port of public instruction. This question, gentlemen, you are about to decide in view of your own individual interests and of the town. And let it be remembered that the only pledge of security for our sacred liberties and the perpetuity of our honored institutions, is the sustaining power of a universal extension of knowledge and virtue-that the illuminating beams of these essential elements of our nation's glory and prosperity can only be diffused through the medium of common schools. These are emphatically the institutions of the people; let the people guard them and they will guard the people; and finally, may all the public appropriations be so applied in extending the light of mental and moral excellence through the land, that the inestimable blessings of our civil and religious institutions, the precious inheritance of our forefathers, shall be transmitted unimpaired to posterity! All of which is respectfully submitted,

Smithfield, June 5, 1848.

In behalf of the Committee.

JAMES BUSHEE, Clerk.

School Committee for 1847-48, Charles Hyde, James Bushee, Ahaz Mowry.

NOTE. Extract from a communication received from the Librarian, (Rev. C. W. Hewes,) of the Lonsdale Atheneum.

“The whole number of volumes purchased by Mr. Barnard, Commissioner of Public Schools, for our Library, is one thousand, to which have been added several volumes by donation. Our library was opened on the 18th of December, 1847, and the average number of volumes issued each week is eighty-five, and the whole amount taken for the use of the books (one cent per week,) after April 1, 1848, was $25, and after this date, September 1, is $52. The books most called for are Voyages and Travels, American Biography, and American and French Histories. The works on Natural History, Chemistry, Domestic Economy, Manufactures and Trades are well read. Every day illustrates the wisdom of Mr. Barnard's selection in general, and especially in purchasing many books adapted to juvenile reading, and thus creating a taste and the habit of reading in the young. The books are treated better than we dared to hope-not a book has been lost-and it has been necessary in but one instance to impose a fine for damage. Our bill for repairs has not exceeded three dollars.

Our best hopes in reference to the Library, in every particular, have been more than realized, and the apparent improvement in the tastes and habits of this people is a complete justification of the munificent ($500)*expenditure on the part of the Lonsdale Company in providing so judiciously selected library."

Number.

GLOCESTER.

REPORT OF SCHOOL COMMITTEE FOR 1847.

The School Committee present the following Annual Report:

Soon after their appointment, the Committee met, and organized by the choice of O. F. Otis, Chairman, and J. S. Tourtellot, Secretary; the latter afterwards resigned, and H. W. Aldrich was chosen to fill his place.

During the past year, the Committee have held sixteen meetings for the examination of teachers, and the transaction of other business relating to the schools. With few exceptions, they have visited each school twice during the winter term.*

They have examined 17 applicants for schools, 16 of whom have been approved.

The following table shows some important facts in relation to the distribution of the public money.

*The Committee have spent 484 hours in meetings of business, examination of teachers, and visiting schools, which, at $1.00 per day of 10 hours each, would amount to $48.40. They have travelled over 280 miles, which, at twelve and a half cents per mile, would amount to $17.25, although in most cases, they have walked to the several schools when visiting them.

Amount to each Scholar.

No. cents of $100.

The whole amount of money received for school purposes for the year 1845-6, was $828.59; of which $548.59 was derived from the State, $2.00 from town, and $80 from registry tax. By provision of the school act, one half the State and registry, with the whole of town money, was divided equally among the districts, and the other half according to the average attendance of the scholors.

It appears from this table, that if the whole amount of public money was equally distributed among the 4-1 scholars, each would receive $1.72. If divided according to the valuation of property in each district, there would be a dividend of nine cents on $100. But, divided as it actually is, District No. 3, having the greatest number of registered scholars, has $1.06 to a scholar, and No. 2, with the smallest number, #3.27; or, by the return of 1844-5, (seven scholars,) it would have $5.50.

