(1845-6.) SELECTIONS FROM REPORT. * We have endeavored to urge upon teachers to make their method of instruction as interesting as possible, and the necessity of good discipline in their several schools both in doors and out of doors. We have in most schools spoken particularly of the evil of whispering; we think that one half of the evil in our schools originates from this one source.

The method of reciting in concert we have generally disapproved. The evils of this method are manifest to all. We have witnessed classes in which this has been practised, where the scholars of higher attainments or more ready habits, would answer all the questions propounded by the teacher, and the tardy scholar, at the close of the recitation, would return to his seat without having answered one question. We have perceived discouragement indelibly imprinted on his countenance, which soon manifests itself in stupidity and inattention; when, if a few questions had been put directly to him, correct answers would have been given, the scholar encouraged and his attention and industry secured. Besides, it offers an opportunity for deception. If the class is large and they answer in concert, many will give a wrong answer and not be detected, and thus pass off with the rest of the class as having perfectly learned the lesson. The method of answering by rotation, though less objectionable, is not without its defects. We approve of the course suggested by the Secretary of the Board of Education, of first asking the question and then designating a scholar to answer it. By this means, the attention of the whole class is secured, and all deception which might otherwise be used, prevented. * *

We would wish that our Common Schools might be forever saved from the hand of sectarianism,—but we would not have them destitute of that moral and religious influence, which a perusal of the Bible is calculated so secretly, and yet so powerfully, to exert.

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When parents shall better understand the laws of human nature and act accordingly, bringing their children under proper restraint at home, when teachers shall feel a sense of their responsibility, and qualify themselves for their station, and when the community are prepared to give them constant employment, then may we hope that proper discipline may be maintained without an appeal to physical force.

There are others who teach words rather than principles; they are confined to the text book, and seldom ask, or make any explanation of the rules taught. This is not enough. When a scholar is taught that a thing is so, he should be taught the reason, the philosophy of it. Rules learned may be forgotten ;-principles acquired are easily retained.

But there is another fault of teachers, which is very common; we mean the neglect of the culture of the moral nature of the child. Many, while they strive hard, and successfully too, for the improvement of the intellect, seem to think that they have done all that is required of them, and leave the moral part a barren waste. Nay, worse than this, they leave it a field overgrown with thorns and thistles, the pernicious fruits of which are daily seen in petty acts of dishonesty, anger and revenge, in irreverence, falsehood and deceit. Children should be taught to love what is right, and to discard what is wrong; and we would say to prudential committees, procure those persons to teach your schools who will look after the moral, as well as the intellectual interests of your children.

The recent grant of the Legislature to encourage Teachers' Institutes, we think will be highly beneficial to those teachers who have a mind to avail themselves of the opportunity of attending them. Such an institution has been long needed. It will give many an opportunity to improve in the manner of teaching, who feel too poor, or are unwilling to take the trouble of attending the Normal Schools. * *

Upton appropriates only $175 to each child, between the above mentioned ages, while the towns in Worcester County allow, on an average, $2 34, or 59 cents to each child more than Upton. The towns in the State average to each child $2 99 or $1 24 cents more than Upton. * *

Is Upton willing thus to stand even below the towns in the county and State, in the cause of education? Is she desirous that some of her sons and daughters should seek an education in our select schools, while others grow up in ignorance? Then let her pursue the same course which she is now pursuing, and be assured

such will be the result. Those who are rich will obtain for their children an education in the select schools, while the poor must go without. But to what higher elevation can a town aspire, or to what prouder eminence can she arrive, than to have all her children well educated?

SCHOOL COMMITTEE.-N. W. Holbrook, James A. Nelson, Horace Forbush.

UXBRIDGE.

