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Play-ground etiquette is in external influence the seed which produces family anů national justice.-- Georgetown.

Supervision. It is no longer a question whether the city needs or can afford to have a superintendent of public schools, but how long it can afford to do without one.-Lynn.

Supervision.— Time is making more and more evident, we believe, the wisdom of the city in giving to the school system a trained, a thoroughly capable and unifying super vision. There is much oral work, real teaching, done in our schools.-Salem.

Selection of teachers.—When a person is to be received as partner we proceed cau tiously, we watch his every act, and he is only accepted when we are entirely satisfied that he possesses not only good habits but the requisite business qualifications to insuro success. But the teacher who is to train the imperishable minds of youth, and whose influence widens as it rolls down the stream of time, is seldom selected with care. The gianite monuments will crumble, the marble slab will perish, but the teacher's work is to exist for all coming time.-Salisbury.

Government.—That teacher governs the best who succeeds in securing the highest degree of self-government among the scholars. Self-restraint is far better than out. ward control.- Bernardston.

How to prevent improvement.- If you do not wish to have your children make any improvement during the school term, you have only to indulge in sarcastic and disparaging remarks about the teacher and the school before your children, and you will find you have been successful beyond your most sanguine expectations.-Erving:

Parents should inform themselves.-It seems to us that parents should inform themselves better with regard to the qualifications necessary for good schools.-Hawley.

Self-discipline.-Wo believe that compulsory obedience is far better than none; yet teachers should ever remember that their pupils are not saved until they have firmly established in them habits of obedience to principle, and learned the test of all discipline-self-discipline.—Leverett.

Progress.—The hope and glory of New England is in her public schools. It becomes us not to be satisfied with what has been, but to press forward to the mark for tho prize of our high calling:-Montague.

Value of education.- Educational privileges have a most intimate connection, not only with the educational prosperity of a towu, but with the price of every man's farm. Å commodious, tasteful school building will not only tell its story of a people's liberality and refinement, but will add no small percentage to the value of property in all its neighborhood. Large land-holders may count their taxes in such a direction a safe investment.-Northfield.

Which is worth most ?—Is it to her credit or shame that her sheep and cattle are so much better provided for than her school children ?-Shelburne.

Professional teachers. It needs no illustration to prove that this principle of constant change, carried into any business, would necessitate a failuro in nine cases out of ten. Now it is by securing and maintaining a corps of earnest, successful, professional teachers that we can effectually improve the condition of our schools. --Agawam.

Teaching as a profession.-Some teachers are cheap at any reasonable price; others would be dear if they cost us nothing. Till teaching is recognized as a profession, to be specially prepared for and followed, as other professions are, as a vocation, our children will not generally receive that culture that their nature and capacity demand.

Natural history.—The rocks that cover our hills and cumber our fields are full of instruction ; but all these are sealed books to our children, and will continue to be until they are taught to read them.-Primfield.

Home training.–A child that is educated at home to be mild and docile and respectful, who has been taught to obey his father and mother, will render a cheerful obedience to the commands of the teacher ; but, on the other hand, he who has been indulged in his conceit, who is rude and disrespectful and restive under parental control, who is allowed to be disobedient, will exhibit the same disposition at school.—Chicopee.

Value of attractive school-rooms.—Some think this cannot be done, that “boys will be boys," and will whittle and otherwise deface a school-room even as their fathers did before them. But give them a tasteful and attractive room to study in, and a great share of the temptation to deface is removed. Then compel each parent to pay for all damage done to the school-houses by his children, and the evil will soon cease.—Granville.

Parents visit the schools.- If parents would know the condition of a school, they should visit the school. It will be useful for parents to see with their own eyes how their children appear at school as well as at home.—Ludlow.

Teach children to think.–To make a child think for himself is the teacher's main busi. ness. He should not aim to cram the memory of children with the results of his owr thinking, but stimulate them to do their own thinking.-Monson.

What is needed. - New and convenient school-houses, well qualified teachers, also the coöperation of parents with the committee, will, we hope, usher in a new era in the oducation of our children.-Montgomery.

