we would disapprove of these, but we do deeply regret the necessity that calls for them.

We fully believe, were our Public Schools what they ought to be, that colleges and professional seminaries would be the only additional institutions of learning required by us, or consistent with the genius of our free government. To let the children of all classes meet together, study together, and grow up together in the enjoyment of equal privileges, we believe to be the surest, if not the only way, to preserve that social equality so essential to the perpetuity of our republican institutions. This object can be accomplished only by improving the character of our Common Schools. * *

We think, that should information be more generally circulated, by means of judicious lectures and publications, the cause would appeal successfully to the feelings of the people; a more general interest would be manifested, and the cause of Common School education would receive a new impulse. Let every member of society be made to feel that he has an individual interest in this matter, and the cause will move forward. * *

Another great obstacle in the way of success in our Common Schools, we think, is a want of an adequate number of faithful and competent teachers.What is to be deeply regretted, is, we have no Common School teachers by profession among us. Those who engage in this calling, do so, for the most part, to obtain means to qualify themselves for what is regarded as a higher or more lucrative vocation. *

Your committee fully believe, that the office of district school teacher is one of the most important, in its bearings upon the welfare of the community, that is to be found in the relations of social life, and therefore, that no person should be permitted to exercise its functions, who does not furnish the most indubitable evidence of natural, scientific and moral qualifications for the right discharge of its high duties. * *

We cannot expect to see district school teaching a profession, to any considerable extent, until sufficient inducement is offered, in the form of pecuniary compensation, and an honorable standing in the community, to enable it to compete successfully with the other learned professions. But, notwithstanding, we would labor to amend what we cannot wholly cure. * *

SCHOOL COMMITTEE.-Lorenzo R. Thayer, Eben Carpenter, Admiral P. Stone, Moses Plimpton.

SPENCER.

(1844-5.) No SELECTION FROM REPORT.- -SCHOOL COMMITTEE.-Levi Packard, Jeremiah Grout, Joseph Blair, Jr.

*

(1845-6.) SELECTION FROM REPORT. * All the schools in town, with the exception of No. 8, have generally received those new reading books by way of exchange for their old ones, by paying a small difference which was fixed by the publisher, thus the scholars were enabled to obtain the new books at a less price than they could otherwise have done, as many of the old books were almost worthless.

*

SCHOOL COMMITTEE.-Levi Packard, Jeremiah Grout, Joseph Blair, Jr.

STERLING.

*

(1844-5.) SELECTIONS FROM REPORT. * Your committee would briefly allude to another prominent defect in the course of instruction pursued in our schools. We refer to the too little regard that is paid to moral culture. We are sorry to believe, that there is a lamentable want of moral training in our schools. Instruction, with us, is directed more to the head than to the heart. There is a

seeming effort, on the part of some teachers, to conduct their pupils on in intellectual attainments, with "railroad speed," while the principles of "justice," "truth," ," "benevolence," kindness, and all "those" "virtues which are the ornament of human society," are overlooked, and, in too many instances, almost wholly neglected. The united efforts of parents, teachers and those who have the supervision of our schools should be steadily directed to this point.

* *

Here, as in every thing else, the teacher should set the example. No teacher can well attend to but one thing at a time. If he calls upon a class to read, and then, while the exercise is going on, engages in setting copies, or in solving some difficult problem in arithmetic, he may expect but little interest on their part, and of course but little progress in the way of becoming good readers.

Your committee have noticed, with pleasure, a commendable anxiety on the part of the teachers, that their pupils should make all due progress during the school, and particularly, that they should appear well at the close; though we confess that, in some instances, we should have been far better satisfied, had there been less of evident, special preparation for the occasion; less of drill on certain pages and examples, so as to enable them the better to "show off" at the examination. In these few instances, while the examination was conducted by the teacher, the lessons were recited with the greatest readiness; but when the committee ventured to interfere and select the exercise, or propose some general questions, they stumbled and were confused, exhibiting a contrast so great, as to convince us that the "samples" which had been "offered" were "far better than the lots." To say nothing of the immoral tendency which such deceptive management may have on the minds of youth, we deem it highly injurious to the cause of sound learning. But let it only be understood, that the committee, when they visit the school, will be not mere passive listeners, but that, in order to "satisfy themselves in regard to the habits and proficiency of the scholars,” they will have something to do with the examination, and all attempts at such deception will

soon cease.

Your committee lament the existing want of a sufficient number of well-qualified teachers, to take charge of both our summer and winter schools.

* *

-

In conclusion, fellow-citizens, we would commend to your attention the subject of our Common Schools, as one demanding your most hearty interest and liberal support. In the strong language of the Executive of the Commonwealth,"No higher purpose can engage your attention, than the elevation of our Common Schools." Withhold, then, neither money, nor effort of any sort, which shall contribute to this end. The progress of popular education around us, is onward, and let not Sterling be behind in her efforts to carry forward and perfect this exalted scheme.

*

SCHOOL COMMITTEE.-Samuel Osgood, Torry Houghton, John M. Stevenson Prentice M. Rugg, Ezra Kendall.

