My connection with the schools in town, as Superintendent, dates from the first of last December, by appointment of the Selectmen.

By the minutes of my predecessor, I report success during the summer term, with few exceptions. There are twenty-four organized districts in town, in all of which schools were taught the past winter. Many of the houses are badly located, and not one with playgrounds enclosed. There are nine that are comfortable and convenient, but no model houses. Nine are unfit for scholars to be imprisoned in. Six are not extremely poor, though far from being good. There are too many districts in town, but I am pleased to learn that three districts contemplate dissolution.

Jhere is an increasing interest felt for the advancement of education. Money is raised by a vote of the town on the Grand List in addition to what the law requires for the support of schools. A few districts raise money on the Grand List of the district, but one raises money on the scholar.

The Register induces better attendance, and an improvement generally.

F. P. EATON, Corinth.

I think there is an improvement in the manner of keeping the Registers; still through the inaccuracies of district clerks and teachers some discrepancies occur. The general result is tolerably reliable. Our schools have manifestly been favorably affected by the operation of the present school law. We trust the law is coming more and more into tavor with our people.

It seems to me that the greatest evil in our schools is irregularity of attendance, tardiness and absences. Any encouragement or inducement that would correct this evil would be of great advantage to the general interest of schools. Cannot something be done by way of legislation to affect this matter? Some of our citizens who have no children to send to school, and yet have to pay to support schools, complain sorely to see children running in the street who ought to be in the school room. They are willing to pay, provided the children will attend to their business. Something ought to be done to remedy this very great, and we fear increasing, evil.

II. N. BURTON, Newbury.

I have now been connected with the schools in Randolph two years, and feel confident in saying that during that time there has been a very decided improvement in the teachers and in the school. Teachers, who, at my first public examination would have been rejected but from the fact that they would not have been competent and well qualified enough to supply the schools, have since, by diligent study and persevering effort placed themselves in rauk among the very foremost of Vermont teachers. Some teachers in town during the past year would, I am confident, rank very high among the best teachers in our county.

The Teachers' Institute, held here under your smpervision, created a marked enthusiasm among the teachers and friends of education. The good effects were clearly perceptible even in the summer term, which was then well advanced. The people. I think, are generally becoming less inclined to that old notion, that they must have new teachers every term. Some teachers have been kept in the same district several terms in succession. This, I regard as a very important move in the right direction. We cannot expect the greatest good from our schools until there is a greater degree of permanency in teachers. As well might a mistress of a household expect her work well done by exchanging hired servants every six months, as that our schools can prosper with an exchange of teachers every quarter of school. If districts could estimate the value of a good teacher, and the positive injury of a poor one, for a single term, in dollars and cents, they would see that a large profit would accrue to them by retaining the services of a good teacher at what would now be regarded as an exorbitant price.

We have a school association in town, which holds its meetings in the winter sea. son once in two weeks, on Saturday. The forenoon session is exclusively for teachers, in which are discussed freely the principles of studies taught, and the best methods of explaining and teaching them. The afternoon session is for the public, and questions of public interest connected with schools are freely discussed. I think these have been productive of great good.

My intercourse with the people has enabled me to learn pretty fully the prevailing opinions with reference to our schools and school law. I think the general feel

ing is, that the present law has a good effect upon the schools, though now and then I hear one sighing for the "good old days of Adam and Eve," when "we warn't allowed sich new-fangled notions."

0. D. ALLIS, Randolph.

It is strange to me why the culture of the youth is so much neglected by the parent at home. It cannot be expected that children uneducated at home, can be educated at school. In the language of one, learned, "That is not education which children receive at school; it is only instruction." Children are educated at home, and in their every day associations; and this education forms the common mind and makes the man, not school instruction. Meagre indeed is the moral culture or education which the scholar receives during the six hours which he spends in a day in the school room with, perhaps, forty or sixty others, while the time of their instructor is absorbed in their school studies. But the law has most wisely imposed the high and solemn duty on all school teachers, to use all diligence in imparting to, and impressing on the minds of their pupils those principles of morality and virtue which are essential to a useful and honorable life; and without which all literary acquisitions will only add to their guilt and help to cover them with disgrace and shame.

