to a poorly qualified candidate, whatever his reputation may be, than to give it. Persons presented themselves for examination last fall who "missed" Caledonia, Peacham, Separate, Believe, Onion, Allege, College, and other equally simple words. I issued qualified certificates in some cases requiring candidates to better their spelling if they would have a full recommendation. It often happens that poor spellers are poor teachers.

There is a good public spirit here in regard to schools. Parents generally cordially co-operate in all measures for maintaining good order and improving the quality of recitations. CHARLES O. THOMPSON, Peacham.

Under the present system of supervision, our schools are evidently improving, and from year to year a higher standard of excellence is attained.

During the past year the schools in this town have been unusually successful and prosperous. The teachers have, with few exceptions, entered into the spirit of their work with a degree of energy, enthusiasm, and faithfulness highly commendable. The schoolhouses are nearly all in good repair, and provided with good black-boards, but are deficient, almost without exception, in books of reference, Outline Maps, Globes, &c.

School Committees have manifested their indifference by neglecting to visit the schools, in a majority of the districts; but the parents and friends of education generally, have taken more than usual interest in the welfare and prosperity of the schools, having visited them frequently, encouraging both teachers and scholars, and showing that they do, in reality, feel solicitous about the mental and moral training of the rising generation. Occasionally, however, a person is met with who expresses his dissatisfaction with our system of school supervision, asserting that it is useless and expensive. It is generally found that such persons never visit the schools, and are, therefore, disqualified for judging in the matter; while any supervision which they exercise is in the way of exertion to secure the services of the teacher who will work for the smallest pay; and when they succeed in getting a cheap teacher, they generally have a cheap school and cheap scholars, who, under such training, are likely, in their turn, to make cheap citizens. The increasing interest of the people at large, in the subject of the popular education of the young is gratifying and encouraging; but there is still much to be done before all will be brought to realize the true importance and magnitude of the great work, and to devote themselves with untiring energy to its accomplishment.

As parents, as teachers, and as friends of civil and religious liberty throughout the world, we cannot serve the cause of education with an energy of purpose or a faithfulness of zeal too steadfast and ardent;-and let us not forget that the prosperity, happiness and improvement not only of the present, but of the future generations, depend upon the moral and intellectual training of those immortal minds which are now the subjects of our deep solicitude and tender care.

T. MCCLURE, Ryegate.

As you solicit expressions of opinion upon topics pertaining to our common schools, I append a few thoughts that have suggested themselves to me during the past year.

I have become thoroughly convinced that one of the greatest impediments to the advancement of our schools, is the apathetic feeling and almost culpable neglect with which parents regard them. The majority of visitations during the past year have been made by young people and friends of the teacher, while, so far as I have had opportunity for judging, the visits of parents have been "few and far between." Probaoly nearly one-half of our schools have not received one solitary visit from the parents of the district. Not one encouraging word to the teacher, who is laboring week after week for the good of their children, not one approving smile to those little one? that are daily assembled together to fit themselves for the great and arduous duties of life. Their responsibilities, they think, are ended as soon as the teacher is hired and the children are "off to schocl." Now such a course of procedure is wrong, and this habit of indifference is so fixed and universal that it is really one of the greatest evils with which the common school teacher has to contend, for a child always forms his opinion of the importance of a thing by the interest manifested by his parents; and if our schools are not of sufficient importance to interest the parents, it is hardly to be expected that the children will place a very high estimate upon the common school privileges which the State has placed at their disposal. Again, our schools can never be elevated to their desired position until districts and committees cease their penuriousness, and instead of searching hither and thither in quest of a "four-and-sixpenny

pedagogue," devote their time and energies in procuring the services of a real live teacher, whose mind is fitted for the business and whose heart is in the work. When this position has been taken, and our people are made to see that a poor teacher is dear at any price, while the services of a good one are actually invaluable, one great step will have been taken in the right direction.

I have taken pains to make the returns as reliable as possible, but owing to the negligence of some of the clerks and teachers, many corrections have had to be made before even an approximation to the truth could be arrived at. Yet as the appearance of the Registers is much better this year than last, I can but hope that the public mind is becoming awakened to the importance of correct and reliable information relative to our common schools.