(1844-5.) SELECTIONS FROM REPORT. * * There will not be satisfactory improvement in a school, in which there is not good order, however earnest the teacher may be to promote it. The teacher, then, who learns by experience her incompetency to govern a school, whatever may be her literary acquirements, will act wisely by giving up the honorable, yet perplexing office of schoolmistress, and employing her talents and exerting her influence in some other useful sphere. We live in times, when wisdom and energy are imperatively demanded in the development and formation of the characters of the young. * *

In a school, whose term was only two months, there was a vacation of three or four weeks. Although the teacher did what she could, it would have been about as well to have dispensed entirely with the summer school. When the term of a school is three months, or less, it ought not to be interrupted by any vacation. * * Where there are funds sufficient to employ a teacher four or five months in the warm season, it may be well to have a short vacation. But your committee would say decidedly, that it is altogether inexpedient to interrupt a term of three months. *

Three of the winter schools were taught by females, two of whom were employed in the summer schools. These females are approved and highly successful teachers.

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Their success sustains the committee in the conviction, that females, well educated, judicious and energetic, might be employed to great advantage in more of our winter schools. Females, who possess decision of character, and a proper degree of self-respect, usually govern a school as well as males.

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In their last annual report, your committee recommended the exercise of writing composition in our schools. In giving instructions to teachers, they have enjoined it upon them not to omit this important exercise. Their advice has been followed, in most of the schools, with very gratifying results. At the closing examinations, compositions were read in all the schools except two or three,-and while all were respectable, many of them were written with accuracy and propriety, and indicated, in some instances, well disciplined minds. There is no exercise, in which the parents, who were present with the committee, manifested more interest. Let it not, then, hereafter, be omitted in any school.

SCHOOL COMMITTEE.-Samuel Clarke, John Orcutt, Austin Robbins.

(1845-6.) No SELECTION FROM REPORT.Orcutt.

-SCHOOL COMMITTEE.-John

WARREN.

(1844-5.) SELECTION FROM REPORT. ** Each of the district schools ought to be furnished with orreries, globes, maps, charts and blocks; or, if each district cannot be provided with a full set conveniently, then, we would suggest the propriety of the town's furnishing one full set, or a complete school apparatus, and leave it in some suitable person or persons' hands, to visit each school, once or more, during each term, and explain to the classes the use of this apparatus.

SCHOOL COMMITTEE.-Lorenzo Warriner, John T. Cummings.

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(1845-6.) SELECTIONS FROM [PRINTED] REPORT. ** We have said, that the object of our Common School system is, to raise the children of our Commonwealth from ignorance and degradation. And it is a pleasing consideration, that this object is being so nobly effected. If you will but contrast the present condition of our schools, with what they were, even ten years ago, you will find that many great and valuable improvements have been made. Our Public Schools have gone steadily on, till they have become more efficient than the schools of any other State in the Union. They have become one of our distinguishing characteristics. And a noble characteristic it is. There can be none nobler. To cultivate the great mass of the mind and the heart of the State,-this is the noblest and most benevolent of all human enterprises. To give the people a right education,—what is it, but to raise them from debasement and misery, to respectability and happiness? What is it, but to make that people prosperous and honorable? What is it, but to enable them to accomplish the great object of their being?

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ORDER is the first law of Heaven, and should be of the schoolroom. Without it, we may as well have no school. There must be a prompt and willing obedience to the directions of the teacher, on the part of the scholars, or we shall look in vain for any commendable improvement. Your committee are aware, that, in some schools, it is no small task to secure this obedience. It is a task which requires so much self-control, such an evenness of temper, so much knowledge of human nature, and so much precision of judgment, that comparatively few are capable of performing it. Nevertheless, it must be performed, would you have a good and a profitable school.

We want, then, better discipline in our schools. And how can we have it?— Evidently, only by obtaining better teachers. We need teachers who are not only acquainted with the various branches required to be taught, but we need those who can govern well. We need those who are interested in their work; who have taken some little pains to prepare themselves for their responsible duties; and who have given some attention to the various methods of school government. We need those who are able, especially, to govern themselves; who have a mild and active disposition, united with firmness of purpose; who have a thorough knowledge of human nature, and good common sense. Indeed, we need those who have a tact to get at the mind and the heart of their pupils,—those who can gain their love and their respect.

