Three in Spelling; 13 in Reading; 10 in Arith00metic; 9 in Geography; 4 in History; 2 in Grammar; 2 in Nat. Philosophy; Chemistry; Botany; Rhetoric. Thirteen teachers employed; 7 of whom have been engaged in teaching over 5 years; 5 have 33 taught before in the same districts. Nine school 00 and receive $1 per day for services. Town Depos visiters chosen; 2 appointed to visit all the schools lite Fund is all appropriated to schools, and divided 18 0026 00 5th 53 35 22 4419 16 41 20 16 4021 13 18 00 520 M 17 00 21 9 7 15 00 116 Middle, South, 5128 22 44 3 3 Two in Spelling; 5 in Reading; 8 in Arithmetic; 3 in Geography; 2 in History; 2 in Grammar; 2 in Nat. Philosophy; Composition; DeclaNine mation; Singing; Watts on the Mind." F 10 00 16 00 teachers; 1 has taught over 5 years; 5 in same school before. Three visiters appointed, and paid $1 per day out of local school Fund. All of T. D. F. appropriated to schools and divided like School Fund. Society has a Fund of $688 and income of $41 28. 14 0022 00 13 0021 00 15 0023 00 One in Spelling; 5 in Reading; 6 in Arithmetic; 6 in Geography; 2 in History; 2 in Grammar; 3 in Nat. Philosophy; Algebra; Mental Philosophy; Latin, in High School. Four teachers; 3 have taught over five years; but one in same school before. Eight school visiters. Three-fourths of Town Deposite Fund appropriated to schools. Society has a Fund of $433; income, $26. Eight persons present at Society meeting. Two in Spelling; 9 in Reading; 7 in Arithme tic; 4 in Geography; 2 in History; 1 in Grammar; 2 in Nat. Philosophy; Watts on the Mind This is a field in which practical and immediate im- ted to teaching as a profession. No wonder that so provement can be made. Fitted by nature, education, many who have the requisite talents and general inteland the circumstances of society with us, for teachers, ligence, fail in meeting the just expectation of parents, our law should be framed, so as to encourage and ad- because they have not made the human mind, with all its mit of their more general and permanent employment. capabilities, and the best method of governing it and Schools of a higher grade than the common district regulating its culture, a study, and acquired facility in school as it exists, should be established, as well for the work from practice. No wonder that so many of other purposes, but especially with a view of adapting them feel estranged from their business, on account of the studies there to the better education of females than its unexpected perplexities, arising from their inexperican now be given. This is one of the most serious ence. No wonder that so few exhibit but little of that deficiences of common school instruction. It is not ambition to excel, and build up a reputation as a teacher, adapted to form and cultivate a sufficiently high stand- which is absolutely necessary to raise the character ard of female character. This want can be supplied, of the profession. No wonder that so many who have and is in some measure supplied, to the daughters of the resorted to the occupation as a temporary employment wealthy, by our many excellent, but expensive female for the winter, or for the purpose of providing the seminaries. But these are practically closed to two means for completing their professional, academic, or thirds of the community. This is a topic so intimately college studies, manifest quite as much interest in the connected with our future advance in all that consti- progress of school hours, as bringing the season to a tutes the true civilization and refinement of a people, close, as in advancing their scholars in intellectual and that I would gladly pursue it further. But I must leave moral attainments. No wonder that in some instances, it here. at least, the school should present hardly a single feature To give the additional qualification, one or more of improvement at the close of the season, beyond what seminaries, for female teachers, with model schools it exhibited at its opening. And who can measure the attached, should be provided, free, as far as tuition precious hours wasted, the bad intellectual habits acis concerned, and so located as to admit of their find- quired, even in the course of the past year, from the ing profitable employment for a small portion of the employment of teachers whom nature and study never time to meet the incidental expenses of their residence intended for that holy work? there, without retarding their improvement. Such are some of the circumstances complained of Thus prepared with the requisite general informa- more or less generally all over the State, and which I tion, and the specific training for the work, female have found actually existing in not a few districts. teachers could enter our schools with far better chances On the other hand, it is due to teachers to say that, of success than now. But to get the full benefit of as a class, their qualifications, viewed in reference to their peculiar talents, they should be employed, where the union of talents and virtues essential to form a first it is practicable, in the same school, so as to bring it under the combined influence of a male and female teacher; or, if this cannot be, in the appropriate work of unfolding the youthful intellect. This arrangement, even if it were secured at an advance of one half of their present wages, would not only