the school was entirely suspended for want of wood of any kind. The school was continued by Mr. -, but is no better furnished with wood than before. I understand that for four days past there has been no school, because there is no wood. But the teacher holds on valiantly, determined not to surrender, but to draw his pay regularly. "whether school keeps or not. ' And he is right. Here is an example of the way in which wood is furnished when it is raised by a tax upon the scholar, and an example which forcibly illustrates the correctness of the views which have just been presented. For the reason above stated, if there is wisdom in legislating at all for schools, I believe it would be wise to legislate thus much further-that the wood for the use of the schools should be raised by a tax upon the Grand List.

J. B. HOLLISTER, Manchester.

The public interest in our common schools is gradually approaching that voint which their importance demands. The Southwestern town in the State has been much influenced by the educational movement of 1858, but it has required, and will still require time to develop all the evidences of the influence. Our schoolhouses, with two or three exceptions, are in tolerably good condition. Two of them have been painted during the past year, the only two that were over thus favored in this town,-and it is to be hoped that their superior appearance and adaptation to fulfill their high purposes in the districts where they stand, will lead every community to speedily possess itself of the like '

On visiting the school in one of the old schoolhouses, in January, I found many of the scholars crowded and idle around the stove. I took a seat at one of the scholar's desks, near the wall, keeping on my thick overcoat, but was soon obliged to leave it on account of the weather. The holes, which admitted currents of cold air, were large, and "too numerous to mention." The stove was calculated to draw a crowd in school hours, and to last a century, in spite of sledge-hammers and other engines of destruction. Sixty-seven names were on the Register,-average age eight and one half years, and most of them came nearly a mile to school. I quote a few remarks to this community, contained in my report to the town, "Men of District No.-, your neighborhood is the most populous, wealthy, publicly located, and enterprising of any among us. Many of you have barns, corn cribs, and other out-houses, as much superior to your schoolhouse as a mansion is to a hut. Now why is it that you suffer that dilapidated hovel to stand year after year, a monument of your public apathy, disgracing you, and breeding sickness in your tender children, who are confined there through the cold winter days and months, crowded and shivering, and consequently learning comparatively little from their books? Is it because your cattle, corn, and dollars are better than your offspring; or rather that you never realize that so much of your duty in this matter still remains unperformed, nay, even unattemptel? You would do an act of justice and humanity, by removing from public gaze and criticism, the ancient relie; and in lieu thereof, build two neat edifices, which will accommodate forty scholars each, and be easy of access. The public is slow to learn that a child is in every way best improved by things attractive; that the idea of beauty exerts upon a young mind a stronger influence than the idea of utility. The alphabet, first lessons in reading, arithmetic, geography, and morals, are soonest learned and longest retained with the aid of pictures. If a child's books are as beautiful as its toys, it may be led by kind persuasion to love the books the best. So if its schoolhouse and surroundings are made as pleasant as the objects at home, the child may be led to love its school as well as its home; and thus be prepared to receive in full all the blessings which the the school can confer."

Most of our winter teachers were females, and most of them were very successful in their business; they were all well known, being of home production.

I think prudential committees are growing more cautious as to whom they employ, justly preferring candidates of established reputation-perchance those whom they have already tried and liked-even though they ask higaer wagc3 than their doubtfully qualified untried rivals.

The examination of teachers is also becoming more thorough and impartial, though it will never become sufficiently so, until Superintendents shall have the moral courago to manfully meet and face disappointed candidates, and their grumbling, backbiting friends. It often happens that a person wishes to be examined for a single term, in some small and backward school; but my experience has taught me that it is unwise to grant a certificate in such case, for a certificate obtained once will often help a candidate get a second, which would be denied by virtue of a fair examination. Thus one incompetent, third-rate teacher, by showing certificates, and a willingness to teach for

small wages, may dupe and abuse a dozen districts and Superintendents, and keep as many worthless schools.

I think teacher's wages should be paid by a tax on the Grand List; but it seems that if the fuel and board were furnished by all the families, in proportion to the number of scholars sent by each, thereby a deeper and more direct interest would be felt in the school, and the property holders, who often constitute the minority, would be less at the mercy of the poor, who wouid have the sole control of funds which they had no part in producing, unless it was in determining how much said funds should be. DANIEL J. BARBER, Pownal.

It seems that parents are not sufficiently impressed with the importance of cooperating with teachers, especially in the government of schools. Out of twenty-five cases of corporal punishment that have been inflicted in this town during the past year, seventeen were in one district, and mostly by an experienced teacher, who has always been noted for her mildness in school, and has seldom, if ever before, been obliged to resort to such punishment in the government of her schools, while several females in that district have, for several years, been noted for taking the part of their scholars in all their difficulties in school.