(1845-6.) SELECTIONS FROM REPORT. * * It is now generally admitted, that knowledge is not only essential to the perpetuity of our free institutions, but to their very existence. The history of the past furnishes us with abundant evidence, that an ignorant people cannot long be a free people. * * And the intelligence of any community, depends very much upon the character of its Common Schools. These, collectively, in our country, are to be regarded as the cornerstone of our republic. Our Common Schools ought, therefore, to be of the very first order. But while your 'committee believe that they are, as a whole, good, they hesitate not to say, that they are far, very far from what they should be, or what they are capable of being made, by diligent and persevering effort. After all that has been done, there are still many faults to be remedied; many new plans and methods to be adopted, before Common schools, in this town, shall reach that high standard, at which they should continually aim, and which, by proper management and care, is obviously attainable. * *

The following are appropriate inquiries concerning a candidate: Is he possessed of a good disposition? Has he self-control? for he who cannot govern himself, should not undertake to govern children and youth. Are his manners easy and agreeable? Has he wisdom to plan, energy and perseverance to execute? Does he love the employment? Above all, are his morals pure? * *

In one of our districts, the past winter, a young man was employed, as we have been informed, because he would instruct for a few dollars less than another individual, who has earned a high reputation as a school-teacher. This, if it be the case, we call poor economy, and imagine that the district must be fully sensible of it. Cheap school-masters are always a bad bargain.

The committee are fully aware, that there are but few good teachers to be found. The standard of our examination has been graduated by this fact. The demands which the committee have made of teachers, have been fewer, by far, than have corresponded with either their wish or judgment. They have felt obliged to place those in schools, in some instances, who would have been unhesitatingly rejected, if the competent individuals were to be found.

* *

The teacher is your servant,-doing your work,—the hardest, most difficult and responsible work of the parent, every week. Can you then throw so much responsibility upon him, add insult to ingratitude, destroy his usefulness, and thus deprive him of all his means of improving your offspring? It has been well said, "that ten children are more easily governed in school, than one loquacious parent at home." *

We would advocate familiarity in the teacher, but as strongly do we advocate order and propriety in the school; which, allow us to say, may be preserved with the most perfect ease, in most cases, and without the cow-hide or the ferule.→ Children, however, are not yet quite so perfectly governed at home, as to render, in all cases, such instruments entirely unnecessary; and until parents do attain to something like good discipline at the fireside, they certainly ought not to make too much ado, if their children receive, occasionally, what, perhaps, they deserve frequently. ́*

*

SCHOOL COMMITTEE.-O. Cunningham, Samuel Osgood, Torry Houghton, J. M. Stevenson.

STURBRIDGE.

(1844-5.) SELECTIONS FROM REPORT. ** Your committee take great satisfaction in stating that our schools are rising in excellence. Although advance, from year to year, is not very perceptible, yet, compared with what they were a few years since, a great improvement is observed.

It may be well to state some of the particulars in relation to which improvement has been made.

The black-board is now used in nearly all the schools, and it is now employed in teaching and illustrating almost every branch of learning. It is not only employed in solving mathematical problems, but the elements of language are traced upon it, and maps and charts of chronology are made to rise and stand out on its

surface.

Vocal music is, to some extent, introduced to enliven the hours of study, and exercise the organs of speech.

The introduction of school libraries, it is believed, has had a most favorable influence upon the teachers as well as the scholars.

The introduction of the Registers has served to stimulate the schools to punctuality and constancy of attendance, and it has awakened an interest in the teachers in relation to this point. More accurately observing the delinquencies of scholars, they have been more anxious to devise remedies for the evil.

Parents visit the schools more frequently than formerly, and we find more of them in attendance at the final examinations.

Schools are more frequently prolonged by subscriptions than formerly. An unusual number of instances of this sort has occurred during the last year.

In consequence of the improved character of schools, a larger number of good teachers is raised in the town, and are employed here. Twelve of the fourteen teachers employed in our schools, the last winter, were citizens of the town. The benefits of this arrangement are numerous. Nearly all the money raised for this object is retained in town. The individuals are well known, and there is less danger of failing in the selection of teachers. The teachers are somewhat ac

quainted with the pupils, and will make greater efforts to do them good. Formerly, teachers sought employment where they were unknown; probably in many cases that their ignorance might not be a bar to their employment. Teachers give more time to their business out of school hours than formerly. It is difficult to have a good school where the teacher gives but six hours in a day to his business. He should spend some time in becoming acquainted with parents, learning their wishes, hearing their suggestions in respect to the school, ascertaining the disposition, character, habits and attachments of the children, preparing the manuscripts, and refreshing his mind upon the subjects he will be called to teach the ensuing day. The teacher who is actuated by merely mercenary motives, will turn to his own business or his pleasures the moment the six hours are accomplished. If a difficult question comes up the next day in the recitations, or a difficult problem is to be solved, he must give some time and attention to it, which time is taken from other portions of the school. What is this but robbery? Would a master mechanic employ a journeyman, at high wages, to learn his trade as he proceeded in his work? Many failures in discipline also occur from want of acquaintance with the habits and dispositions of the scholars.