be a good in itself, but, by dispensing with the services of so large a number of male teachers, as is now required, would leave increased means to be applied to the compensation of a smaller number, for a longer term. But whether these or similar considerations are acted on or not, a larger compensation must be given to teachers, and they must be engaged for a longer time, or all hope of improvement in our schools must be abandoned. rate teacher, and the more profitable and honorable, (so far as the estimation of the public is concerned,) fields open for such talents and virtues, are altogether in advance of the compensation they receive, or the provisions which are furnished for their preparation. Besides, their ability to do good in the school room is defeated, in a great measure, by the want of co-operation on the part of school officers and parents. They complain, and with justice, that no adequate steps arc taken by either to make the school room healthy, commodious, and agreeable to the scholar-that no sufficient supply of suitable books is provided, and that not unfrequently an application for this purpose is met by uncivil answers-that the authority of the teacher is not properly sustained by the parent, but on the other hand, The best teachers in the state find this compensa- it is, in many instances, openly opposed, and not unfretion, and the longer term of employment, now, in pri- quently its just exercise leads to the withdrawal of vate schools and academies, and of course there their children-that the punctual and constant attendance of services are commanded. Like every other article, good scholars during school hours is not secured, but is deteaching has its marketable value, and the public cannot feated by some paltry excuse or errand-and that bcexpect to get first rate teaching at a second rate price. But this is not all. The present practice discourages persons of the proper character as to talents and virtue, from preparing themselves for this work. What inducement is it for a young man to become a teacher, if the average rate of wages does not exceed $16 per month, exclusive of board? There is not any kind of active employment which yields so poor a return. sides all these grounds of complaint, parents do not visit the school room, and by their presence and soulcheering sympathy, excite the zeal of their children, and animate and encourage the teacher in duties and trials, which are, under any circumstances, delicate, numerous, arduous, and constantly recurring. I could name several teachers who commenced their labors with high hopes, and the loftiest purpose of deIt is not surprising, under these discouraging cir- serving and attaining success, who broke down under the cumstances, that so many teachers with insufficient pressure of such manifold discouragements; and with qualifications are found in our schools, or that so few their flagging zeal fled the spirit, and interest, and procompared with the whole number employed, arc devo-gress, of the scholars. 8. BRANCHES TAUGHT. As stated before, the law prescribes no course of study for the district schools, In all the winter schools from which returns have been received, spelling, reading, arithmetic, and writing, are taught. In nearly all, some instruction is given in geography, history, and grammar. In a few of the larger districts, natural philosophy, book keeping, chemistry, algebra, and composition, are pursued by some of the most advanced pupils. There are still other branches, such as geometry, trig. onometry, rhetoric, mental and moral philosophy, Latin, &c., attended to. Several show a course of study almost as complete as a university. They have the advantage, in point of cheapness, that they require but one professor, at a salary not exceeding one hundred and fifty dollars a year. course of public instruction, is now generally conceded. There is an entire omission as to what relates to physical education. The first principles of physiology properly taught, and familiarly illustrated, would be of immense service to society. The whole field of moral education is almost aban doned. The Bible, or the New Testament is found in almost every school, and where used as a reading book, will necessarily carry along with its daily use much moral instruction. But the tendency of the present From the silence of the law on this subject, in refer- course of instruction is to give undue precedence to ence to the district schools, and its expressly declaring the intellectual developement, omitting, if not checking, the object" of the schools of a higher order" to be," to give discretion, I am aware, must be used in this branch growth and expansion of the moral feelings. Much instruction in English grammar, composition, geogra- of education, and poorly qualified teachers frequently phy, and the learned languages," and requiring of every pupil before he shall be admitted to such school, that he do more harm than good by their ill advised methods. should have passed through the ordinary course of Still, the indispensable nesessity of the case requires instruction in the common schools," some districts that the science of morals should form an essential part have objected to the introduction of any thing but spell- of every child's instruction. No child should grow up ing, reading, writing, and arithmetic, into the