Another thing essential to the advancement of our schools, is a continuation of those liberal appropriations which have characterized Charlestown, and enabled the board to adopt and carry out measures for their improvement, which have raised them to the rank they now occupy. Who, that takes a comprehensive view of his duties to the community, would wish that we had done less? Those who have children to be educated in our schools, cannot but feel that they receive a hundred fold for their portion of the money expended; and let not those who are not parents, feel that they pay their money without receiving an equivalent. What, but general intelligence and morality, can render property and life secure? And what agency can be employed so effectually to secure these, as our system of Common School instruction? We must have the prisons of Old England, or the schools of New England. The support of the latter is the less expensive, far more congenial with our feelings, and in harmony with Christian principles. Let, then, our noble Free Schools be sustained, as the richest legacy of our fathers, as the surest guaranty for the perpetuity of our government, as the glory of New England. *

SCHOOL COMMITTEE.-E. P. Mackintire, Henry K. Frothingham.

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(1845-6.) SELECTIONS FROM [PRINTED] REPORT. ** In order that it may be correct, those engaged in primary school teaching should possess a thorough acquaintance with the elementary branches of knowledge, and, added to this, a pleasing and winning manner of imparting their instructions to the young. The minds here dealt with are young and tender, and should be led onward by words of encourageinent and tones of kindness, rather than by authoritative commands. If authority must be used, let it be softened by love, and let firinness be accompanied by mildness; that thus, the intercourse between the teacher and the child may be marked with proofs of mutual interest, affection and regard. * *

It will be in vain for a teacher to hope for success, if her heart is not devoted to the work of teaching. As soon as the teacher feels that there is a certain round of duties to be mechanically gone through with each day, and grows impatient, in school, for the time when she can repair to other scenes more congenial to her taste, then a sense of duty should prompt her to yield her place to one whose heart is more alive to the noble and responsible work of leading the young to the fountain of knowledge, and blending, with instruction, moral greatness and goodness.

Your board feel that they cannot speak too strongly on this subject. Errors may be contracted in the early stages of education, which it is almost impossible to correct, and which may be, to their possessor, a source of embarrassment and mortification through life. * *

It is a cause of congratulation, that the teacher's profession is becoming so highly ranked in the estimation of the public, that but little encouragement is offered to those who have failed in other less important professions or departments of business, in looking to school-keeping as a resource for gaining a support. The character of teachers of youth should be such as would be enviable to every lover of virtue, purity, and the best interests of mankind. They should never lose the conviction, that to the children who are placed under their charge, they stand, for the time being, in the place of a parent, and, therefore, they have deep and solemn responsibilities resting upon them; that the fondest hopes of society, and the character and well-being of the coming generation, depend in some measure on the fidelity with which they discharge the important trust committed to them. With these convictions, how exalting, how invigorating must be the motives and the influences, which crowd upon the mind of one whose heart and soul are enlisted in the noble work of educating the young! The duties involved in this work, are manifold, arduous and responsible, we know; but they are among the highest and most important, which are performed by man. * * Music has, for several years past, been practised in our schools; but during the past year, it has been pursued as a study in one of our grammar schools, a teacher having been employed to give systematic instruction.

* *

Your board would recommend the more general introduction of music into all our grammar schools. It is an exercise which is healthful, useful, attractive and pleasing; one which has a great influence over the mind, and does much to soothe the passions and impulses, of both old and young. It helps to furnish an

agreeable variety to the exercises of the schoolroom,-to refine the taste,-to elevate the intellectual and moral faculties, and it supersedes, in a great measure, the necessity for corporal punishment. *

SCHOOL COMMITTEE.-Henry K. Frothingham, Jonathan Brown.

CHELMSFORD.

(1844-5.) SELECTION FROM REPORT. ** Your committee feel that they shall be excused for giving expression to a few thoughts on the subject of vocal music, as taught in some of our schools. As the laws and operations of the youthful mind have become better known, it has been ascertained that something more amusing than the cudgel applied to the head, or the rod to the back, has been productive of happier results. Children in some of our schools have, for a few years past, given some attention to the singing of juvenile songs by imitation, without learning the principles of the art. Experience has proved that a little practice will enable a company of children to sing a song correctly, (or as it is sung by the teacher,) after hearing it a very few times; this practice has, we believe, been confined to schools taught by females; of course, confined principally to small scholars. In the opinion of your committee, this practice should be encouraged. The following are some of the reasons that have led them to adopt this opinion:1st. We believe it will contribute to the early development and improvement of musical talent. If the teacher has a good voice and good taste, the children, by hearing her, will improve their voices, tastes, perceptions, &c., and having secured a relish for this species of enjoyment, they will desire to learn the principles of music, that they may be enabled to read it for themselves, independ ently of others.