And here, your committee would suggest, that that love and respect must be gained by some other means than the use of the rod or the ferule. There must be that, in the teacher's general appearance,—in the expression of his countenance, and in his general bearing, which is calculated to awaken the feelings of esteem and reverence in the heart of the scholar. He must have a weight of moral character, without which, the use of the rod will be of no avail. We would not go so far as to say, that corporal punishment should be used in no case whatever; there may be instances when it is necessary. But we would say, that such punishment alone, can never secure true obedience. It will be a slavish obedience,the obedience of fear. Remove the fear, and there is no longer any restraint.

The best school we had the past winter,-the school in district No. 5,-was one in which no rod was used. The teacher seemed to understand that children have minds and hearts, and that, would he govern them properly, he must make his appeals to their affections and their sense of right. And, as a general thing, this is the only proper way to govern. Corporal punishment should be the very last resort. It should be used only when every other method fails. And then, it should be employed with judgment and discretion. The teacher should remember, that he has under his management, not a brute merely, but a human being. He should remember, that he has under his care an immortal mind,-a mind that is not to be trained by brute force, by stripes upon the back, but by the magic power of moral and intellectual influence. He should remember, that it is impossible to instil love into the bosom of a child, by the degrading influence of flogging. He might as well attempt to flog an appetite into a sick man, when he loathed the very sight of food. And if he cannot call forth the affection of the child by such means; if he cannot thus instil virtuous principles into his mind, neither can he thus infuse a love of study. If a pupil manifests an aversion to study, he must be allured to it, not driven. And we hesitate not to say, that that

teacher who cannot, as a general thing, thus allure his pupils, lacks one of the most requisite qualifications of a teacher; and he must fail of success. And he ought to fail. He is not fitted for his station. He can never call forth those spontaneous, ardent and pleasurable efforts, which can alone secure any considerable progress.

And we need those who are apt at illustration,—who have a faculty to teach,― who can communicate their ideas to others. We need those who can do something more, than barely hear their scholars recite the words of their lessons,-who can, and will, see to it, that when a pupil answers a question in the words of his book, he understands what those words mean. Here is where our teachers, most of them, fail. They confine themselves entirely to the text book. If the scholar can answer briskly the questions contained there, he is praised as a wonderful scholar; and if the teacher can make his school show off well, he is too often considered as having extra qualifications for his station. But such teachers and such scholars should remember, that parrots may be learned to repeat words, and a mere dunce may ask questions, and listen to their answers. We need those, then, who can learn their pupils how to think,—to understand what they learn,— to know the why and the wherefore of every step they take. There is a sad deficiency here, in most of our schools.

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We cannot more strikingly show you the importance of a change in this respect, than by relating an anecdote which we remember reading not long since. A scholar was ciphering in the "Rule of Three," and not being able to comprehend it fully, went to his teacher. "Will you please to tell me, sir, why I sometimes multiply the second and third terms together and divide by the first, and at other times, multiply the first and second and divide by the third ?” "Why, because 'more requires more,' sometimes, and sometimes less,-to be sure. Havn't you read the rule, my boy?" “Yes sir, I can repeat the rule, but I don't understand it." 6: Why, it is because 'more requires more, and less requires less!' "But why, sir, do I multiply as the rule says?" Why, because more requires more, and less requires less,-see, the rule says so." "I know the rule says so; but I wished to understand why- "Why? why? why, because the rule says so ;-don't you see,-more requires more, and less requires less!" And thus it is, with too many of our teachers. They impart no real knowledge, but only the words that contain that knowledge. And we repeat, we want something more than this. We want those who will be more thorough,-who will go to the bottom of the matter,-who will give their pupils a reason for the rules they may use. But would we have better teachers, there must be a radical change in our whole policy. *

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It is only by increasing the remuneration of teachers, that we can expect to have good ones. We cannot think that men of the first talent,-and such men we need for teachers,—indeed, we hesitate not to say, that it requires more talent to become successful here, than it does to become successful in any other profession, we cannot think, then, that such men, when they can secure $50 or $60 per month, in other pursuits, will leave them and enter a school, where their labors would be far more arduous, for $20 or $30. We must do something, then, to induce men of this character to engage in this work of teaching. How can we do it? Only by elevating the standard of teachers, and increasing their remuneration.