CONDITION OF SCHOOLS.-The attendance in some of the schools has been very regular, and the result has been order, spirit, and progress; while in other schools there has been great irregularity, and a consequent indifference to study on the part of the pupils, besides a waste of time and money. Want of improvement may almost always be traced to great irregularity. It is evident that the success of every school depends in a great measure upon the regular attendance of its scholars. Good school-houses and good teachers may be provided, but there will be no real progress unless there is punctual attendance; and as half of the State money is divided according to the average, a constant attendance secures a greater amount of the public money. For instance, the average attendance in No. 13, in 1845-6, was 34 greater than that of any other district, and the amount of money received was greater, while the number of scholars registered was 19 less than in No. 3. The average of the same district the following winter being only 25, there will be a loss of money nearly equal to the cost of one month's instruction. This is true of any other district in similar circumstances.

Books.-The Committee, acting in accordance with the School Act, Sec. V. T 9, and with the advice of the State Commissioner, recommended a new system of books to be used in the schools. In the opinion of all who have examined, a change was much needed. The readiness with which the parents of the several districts have furnished these books for their children, has been not only gratifying to the friends of education, but has aided greatly in waking up an interest in the schools. In most of the schools a very decided improvement has been made in all the branches taught, and especially in reading and arithmetic. The newness and novelty of the excellent series of reading-books adopted, has awakened an unusual interest in the subject of reading, and much assisted the teacher in this important branch of education. Colburn's Arithmetic, in the opinion of the best judges, is superior to any other mental work, and imparts a knowledge of figures and discipline of mind, to be derived from no other source. Great proficiency has been made in this branch during the past winter.

SCHOOL-HOUSES.-The houses in several of the districts are quite deficient in the matter of convenience and attraction. This is unfavorable to the cause of common school education. A comfortable and spacious schoolroom has a most important bearing upon the health and mental culture of children. The location, structure, and internal arrangement of schoolhouses should be as pleasant and convenient as the districts are able to make them, and not, as in some instances, present a prison-like appearance to the child. The Committee are happy to report an improvement in several districts. The Pine Orchard school-house has been neatly and conveniently re-modelled, at an expense of about 175. The excellent progress of the scholars in this school is one of the good results. Clarksville district have erected a conveniently and neatly finished house, on a pleasant site, at an expense of $350. Much credit is due this district in leading off so nobly in the matter of new school-houses. Nos. 3, 4, and 5, in Chepachet, have united in building a large two-story house, with three compartments, to accommodate a gradation of schools, and yoted to raise $2500 on the taxable property for that purpose. By this means, the system of common school education will be more thoroughly carried out. With proper teachers, supervision, and support, this school will not be inferior to those of the

1

same character in Providence. This house, combining all the attractions and conveniences of modern school-house architecture, reflects much credit upon the districts, and will be an honor to the town. It is hoped that this noble spirit for improvement of school-houses will be imitated by all the other districts, which will speak much for the liberality of our citizens.

ALTERING DISTRICTS.-The Committee found, upon inquiry, that a different arrangement of the districts was necessary for a more successful operation of the schools. Accordingly they have made such alterations as in their judgment seemed most conducive to this object. Of course, it was not possible to make every man's farm a school district, or every house a school-room; nor could they, by any arrangement, satisfy every person in each district. But if every individual preference has not been gratified, they have, at least, endeavored to promote the greatest good of all the schools. When the State Commissioner visited this town to ascertain the condition of its schools, he at once remarked, "There are too many districts for the best interests of education." This fact is obvious to every impartial observer. With these views, the Committee have made the four following important changes:

1. The Steere and Winsor districts, (Nos. 10 and 11,) registering in 1846, one fourteen, the other seven scholars, have been dissolved; a small portion of them added to Nos. 14 and 17, and the remainder to No. 16, thereby giving that district thirty or more scholars. The reason of this change appears in the fact that No. 16 has no school-house, and the houses in Nos. 10 and 11 cannot be approved for school purposes. Now the new district is able to erect a house within a convenient distance of all the scholars, and give them a good elementary education.