SAMUEL M. GLEASON, Thetford.

The employment of young and unqualified teachers in our schools is one great reason why the cause of education does not flourish in Vermont as it has in many of her sister States.

Compare the ships in which Columbus sailed with the modern steamers which plough the waves, and you have a faint illustration of the difference between the management and condition of our schools at present, and what they will be when they have arrived to their highest degree of improvement.

It is a matter for rejoicing that the leaders in the cause of education in this State have at length taken a step in the right direction. But the people are very far from appreciating the good results of their untiring efforts to bring the standard of our common schools, in some measure, to compare with the schools in many of the Western States, which are far in advance of us.

C. P. DIVOLL, Topsham.

The Registers are generally well kept and properly filled out-very much better than heretofore. Teachers begin to appreciate the value of their labor in keeping their Registers, so as to give to the public a correct knowledge of the condition of the schools.

There is an increasing interest plainly seen in our town for the improvement of our common schools. Intelligent persons are giving their attention to the subject by agitating questions relating to government, enlarging districts, building schoolhouses and furnishing them, which, in my opinion, will produce a favorable result. Two new schoolhouses, well arranged, finished in good taste, painted and properly ventilated, were built last summer, and two other districts have voted to build this year, which, considering the hard times, is encouraging to all earnest laborers for the improvement of our common schools.

A. B. DREW, Tunbridge.

The schoolhouses are not what they ought to be. Some are 'good, and others are in a poor condition, but by a little expense they could be made more comfortable. We do not expect you to build new and costly houses under the present circumstances, with a heavy State and National debt; but with a little care, we could make our children more earnest to attend school, than we can in cold, unwholesome schoolhouses. The schools in this town for the past year have advanced beyond my expectation. And I will say, on the part of the inhabitants, there is an earnestness manifested for their children to be instructed by the best teachers that could be employed within their means.

The expense of teachers' board by a tax on the Grand List would not be approved by a majority in this vicinity. But in my opinion, and that of the teachers, it would prove beneficial to the schools in the State,

ETHAN DIMOND, Vershire,

I think that the people in this town have done very much to affect their schools for the better. During the past school year the Superintendent rejected seven teachers who applied for certificates. He gave considerable of his time to the business of improving the schools in town. If, in the examination of schools, he found teachers incompetent for their task, others were soon found to take their places. In his Report to the town of the condition of the several schools under his charge, he was so irreverent to public feeling, and pounced so desperately upon the various evils connected with our schools, especially those of our miserable old schoolhouses, that a few of the people even groaned aloud with dissatisfaction. He was even so bold as to make known the fact that the principal difficulties in the way of the success of our schools, were occasioned by the parents, that many cried out, "Crucify him." But as the result of such unsparing criticisms, he was again almost unanimously elected to take charge of the Washington schools, with full instructions from the people, to "tell the whole truth the next year, if it cut them to the quick." Allow me to say, sir, that when the people of any town evince a soreness after the receiving of so well intentioned and severe censure for the culpable neglect of school duties, and manifest a willingness to admit that they truly merited such censure, and call for a future enlargement of corrections, there is an encouraging element within that people, which, if properly improved, will advance their educational interests, and perhaps eventually secure to them the highest and best of school advantages. I am really of the opinion that very many of our Superintendents who are anxious to do much for our common schools, somewhat mistake the nature or duties of their calling. Of all interests that secure the attention of the people, those of our common schools are of the greatest importance. Now, as a general thing, the person chosen to superintend the schools in a town has the confidence of the people, and they naturally entrust the direction and management of their schools to him; and to a certain extent, as he is, so are the schools. If he comes before the people and reports their schools in an excellent and prosperous condition, or does not, but fails to develop their prominent defects, and to speak in a kind, bold and serious manner of their evil effects and deleterious influence upon the growing minds of the children and their own pecuniary interests, he is not only guilty of dereliction of daty, but, to a certain extent, of the thoughtless indifference and insensibility of the people on the real condition of their schools. Although it has been my object during the past two years, to be persistent and attentive to the school interests of the town, I can truly say that one thing which this town needs most, is a more interested, thorough and exacting Superintendent. And what is true of this town may be true of others.