I have seen nothing during the past year to change my mind as to the propriety of supporting our schools entirely by a tax on the Grand List. The argument which has been urged before our Legislature, that it would interfere with the prevailing practice of boarding around, seems to be a very weak one. I know of several districts that have for many years practiced making a tax on the Grand List, payable in board, and delivering it to the teacher at the commencement of school. While our armies which maintain the very existence of our government are principally composed of the sons of the poor man, it seems hard that he should be obliged to pay a tax, per capita, for his children.

W. H. FOLLETT, Readsboro.

A word in regard to schoolhouses and their surroundings. If there is one spot or place in this wide world that should be more pleasant and attractive than another, it is the schoolhouse, with its surroundings. For here in embryo is the hope of church and state. And upon a proper development of these young minds depends the weal or woe of unborn millions-the prosperity or downfall of our boasted institutions. During the susceptible years of childhood and youth, the mind is in its formative state, and impressions are easily made upon it. The young mind receives these impressions from every surrounding thing and circumstance. Hence if a child is sent from a quiet, pleasant home, to an unpleasant, ill-formed school-room, with rough and mutilated benches, and when he goes out to play, finds his play-grounds composed or covered with mullen stalks, cobble stones and canada thistles, he early learns to dislike study and the associations of school life; or, at the best, forms his habits and disposition corresponding to his surroundings. I think this is a subject which ought to be agitated, and kept continually before the public mind until it is understood and appreciated in all its bearings.

Although the condition of our schools is good, comparatively, and districts generally are getting roused up to the necessity of having competent teachers, still there is a lack of thoroughness on the part of both teachers and pupils. Hence we find them advanced in Algebra, Geometry, and the like, when they are quite inefficient in the first principles of the primary branches. It matters not how long a time a pupil may spend in study, or how many books he may pass through; if he is not thorough in what he studies, he is not a scholar.

I have visited all the schools in town during the year, at least once each term, and the most of them twice, and I find that those who should feel the greatest interest in the schools, the parents, seldom, if ever, visit them. They find time for almost everything else, to visit their friends, to look after their cattle and sheep, and especially the "hired man," who takes care of them But to the hired man, who has charge of their children, and who is to instruct and fit them for the proper discharge of the great duties of life, they seldom give a passing notice, erroneously thinking that when they have employed a teacher, and given him or her the key which unlocks the school room, they have done their duty. But it is a sad mistake. Parents should visit the schools more, unite their influence with that of teachers in the effort to interest their children. In fine, show them, by frequent visits, that they feel a deep interest in their welfare ; also, that they are obtaining an education which will fit them for usefulness and happiness.

J. N. WISEMAN, Rupert.

The schools in town, for the year past, have been attended with more than their customary degree of success. Prudential Committees have been quite fortunate, in most cases, in securing the services of good teachers, and the people are beginning to realize that one good school is worth a dozen poor ones, and that it is impossible to have good schools without good teachers.

The multiplicity of school books, in years past, has done much to retard the progress of our schools, which evil seems to be partially overcome, though in many schools much of the benefit of this new arrangement is lost, on account of a failure on the part of those to carry it into effect.

With regard to defraying the entire expense of our schools by a tax upon the Grand List, I believe it to be just and right, as every tax payer has a deep and abiding interest in the education of the rising generation. I believe it to be but just to the rich as well as poor, to ask that our schools be thus supported; it is often the case that our poorest citizens have the most scholars to send to school, so that a tax upon the scholar to defray the expenses of boarding a teacher often times becomes burdensome. This is not right, and every fair minded and candid citizen must acknowledge that it is unjust.

WM. J. HAMILTON, Sandgate.

Having served but one year as Superintendent, my experience does not enable me to suggest as many thoughts and opinions as I otherwise would. However, it may be proper for me to remark, that the statistical interrogatories have been answered as well as the imperfectly kept registers, and District Clerks' defective reports, will allow. For instance, one teacher merely kept record of the number of days attendance, entirely neglecting (through nothing else but smartness,) to answer the interrogatories required of her in the Register. Again, one District Clerk in naming the amount expended for teachers board, says, "Nothing," which I consider very cheap. Numerous cther questions have not been answered at all by some, or what is just as bad, erroneously answered, therefore not enabling me to make as complete and accurate report as I could wish.

