They rejoice that they can, in truth, speak in terms of commendation of the qualifications, zeal and faithfulness, of many of the teachers.

*

Singing has been introduced into some of our schools as a regular exercise. This practice, the committee think, should be encouraged, and, as far as practicable, extended into other schools. They believe its influence, upon the health of the pupil and the government of the school, to be very salutary. It has a tendency to improve the heart, while other studies cultivate the intellect. We have read of the wonderful influence of David's harp upon the troubled mind of Saul. Will not vocal music, introduced into our Common Schools, exert a favorable influence upon the feelings and conduct of the pupils, and tend also to inspire them with life when they become dull.

* *

In the cultivation of your fields, are you not careful to procure the best seed, to mellow the soil and fit it for the reception of the seed, and to see that the tender plant is guarded from noxious insects, and all adverse influences, during the whole period of its growth? Do you not see that your workmen are acquainted with their appropriate duties? Do you not look after them, and see that the work is faithfully performed? Why do we not take the same deep interest in the training of the immortal mind? Is not the cultivation of the intellect and moral powers of the children and youth in the community, immeasurably more important than the culture of our fields or our fruit? That interest should be felt in our Common Schools which will lead the school districts to seek for teachers of the best qualifications. The ability of teachers to instruct, is a more important inquiry than the expense of their services. The teacher should be capable of awakening an interest in the mind of the pupil in his studies,-of training him to think for himself, of helping him out of his difficulties, by giving him principles instead of performing the labor for him.

* *

SCHOOL COMMITTEE.-Martyn Tupper, F. L. Batchelder.

(1845-6.) SELECTION FROM REPORT. * * The committee feel that the science of geography can be more successfully taught, by the use of the black-board, globes, and outline maps, than by committing to memory all the matters contained in our school geographies. This mode of teaching will fasten more strongly on the mind, the outline of countries, situation of places, direction of mountains, course of rivers, and many other geographical facts, than that commonly pursued. Let a scholar commit a common school geography entirely to memory, and thoroughly master it, according to the common method of instruction, and then let him be asked whether the "waters of Lake Erie flow into Lake Ontario, or those of Ontario into Erie," and he will be puzzled to tell you. The reason is, these important facts in geography are not distinctly held before the mind and impressed upon it, as they would be by a different mode of instruction.

SCHOOL COMMITTEE.-Martyn Tupper, George Hooker.

LUDLOW.

(1844-5.) SELECTIONS FROM REPORT. * * Our schoolhouses are not in a condition to afford that protection from the cold winds of winter which every parent thinks so necessary at home. In most of the houses, the arrangement and construction of seats and desks are any thing but agreeable to the eye, or comfortable to the bodies of those who are too young and tender to endure hardship, from which their parents would shrink at once! The committee, in their visits in some houses, have noticed seats made of slabs, stoves with doors broken off, destitute also of shovel and tongs, and, in one instance, of a broom of any kind,—and in one house, windows much broken.

*

Your committee would advise the employment of female teachers in all of the small schools, both summer and winter. We have less poor schools with female teachers than with male teachers; the former generally love their work, and do their utmost to advance their pupils in knowledge.

*

SCHOOL COMMITTEE.-Charles Alden, George Booth.

(1845-6.) SELECTION FROM REPORT. ** Order, wholesome regulations, and good government, are the first and essential things to be attended to, in carrying out successfully our Common School system. Without due regard to government and good order in the schoolroom, all the knowledge, attainments and qualifications of the teacher besides, will be of but very little avail to the scholar. One of the most prevalent elements of disorder in our schools, is the practice of whispering. In speaking of this subject, we know there are individuals who hold the idea that this practice is not at all incompatible with the welfare and good success of a school.

* *

SCHOOL COMMITTEE.-George Booth, William B Miller.

MONSON.