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We cannot close this brief Report, without appealing to your benevolence, your philanthropy and your good sense, for an increased appropriation for the support of our schools. The present sum devoted to this purpose is not enough. And besides this, we are going downhill,-and that, when we should go up. When our population and valuation are increasing, our appropriation for schools is decreasing. Decreasing! Think of that,-in the enlightened town of Warren, too! Three years ago, and we stood at the head of the county. We raised $2 90 for each scholar. When we looked at the abstract for 1844, we were proud to see Warren taking the lead of all the other towns in the county. But when we look at that for 1845, and see that five towns have gone before us in liberality, we are filled with shame at our want of generosity and philanthropy. We feel as though we were degenerating, when we ought to be improving. We feel as though our characters had been stained, when, had we done our duty, they would

have been, in this particular, free from all blemish. May we not hope, then, that this stain will be wiped out? May we not hope that you will, this year, make an appropriation for our schools, that we may be proud of? May we not hope that you will, this year, raise a sum that will do justice to yourselves and your children? Consider the object for which this appropriation is made. It is to give your children the means of education. It is to raise them from ignorance and degradation, to respectability and worth. It is to enable them, as they shall grow up to manhood, to perform the duties devolving upon them in a proper manner.It is to put them in a way that they may become true men,-it is so to form their minds, that they may be an honor to society, rather than a disgrace,—a blessing to themselves, rather than a curse. And is it possible, that you can be penurious in your appropriations for this purpose? When you raise thousands for other objects, not half so important, can you manifest a miserly selfishness here? Your votes will determine.

SCHOOL COMMITTEE.-J. H. Moore, L. Warriner, J. T. Cummings.

WEBSTER.

We are glad to notice an in

(1844-5.) SELECTIONS FROM REPORT. * teresting fact in most of our schools; less attention is paid to the relation of numbers, and more to the laws of language. It has been no uncommon thing, to find a scholar, who is expert in figures, a poor reader, a poor writer, and a poor speller. Attention has been given, the past year, to the drawing of maps. This is of great advantage to pupils in geography. In fact, the black-board is of immense benefit in every study pursued in our schools. Every school should be furnished with a black-board, or else a portion of the room finished, in black stucco, sufficiently large for a whole class at a time.

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It would also facilitate the business of the committee, and save expense to the town, if the teachers in the several districts should be required to exhibit, to the selectmen or town treasurer, a certificate from the committee, that the register, and school-record, if one is provided for the school, are properly kept, and the register returned to the committee before such teachers receive pay for their services. If the registers are improperly kept, it is impossible to make out the return required by law, and consequently the town cannot draw their portion of the School Fund, as is the case the present year, and must be content to go without it. * * SCHOOL COMMITTEE.-J. F. Burbank, Martin Aldrich, L. B. Griffing.

(1845-6.) SELECTIONS FROM REPORT. * * In the High School, a successful experiment has been made in teaching grammar by oral instruction. Several classes have commenced the study in this manner, and made rapid improve

ment.

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No. 3. Says the teacher, there has been no tardiness, and a profane word I have not heard among the scholars.

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No. 4. Amply able to have every facility for both pupil and teacher, yet, year after year has elapsed, and the same room calculated for sixty, has been made,— no, not to accommodate, but to contain, almost twice that number. One would think, that their object was not to profit by the impressibility of the young mind, but to test the compressibility of their bodies. Your committee hope, however, that this difficulty is about to be obviated. But we hope that the inconvenience will not be remedied by a division of the district. The greater expense and comparative inefficiency of small school districts, is now so well understood, and so universally acted upon, that we presume that that expedient is not seriously entertained. With two departments of different grades, and two teachers, such as were obtained last year, that school would have equalled any reasonable expectations; but, by a division of the district, each school, with an increased expenditure, would lose half its efficiency. We speak this not inconsiderately, nor from any personal interest, but from a sense of duty alone.

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SCHOOL COMMITTEE.-Jno. W. Tenney, J. F. Burbank, John Dixon, Jr.