scarcely a parent has taken the trouble to go and see how they have discharged their duty, or to encourage them to fidelity and zeal. Instead of visiting the school room, to see and hear for themselves, parents have been contented to rest satisfied with an indefinite knowledge of the character of their teachers, and the real state and condition of their schools; or, what is worse, to draw their conclusions upon the subject, from the distorted reports of prejudiced and misjudging scholars.

* * Another serious defect in our schools, is the want of industrious and studious habits, on the part of many of the scholars. From inquiry and careful observation, we are led to believe, that a large part of the oldest scholars, in our schools, those who have no time to lose, spend one half of their school hours in sheer idleness, or what is far worse. This may appear to be an exaggerated statement, but it is not made without reflection, and a full conviction of its truth. A very short period spent in our school rooms, would serve to convince the most incredulous, that many minds were on any thing, and almost every thing, but their studies. A mistaken notion seems to prevail, relative to the appropriate duties of scholars, that, instead of toiling long and patiently, and incessantly, to acquire an education, they may accomplish the object by means of the exertions of their teachers, and the improvements in the methods of instruction, though they suffer their time to pass in idleness, or devote it to vitiating amusement. Instead of regarding learning as an object, worthy their highest regard and best exertions, and attainable only by industry and application, they think, or at least seem to think it a matter of perfect indifference, and arrogate to themselves much credit, if they remain passive, and offer no open resistance to the efforts of their teacher to pour knowledge into their minds. Whence arises this indifference, this mistaken idea of the value of an education, and the proper and only adequate means to be used for its acquisition. Whence is it that so many of our youth, who habitually manifest a praiseworthy example of energy, industry and perseverance, in any other pursuit, as soon as they are directed to the acquisition of necessary and useful knowledge, relapse into a lethargy and slothfulness, and go to their studies with the unwillingness of a slave to his unrequited toil. Something is undoubtedly imputable to the failure of teachers to render the paths of learning as attractive as they might be made, without paralyzing the energy of the scholars. But, after all that may be said on this point, we believe that the want of studious habits, on the part of scholars, is a natural consequence of the want of interest in their education, on the part of parents. They will not be likely to value highly, or toil hard to obtain, what their parents regard with indifference. They will not love what their parents do not care for, and whoever has the least acquaintance with the business of teaching, well knows that scholars must feel an interest, a desire to learn, before they can be instructed to advantage. They must love learning before they will make the exertions necessary to good improvement. To parents are we to look, principally, for this impression. When this is effected, scholars will be in a condition to learn. They will go to their studies with the same zeal and determination, with which they engage in other pursuits, stimulated by a hope of acquiring an education, which may render them valuable and honorable members of society.

* *

Shall the remedy be applied? Will parents, who, of all persons, must feel the deepest interest in the welfare and happiness of their children, for the proper cultivation of whose moral aud intellectual powers, they are accountable and responsible, to God and the community, and on whom they can confer no better legacy than a good education; will they come up to the line of their duty, and remove the evils to which we have alluded? Will they encourage and sustain the friends of education, to energy and faithfulness in their efforts to raise its standard and elevate the character of our Public Schools, so that their children may grow up virtuous and enlightened, a blessing to their friends and the community.

By a few suggestions which we deem of importance to the interests of the schools, we will close this report. In the first place, we would recommend to the several districts, the importance of choosing their prudential committees in the months of March or April, of each year. By this arrangement, they will have ample time to secure the services of experienced and competent teachers, and an opportunity will be afforded to the town's committee to examine applicants, uninfluenced by any other consideration than the evidence of their ability to teach. The present practice, in the districts, is to delay their organization till a few days before the time of opening the winter schools. This late choice of prudential committees gives them very little time to engage teachers. The best ones are often engaged in other towns, and they are sometimes compelled to take up with whomsoever they can get. This, likewise, has its influence upon the examining committee, in a manner compelling them to give their certificates of qualification to some teachers, for little better reasons than a probability that they might be better than none at all. In addition to this, the examining committee are obliged to meet several times for examinations as teacher after teacher is engaged, and each compelled to resume his station immediately, when, were sufficient time allowed, one or two meetings for such purpose, would be all that would be necessary. These evils would be averted by the course we have recommended; and, as it can be adopted without expense or inconvenience to the districts, and undoubtedly would be of utility, we hope soon to see it carried into practical effect.

We would also suggest the expediency of having all the schools commence, at or about the same time. This would remedy the inconvenience and injury which all our schools have at times suffered, of being crowded by scholars from other districts. Probably no one district has any just cause to consider itself less an aggressor, and more a sufferer, than all others. Scholars of all the districts have freely exercised the privilege of attending other schools, whenever they have had opportunity, and there was none kept in their own districts. But we believe injury, rather than benefit, results to all the schools, from the practice. A uniformity of time in the commencement of all the schools might be brought about by a vote of the town upon the subject, or by a concert among the prudential committees of the several districts. Should this be effected, the schools would not only be relieved from the evil consequences of being inundated by crowds from other districts, but an arrangement might be effected to meet the teachers at a specified time, in presence of the prudential committees for examination, and thus the examining committee would be enabled to discharge their duty more satisfactorily than hitherto they have done. The committee would also suggest to the town, the importance of a Common School apparatus for the use of each school. Of many important branches of science, a scholar would acquire more knowledge in a few weeks, by the aid of some simple apparatus, than he could, from the mere study of a book, in as many months. It serves to stimulate the minds of children to inquiry and exertion, and interests them in studies, which otherwise would be dry and uninteresting. The school, in district No. 4, has long been provided with diagrams, maps, globes, astronomical and geometrical apparatus, and the present standing of this school is the best evidence of its utility. The scholars of district No. 1, with a liberality worthy of imitation on a larger scale, by their parents, have furnished their school room with a black-board. In no other school has any kind of apparatus been introduced. But we hope to see more attention given to the subject, when the several districts shall have obtained schoolhouses suitable for its reception. In conclusion, we would earnestly recommend the interests of our schools to the regard of our fellow citizens. No subject has higher claims to your care and liberality. We live under a government and institutions, whose only sure support is in the intelligence and knowledge of the mass of the people. The great source of this intelligence is our Common Schools. Cherish, improve and elevate them, and the pillars of liberty and republicanism will remain firm and strong. Neglect them, and they will crumble beneath an accumulating mass of superstition, and ignorance; and anarchy, or despotism will rise upon their ruins.

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SCHOOL COMMITTEE.—B. F. HEALD, CALVIN HEALD, EPHRAIM ROBBINS.

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