(1844-5.) SELECTION FROM REPORT. ** It is about the poorest of all parsimony to be parsimonious in the instruction of children. Far better, freely to expend your money on their education than to lay it up for their ignorance or folly. And it would be better to hire a bad teacher to let your children alone, than to pay him for instructing them in ignorance. If you can find a good teacher, get him; if you can get him, keep him; even if it costs more, he is worth your money. There is a prevalent notion that a poor teacher will do well enough for a backward school;-a mistaken notion, for, while it may be true that a greater extent and variety of acquirements are demanded for one school than for another, yet, so far as the instruction goes, all alike require, on the teacher's part, accuracy, thor oughness, the power of communication, of explanation, of awakening interest. In these respects, the backward school has, if possible, even more pressing demands than the other. The contrary opinion is like saying that, while it requires a clearsighted guide to direct a traveller who has the use of both eyes, a blind traveller can get along well enough under the guidance of one little better off than himself. Whereas we reason, that, "if the blind lead the blind both shall fall into

SCHOOL COMMITTEE.-Alfred Ely, Samuel C. Bartlett, Henry Cady.

(1845-6.) SELECTIONS FROM REPORT. * * It is easy to license an incompetent teacher, and that with little danger of complaint from any quarter. If a license be refused, it is very certain to give offence somewhere. In the unwillingness to give pain to the candidate, or offence to his friends and employers, there are inducements so strong to pursue the easier course, that a community, who understand their own welfare, will endeavor by all means to encourage the committee in a faithful and independent discharge of duty. * *

Your committee think the condition of the district schools, in this town, far too low. It is low compared with other portions of the State. We would call your attention to the fact that, in the proportional amount of school money raised by the town, more than two thirds of the towns in this State still stand above Monson. We would also suggest the inquiry whether sufficient care is used to secure competent instructers? whether sufficient effort is made to retain those that have proved well? and whether there is sufficient willingness to distinguish between the better and the worse, and to pay good prices to good teachers?

SCHOOL COMMITTEE.-Samuel C. Bartlett, Alvan Smith, F. Newell, Marcus F. Beebe.

MONTGOMERY.

(1844-5.) No SELECTION FROM REPORT.- -SCHOOL COMMITTEE.-Ransom Clark, E. P. Parks.

(1845-6.) No SELECTION FROM REPORT.- -SCHOOL COMMITTEE.-Ransom Clark, Horace Bartholomew.

PALMER.

* *

(1844-5.) SELECTIONS FROM Report. * In regard to school-houses, we think that there is great need of repair, or of rebuilding. This last house must have been an interesting object of contemplation, on the morning after that great snow storm, on the fourth of February; when every seat and desk, and even the stove itself, were literally and thickly covered with snow. Such a leaky and defective condition would hardly have been suffered in any other building where living creatures are required to be kept. We hope that no teacher will ever be invited to enter it again, in its present condition.

# *

Your committee are still of the opinion, that it is wise and profitable to employ female teachers in our Common Schools; not simply because we pay them less than we do males, but because by nature and cultivation they are better fitted to teach children and youth. Are they not the first teachers of men? They are more affectionate, and generally more patient with children; they have the tact of illustrating more readily and more familiarly than men. And why should they not give their talents and time to a department for which the Supreme Being has eminently fitted them? If it be objected that they cannot govern as well as males, your committee believe that they can; certainly, as well as the majority of those who are employed. From observation, during the past season, we are convinced, that the government and the instruction in the schools taught by females, have been, on the whole, preferable to those in schools taught by males. We do not recommend, indeed, for our winter schools, young and inexperienced girls; but young ladies of worth and experience. If there be scholars so rude, and so illbred at home, that they cannot be taught and governed by intelligent females, it might be well to go back to the days when the stoutest man was the best teacher. In such a case, it would be best, perhaps, to have two teachers,-one to flog, and one to instruct. * *

SCHOOL COMMITTEE.-M. K. Cross, Jos. Hodges, Jr.