1 have one word to say in regard to Teachers' Institutes. I think they are having a very beneficial effect. In my visit to some of the schools whose teachers' had attended the Institutes, I saw that very many hints and suggestions there given were adopted and acted upon, resulting in the advancement of both discipline and instruction.

L. J. MATTISON, Shaftsbury.

In reply to your solicitations, I would say that our schoolhouses are, with one exception, comfortable, yet none of them are what they should be. They are not furnished with anything to demonstrate a clear and accurate knowledge of the many subjects taught in our schools-save a black-board. In my opinion, a Globe, or a set of outline maps, bear the same relation to Geography, that a slate and pencil do to Arithmetic.

Our schoolhouses have no more land attached to them than the few sacred feet upon which they stand, consequently they are not inclosed by a fence, and the scholars are turned into the highway for recreation.

It has not been customary in this town for Superintendents to make an annual report at our March meetings. I have never heard a report called for until this year, and then some were struck with surprise. I took occasion, at that time, not only to allude to the condition of schoolhouses and the comparative progress of schools, but to point out some of the prominent reasons why some schools are retrograding, while others are rapidly progressing. And this, as I believe, is owing mostly to the reluctance, or dereliction of duty on the part of parents and committees, to assist and encourage the teacher in the noble cause in which he is engaged, or even to visit his school. If a man cannot afford to educate his children! if he cannot afford to give them what little knowledge they may acquire by attending a well-regulated district school, what, if I may be allowed to use the expression, "in Heaven's name," can he afford to do for them? One design of the present school law is to induce scholars to be more regular and punctual in their attendance. Now in a school consisting of thirty scholars, and taught sixty days, instead of each scholar or a majority of them attending every day, not more than two can be found in any district, having no absences. About ten will average forty days; as many, perhaps, thirty days, and the rest will vary from five to twenty days.

The parents of those who attend school the least, are the ones who are habitually complaining because their children are so backward.

A school Register is to a district, or teacher, what a day-book and ledger are to a merchant or farmer. If a Register is lost, or improperly filled out, the district is not entitled to its share of the public money; neither can the teacher lawfully recover his wages. Any person who offers himself as a teacher, and cannot comply with the requirements of a Register, with printed directions before him, and so explicit, ought not to be approved as a teacher. District Clerks frequently accept a school Register from a teacher without even looking to ascertain if it is properly filled out and certified to, which is somewhat neglected, and just as if they were in duty bound to receive it. Every Clerk is responsible for the safe keeping of a Register, but no Clerk is under any obligation to accept one, and should not until he knows its directions are fully complied with.

The

In the selection of teachers, I find that the Committees are governed more by the teacher's wages than by his qualifications. I frequently hear them remark that "two months good school is better than four months poor school." I really believe a good school cannot be too highly esteemed, while a poor school is worse than none. Committees of backward districts labor under a great mistake by hiring teachers, simply because they can hire them cheap. Were I at public examination, to assign each teacher his respective situation, I would advise the best teacher to teach in the most backward district. Forsooth, I can conceive of nothing better calculated to keep a school in a backward state than the employment of a poor teacher.

E. G. BACON, Sunderland.

Our schools, for the greater part, are on nearly the same level as the year before. Quite a number of our teachers were beginners, and were mostly successful. Great interest has been manifested, on the part of teachers, in order that their schools should be interesting and profitable. No change for the better, concerning schoolhouses, has been made during the past year. There are some schoolhouses in this town that ought to be remodeled by fire, as no other means of repair would be satisfactory.

In such houses I find our inferior schools, while in those districts where the best schoolhouses are, I find the most interesting schools, and the best disposed scholars.

When the people in this town are willing to sacrifice enough to build suitable and commodious schoolhouses in which to educate their children, then remove all former prejudice between Mr. A. and Mr. B., likewise sectarianism from the school-room, and from the hearts of their children, then, and not till then, may the people of Burke look for any great change for the better in their common schools.

A. P. WALTER, Burke.

There has, in many respects, been a decided improvement in the schools of this town the past year. They have been less expensive than formerly. They have been better attended, Oral instruction has been adopted more extensively, and the old formal manner of teaching by questions from text books has begun to die out. The order of our schools has improved more than fifty per cent. since last year. Several of our schools, last year, were so disorderly that their utility was nearly destroyed; but the past year, out of twenty-five terms taught in this town, only four have been at all disorderly, and no one of these has been exceedingly so. In our opinion, the greatest difficulty in our schools is the want of proper order. In 1860, I visited several schools where the teachers were constantly annoyed by questions from the scholars of the school during the recitation of a class; so much so, that I saw five at one time on the floor going to the teacher with questions. While she was answering these, the attention of the class before her wandered from the topic of recitation, and ere it was again won another interrogator appeared.

