Primary School Rooms.

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to school houses before Messrs Woodbridge and Fisher made their visit, also show very conclusively, at least to our own mind, that in spite of the array of books and studies, they are as yet, far from being what all men, not of narrow minds, most heartily desire. But if not,-if the following article does not produce the conviction, we think a few visits to the schools will do it.

But enough of this. He who reads the following article will scarcely fail to perceive that, be the fault where it may, whether in the parents of the pupils, the City government, or the School Committee, or in all of them conjoined, there is fault somewhere. All we ask is that instead of boasting perpetually of our own excellent system, and of its happy results, those whom it concerns would spend their strength in correcting the fault, and in making the system more worthy of the times in which we live, and of the proud metropolis for which it was and still is designed.]

It was not until a short time since, that an article was pointed out to us, in the March number of the Annals of Education, on the subject of the Boston Primary Schools. As the writer of that article has fallen into some errors, unintentionally no doubt, he must desire, that in your journal, as an exponent of the true condition of education in this country, those errors should be corrected. The refutation is contained in the following remarks on School Rooms, Books, Studies and Moral education.

First, as to School Rooms. It seems the object of the writer in question, not only to disparage the present condition of the rooms occupied by the Primary Schools of this city, but to ascribe any improvements which have been made, to some influence out of the Board, rather than to any exertions made by the Board itself. About four years ago,' says the writer in the Annals, Rev. W. C. Woodbridge, then editor of this joruna, accompanied by Dr J. D. Fisher, visited and examined all the Primary Schools in this city, except those of South Boston; and a Report was drawn up by them, and presented to the Chairman of the Primary School Committee.' This report had special reference to the condition of School Rooms. This report,' the writer goes on to say, 'was not very well received at first, and some were quite offended with its honest plainness. It did great good, however, as we have reason to believe, and as is confidently stated by a writer in a late number of the Mercantile Journal.' This writer speaks of the results, as he calls them, of the investigation so perseveringly made by Messrs Woodbridge and Fisher. Again the writer says, 'It is a matter of astonishment-utterly so-that individuals worthy of being chosen

302

Efforts at Improvement.

as School Committee men, should slide over these matters from year to year; and only promise, from time to time, to procure better school rooms.' There is a material error in these, and various other passages of the article, which a few facts, we think, will clearly show.

The Primary Schools of Boston were established in 1818, after a strong and continued opposition from the heaviest tax-payers. The first object, therefore, of the friends of these Schools, was to organize the small number allowed in the outset; to extend them from time to time; and to ingratiate them into favor among the great body of the people, by conducting them on an economical and efficient system. They were increased from 36, the first number allowed, to 50, in about eight years. At this period, the friends of the system felt they were in successful operation, established in every part of the city, and receiving under their care a large proportion of all the children in the city between the ages of 4 and 7. It then seemed that the time had arrived, to do something for their external condition. A Committee was accordingly raised, in April 1827, on the subject of 'procuring more convenient school rooms,' who subsequently reported upon the many evils arising from the insufficiency and inconvenience of the rooms, and the urgent necessity of taking some measures to procure better accommodations;' and it was thereupon voted-eleven years ago-That a Committee be raised 'to represent to the city government the serious evils and bad consequences resulting from the want of suitable rooms, &c., and praying that measures may be adopted to remedy the evil.' This application failed; and perhaps it should excite no wonder that it did, as an appropriation would have been necessary of $200,000, at least, to have given the accommodations then required for the whole number of Primary Schools.

În 1828-ten years ago-another memorial was presented to the city government for an annual appropriation of $3000, for the erection of Primary school houses. That body was not yet prepared to adopt the policy of erecting houses expressly for these schools. But this application resulted in a vote authorising the Board of Aldermen to hire a suitable number of school rooms of such location and of such size, as after consultation with the Primary School Committee, shall be deemed suitable, for a term not exceeding ten years.' At that time, the whole number of Primary Schools was 57, and only 20 of them deemed satisfactory. This power to lease for a term of ten years, was used by the Committee with great alacrity and efficiency. A large number of better rooms was obtained under this order. But not being able to obtain them in all situations, they applied

Appropriation for School Houses.

303

again, in 1829-nine years ago-to the city government, that school rooms should be purchased or built, on account of the city, in places where they cannot now be obtained on lease, of suitable character or size.'

This application was not received with favor. The city had still doubts of the policy of erecting houses permanently for the use of these schools.

From this time forth, the record is covered with applications to the city government for the use of rooms not otherwise improved by the city, such as unoccupied rooms in the Grammar school houses, gun houses, engine houses, ward rooms, &c. &c. By this means, many of the poor or bad rooms were exchanged for better. About the same time many new churches were erected with spacious vestries, and many of these were obtained by the Committee for the use of the Primary schools.