(1845-6.) SELECTION FROM [PRINTED] REPORT. * * We think that the school committee ought to be furnished with a room, somewhere, for their meetings, and for the safe keeping of the various books, pamphlets, etc., which are, from time to time, sent to them. They are required, by law, to keep a record of their proceedings; and they ought to have some means for preserving and transmitting to their snccessors, books which are sent to them for examination. A collection might in this way be made, in a few years, which would be of great value to the committee, and to others who might wish to refer to them. We trust that, in the erection of a new town house, this matter will not be overlooked. * * SCHOOL COMMITTEE.-M. K. Cross, Joseph Hodges, Jr., Samuel T. Spalding.

RUSSELL.

(1844-5.) No SELECTION FROM REPORT.- -SCHOOL COMMITTEE.-W. L. Dickinson.

(1845-6.) No SELECTION FROM Report.- -SCHOOL COMMITTEE.-W. L. Dickinson.

SOUTHWICK.

(1844-5.) No SELECTION FROM REPORT.- -SCHOOL COMMITTEE.-Carmi Shurtleff, Chas. K. Bingham.

(1845-6.) SELECTION FROM REPORT. ** Owing to the multiplicity of studies, and the great anxiety that teachers usually have to get their pupils into the

higher branches, such as arithmetic, grammar, geography, &c., they have, for a number of years, neglected some of the most important branches, that is, the elementary rules in the spelling book and spelling. To correct this error, the committee have, in their examination of teachers, endeavored to impress upon them not only the importance, but the absolute necessity of attending to those branches; and we are now enabled to say, that, in all of the schools, more attention has been paid to those elementary branches than heretofore, and that in some of them great proficiency has been made; and that, taking all of the schools collectively, we think that we are warranted in saying, that in all of the various branches as great proficiency has been made as in any previous year. * * SCHOOL COMMITTEE.-Thomas Fletcher, Jos. M. Forward, Theron Warren.

SPRINGFIELD.

(1844-5.) SELECTIONS FROM [PRINTED] REPORT. * * In coming before the people, we do not feel called upon to expatiate on the intrinsic value of education, or the importance of sustaining and improving an institution so well understood, and so highly appreciated, as that of Common Schools. It is, not only in fact, but felt to be an institution in which we have a common interest; and around it, for its defence and improvement, may we ever cluster with determined spirit, and wise and harmonious effort. It is a pleasing fact, that an institution so important in itself, and so intimately connected with the prosperity of the country, is more and more attracting the attention of legislative bodies, and the community at large, and securing to itself a growing interest; so that on the whole, it is believed that there is a gradual improvement in the system. Far more is now accomplished than formerly, with the same amount of means, and we hope that no obstacles will be thrown in the way of permitting the improvement to go on, till the system has developed its full power to bless the land with light and knowledge. A very few of our schools, we believe, have well nigh arrived at this point of improvement, for to them we scarcely know of any suggestions to make. It is with feelings of approbation that we visit them; each wheel in the system is in its proper place, and doing its appropriate work, and our visits to them are seasons of pastime. And such are the privileges which they afford, that in the judgment of the committee, there is scarcely a select school or an incorporated academy in the Commonwealth that furnishes a better opportunity for obtaining a thorough business education, or even a preparation to enter college, than is here presented freely to all the children in the district, even to those of the poorest family.

One of these is the High School at Cabotville, for the perfection of which, the citizens continue to manifest a commendable zeal, and have recently purchased a chemical and philosophical apparatus, at an expense of some eight hundred dollars, raised by private subscription. * *

And here we would beg leave to suggest that as little change as possible, from season to season, should be made in teachers. For we have noticed a decided difference between those schools where the teacher was changed every season or oftener, and those where the same one was employed during several successive terms. In the latter case, there has usually been a marked and rapid improvement in the school, and all things moved on happily. While, in the former, the school is changing and fluctuating from season to season,-now it is good, now bad,-now indifferent, then broken up, and again a change for the better. The reasons for this difference are obvious, and commend themselves to every reflecting mind. Every teacher has his own peculiarities and ways of management, and when these once become familiar to the pupils, and are good and pleasing, they know what to expect, and from term to term they are ready to begin where they left off, and go on with their work without the embarrassment of first learning the ways and manners of a new teacher.

