power, if properly directed! On the contrary, how much evil may be produced by neglect or wrong direction of such means.

II. CONDITION OF THE SCHOOLS.

1. Boundaries of districts and location of school-houses.-There are now thirty-four school districts instead of thirty-six as last year reported: district No. 20 having been dissolved, and Nos. 30 and 22 united. Such alterations have also been made in the lines of other districts as seemned best suited to the accommodation of the inhabitants. The boundaries of some of the districts have been more accurately defined without materially altering their territorial limits, while all have been revised or rewritten, and returned to the town clerk for record.

The location of school-houses is a subject of much importance, and has been one of perplexing consideration to the committee. And while they have endeavored to discharge their duty agreeably to the dictates of their best judgment, they have been unable in special cases to meet the wishes of all concerned, or even to satisfy themselves.

It has sometimes been impossible to purchase land where the committee deemed a proper site for a school-house, and hence they have been obliged to accept locations they by no means preferred. And the committee would take this opportunity to say that if they have given cause of dissatisfaction either to individuals or to districts, in the location of school-houses, and the alteration of district boundaries, they feel justified in the belief that they have done the best they could. When called upon to attend to these matters, wherever any material change seemed necessary to be made, affecting districts collectively, or individuals, the committee have invariably given such districts an opportunity of a fair hearing, and have consulted the feelings and wishes of individuals thus affected, and then acted, or endeavored to act with a conscientious regard to duty and the best good of the schools.

2. Improvement in school-houses-The sentiment seems to be gaining ground that a good school-house is indispensable to a good school. As well may we expect that effects can be produced without causes, or ends attained without means, as that good schools can be had without their essential prerequisites. It is true, a very poor school may be taught in a good school-house, and it is equally true that a very good school cannot be taught in a very poor school-house. There may be a great sacrifice of time and money in a good school-house by poor teachers and bad management, but the wisest and best of teachers, under the most judicious management, cannot wholly redeem the sacrifice in a bad school-house, and hence it is good policy as well as prudent economy for the districts to build good school-houses-to furnish suitable places for the schools, in order to receive the full benefit of the public appropriations, and we are happy to observe an increasing interest on the part of the districts to procure respectable houses, and to furnish such conveniences as are conducive to the health and comfort of the pupils, and the general improvement and good order of the school.

The five new school-houses erected in our town the past year, at an average expense of $1200 each, afford striking evidence that the business of improving our public schools is no longer a matter merely to be talked about, or an idle fancy existing only in the imagination, but that the great work of raising upon a sure basis the standard of common school education has really and earnestly commenced.

The decided improvement in the number and condition of our schoolhouses, will clearly appear by reference to our last annual report. Out of thirty-six districts, twelve only were supplied with houses of their own, while nineteen districts were dependent upon school houses owned by proprietors, and five districts were entirely destitute of school-houses of any kind, having been obliged to keep their schools in shops, old dwellinghouses, and such places as they could procure for that purpose. At present the order of things seems somewhat reversed. It now appears from the preceding table that twenty districts are furnished with houses of their

own; thirteen by proprietors, and one district only is without a schoolhouse.

We have not only better school houses, but increasing pains seem to be taken to furnish them with those necessary fixtures which belong to every well regulated school. Several of the districts within the past year have supplied each of their schools with a clock, thermometer and hand bell, and in addition to these some districts have furnished globes and outline maps. Much better attention is given to those incidental arrangements which so essentially promote good morals and encourage habits of neatness and order.

The houses last erected exhibit a manifest improvement in their style of architecture, and display a taste and neatness in their general appearance, highly creditable to the districts; and when fully completed we hope they will not be wanting in what every school-house in town ought to have-two separate yards for the boys and girls, neatly fenced, appropriately supplied with usual conveniences, and ornamented with shade trees. Some small arbors or summer houses tastefully arranged, where the yards are of sufficient extent to admit of it, would increase the expense but very little, while they would add very much to the beauty and pleasantness of the grounds Let the school be surrounded with pleasing objects of associa tion. Every thing calculated to elevate the moral sentiments and to promote refinement of taste and feeling, should not be deemed of trifling consideration. When the laws of mind and the true principles upon which the development of our higher natures depend, are better understood, then will all those things be more duly appreciated which tend to induce happy influences, and to make the school as it were a delightful retreat for intellectual and moral culture.

3. Number and grale of the schools-During the past year thirty-five school districts have been in operation, maintaining fifty-four different schools, including the summer and winter schools, which some of the districts have sustained where separate sets of scholars have attended. In these schools fifty-six different teachers have been employed, twenty-four males and thirty-two females

The average length of school term for all the districts in town appears to be six and a quarter months, being about one-third of a month longer than the school term averaged the preceding year; no school, according to returns having been kept less than four months. The money received from the town and state would support the schools on an average about four and a half months; the rest has been done by the districts, and by individuals. Some of the districts have only expended the money received, while others have raised funds by rate bills, by tax on the property, and by the liberality of individuals or manufacturing companies, to sustain their schools from eight to twelve months in the year.