But as the number of schools was constantly increasing, and the difficulty of obtaining rooms every day becoming greater on account of the increased value of property, the Primary School Board, at their meeting of August 6, 1833-five years ago-and before the visit of Messrs Woodbridge and Fisher, resolved to make another vigorous effort to obtain an appropriation from the city government, for the erection of Primary school houses. Ac cordingly a Committee of ten was appointed to make application for an appropriation of money for the purpose of building and furnishing rooms for the accommodation of Primary schools, whenever suitable opportunity may offer, in any of the districts.' This application was supported by all the influence of the Board, both from without and within the council. In 1834, the city government recognised the principle, and built one house at the expense of the city; and in 1835 an appropriation of $12,500 was made; with an understanding that it was to be continued yearly until all the schools were supplied with suitable rooms. This appropriation has been annually made and expended every year but one, when land was so high, and suitable places so difficult to be obtained, that it was absorbed for other purposes, by the city council.

By these and various other subsidiary measures, which it is not necessary to mention, it appears from a report of the Primary School Committee, to which reference is made in a note to the article on which we are commenting, that of the 78 schools then under the care of the Board, there were only 12 rooms unsuitable or inadequate,' and it is further stated that it is expected that this number will soon be diminished, if suitable locations can be procured (by Committees who have the subject under consideration,) for building new school houses.' Could the wri

304

Remarks on School Books.

ter in the Annals, if he had made himself acquainted with these facts, have made the assertion that it is a matter of astonishment-utterly so-that individuals worthy of being chosen as School Committee men, should slide over these matters from year to year, and only promise, from time to time, to procure better school rooms? The writer in the Mercantile Journal says, 'school rooms of improved construction, have been erected in various parts of the city. Two just completed in Moon street, reflect great credit upon the architect, &c. &c.' The writer in the Annals adds, we are happy in being able to confirm the statements of this writer, in relation to improved school rooms. There is certainly a great deal doing, in the way of improvement, for which credit is due somewhere.' Do not the facts which we have stated, prove to whom we are indebted, for what has been done-and that if 'credit is due' anywhere, it is (without any impulse from abroad) to the Primary School Board?

The charge with regard to school books is in these words. There is great and lamentable neglect in regard to school books and studies.' Now a few words only will be sufficient, we trust, to set this matter right. The early records of the Board were unfortunately burnt in the year 1825. The schools, however, when established in 1818, were furnished with the best books then to be obtained. A card, a spelling book, and the New Testament, we believe, were the books originally used. Soon after, they authorized a new spelling book to be compiled expressly for the schools, which resulted in the adoption of Fowle's Rational Guide. In 1826, an easy Reader was compiled for their especial use, called the Boston Primary Lessons,' and introduced, with a new Spelling Book in the place of Fowle's, which was found to be too difficult. In the same year, the study of Arithmetic was introduced for the first or highest class, and Emerson's North American Arithmetic adopted for their use. In 1827, a new elementary card for the fourth class, was introduced. In 180, another card on the Edinburg Sessional School plan, was prepared by a Committee, and adopted. In 1833, a new Reading Book, (Blake's Reader,) for the first class, in connection with the New Testament, was introduced. Since which time, Arithmetic in all the classes, a numerical calculator, slates for the fourth class, Gallaudet's Mother's Primer, Abbott's Mount Vernon Junior Reader, and Pierpont's Young Reader, have successively been added to the number of books, and to the means of instruction in the schools. If this is proof of great and lamentable neglect in regard to school books,' the committee must sit down and bear it with what patience they may. 'We are nnwilling,' the writer remarks, wholly so, that a school system which has so good a name, should remain stationary year after

Studies in the Schools.

305

year.' Perhaps some of his readers may be of opinion, that such stationary movements as are indicated by the above changes, may tend to qualify some portion of the regret so needlessly expressed.

Another subject upon which a word may be said, is studies. A very accurate observer,' the writer is pleased to say, 'has remarked of these schools, that the intellectual education is hardly provided for in the least.' This opinion is evidently endorsed by the writer of the article. The bare enumeration of the above books, and the studies connected with them, is sufficient, it is believed, to disprove the assertion. The intellectual education surely is amply provided for, as stated above, for a class of pupils from four to seven years of age. To what extent this provision is used is another question. To judge of this, we remark, that the teachers are the best which the Committee, with the offer of a competent salary, are enabled to obtain; and most of them are of the highest order. The Committee too, we may venture to say, are faithful in the discharge of their duties; and this is manifest from the report to which reference has already been made. It appears from this, that they made three hundred and fortynine examinations (and these usually occupy two hours,) and four hundred and fortyseven visits in six months,'-or 3 1-2 of the former to a school, and 6 of the latter, equal to 7 examinations of 14 hours, and 12 visits to each school, in a single year. These are independent of the semi-annual examinations by the Standing Committee. (The Primary Schools in the city of New York, are examined but twice a year, and only about half an hour is given to each examination-or one hour to each in a year.) If the children of the Boston Primary Schools, therefore, are not educated intellectually, it is no fault of their teachers or committee; and as cause and effect in education are the same as in every thing else, we have reason to conclude that the labor of the teachers and committee is not lost. It is true, the children are not required to study algebra, geology, botany, or Natural history; but they do learn, and that to great perfection, the rudiments of a common English education; and are fully prepared at 7 years of age to enter the Grammar Schools of the city, a period in life which is considered with us quite early enough to enter upon the higher branches of study which are provided for them in these schools. The reading of our Primary School children, when they enter the Grammar Schools, is as good, as a general fact, as the reading of the same number of clergymen in any part of the United States ;* and there is scarce

*Can this be? But let us hear him through.-ED.