The old system of supporting the board and fuel on the scholar, and of sending the teacher "around," may never be effectually and universally changed throughout the State, except it be by law. If we could be successful in getting the people to see that it is expedient, right and just to support our common schools on the Grand List, it would not be so unless it was law. If we have such a law-abiding people in Vermont, give us the law.

We are fully aware that your labors, in connection with your Institutes, are producing an excellent effect upon the school interests of this State. May your life be spared and your energies increased for the great work before you.

GEORGE F. SMITH, Washington.

I think there has been very great success in our schools, in this town, this year, though we have had a large amount of sickness this winter, which has injured some schools very much. It seems to me their success has been more than one could expect when they see such a lack of interest on the part of parents. Scarcely any district has more than one or two visits from parents, and some, not any. They can go everywhere else, but have no time to visit schools.

H. A. FITZ, Albany.

In our town one new and neat schoolhouse has been built within the year, and a four months school has been taught in it this winter. This is the second recently built in town. Our schoolhouses are generally called good, though lacking, except in two instances, in suitable play grounds. Some idea of the real excellence of the school buildings may be gathered from the fact that in some cases they are priced at from $100 to $125. (Fine outlay for a home to keep 30 or 40 scholars in for four to six months in the year!)

Much improvement is visible in our schools, as compared with their condition a few years ago. Some districts, however, do not take the interest that we could wish, or that must be taken before our schools can become what they should be, as means of education for the rising generation. Others are taking extra pains to obtain the best teachers, though the expense is a few dollars more than if a cheap teacher were employed, believing the time of their scholars to be too valuable, and the expense of keeping them at school too great, to admit of having a poor school at any price.

In my opinion, our schools ought to be wholly supported on the Grand List, and teachers should have a steady boarding place. This sending teachers from place to place, from house to house, to get a portion of their board at each, is a serious wrong to them, and ought not to be allowed by Vermont. The evils resulting from this course are numerous and aggravated, and cannot be overbalanced by any benefits believed to attend such arrangements.

D, H. AUSTIN, Brownington.

You will see by this return, that we have no such things in this town belonging to districts as outline maps, books of reference, dictionaries, globes or clocks. I have said but little about these things, because, except in one schoolhouse we have no place where such articles could be safely kept-indeed, no proper place for a school Register. All our schoolhouses, except one, are old, ill-constructed, uncomfortable and wholly unfit for school purposes.

There is but little said in opposition to the school law. Some think that the visitations of the Superintendent are all unnecessary-that the Prudential Committees visit the schools all that they demand. In this town all of the Committees have "called" into all the schools together, four times.

The experience of another year has abundantly confirmed the statement made in my report last year, that The school system is working well among us; improving schoolhouses, elevating the qualifications of teachers and the character of schools, and awakening increased interest among the people." We have had decidedly the best schools we ever had in town during the past year; more orderly, more regular and prompt in attendance, notwithstanding the frequent and formidable snow blockades. In one rural and snowy district of 31 scholars, fifteen whose attendance was more than 80 per cent. of the time, had no tardy marks, six had but one each, nine had twentynine, one had thirty-four, all the rest of the school but thirty-five. The examination at the close of the school showed there had been interest in study as well as in attendance, as we should naturally expect. Other schools have showed similar interest-the scholars creeping on the drift to school, when the roads were so blocked up that they could not get there otherwise. Our schoolhouses are all respectable, save one. Most of them have been recently built or repaired in modern style. We hope to build another this year.