2. Districts No. 1, with twelve scholars, and No. 2, with sixteen scholars, were next united, which seemed necessary, as No. 1 had no house, and the house in No. 2 was not suitable for the best interest of education. Neither of these districts alone could without difficulty maintain a school according to law, but united they are able to build a neat and convenient house, and sustain a good school. Why should these twenty-eight scholars have two teachers, at an expense of $50 per month, when one can do the same work just as thoroughly for $25 per month? If these districts be not united, why may not Pine Orchard, with thirty-six scholars, be divided into two districts, and demand two teachers? or the Harmony, with thirty-eight scholars, especially when many of the scholars are as far from their school as any in the new districts?

3. Districts No. 9, with eighteen scholars, and No. 17, with seven scholars, have been united. No. 9 had a school-house in good repair. The objection to the union on this account was not valid in the minds of the Committee, as the owners of the house can dipose of it, and use the avails in paying their proportion of the cost of a new one. This has been done by Nos. 3 and 4. The Foster part of No. 9 receives no part of the public money from that town for the support of the school, and it was thought best that the part belonging to this town should be united with No. 17, and thus have the means within themselves of building a house and keeping up a school. If the great distance of some of the families is a serious objection, the Harmony, Jefferson, Clarkville, and Pine Orchard districts can urge the same. Those who walk one and a half or two miles, have often more energy and vigor of mind, and make greater progress in their studies. 4. A small portion of No. 14 was annexed to Nos. 3 and 4, and the remaining part united with No. 18, thus making a new district of forty scholars. In these districts are houses which are private property. To these the same remark will apply as to that in No. 9. This change seemed important, because No. 18 had not scholars sufficient (there being but fifteen registered,) to maintain a separate school. This union puts all in possession of a good education.

By the present arrangement of districts, there are five on the south side of the town, five on the north, and four in the interior. There will be a saving of five school-houses, to be built, and kept in repair and warmed during the winter term, which in ten years would amount to $2000. The schools now need fourteen teachers, where before there were nineteen.

This reduction of the number of districts will give those that remain $250, thus gaining in each year nearly one month school to each district. This also increases the ability to maintain good schools. Those who have the greatest amount of means, have the least amount of public money, as was designed they should have; while those of the smallest means have the largest share.

If any feel themselves aggrieved by what has been done, they have the right of appeal to the State Commissioner. If injustice has been done to the cause of education, that public officer will rectify it when the facts are laid before him.

It has been said these changes were made to benefit the village at the expense of the out-districts. Can any one say this with all the facts in this report before him? Do not the tables, which have been prepared from authentic sources, prove this charge to be wholly without foundation? If District No. 5, with less than 60 of public money, can invest $990 in a new school-house, and raise nearly $400 to sustain a school through the year, why may not any other district, with the same amount of means, have the same amount of school if they choose? District No. 3 has, with $60 free money, and its own resources, sustained a male teacher for the last three years. May not other districts, with equal means, do the same? If districts are not disposed to pay for any school beyond the free money, whose is the fault? This new arrangement of districts increases the amount of public money to each, though it does not give each the same amount of property, or the same number of scholars. This is not possible with the present situation of the population. An approximation to a perfect equality is all that can reasonably be expected. The Committee feel confident that with a united and hearty co-operation of the several districts, these changes will tend greatly to elevate the condition of all the schools in the town, and will doubtless make them equal to any of the country schools in the State. Believing that education in the highest sense is one of the greatest blessings that can be conferred upon the rising generation, the Committee have labored steadily and perseveringly to promote this object. They have endeavored, as they were able, to lay deep and solid its foundations, and rear up a noble superstructure. In doing this they did not expect to escape censure, or secure the good will of all. But if their efforts have given a new impulse to this cause, and shall be appreciated by the friends of education, they will feel themselves amply rewarded. As the success of our schools depends in a great measure upon an enlightened and liberal public sentiment, they would help to form that sentiment by spreading out before their fellow citizens the facts collected and considerations offered in this Report, hoping that they will be read and pondered by all who desire the well being of society.

The following table shows the present arrangement of districts, with their scholars and valuation:

The Committee would recommend the same division of public money as heretofore: one half of State and registry money according to average attendance, and the remainder, with that raised by town, equally among the