school; to the responsibilities of active life, to the exercise of and have denied to the school visiters, the right of re- all his rights, and to the discharge of all his duties, as a quiring the teacher to pass an examination in any other. citizen, and a member of society, a stranger to those Without expressing any opinion on the validity of this motives which ought to guide and govern all human construction, or the wisdom of employing a teacher activity. with only so much knowledge as he is required to comI have made these brief suggestions because I think the condition of education in our common schools demunicate, or in limiting the attainments in common school education to such narrow grounds, I am free to mands it. The course of instruction there will be radically say, that the variety of studies introduced into by far defective, unless it embraces the harmonious developethe greatest number of schools, is a serious practical ment of the whole nature of the child,—the physical, evil. Ranging, as the course too often does, from the intellectual, and moral powers; and till it shall all end first rudiments of language up to the higher branches in a preparation for the real business of life, not for of mathematics, it distracts the attention of the teacher, any particular pursuit, but for any and every pursuit. prevents proper classification, leads to a smattering acquaintance with many branches, and too frequently to a shameful neglect of the foundation of all sound education, correct spelling and reading. This last is an omission complained of by teachers in our academies and colleges, as existing in a large number of their pupils, whose primary instruction was received in the district schools. On the other hand, scarcely one of the studies which have been enumerated as pursued in any school of the state, ought to be omitted in the course of common school education. But if our schools are to remain as they are,-if the present system is to be rigidly adhered to, if but one teacher of inadequate qualifications is to be employed, and at the cheapest rate, for pupils of every age, and of every degree of proficiency, then, instead of adding to this large circle pursued, it should be reduced, and the attention of the teacher confined to the primary branches. True, these branches would not be education, even in its limited sense, but they would become far more efficient instruments of education than now. 9. SCHOOL BOOKS. No express provision is found in our school law in Book keeping, for instance, is an acquirement of so reference to school books. The regulation of this subobvious utility that it should be taught to a much great- ject is generally considered as belonging to school visiter extent than it is now. Its acquisition requires ers. I know not of a school society where any very but little time, and can be connected with the instruction decisive steps have been taken. Not one has returned in arithmetic and writing. Composition, the expression of one's thoughts in clear and correct language, especially in its application to writing of familiar or business letters, ought not to be omitted. Vocal music, as an instrument of discipline in the school-as a source of innocent recreation in the whole future life, and a part of family or public worship, is now taught in some of our schools, with great success; and the importance of its constituting a part of every a uniform set of class books as in use in all the schools under the supervision of the same committee. On the other hand, not only is there a great variety in the dif ferent schools of the same society, but not unfrequently a specimen at least of all these varieties is found in each school. The returns on this point are not complete. They still show, however, that there are more than 200 different school books used in the several studies pursued; viz: 12 in Spelling, 60 in Reading, 34 in Arithmetic, 21 in This is a field in which practical and immediate im- ted to teaching as a profession. No wonder that so provement can be made. Fitted by nature, education, many who have the requisite talents and general inteland the circumstances of society with us, for teachers, ligence, fail in meeting the just expectation of parents, our law should be framed, so as to encourage and ad- because they have not made the human mind, with all its mit of their more general and permanent employment. capabilities, and the best method of governing it and Schools of a higher grade than the common district regulating its culture, a study, and acquired facility in school as it exists, should be established, as well for the work from practice. No wonder that so many of other purposes, but especially with a view of adapting them feel estranged from their business, on account of the studies there to the better education of females than its unexpected perplexities, arising from their inexperican now be given. This is one of the most serious ence. No wonder that so few exhibit but little of that deficiences of common school instruction. It is not ambition to excel, and build up a reputation as a teacher, adapted to form and cultivate a sufficiently high stand- which is absolutely necessary to raise the character ard of female character. This want can be supplied, of the profession. No wonder that so many who have and is in some measure supplied, to the