The following districts, viz. Slatersville, Bernon, Lonsdale, Valley Falls, and Central Falls, have each maintained schools of different grades-a primary school for small children and a grammar school for older scholars; and the same principle we would gladly see adopted and carried out in other districts.

Where the schools are large, as a general thing it is much better to establish schools of different grades than to divide districts, for such a plan would be productive of many advantages to the schools,-more system— better classification and better discipline. It is very important for the improvement and best good of every school, that the pupils be arranged into proper classes, according to their respective attainments. It requires about the same time to hear a recitation of one or two scholars as it would that of a class composed of ten or twelve, and if a teacher understands his business, he can in the same time communicate the same amount of instruction to each pupil of this class as he could to one scholar alone. Again, the smaller scholars require different management from the older ones,- different course of discipline and instruction. Rules and regulations ever so well adapted to one set of scholars may be ill suited in many respects to the wants of another, and hence as we cannot adopt different systems in the same school, so we cannot adopt any system so weil suited to a mixed

school. Furthermore, pupils of the same age and attainment are more likely to agree together, are less liable to hurt or trouble each other in their plays and exercises during intermissions, and the younger pupils are less liable to imbibe improper habits from each other than from the bad examples of older ones.

On this principle we would recommend uniting small districts, when their situation would allow of it, for the purpose of grading and classifying the schools. The principal objection urged against this plan is the greater distance scholars have to travel, the inconvenience of small scholars getting to the school-house, and this. it must be confessed, is sometimes a serious one, yet in most cases it is believed the advantages of uniting the districts would far more than compensate the inconveniencies. Such districts would draw more money from average attendance, would have all the advantages of classification, and in short, would have a superior school at less expense. And it may be laid down as a general maxim that it is better for children to go a mile to a good school than half a mile to a poor one. 4. Instruction and discipline of the schools.-Reasoning from the relation of cause and effect, we should naturally expect, if the condition of the school-houses is improved, a corresponding degree of improvement would follow, in the discipline and instruction of the schools; and our expectations have not been disappointed in this respect. We almost invariably find the best schools in the best school houses; here the teacher puts forth his best exertions for the good of the school, and the pupils seem more happy, cheerful and interested in their studies. All as if by common consent, appear willing to unite their efforts to improve the character of the school, and to render it worthy of the most enlightened provisions which have been made for its support.

The means and ends are intimately connected. More has been done the past year than in any former year to advance the interests of the public schools. More money has been appropriated by the town and districts, and more has been expended in building and repairing school-houses. And if the means have not been ineffectually applied, the public have a right to anticipate results decidedly beneficial. To the anxious inquiry then, have the results already indicated been "dearly bought?" or do they fully warrant the expenditures which have been made?

Speaking in general terms, it is believed we hazard nothing in saying that our schools have been better taught and better governed the past year than they have ever been before. That parrot-like repetition of words without meaning, seems to be giving place to more thorough and efficient modes of teaching. Scholars are more frequently taught the why" and "wherefore" of what they do, and are required to think and reason for themselves.

Almost every branch of useful instruction introduced into our public schools is receiving more attention, and seems to be claiming a new and increasing interest; and we are happy to observe that this is true in a special manner with reference to that important yet much neglected department of education," appropriate reading and speaking." Nearly all our schools have attended more or less to the elementary sounds of the letters, to the first principles of articulation, and to some general rules and directions as preparatory exercises in the art of reading and speaking, and the result is a decided improvement. There seems to be something like spirit and expression about taking the place of that dull, lifeless monotony which has so generally prevailed. In fact the exercise of reading in many of the public schools has hitherto been little more than a mere mechanical repetition of words, as unmeaning to the reader as they were unimpressive to the hearer.

Although the art of reading is justly deemed one of the highest accomplishments of the scholar, an absolutely essential qualification in the public speaker, and a highly useful attainment in every individual member of society, yet so small a place have the principles of "appropriate reading and speaking" occupied in our systems of public school instruction, and even in some of our higher seminaries of learning, that we meet with very few good readers, who possess the power of expressing the feeling and

sentiment of an author in an intelligent and impressive manner. The late introduction of Russell's series of Reading Books, accompanied by the author's Instructions at Teachers' Institutes, has, we believe, done much to awaken an interest on the part of instructors to improve the method of teaching this important branch of education. And if the plans which have been successfully commenced be persevered in and properly carried out, we shall soon see in many of our schools a respectable number of comparatively good readers.

It is gratifying to observe the improvement also in discipline and government. "The Rules and Regulations" adopted the last year by the committee, have been very generally carried out, and have, as we believe, produced a most salutary effect upon the schools. Cases of obstinate disobedience have been very rare, and a much better and more uniform system of discipline generally prevails. Better order is observed; the school rooms are kept neater and cleaner, and more attention is given to those little habits which individually would be deemed trifling, perhaps, but taken together would constitute an important element in all well devised systems of education. Better government is sustained with less severity or corporeal punishment.