2d. Perhaps it would be too much to expect, (considering the limited number of teachers that have skill in this science,) that this practice should become so general that the principles of music should be taught as one of the regular branches, yet we are far from believing that it would not have a salutary effect under competent teachers; a knowledge of the art would be acquired at a trifling expense, and the enjoyment of the pupils increased. In the Prussian schools, so much praised in this country, music is made one of the regular studies. In some of the cities of New England, music is taught scientifically in the Common Schools, and found to be a saving of expense. If all our female teachers were capable of teaching the principles of music, our children would early acquire a knowledge of those principles, at a trifling expense.

3d. We are confident that the influence of this practice upon the feelings and conduct of children is very salutary. Both the words and music of their songs tend to awaken and strengthen the kindest feelings of human nature, and children, singing these songs together, will not be so likely to quarrel or to exercise bad feelings towards each other, either in or out of school. If you were to judge from a view of their countenances when singing, you would conclude that they were happy in the indulgence of the kindest feelings toward each other.

4th. We believe this practice will not interfere at all with the regular studies; in other words, we believe as much or more study will be accomplished, and with better effect when music is practised. A large portion of the scholars who attend our summer schools do not study a third part of the time, and perhaps not any, all the time. When the teacher discovers an indisposition to study on the part of some, drowsiness in others, or insubordination in others, let them spend two or three minutes in singing an appropriate song; it may save an hour's time, or prevent the necessity of punishing half a dozen scholars. We believe if half an hour in the course of the day were devoted to singing, (which, by the way, we do not recommend,) as much literary knowledge would be acquired as by neglecting this exercise. We believe this practice promotes the health of children. The singing of a song will change the position and exercise the lungs and several sets of muscles, the effect of which will be salutary in promoting digestion and circulation. We are aware of the difficulty of procuring teachers to instruct in the art, even in the imperfect manner we have named, but let it be understood that such teachers will be preferred, other things being equal, and the demand will

soon be supplied, as young ladies will qualify themselves for giving instruction in this art.

SCHOOL COMMITTEE.—John Parkhurst, B. F. Clark, Otis Adams.

(1845-6.) SELECTIONS FROM REPORT. * * We think that corporal punishment should be employed sparingly, and only as the last resort. We wish to have it exist in theory only if possible, and, in some schools, we believe it may. In some of our schools it has. We believe that the best way of preventing this kind of punishment is to have it distinct'y understood by the pupils, that it is held in reserve, and will be inflicted if milder means fail to secure the desired result. ** We have told teachers, before commencing their schools, that we should expect them to exercise good government over their pupils, and that we wished them to do this in the mildest way, if possible without the aid of severe means. We think we have witnessed the beneficial effects of these directions. Several of our schools have been well governed without corporal punishment, except in theory. By existing there, it produced the desired results without making the children smart.

*

SCHOOL COMMITTEE.-B. F. Clark, Jepthah Parker.

CONCORD.

(1844-5.) SELECTIONS FROM [Printed] Report. * * One of the great evils which our schools suffer, arises from the irregular attendance of the scholars. Every teacher knows that his labors are easier when all the members of his school attend punctually. His labors are increased instead of diminished in consequence of the absence of scholars. But it is not on account of the labor of the teacher, that irregular attendance is to be lamented. It is because those, who do not attend, are deprived of a privilege which they should enjoy.

That the town may see the extent of this evil, we subjoin the following table, showing the amount of absence and loss in consequence :

The preceding table presents the whole number of scholars, the average attendance, and the amount of loss in consequence of the absence of scholars. The calculation is not exact to a fraction, but is sufficiently exact to prove a most lamentable fact, that a large share of the benefits which might be derived from our schools is entirely lost.

The question arises, what can be done to prevent so large a waste of the school money? Where lies the evil? Who will apply the remedy? The most the teachers can do is to make the school attractive. This is the extent of their power. But the influence of the parent and guardian is not thus limited. The evil can be, and should be corrected. There are, sometimes, sufficient reasons why a child should be kept from school, but no reasonable excuse can be offered to justify so large an amount of absence as is shown in the preceding table. The committee ask the candid attention of every parent and guardian in town, to this important subject. Can nothing be done to prevent the loss of one hundred and forty-one weeks of schooling? *

SCHOOL COMMITTEE.—A. G. Fay, Barzillai Frost, George M. Barrett.

(1845-6.) SELECTIONS FROM [Printed] Report. * *The committee have the pleasure to state to the town, that, at no former period, so far as their knowledge extends, have the schools, on the whole, been more successful than during the present year, especially the winter season. They have received the coöperation of the teachers and parents generally. At no former period have the examinations been so fully attended, by parents and young persons, in the district and from other parts of the town. This is the more gratifying, as the examinations have not been exhibitions, rendered attractive by the arts of display. Believing that an examination ought to be made a true test of the improvement of the school, and the knowledge that it would be so, would exert a great influence over the teachers and pupils through the whole term, to make them equally thorough in every part, the committee, in 1843, caused the following direction to be entered in each district book, for the guidance of the teacher :

"The object of an examination is to show how much a scholar has learned during the term. As it is impossible to recite the whole, we must be contented with a specimen. This is to be a specimen, not of what the scholar can recite best, but an average specimen. To ask a few prominent questions, over the whole range, which, from frequent repetition, must have been gotten by rote; to dwell on a few favorite studies, is not to give an average specimen. This can be done only by reciting a passage, taken at random, anywhere in the range of what they have reviewed, suggested by the committee at the time.