daughters of the resorted to the occupation as a temporary employment wealthy, by our many excellent, but expensive female for the winter, or for the purpose of providing the seminaries. But these are practically closed to two means for completing their professional, academic, or thirds of the community. This is a topic so intimately college studies, manifest quite as much interest in the connected with our future advance in all that consti- progress of school hours, as bringing the season to a tutes the true civilization and refinement of a people, close, as in advancing their scholars in intellectual and that I would gladly pursue it further. But I must leave moral attainments. No wonder that in some instances, it here. at least, the school should present hardly a single feature To give the additional qualification, one or more of improvement at the close of the season, beyond what seminaries, for female teachers, with model schools it exhibited at its opening. And who can measure the attached, should be provided, free, as far as tuition precious hours wasted, the bad intellectual habits acis concerned, and so located as to admit of their find-quired, even in the course of the past year, from the ing profitable employment for a small portion of the employment of teachers whom nature and study never time to meet the incidental expenses of their residence intended for that holy work? there, without retarding their improvement. Such are some of the circumstances complained of Thus prepared with the requisite general informa- more or less generally all over the State, and which I tion, and the specific training for the work, female have found actually existing in not a few districts. teachers could enter our schools with far better chances On the other hand, it is due to teachers to say that, of success than now. But to get the full benefit of as a class, their qualifications, viewed in reference to their peculiar talents, they should be employed, where the union of talents and virtues essential to form a first it is practicable, in the same school, so as to bring it rate teacher, and the more profitable and honorable, under the combined influence of a male and female(so far as the estimation of the public is concerned,) teacher; or, if this cannot be, in the appropriate work of unfolding the youthful intellect. This arrangement, even if it were secured at an advance of one half of their present wages, would not only be a good in itself, but, by dispensing with the services of so large a number of male teachers, as is now required, would leave increased means to be applied to the compensation of a smaller number, for a longer term. But whether these or similar considerations are acted on or not, a larger compensation must be given to teachers, and they must be engaged for a longer time, or all hope of improvement in our schools must be abandoned. fields open for such talents and virtues, are altogether in advance of the compensation they receive, or the provisions which are furnished for their preparation. Besides, their ability to do good in the school room is defeated, in a great measure, by the want of co-operation on the part of school officers and parents. They complain, and with justice, that no adequate steps are taken by either to make the school room healthy, commodious, and agreeable to the scholar-that no sufficient supply of suitable books is provided, and that not unfrequently an application for this purpose is met by uncivil answers-that the authority of the teacher is not properly sustained by the parent, but on the other hand, The best teachers in the state find this compensa- it is, in many instances, openly opposed, and not unfretion, and the longer term of employment, now, in pri- quently its just exercise leads to the withdrawal of vate schools and academies, and of course there their children-that the punctual and constant attendance of services are commanded. Like every other article, good scholars during school hours is not secured, but is deteaching has its marketable value, and the public cannot feated by some paltry excuse or errand-and that beexpect to get first rate teaching at a second rate price. sides all these grounds of complaint, parents do not But this is not all. The present practice discourages visit the school room, and by their presence and soulpersons of the proper character as to talents and virtue, from preparing themselves for this work. What inducement is it for a young man to become a teacher, if the average rate of wages does not exceed $16 per month, exclusive of board? There is not any kind of active employment which yields so poor a return. cheering sympathy, excite the zeal of their children, and animate and encourage the teacher in duties and trials, which are, under any circumstances, delicate, numerous, arduous, and constantly recurring. I could name several teachers who commenced their labors with high hopes, and the loftiest purpose of deIt is not surprising, under these discouraging cir- serving and attaining success, who broke down under the cumstances, that so many teachers with insufficient pressure of such manifold discouragements; and with qualifications are found in our schools, or that so few their flagging zeal fled the spirit, and interest, and procompared with the whole number employed, arc devo-gress, of the scholars. |