It affords us pleasure to believe that our schools have suffered, the last year, but little, if any, from the causes just stated. The teachers seem to have been devoted to their work. They have, to a good extent, gained the love and confidence of the scholars, and thus increased their power of doing them good.

Our schoolhouses have been much improved within a few years. This has had a beneficial effect on the schools. It is difficult to have a good school in a poor schoolhouse. The mind seems to sympathize with the circumstances around it. A neat, convenient schoolhouse will exert a most happy influence on the mind of the teacher and the scholar. Great care seems to be used in the selections of teachers.

*

*

The number of females employed in our small schools has increased of late years, with the most happy results.

Punishments are less frequent and of a milder character, and addressed to a different sense than formerly.

* *

Increased attention is paid to the elementary branches of education. The manner of recitation of the lessons has been improved. * * Some teachers have made commendable efforts to improve the morals and manners of the scholars. * *

It is to be hoped this town will not fall behind others, in making provision for the education of the young. This is one of the greatest interests to which we are called to attend. To secure a universal diffusion of knowledge and religion, was the dearest object of our Pilgrim Fathers. This animated and encouraged them in their struggle for independence. What they gained cannot long be retained without education, discipline, and moral training. The monuments of their wisdom and patriotism will fade and perish, unless our schools are cherished, and the institutions which they established on such broad and deep foundations are guarded with sleepless vigilance. ** As men, as patriots, and as Christians, we are bound to do all in our power to educate the public mind, that our noble institutions, our dear-bought privileges, may be handed down to posterity not only unimpaired, but improved and adorned.

SCHOOL COMMITTEE.-D. R. Austin, George Davis.

(1845-6.) No SELECTION FROM REPORT.-SCHOOL COMMITTEE.-David R. Austin, J. Woodbury, George Davis.

SUTTON.

(1844-5.) SELECTION FROM REPORT. * * As it is only when a teacher is respected in a district that it can be expected that the scholars will either be obedient to the rules of the school, or profit by the instructions, your committee recommend that pains be taken on the part of parents to cultivate acquaintance with the teachers of their children; and that it be enjoined upon all teachers, as

an essential part of their duty, to visit the families to which their pupils belong. Any teacher who is unwilling to devote the requisite time to such visiting, or who is disinclined to this part of his duty, is evidently unlikely to be respected, and consequently unlikely to be successful in teaching school. * *

(1845-6.) SELECTION FROM REPORT. ** One great fault which has been noticed among some of the teachers, though not all, is a want of energy,-of quickness and activity, both in the instruction and government of the schools. As a consequence, the scholars, to a considerable extent, have been dull and listless in their exercises. A great deal is gained by having a teacher wide awake, expert and active in all his movements in the schoolroom. This has its influence upon the scholars. Much more may and will be accomplished by such a teacher than by one who, equally well qualified in other respects, shall be lacking in energy and quickness.

*

SCHOOL COMMITTEE.—H. A. Tracy.

TEMPLETON.

-SCHOOL COMMITTEE.-Nor

(1844-5.) No SELECTION FROM REPORT.wood Damon, Lewis Sabin.

(1845-6.) SELECTIONS FROM REPORT. * * Two of our winter schools, which have heretofore been taught by males, have, the last winter, been instructed by female teachers, and they have been among our best schools. * * The committee would not recommend that female teachers should be employed for all our winter schools; but they do feel that it is worthy of consideration, whether some other districts would not be benefited by employing female teachers.

* *

The committee would advert to the new Registers, which have been ordered by the Legislature, and prepared by the Secretary of the Board of Education. The committee have received a supply of these Registers, which are hereafter to be used in the schools. These Registers are books. One of them is designed for each school, and is calculated to last five years. Each scholar's name will be entered in it from year to year, and his punctuality, deportment, studies, &c. will there be recorded for future inspection. Any one who shall, in succeeding years, wish to see how any scholar stood in school and how he advanced in study, can turn back to the Register, and there ascertain. We believe that this Register of the conduct and progress, thus to be kept permanently, will operate as a healthful stimulus to the scholars. It will promote the improvement of the schools, and, at the same time, arouse a purely virtuous ambition, in many of the scholars, to have a fair and honorable reputation awarded them by the records of the Regis

SCHOOL COMMITTEE.-Lewis Sabin, Gerard Bushnell.

UPTON.

(1844-5.) SELECTIONS FROM REPORT. ** We do not see any reason why our schoolhouses should not be made as comfortable as our dwellings, and we do not consider it extravagant to say they ought to be made so. In constructing a schoolhouse, according to our opinion, every thing should be arranged in such a manner as to seem to invite to study, so that an individual entering such a place, would feel its influence, and involuntarily begin to study, as one would involuntarily begin to worship the Father of the universe, on entering some magnificent edifice consecrated to such a purpose.

*

Some of our larger scholars spend a whole winter in doing sums in the Arithmetic and nothing else. This is wrong; they go to school to learn all the branches taught there, and they should not neglect one.

* *

SCHOOL COMMITTEE.-H. D. Johnson, H. Carpenter.