"Each teacher, therefore, on calling up a class for examination, will present a book to the committee, and take one him or herself, informing them, at the same time, how much the class has reviewed. The committee will then specify a passage or passages, for the teacher to examine the class upon, until they are satisfied; themselves asking any questions, in the mean time, which they may deem proper."

The committee have followed this course in examinations since that time. It has exerted a very great influence on the thoroughness of teaching. It has cut off all hope and all attempts of teachers to prepare their scholars better on some passages than on others.

* *

In district No. 3, the scholars were very ready on the board, in geography, book-keeping and surveying. Under the hand of one of the scholars, a plan of survey, a leaf of a journal or leger, a state or continent would start into existence on the black-board, with great correctness of form and proportions, readily embodying any data suggested by any one present. There has been an improvement in the schools generally, in explaining processes and giving reasons. We have been more in the habit of giving questions and problems from our own minds, rather than books. Until a scholar has got so clear an idea of a rule or principle that he can state it on the board, explain it, and apply it to any given case, without prompting or blundering, he cannot be said to have learned that principle. Until he has done this, it is of no practical use to him in the business of life. It is true, but a small portion of all that is gone over, is learned in this manner now. But we have no hesitation in saying, there has been a decided improvement, in this respect, the present season. *

**The habit of assuming what is not proved; of pretending to know what is only guessed at; of artfully covering up one's ignorance, is a perpetual school of deception. The habit of calculating what part of a lesson will come to one, in order to get that part better; of giving and receiving hints to help each other over places not understood; of using keys, and printed answers, to get at results, without understanding the process, is a perpetual fraud upon the teacher. And when one, from childhood, has been schooled to this prevarication, deception and fraud, in matters of science and to his own friends, will he forget it, when he goes into business and among strangers? We are of opinion that the habits of incorrectness, deception and fraud, in their ten thousand forms, in business and social intercourse, are owing more to this cause than to any other. Much is said, and justly, of the want of more direct moral teaching in our schools. This is not the worst of it. It is the great amount of indirect immoral teaching. The committee, therefore, congratulate the town on the great improvement in the schools in this respect, already noticed. There is still great room for improvement, and they would earnestly call the attention of parents, teachers, committees and pupils to it. * *

We think Physiology ought to be taught more. Man is the noblest work of God, physically. The structure of the human frame, its organs and functions, the food, clothes, exercise, and general treatment, necessary to give the greatest perfection to the human body, is a science of itself, the most beautiful and interesting. But when we remember that the health, the usefulness, the happiness, nay, the life, of each individual, depend on this knowledge, reduced to practice, the general ignorance on this subject, and neglect of the study, are truly wonderful. We think this study in our Common Schools should come in after the very first principles of language and arithmetic. It is studied in a few of our schools, by a very few scholars; but it ought to be studied by all, before leaving the schools, thoroughly; and then we should not have so many consumptions, distorted spines, sickly constitutions, and persons feeble in body and mind.

* *

While upon this subject of schoolhouses, your committee must express their conviction, that, in this respect, we are behind the age. Most of our schoolhouses were built some forty years ago, and were, at that time, among the best. But there they have stood, and the tide of improvement, for forty years, has swept by them. All that has been done is to alter the interior of a few, a little, and patch them up, so as to be tolerable. There is not a blind on a schoolhouse in town, if we except two or three on the brick schoolhouse. There is not a particle of paint on the interior of one, except the Centre. There is not a foot of play-ground, nor a tree around one. They all stand on, and open directly into, the street. When the school is out, there is no other place for the scholars but the middle of the street, and people must make their way through them, at the risk of snow balls and bat balls, as they can. One cannot well conceive of a better way of teaching children bad manners. There is scarcely a family in town so poor, that its rooms are not furnished with paint and carpets, and often with blinds. Why should the schoolrooms be so neglected? How much comfort is lost, through a hot summer, for want of the single article of blinds? Either the dark board shutters must be closed, and every breath of air shut out, or else there is a whole row of glass windows, to permit the scorching sun the whole day to fall upon the heads of the scholars, and almost seethe their brains. Your committee would respectfully recommend, that there be no more patching up of old schoolhouses; but, as fast as they become untenantable, a lot of land, at least a quarter of an acre, be purchased, and a schoolhouse erected on the centre of it and finished, inside and out, and fitted up according to the best style of modern improvement. The ground should be neatly fenced, and ornamented with trees and shrubs. * *

SCHOOL COMMITTEE.-Barzillai Frost, Wm. L. Mather, A. G. Fay.

DRACUT.

(1844-5.) SELECTIONS FROM REPORT. ** Most of the teachers employed the past year had previously been engaged in teaching, and to this may, in some measure, be attributed the general success that has crowned their labors.