Education and citizenship. Our laws assume that no one is qualified for citizenship without a common school education. The State, therefore, provides the means of education, and makes them free to all, and then deems it a crime to deprive another or deprive one's self of such a benefit.

The high school will always be the people's college, where the greatest number will receive an education in the higher branches, and their necessities inust be regarded. Springfield.

Value of newspapers in the home.—Let those who have the care of the young remember that the process of education commences and is continued for years in the family. The knowledge gained in schools is important, but of more value is correct nurture at home. The periodicals of the day are as efficient as any text-books to educate youthful minds. Let no father suffer his house to be destitute of a good supply of newspapers and other periodicals.—Tolland.

Duties of parents. Do not think your duty done when you have voted your money and elected your committee. Parents owe a duty to scholar and teacher that the committee are unable to perform.-Wales.

Discipline.-A poor teacher with good discipline will be more successful than a good teacher with poor discipline. Parents should learn this as well as the teacher, and should co-operate with the teacher in maintaining it.-Westfield.

Attendance.-Were the children employed in a mannfactory instead of attending school, we believe the parents would show more interest in insuring a punctual attendance. In our business relations we look well to see if we get an equivalent for our money; why not show an equal interest in the hundreds raised for the education of our children.-Wilbraham.

School officers. If your committees are dead men let them be buried, and choose live men in their places.--Cummington.

School-houses.-Education consists in much more than an ability to recite one's lossons with accuracy. A child's surroundings

have a deal to do in the formation of his character, mental as well as moral.-Enfield.

Women upon school committee. Since it is evident that our schools will be almost wholly, if not entirely, taught by females, we respectfully suggest the propriety of placing a woman upon the school committee.-Middlefield.

Adequate wages and good schools. It is useless to expect good schools without good teachers; and we cannot obtain good teachers without paying such wages as will induce those of a high order of talent to accept positions.

Teaching a science. The theory of teaching is a science, and, like law, medicine, and divinity, should be studied as a science. The practice of teaching is an art, and skill and dexterity in it come by study, observation, and experience. Professional teachers.--I have often observed with interest the daily practice

of a skillful, educated gardener. With what constant care does he watch each individual plant among his choice varieties! How zealously he guards it from every influence that would retard its growth and harmonious development! How carefully he supplies it with its proper nutriment, light, air, sunshine, moisture, and earth! Thus the plant, from its laws of life and growth, is gradually developed into its own peculiar form of beanty.

Educational journals.- I may mention that, two years ago, to the best of my knowledge, only three copies of any educational journal were taken among all the teachers; now there are nearly forty.-Northampton.

Ignorance.—One ignorant boy or man, girl or woman, may be capable of bringing about much mischief and great disgrace to the town.-South Hadley.

Text-books.-Let the board of education, after a critical examination of all the textbooks, decide which shall be introduced into our schools.

Discipline.-One thing is certain, disorder and confusion must be driven from our school-rooms at all hazards, if we would have anything worthy the name of a school. Ware.

Object teaching for the primary schools is now generally practiced in schools that pretend to keep up with the improvements in teaching.-Williamsburg:

Embellishment of school-houses.- Why should not our school-houses, where the rising generation spend so large a part of their time, be properly cared for and embellished !Worthington.

Experience, tact, and health. -A teacher of experience and tact, with good physical health and a willingness to work, will have a good school in the face of opposition and discouragement.

Visits by parents.- In the statistical table we have added a column showing the number of visits by parents and others, excluding the superintendent's visits, during each term.--Acton.

High school.—The high school, voluntarily established while the town was below the limit of statate liability, is now sustained in conformity to law.--Arlington.

Moral culture. -A teacher failing in this kind of instruction, moral culture, deplorably fails to comply with the law.-Ashby.

Our text-books are so deficient that the teacher must endeavor by oral instruction to aid his pupils.-Ib.