5. Libraries.--Without reference to Sabbath-school libraries, there have been expended in the town during the past year about $1125 to supply district libraries for general reading. This has been done principally by the manufacturing companies of Hamlet village, Slatersville, and Lonsdale. In the Hamlet district the sum of $125 has been expended through the agency of Mr. Wardwell, in the purchase of a small but choice selection of books, to which all the people in the village have free access.

In District No. 3, (Slatersville,) the sum of $500 has been raised and appropriated to establish a library, chiefly by the private liberality of Messrs. Slater, Lockwood and Chapman. This library is open to all by paying the trifling sum of one cent per week for each volume, if properly used and not kept longer than two weeks in the hands of the reader. The amount received in this way is to be appropriated exclusively for the supply of new books.

Lonsdale Company (District No. 32,) have liberally raised the same sum, $500, which has been expended in the purchase of a library for the benefit of that village, with regulations similar to those of Slatersville.*

The efforts made in these villages, as well as in other places where libraries have been established, to afford the people facilities for reading and general information, are highly creditable, and will prove as we trust of great utility. Just in proportion as we increase the means of useful knowledge, as the people have access to proper books, the tone and character of society will be elevated. And it is hoped that other places destitute of libraries will follow the noble example of these until we shall see every village and every district in the town supplied with a choice selection of reading. It is by spreading general intelligence among the parents, and this alone, by which we can hope to secure their co-operation in carrying forward the great work of elevating the common schools.

These libraries were selected and purchased by the Commissioner of Public Schools.

6. Moral Education -Transcending in importance all other improvements there seems to be some hopeful changes in the moral condition of our schools. There is less profanity-less coarse and vulgar language among the scholars, and more kindness and refinement of feeling towards each other. This may be ascribed in part, as we have intimated, to the improvement and bettered condition of the school-houses-to the generally increasing interest in the subject of common school education-to the more frequent visits which the schools have received from parents, trustees and strangers, and to the higher moral tone of action which govern our teachers. And we are happy to witness increasing attention to that all-important subject which involves the rital interests of our schools, and constitutes the basis upon which all must stand or fall. No system of education can be sound in principle which is not based upon the moral sentiments.

See Note on page 15.

Here lies the only platform upon which every enduring superstructure must rest. In order to develop the whole man to the greatest extent of his capabilities, and to prepare him to fulfill the highest purposes of his existence, the physical, intellectual and moral training must go together in harmony. While we are educating the head we must educate the heart,— while the intellect is duly nurtured, the higher principles of our nature must not be forgotten-while we are unfurling the sails, we must take care of the ballast. Upon the moral training of our youth every thing truly valuable in their education depends, and for this training we are to look in a special manner to the teachers of our common schools. The teachers here stand as sentinels to give direction to the moral sentiments. May they duly consider the weight of their responsibility! It is not, however, the province of the instructor to teach religion in the popular sense of the term, or to teach SECTARIANISM in any sense, but it is his high prerogative to inculcate those virtues which dignify huran nature and prepare mankind for usefulness and for the right enjoyment of every earthly blessing.

III. DEFECTS AND SUGGESTIONS FOR IMPROVEMENT.

1. District Returns. -The law makes it binding upon the districts to submit annual returns of their respective schools to the town's committee, in such manner and form as the committee or the State Commissioner shall prescribe, and the penalty for neglect of making such returns is a forfeiture of the school money the succeeding year; hence it is important these returns be punctually made.

The law also requires the school committee to make a report of their doings, and the condition of the public schools to the town, and also to the State Commissioner, within a certain time, before the town can draw its share of school money from the state. Hence the necessity for the trus: tees to see that the returns are filled out and sent to the clerk of the school committee, in due season to enable them to make their report as the law requires; this should be done by the first of May.

It is furthermore very important that these returns be made out in a proper manner, as the school committee are dependent upon them for many facts and statistics which go forth in their report to the town and state; they should be filled out with care and accuracy, so that they can be relied upon. Some of these returns, we are sorry to say, have been very incomplete and imperfectly made out, which causes the school committee much perplexity and trouble in preparing their report.

The want of fulness and accuracy in many of the district returns, may be owing in part to the fact that some teachers have considered this as no part of their duty, and have carelessly left their registers at the close of the term for the trustees to decipher as well as they could, and to make out their returns from them. But the teacher who understands, or ought to understand his own language, and how the register has been kept, is the one to transcribe it, and should always consider it his duty to fill out or assist in filling out the returns, so far at least as they relate particularly to the register or to the school.

Again we may observe that great care should be taken in keeping the registers, especially as regards the number of scholars and the average attendance. The law makes the proportion of school money to each district dependent in part upon the average number of scholars which attended school the preceding year. Each scholar this year draws $1,74, and a variation then of a single scholar in the average attendance would make this difference in the amount of money drawn by that district. Hence a careful accuracy should be observed in estimating the average. There seems, however, to be a great deficiency from some cause in making returns of the average attendance of the scholars, and we believe some districts have not hitherto received their appropriate share of the public money in consequence of this irregularity. Several districts which have sustained their schools from eight to twelve months in the year, have returned a less number of average attendance, with even a greater number of registered scholars than some other districts which have continued their schools only four or five months, and consequently the districts in some instances