SCHOOL COMMITTEE.-Henry W. Lee, Eli B. Clark, Albert A. Folsom, R. F. Ellis, James Swan.

(1845-6.) SELECTIONS FROM [PRINTED] REPORT. * * The progress of the schools is still greatly impeded by the difficulties, which are so steadily adverted to in the annual Reports, especially by that huge evil, irregular attendance. Perhaps it may be said, with truth, that this evil is not of quite so aggravated a character as in many former years. But it continues to be formidable and threatening, to such a degree, that if all other difficulties and obstacles were removed, this alone would be sufficient to keep the system of education deranged and unsettled. It is an evil which can never be eradicated until parents bring themselves to feel the obligation resting upon their consciences to do, in this regard, all which duty, interest, patriotism and humanity rightly demand of them. The fault, it is conceded, rests for the most part, on parents; and by parents must the reform, so vital to the well-being of the children and to the success of the schools, be brought about.

The usual manifestations of irregular attendance, are absence and tardiness. But there is another form, in which, during the past year, this irregularity has exhibited itself, which deserves special notice and special reprobation. It is the license to leave school and go home before the business of the schoolroom is half finished. The committee are not to be understood as intending that cases of this kind may not properly occur, nor would they be understood to denounce all absences and tardiness as equally unnecessary and uncalled for. But they mean to say, and in saying it, they feel sure of having the hearts of all parents with them, that the schoolroom, during school hours, is the place where all the children of the town are bound to be, without fail, unless detained by indisputable necessity.

Now, what benefit does the child receive, who goes to the schoolroom only to stay half the time? Whilst there, will he be intent upon his books, or will he be thinking of the moment when he may turn his back upon them? And what is the influence of such an example upon the school? Does not leave to go home, come to be regarded as quite a privilege, and does it not soon get to be an established usage? Such is the progress of the thing. And in this light the effect of it is worse than either absence or tardiness. It is a form of this great evil which ought not to be tolerated. And parents are entreated to give the most diligent heed, that it may be checked and eradicated. Do parents sufficiently reflect, how much the value of the services of an accomplished teacher is diminished, by irregular attendance at school, on the part of the children? The teacher is always present, *prompt, faithful and devoted. And what does he need in order to accomplish the great purpose for which his services are required? Precisely the same on the part of his pupils, that they should be always present, prompt, faithful and devoted; and as well might it be expected to have a thoroughly educated school where irregularity of attendance is the fault of the teacher, as where this becomes characteristic of the pupils. The school is well arranged in classes, and the classes start favorably, but they soon become sadly disordered. One faithful and attentive boy shoots ahead; another, half the time absent or tardy, falls in the rear and between these, may be found all the various gradations of irregularity, with all the corresponding gradations of slovenliness, carelessness and hopelessness. The committee are constrained to present this topic thus distinctly to their fellow-citizens, because they feel sensible that the bare allusions to it, which are usually made in annual reports, do not make the impression which ought to be made, where a strong desire or hope of reform is intended. We present this as the radical evil, which disorders the whole school system,-as the evil, which overshadows all its great good, which paralyzes all effort, deadens all hope, and leads inevitably to coldness, indifference and despair. We hesitate not to say, that the schools cannot work out the glorious and vital purpose for which they have been instituted, whilst this evil remains unchecked. Who, in any department of the business of life, can accomplish a valuable or useful result, unless he has the entire and constant command of tools and materials? To the school teacher, pupils ever present, hearts and heads always and appropriately and faithfully at work, are his tools and materials. Give him the command of these, and, by the blessing of God, there comes up a generation of wise, and thoughtful, and still improving men, instead of the casual, irregular and unequal exhibitions of the results of illdirected and loosely acquired education.

We do most earnestly beseech our fellow-citizens to look well to this matter.