Teaching.--If the teacher would teach topics in such a way that each mind could grasp the thoughts, instead of requiring pupils to commit to memory only words, we should seldom be obliged to hear the too frequent remark, “I have been over the lessons, but do not know anything about them.'-—Ib.

The supervision of public schools.The superintendent of public schools of Boston recently remarked that the most imperfect part of the educational system of Massachusetts was found in the supervision of her schools. This, we know, is very true.

School-teachers.—Once upon a time, being asked by a friend in a neighboring town what kind of teachers we had in Ashland, we answered: “Much like those in other places. We have the good, bad, and indifferent. We dismiss the bad, endure the indifferent, while the good teachers keep us in constant anxiety lest they may leavo us, and go to some town where they pay a larger salary.”

Teachers' wages.-We hardly ever get any more than we pay for, and if we do, it is generally because we have cheated somebody.

Law and order. The following facts are true under all circumstances: Where there is to be order there must be law; and the laws, to be effectual, must be executed; and in order to execute them, lawlessness must be discovered, and the lawless punished; and all fair means taken to identify the transgressors is perfectly honorable, the opinion of school children to the contrary notwithstanding.--Ashland.

Visiting schools.—Many persons in town have not been into a school-room while a school has been in session since they completed their education; still they pretend to know all about the condition of our schools.

Indifference of parents.—We sometimes meet men, otherwise prudent and intelligent, who are almost criminally careless regarding the educational interests of their children. Their farms they watch over with much anxiety; but the day may come when they will look upon their gardens and orchards with diminished pleasure when they find no flowers in the garden of their child's mind; instead they may, through their neglect or indifference, find it overgrown with the weeds of vice and error.-Boxborough.

Thoroughness.--It seems to be the determination of most teachers of the present day to make thoroughness the rule, and to make a perfect conception of the principle involved the true method in recitation.-Burlington.

Primary schools.-In our primary schools about 800 enter each year; about 30 completo their education in our Cambridge public schools. Any private teacher, and many parents who have attended to the education of their families, are well aware that children who begin the alphabet at six years old can easily be qualified, and well qualified, to enter the grammar school in two years. For the great majority of the children the fourth year in our primary schools is so much time absolutely wasted.

Evening schools. I believe that separate evening schools for the two sexes, continuing five months in the year, should become a part of our regular school system.-Cambridge.

Distribution of labor.-It is one thing to provide an adequate corps of teachers for a grammar school, and another, equally important, to distribute the labors of those teachers along the line of effort so as to achieve the highest educational result.

Ignorance.-A wound inflicted upon the body may be healed by the restorative processes of nature, but a character once tarnished seldom regains its luster On this point the voice of history is emphatic. In every age, a growing waywardness of the young has preluded national debasement.

Teachers' library. I am confident the members of the committee will esteem it a pleasure to place Charlestown first, or at least prominent among American cities, in furnishing suitable books for the benefit of public teachers.

Oral teaching.—The great world of fact and of thought is seldom made to throw its inspiring influence into public schools.-Charlestown.

Good teachers.—The town has a fine appetite for good instruction. If we wish to keep, where we boast that we have kept heretofore, in the front rank, we must pay for good instruction its value in the educational market.

Adult winter schools. -Observation has led your committee to believe that much good miglit be accomplished by the establishment in this town of an adult winter school.Concord.

Parents.- When parents are fully awake to the subject of education, and to the wants of onr children and youth, in this regard, we may expect our schools to prosper, and the minds of all to be well stored with useful knowledge. -Dracut.

Responsibility of the teacher.The sphere of the teacher is large and varied. Intellectual and moral culture must go on together. Immortal natures are in charge. Without the proper development and training of the moral character, the intellectual will be comparatively of little importance. In this regard, as is the teacher, so in a few months will be the school. Earnestness and faithfulness in duty, refinement of manners and feeling, true morality and Christian principle on the part of the teacher, will in time, God's blessing attending it all, beget the same in the minds and characters of the pupils. How great, therefore, is the responsibility of the teacher!-Framingham. Teachers. - Mean appropriations beget mean schools. Poor teachers result from indifference, and indifference manifests itself in mean appropriations for educational and all other good purposes.—Groten.