The new school law has already proved itself a blessing, and as all can clearly see that each year finds it working its way still further into the affections of the people, we may fairly conclude that the future will show to its originators and friends that their efforts in behalf of an object so glorious have not been in vain.

ALFRED S. LAMB, Sheffield,

I have been very much impressed, during the past year, with the necessity of some special training of those who teach for their work. But few of those employed in this town have accomplished nearly all that is desirable, or reasonably to be expected, though upon the whole, our schools were an improvement on those of the previous year.

Our schoolhouses are not what they should be either. I wish some of the parents were obliged to sit upon some of the benches which they consider good enough for their children, for three hours a day for one week, and I venture that Yankee ingenuity would by that time be sufficiently developed to find some way for relieving aching backs and cramped legs, which would not rest satisfied till the old house gave way to a new and more comfortable one.

C. P. FROST, St. Johnsbury.

As you again solicit remarks from Superintendents, I am happy to say that I have noticed with pleasure the names of some scholars in the Registers who have been present every day of the term, and without one mark of tardiness. This, I think, promises well for their future character and success in life. A habit of punctuality-of never being behind time-is a valuable attainment, one well worth cultivating. Still irregular attendance is one of the great evils to which our schools have been subjected. We earnestly hope that the attention of parents may be more fully awakened to the importance of scholars attending constantly while they do attend, not only for their individual good, but for the general good of the school, for the effect of irregular attendance is not confined to the tardy and inconstant, but its baneful effect is felt throughout the school.

Much might be said in reference to other matters in connection with schools; such as the importance of good houses, attended with neatness; sufficient play grounds, &c., &c. But we think our school law is working a great change, and that the minds of parents are becoming more generally awake to the cause of education.

J. M. PILLSBURY, Sutton.

There has evidently been an improvement in the schools of this town the past year; teachers have instituted a more thorough course of study and discipline, and have done their duty in properly keeping the school Registers and returning the required statistical information, which may be relied upon as correct. The information furnished by the district clerks is less reliable, though undoubtedly it approximates very near the truth. The answer to the question, "number of heads of families in town," is not correct, as there is one district in town which has lost its organization, and the number there is not returned. There are five comfortable and tasty schoolhouses in town, which have been built within the past few years, two of which were erected the last summer. The subject is being agitated and citizens must see the absolute necessity of comfortable school houses. There is considerable opposition to the school law, and many so-called intelligent men prate about its utter inutility, but when asked to point its defects, they are wholly unable so to do, except, they say, that it makes unnecessary expense and the schools are no better than they were before the present law was enacted. Yet they are forced to admit that some how scholars are asfar advanced in the arts and sciences in our common schools now at the age of sixteen, as

they were a few years ago at the age of twenty years. So far as my observation has extended, its operation meets the wants of our schools, and particularly so when the school officers are efficient men. The benefits resulting must soon bear down all onposition of these over-wise philanthropists.

Some of the obstacles in the way of the advancement of our common schools seem to be beyond the reach of legislation. Among these is the practice of hiring cheap teachers, and the want of union and harmony in feeling and action that exists in many districts; disputes entirely foreign to the school are forced in and are the most fertile source of disturbance in many localities. Until citizens are willing to leave neighborhood contentions out of the school and unite their influence and energy with that of the teacher, our schools will fail to accomplish their legitimate and desired results. STEPHEN C. SHURTLEFF, Walden.

I think there is in nearly all of the districts an increased enterest taken in the schools. There is considerable interest taken in the school meetings, and the school offices, &c. There has been one small school house built in town during the past year, and some others repaired. Nearly all are now very comfortable. I am of the opinion still, that the entire expense of schools should be raised on the Grand List.

R. J. MORSE, Boiton.

Whole number of children of school age, 2220. Whole number who have attended school at all, summer term, 1169; whole number who have attended school at all, winter term, 1061. Only about half of the children of school age in the common schools; estimated number attending select and private schools in the town, 107. Where are these 1000 children not accounted for?

The common schools of the town are in a condition encouraging. One great step towards further improvement is a more systematic and steady management. The annual election of a different Prudential committee is a great hindrance to their progress; personal considerations rather than the school's welfare making the change, too often.