We think that during recitation, no one should be allowed to leave a seat or ask a question, except the class reciting.

Again, an over-estimate of the capacity of the scholar has been very injurious to our common schools. Teachers are apt to give a lesson suited to their own capacity, rather than to that of the pupil; hence a superficial knowledge of the branches pursued must be the result. There has been quite a reformation in our schools the past year, in this respect, and still there is room for improvement.

The presenting of statistical information before the minds of parents, showing the actual loss in each district, by non-attendance, tardiness and dismissal, cannot be too highly valued. For when facts prove to them that they have lost one fourth of the attendance upon their schools, which they would have had if their children had attend ed regularly, they begin to think that a remedy must be sought.

These losses, in each district, were presented a year ago, in a report to the people of this town, and an urgent appeal made for an improvement in the future. And the past year our loss has been reduced to 8749 days. The year before, our loss, by the absence of scholars from school, was 12102 days, showing an improvement this year over last year of 3352 days. This appears to be a material change for the better, when we consider that the actual number of days attendance upon all the schools in town during the year, is only about 30000, and also how difficult it has been the past winter for scholars to get to and from school on account of bad roads.

We look upon the Teachers Institutes now provided for by the school law, as the most powerful agent that can be brought to bear upon the public mind. The beneficial effects of the one held here last fall, have been so marked that they cannot well escape the notice of the most superficial observer. It met with the general approbation of our citizens, and many have expressed a wish that another may be appointed here as soon as it may be deemed fit by the Secretary of the Board of Education.

A. J. SANBORN, Hardwick.

In this town we have had a very successful year in our schools. There has been a decided improvement in most of our schools during the present school year. In most instances, well qualified and experienced teachers have been employed. With a very few exceptions, our schools have proved highly satisfactory.

In several instances we suffered a serious disadvantage in the smallness of our schools, but this cannot well be obviated. A recent effort was made by the town to reduce the number of districts. In this they were successful, but enlarging the smaller schools to any considerable extent is difficult. However well qualified the teacher, and devoted to the interests of the school, without a goodly number of scholars, it must necessarily be dull and uninteresting.

The text books recommended by the Board of Education, are used in most cases, but not wholly. The consequence attending, is an unnecessary and unprofitable multiplying of classes. The greater the number of classes the less attention the teacher is able to give to each class, hence it will lessen the profitableness of the school. While we save a few pennies in the purchase of proper text books, we suffer a serious loss in the school-room. It will require time to secure the change contemplated in our school system, but we trust the day begins to brighten.

M. C. HENDERSON, Lyndon.

To hire female teachers in the schools for winter which contain large boys, is a bad practice, as far as the experiment has been made in this town, except in rare cases. To argue for it on the ground of economy, is being penny wise and pound foolish. Some first-rate teachers who ought to teach and succeed, are by this means totally discouraged; and some turbulent boys who ought to be reined by the strong arm of law and discipline, and who might thus be made good scholars, are confirmed in nabits of lawlessness. The current statement, that there are no boys that will not yield to a female teacher, if she is lady.like and gentle, is not according to my observation of schools in this vicinity.

It sometimes happens that the District Committee refuses to deal with refractory pupils according to law. What objection would there be to a law referring such cases to the Town Superintendent or the Selectmen?

I am compelled to say, that one of the conclusions most certainly drawn from my notes on the condition of the schools here, is, that Greenleaf's Arithmetics are not suitable for our common school children. Some of them used Eaton's last winter, which appears to be much better. I see no reason why Eaton's would not answer every purpose in our schools, supposing, of course, that all the children know Colburn thoroughly. I make these notes with some diffidence, but if anything is said about the condition of schools in this town, this must be said, that Greenleaf's Arithmetics, for various reasons, do not work well. There are too many editions, leading to a multiplication of classes, too many books, too little logical arrangement in them, and too much matter. The text books in other branches are well enough.

Much good has been done by offering prizes for excellence in spelling. The schools have done more in this than in any other branch. To form a class who have missed only two words during the winter, appears to be a good method. Prizes may be given to the best three in this class. We have some marked cases of teachers who have improved by attending Teachers' Institutes. Native tact is the thing after all.

Much might be done to elevate the tone of common schools, by insisting more strenuously upon thorough qualification in the teachers. It is better to refuse a certificate