Object teaching.--The school in this town where most attention has been given to object instruction, has done more work in the regular studies than any other of its grade.

The high school is an important one in onr system. Besides furnishing a majority of our teachers, it exerts an influence on all the lower grades. It gives the children something to look forward to. Ask the pupils in any of our primary schools to what they are aiming, and they will tell you the high school. The better the school, the greater the ambition of scholars to enter it. The genius of our institutions contem. plates a free education for all our children.

First instruction.- A child's first instruction should be based on the fact that his intellectual activity consists in seeing and hearing.

Superintendent.-Another means whereby our teachers, schools, and whole community may be benefited, is by the employment of a school superintendent.-Hopkinton.

Value of intellectual training.-Intellectual training is promotive of virtue, because it involves self-control and self-denial, as opposed to self-indulgence. Reason should rule man, and the more the intellectual powers are sharpened and expanded, the more unwilling will the man be to become a slave to appetite.—Lincoln.

High school. There should be one school in town open to advanced scholars from all parts of the town, for a term of twelve weeks at least, and perhaps extended through the summer and winter terms of the entire year.–Littleton.

We need trained teachers. The teacher must seek knowledge elsewhere than from his own pupils. Nothing short of the training of one of our normal schools should be thought sufficient to entitle a new candidate to mention in connection with our teacherships.-Lowell.

When a teacher neglects to discuss questions of teaching with compeers, to attend teachers' conventions, to make some regular preparation out of school for the duties in it, and to read educational publications, it is time the city treasurer should cease to read that teacher's name on our educational pay-roll.-Ib.

Primary teachers. The foolish idea that primary teachers if successful, should be made assistants in grammar schools by way of promotion, is less common than formerly, but it still exists and causes the committee some annoyance. Perhaps a slight difference of salary in favor of primary teachers would set this matter right much easier than argument can do.-Ib.

Primary schools. If so vast a majority of our children cannot go to the high school it is important to take measures to bring some of the high school studies to them. Ib.

Drawing should be taught as universally and thoroughly as penmanship.-Ib. Inconstancy worse than truancy.—"Inconstancy," says Mr. Huse, (truant commissioner,) "is a harder evil to combat thạn truancy. I mean those cases where parents keep, or allow their children to remain out of school for very trivial causes.-Ib.

Sectarian schools.—May the friends of every sect see the injury they would do their children by secluding them in sectarian schools, and appreciate the anti-republican tendency of such divisions in the education of our youth. May each citizen feel his immediate and individual interest in our common schools, and his share of responsibility for their success. May every one exert his special influence to continue them as the schools of the whole people—to render them so impartial that no virtuous sentiment oi any portion of the community may feel aggrieved; so truly free that even poverty can ask nothing cheaper, and so complete and excellent that wealth can purchase nothing better.-Ib.

Parents, visit the schools. If parents would visit our schools more, become acquainted with the teachers, witness their labors, exhibit an interest and sympathy for them, new light would break upon them, and, instead of complaints and cruel aspersions, a fraternal feeling would be kindled that would shed a genial, kindly influence, in which parent, child, and teacher would alike participate. Again we say to parents, visit the schools!-Malden.

Our erening schools.—More than sixty persons of an age too advanced for admission to the day schools have attended its sessions with great regularity, and have thus been enabled in some degree to remedy the disadvantages under which they have labored in earlier years.-Medford.

High schools.- The elective system which was adopted last year, and by which a scholar may pursue either an English or classical course, has thus far worked well.Newton.

Mechanical teaching.There is truth in the remark that “we are shut up in schools and colleges and recitation rooms ten or fifteen years, and come out at last with a bag of wind, a memory of words, and do not know a thing.-Ib.

School appropriations.—Your committee have been recently asked whether the town could not profitably spend more money for the support of schools. We wish to give our answer to the public, which was emphatically in the affirmative.-Sherborn.