A. R. GRAY, Coventry:

An increased interest has, I think, been manifested in our schools during the year, though as yet it is far from being as lively and heartfelt as the vast importance of the cause demands. But this almost imperceptible change has exerted its legitimate influence upon the schools. With but very few exceptions, the schools have ranked high, and been conducted to the entire satisfaction of the districts. There have been a few failures, but invariably in those districts where divisions have to a greater or less degree previously existed, and it is equally true that the best schools have been in those districts where the greater interest and the better care for both teacher and pupil have been manifested. Nearly all the schoolhouses are good, some of them fine ones; but with only one exception, they do not contain dictionaries, outline maps, globes, or any of those aids and helps which the teacher so much requires, and with out which he cannot reasonably be expected to perform his work thoroughly and efficiently. A slight increase in the pay of teachers, shows, too, a change in the right direction, also a corresponding change has been noticeable in the school; while in some the "grinding" policy has been adopted, and the influence and usefulness of the school has likewise been confined to a narrow and contracted sphere. There is, I am sorry to say, an almost total neglect to visit our schools, but believe the change for the better is gradually coming on. There is a better opinion of the school law and its operations, yet a few, opposed to reform, think there is far too much machinery about it, and that it will not accomplish its object; but those of more liberal views, who have watched its progress closely, believe it is the true system and will ultimately work out its design.

As all true reform is slow and gradual in its progress, and brought about by constant, persevering labor, we can but consider these slight improvements which I have mentioned, as indications of that permanent change so greatly needed in the public mind, as harbingers of that ultimate success for which the active friends of popular education have so long and zealously labored.

DAVID M. CAMP, 2ND, Derby.

During the past year the schools in Glover have been in a prosperous condition. The order secured and the deportment of the scholars have been very good, and the friends of education have expressed their approval of the teachers employed, with a few exceptions.

In my last report, I noticed the fact that two branches of education demanded the special attention of those interested in the welfare of the young, viz:-the study of the History of the United States, and the practice of writing, so as to secure good penmanship. This suggestion was well received, and history classes were formed in several of our schools, and more attention was given to writing, in all of them, than had been given for many years before. The great need now is, that of buildings better adapted to the use of schools. Anything that would lead to interest and to efficient action on this subject would be a blessing.

Another desirable change, would be the doing away of the plan of having the teachers "board around," a practice wearing to the teacher, and absorbing part of that energy which ought to be expended wholly for the good of the schools.

Could these desirable ends be secured in some way, I am sure that our schools need not, under the present arrangement, shun comparison with those of any other State.

S. K. B. PERKINS, Glover.

In reference to remarks connected with the cause of education in our common schools, I have no striking or important suggestions to offer. I would only in one word advert to a subject, which so far as the range of my observation extends, is wholly, or almost wholly, excluded from a place in the studies of our district schools, but which even a moment's reflection, would suffice to convince my mind, that it is worthy of a prominent place, and should take rank with the subjects to which primary importance is attached. The Geography and History of Vermont, as a theme of study, and of school study, it is one of the most interesting, practical, appropriate and attractive character. It opens the youthful mind to the perception and recognition of the utility and advantages of, and forms to a taste and appreciative relish for more enlarged and universal Geographic and Historic studies. The knowledge of the Geography and History of our commonwealth, should be the starting point whence our pupils set out in all their acquisitions and studies, in this department. This knowledge of our own State, tends to develop and foster, and when acquired in the early and impressible years of opening life, developes and fosters, with incalculable power, all the principles and emotions of a generous and ardent patriotism-one of the noblest, most elevated, and commanding attributes of human character, and good citizenship, and lays the foundation and gives sure support to all that prowess and patriotic service and exertion which a good and loyal citizen can render to the State, and so to the Nation. Yet is not this branch of instruction and study so rich and beneficent in its fruits, so appropriate to a people intrusted with the privileges and responsibilities of Democratic government, most grievously, and we might almost say, totally neglected?

Our chief reason of its omission from any recognized and distinctive place in school studies is, I suppose, the want of any manual of suitable character and convenient size for introduction and use in our common schools. This is a want whica should be brought before the leading educators and publishers of our State, that prompt and efficient measures may be taken for its remedy. A more honorable and valuable service could scarcely be rendered to the cause of education, the interests of our youth and the prosperity of our State, than by the preparation and publication of a suitable Text Book. Its production would worthily enlist the largest culture and ripest experience of our most distinguished educators. Nor would the publishers of school books find the publication of such a work a doubtful or unprofitable business enterprise. The profits on sales would be sufficiently and even largely remunerative Would not a a new edition of Hall's Geography and History of Vermont, with those additions and improvements which its author's veteran experience could easily supply,