One can hardly overstate, I think, the great good that would accrue to our schools from a larger attendance on the annual school meeting, of the intelligent residents of the several districts, especially of parents. Too often the affairs of the district are left entirely in the hands of those who, having no children to send to school, are only anxious to reduce expenses. Awake! good men and thoughtful, and give to your country and to humanity's service a wise and better generation. "The child is father to the man." "The common school, the nation's safety." JOSHUA YOUNG, Burlington.

Herewith find my statistical report for the year. I can claim for it only an ap proximation to the truth. I find the Registers so imperfectly kept, especially that portion of them filled out by the district Clerks, that it has been a perplexing task to make anything out of them.

Our schools have been generally prosperous for the past year-something in advance, I think, of previous years. Our teachers have most of them, sustained a very good examination, and though some of them have, to some extent, failed either in gov. ernment or in tact to teach, yet it is believed they have generally endeavored to meet faithfully the responsibilities of their stations-some with decided and creditable suc

cess.

I am more and mere convinced that there are but few teachers qualified to meet the wants of the community. Many who have a very good knowledge of the branches they are required to teach, are sadly deficient in their knowledge of the best modes of instructing and governing minds. In many schools I have found a wonderful listlessness, evidently arising from inability in the teacher to interest-to catch and hold the attention of the pupils. In such circumstances, it is utterly vain to look for anything like progress. The pupils, instead of being required to think, and to think intently and vigorously, merely commit to memory words from the book, the meaning of which they do not understand, and of course cannot explain. Such scholars cannot be said to have learned any thing and often go out from our common schools with less of common sense than when they entered them. By the unnatural training to which they have been subjected, thought has been repressed instead of being stimulated— the energies of mind crippled, its faculties fettered, and the once active, observing

mind that was ready to lay everything under tribute to increase its store of knowledge, is paralyzed.

If the teacher has not the power to awaken the interest and fasten the attention of his pupils; if he cannot call out their latent energies; if he cannot make the school-room a mental laboratory, where mind shall act upon mind, and thought elicit thought, he is wanting in an essential qualification and must fail of success, no matter how profound a scholar he may be.

And now what must be the remedy? Will it do to revoke the certificates of such teachers? In the present state of things, how would their places be supplied? Is there any remedy so long as parents are so indifferent as to be willing to pay for such services, and call it teaching?

That there is so much indifference on this subject, on the part of parents, is indeed most surprising. A man that would not send a laborer into his field to mow, or plow, or hoe his corn, without careful supervision, who would not allow him even to feed his pigs, or his hens, without looking daily to see whether he gave too little, or too much, will send his children to school day after day and term after term without even once visiting the school or taking any pains to ascertain whether his children are being properly instructed or not. This seems to me one of the most discouraging facts connected with our schools. I have labored to place this matter in a right light before our school committees, and others, and I trust there is a little more interest felt on this subject now than formerly. It is particularly gratifying to see any change in this respect in the right direction.

The multiplicity of studies and of text books introduced into our common schools is, I think, a very great detriment to them. In some of our schools there are more classes than there are scholars in attendance, for instance, say some thirty classes in a school of only about twenty scholars, many of them studying Algebra, Latin, Geometry, &c. The utter impossibility of any one teacher, in a common school, doing justice to such a number of classes, is seen at a glance. The inevitable consequence is, the elementary branches-the very things which our district schools are designed to teach, are almost entirely neglected, or crowded aside. This is a difficulty that can be obviated only by the establishment of graded schools.

C. M. SEATON, Charlotte.

The school law, in the main, works well and is gaining favor among the people. I would, however, recommend that the public money should be divided to the several districts in proportion to their aggregate instead of average attendance. It would certainly be just that a district having a given number of scholars and sustaining a school ten months in a year, should draw more publio money than another district, having the same number of scholars and keeping but six months in the year. Yet such is seldom if ever the case. It will become evident to every one on consideration, that a short school, in the same district, will average more scholars than a long one; and as a consequence, the less school a district has beyond the amount required by law, the more public money it will draw. Some two or three of our districts have discovered this fact, and have this spring voted but six months school during the coming year, instead of seven to nine months as formerly.

It is earnestly hoped that the attention of our law-makers will be directed to this subject, and that the very small school fund which we have shall be divided to the districts in proportion to their real merits, thereby becoming stimulus for good, instead of being a cause for that numerous class of our citizens who are fifty years behind the times to conspire in depriving the rising generation of that great blessing-the privi lege of a full attendance upon common schools.