Education in the present, the strength of the future.—The strength of the future town or State will depend largely upon the fidelity of the present generation in sustaining the institutions of education and pure religion.-Ib.

Knowledge a delight. The acquisition of knowledge is ever a source of intense delight to those who can gain a clear and intelligent understanding of the subject under consideration.

Oral and object teaching.–Reason, therefore, would seem to indicate that oral instruction, object teaching, and memorizing, should be the principal work of the primary school, and also of the lower classes of the grammar school.

Teachers and parents.—He is the wise teacher who labors earnestly to render himself worthy of the confidence and love of those whom he instructs and controls.

He is the judicious parent who cheerfully co-operates with the teacher to render the school pleasant and profitable to the child.-Somerville.

School appropriations. It matters not how great the care or the cost may be of sustaining our public schools; they must be maintained.–Stow.

School-houses or prisons.—Better, far better pay for school-houses and teachers than for prisons and police officers.- Tewksbury.

Education a defense. An education of this broad and high character is a better defense of our liberty than a standing ariny, a firmer bulwark of our government than our oakribbed and iron-clad navy.- Ib.

High schools.-The teachers of the public schools in towns where they enjoy a high school are invariably more intelligent and efficient than they are in towns having no high school.--Townsend.

Kinder-gartens. Some of the good results associated with the kinder-garten institutions are already naturalized in our primary schools.-Waltham.

Public sentiment. Let a right public sentiment exist here on this subject; let there be a due estimation of the cause of education at large, and the influence which every single community exerts on the entire republic.-Wilmington.

Evening schools.-If there are among us persons beyond school age willing to learn, we cannot afford to deny them the privilege, and no part of the public money can be better expended than that which is devoted to this object. It is clearly the duty and the interest of the town to provide ample accommodations for such a school during the long evenings of each year.-Woburn.

Training school.-In my first annual report I predicted that the training school which you had recently established would come to be an essential part of our school system. The prediction has been fulfilled.-Ib.

Thoroughness. We fully coincide with a remark of Hon. Horace Mann, that “thoroughness is the secret of success."--Nantucket.

School-houses. We have often thought if men went to school in place of children, school-houses would be very much improved. We sincerely hope that these relics of past generations may soon give place to more respectable, convenient, and tasteful houses.-Braintree.

Need for progress.-Have we then arrived at a point where we can sit down quietly, fold our hands, and congratulate ourselves! By no means. In the march of improvement, on which we have entered, who pauses is left behind.-Brookline.

What the school should be to the people. - Nothing should be nearer to the hearts of this people than their public schools, in which most of their children have their only opportunity of literary culture.-Foxborough.

Unlawful employment of children.—We fail to see the wisdom or justice of depriving a child of an education in order to save the town the expense of aiding in the support of the family, and your committee find that they are fully sustained in their views by the statutes.-Hyde Park.

Only in the intelligence and virtue of the people is there any ground for confidence in the future maintenance of those rights; and especially of the right of religious freedom, which is the dearest to every intelligent mind and upright conscience. An enlightened people cannot long be an enslaved people; and only an enlightened people is capable of being a free people. Knowledge and liberty go hand in hand.-Medfield.

Transportation for scholars.-A law has recently been passed by our State legislature authorizing the school committee, at their discretion, to furnish transportation to scholars to and from school, to be paid for out of a special appropriation to be made for the purpose by the town. We think the value of this excellent provision will be plainly apparent in the improved attendance of scholars, as well as in the diminution of the number of cases of sickness among them caused by exposure in stormy weather. - Milton.

Primary teachers.-New applicants often say, "I should not dare to try anything but a primary school.” They had better say, "I dare try anything but a primary school." In everything but pure muscular force the primary department requires the rarest . combination of qualities that go to make up a model teacher. Gentleness blended with firmness, and tempered with judgment, energy, and enthusiasm, combined with and regulated by moderation and prudence—these and all the cardinal virtues are needful for this position.—Quincy.

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