DANIEL H. MACOMBER, Essex.

I have to report the entire absence of outline maps, dictionaries, or other books of reference, in the common schools under my supervision. In my opinion, the benefit to be derived from their use in common schools can hardly be overrated, but people have not yet had their minds awakened to the subject; and I know of no more effectual way of doing so than for the Board of Education to take some action in the matter and bring it before the minds of the people.

One great deficiency in our schools, is a want of thoroughness in teaching; and this want is to be attributed, in many cases, to a lack of the proper means for a thorough course of instruction. There is also another fault with teachers, which should be remedied, if possible, viz., a refusal to attend the public examination. Now I take it that the object of this clause in the law was, to give the people an opportunity to judge

of the qualifications of those applying for certificates, and yet, during the past two years that I have performed the duties of Superintendent of Schools, out of thirty-four schcols taught in town during the time, only five teachers have attended the public examination. They choose to pay the fifty cents bonus rather than be publicly examined. If the law could be so modified as to compel teachers to attend the examination, or lose the opportunity of teaching, I think it would have a good effect upon the teachers of our common schools.

0. H. ELLIS, Huntington.

The present law of the State in relation to common schools works well, and gains friends. Its opposers are modifying their opposition. The fruits of the law are beginning to be seen, and as they manifest themselves they must command respect. But something is needed to give to our school laws greater vitality and force. The best laws ever framed will be of no use unless sustained and vitalized by warm sympathizing hearts and strong hands. Evidently they are not endowed with a self-executing power. They cannot walk, or speak or work without help. Now the help which they need should be furnished. They do not need the aid of indifference, they have had this already too long. It is painful to see what indifference is often manifested respecting common schools. It is some times seen that even parents are cursed with this spirit of indifference. They are so far gone that the application of the galvanic battery would almost fail to produce any sensation. It is true, they may speak very well of schools, but when invited to visit them, they will manifest a wonderful ability in framing excuses for not accepting the invitation. They may at times look into the schoolhouse through the windows, but are very shy of the door, especially when the school is in operation. They never gladden the heart of their dear children, and stimulate them to higher effort, by their presence in the schoolhouse. To break up and destroy this terrible indifference, which may be found in some localities, respecting schools, I have found it useful to go out and talk to the people, in their various schoolhouses, on the importance of taking hold in earnest, and of doing all that can be done for the efficiency and usefulness of their schools. During fourteen years of labor, without any intermission, as a Superintendent of common schools, in a neighboring State, I found it interesting and useful to visit all the schoolhouses, (not in the day time, but in the evening,) and to do what could be done to create an interest in behalf of schools. There is no difficulty in getting the families of a neighborhood together. All will come together with a rush to hear what can be said respecting schools. In this way a vast amount of good can be accomplished. True, it requires labor and a self-sacrificing spirit; but it is labor in the right direction. It is doing good. If it does not pay in dollars and cents, it pays in something more precious and valuable, and makes a man feel that he is not a blank in the world, but is living to do good, and that when he dies he will live forever in the hearts and characters of others.

The Superintendents of Schools have a very important and responsible work to perform. Under the present law, they can work with interest and efficiency-can magnify their office-can visit every school district in the State with light and peace -can build fires that will burn brighter and purer till every man, woman and child shall become deeply interested in common schools.

CALEB B. TRACY, Jericho.

In looking back but three or four years, I believe it may safely be said that there has been a gradual advancement in the schools of this town. The houses are kept in better condition, and the scholars are more orderly and studious. The discipline is becoming more kind and parental, and the scholars study more from love and good will, and less from fear and restraint. There is also more of the "Drill" in our schools. This is as important in the common school as in the army; and a teacher is valuable and successful (other things being equal,) just in proportion as he is skillful in drilling his pupils. I am also inclined to believe that if there is not more sympa. thy for teachers, there is more forbearance towards them on the part of the proprietors of our districts; that the number is diminishing who find fault, without cause, or without a knowledge of the facts in the case, and that the feeling is on the increase, that, to have harmony in the schoolhouse there must be harmony in the District. The task imposed upon scholars has also been better proportioned to their capacities, and while less space has been passed over, the actual attainment has been greater. More attention has been paid to the manners and morals of the scholars, and there has been