a large outlay of money, and, on that account, opposition to it from the heavy tax-payers might very reasonably be expected. But, so deeply are they in favor of our Public Schools and everything that will advance popular education among us, that the first complaint from any source has yet to be made.

On general principles this method of furnishing books is justifiable, for if school-houses, teaching, fuel and general supplies are paid for with public money, text-books should come under the same category. Our schools were not free till this measure was inaugurated, and I look upon its adoption as one of the most progressive steps we have taken in educational matters for many years. The son or daughter of the poor laborer can now enjoy the privileges of our Common Schools to the same extent, and with the same ease as far as expenses are concerned, as the children of the most opulent among us.

Among the important advantages derived from the system of free text-books, I will mention the following:

1. Economy. Books are bought from the publishers by the city at wholesale rates, being allowed on all purchases the largest discount known to the trade. The same books, if bought by the scholars at retail, would cost over one-third more. Take an example. A book that retails for one dollar, the city buys at forty per cent. discount, or for sixty cents, thereby saving on the first cost of each book of this kind forty cents. It is easily seen, therefore, that the aggregate amount of money required to supply text-books by the city is very much less. than the sum which would be necessary if the scholars had to purchase them at retail prices.

In addition to the saving on the first outlay, there is another point worthy of consideration. By the old plan, when a scholar was promoted, his old books, even if in good condition, became comparatively worthless, as he had no further use for them in school. They were therefore carried home and put on the shelf as worthless rubbish. But by the present plan the books are used by successive classes till they are worn out. By the old plan, again, a scholar was at perfect liberty to mark upon, mutilate or destroy his books as he pleased, as the teacher had no right to forbid him, the books being his own property. By the present plan, the books are charged to the teachers, and they are each held responsible for the proper care and condition of those in their respective rooms. The scholar feels that the books belong to the city, and that the teacher has an interest in their preservation and legitimate use. The parent has the same interest in the books that he had before, for if his child maliciously mutilates or destroys one, he is called upon to make the damage good. The teacher has a greater interest than before in the matter, and is therefore more watchful that proper care is taken of the books lent to his

pupils. By this joint supervision the books are better preserved, and last longer than under the old arrangement.

I am quite certain, therefore, that the actual cost by the present plan, in a series of years, will be less than one-half what it would be under the former way of purchasing. The plan, then, is an economic

one.

2. The books are furnished promptly as scholars need them. This item is quite important, for it very frequently happened, when new classes were formed, or promotions made, that some of the pupils could not get the new books needed till pay-day, and the work of the class was retarded thereby. The teachers feel a greater freedom in making promotions where they are deserving, because the books are in readiness for the pupils.

3. There is no odious distinction between the child of poverty and the child of wealth on this account. The pride of no scholar is now wounded by having his book labelled "City Property." This is the right, now, of every child. The rich and poor meet together here, being joint heirs to the free use of school-houses, teaching, books, and all the appliances necessary for acquiring a thorough Common School education.

4. This plan favors variety, where and when it is desirable, without increased cost or inconvenience. Two series of readers can be successfully used at the same time, by having one school read from one series and another school from another, and, after each has been read sufficiently, the books could be exchanged, and thus a greater variety would be obtained without extra cost. This is true of any text-book. Superintendent.-WM. CONNELL, Jr.

MANSFIELD.

"Good teaching is impossible without a personal interest and pleasure in the progress of the pupils." This leads them to a careful study of their natures, different circumstances and surroundings. Long experience may improve a teacher, or it may wholly unfit her for her duties. Besides being a thorough scholar, a teacher must acquaint herself with the more modern and improved methods of teaching; but, above all, a virtuous, Christian character (and Christianity is the embodiment of all virtue) is alone fitted for the control of our youth. They should carefully look for these qualities, teaching every child who comes under their charge, by example as well as percept, that on these and these alone, can be built the structure of true moral greatness and worth. Again, a frequent change in teachers has been an evil from which the school interests of the town have long suffered.

It needs no argument to show that, after a teacher has won the love and esteem of her scholars, become acquainted with their dispositions. and habits, and proven herself adapted to their wants,-understanding how she can best serve their interests, regulate and control their manners and tendencies,-to be removed, and her place filled by another, perhaps an entire stranger (and all, it may be, to serve some selfish end or desire of the prudential committee, or some of his friends), must prove very detrimental to the interests and progress of such schools; and yet, in the face and eyes of all these practices, which are constantly and repeatedly being imposed on the different districts, some of our good people still cling to the school district system (a poor and obsolete system, indeed) as "the one altogether lovely."

Spelling. Just what the best course to be taken in teaching this very important branch, and what requirements to make, are questions difficult to answer. Our spelling-books are likely to go beyond the common words used by the pupil in writing. Good spelling is not necessary to good reading, and even in obtaining a familiarity with words likely to be so used, we somewhat question the use of the spelling-book.

The committee recommend the spelling of words selected by the teacher from the reading lesson, believing such a method to be far preferable, and of much more benefit to the pupils, than the use of the more hard and uncommon words used in most spelling-books. Such a course will familiarize the pupils, not only with such words as they are likely to make use of, but also with their proper uses; and the habit once formed of observing the spelling of words as they are met with in reading, will almost oblige the pupil properly to spell new words as fast as they are added to his vocabulary; and this formation of habits of observation, this laying of foundations upon which pupils must constantly build, whether they will or not, is just what should be aimed at in all education. We think that spelling exercises, thus conducted, will serve as a real educational means, thereby helping the scholar to enlarge his vocabulary, and also to use it correctly, and at the same time give us much better spellers than we have ever had.

Attendance. We will admit the parent has a right to control his own children (shall we say a very few do, however?). The control, however, is limited. A parent has not the right, we claim, to deprive his child of food, nor of a Common School education. Neither has he a right to keep his children from school more than is absolutely necessary, more especially when such absentees' irregularities retard the progress of the other members of the school, thereby robbing them of their rights. To them they are, or should be, sacred, and should not be taken away. No school can be of the first order in which scholars are allowed by their parents to stay out every now and then on the most

frivolous pretext. Such scholars are a moth to any school. They discourage the teacher, reduce the attendance, and give a bad name generally to the school. The town pays for their education, and yet they get no education, and we fear this is not the last payment the town will make for some of them.

School Committee.-A. F. MIDDLETON, L. W. SWEET, FOSTER Bryant.

NEW BEDFORD.

High School. Because so small a portion of the children who enter the Primary and Grammar Schools pass into the High School, and be cause less than fifty per cent. of those who enter there remain to gradu ate, persons not well informed may infer that the High School is rather an ornamental appendage of our Public School system than an essential element of it. The committee believe that this school is not only an essential part of the school system, but that it is an element of power for good, so far as it is efficient, operating upon all the lower grades. It is the goal toward which the more ambitious pupils of all those grades look. Through all their course they reach toward it with a desire to excel, and to be prepared to take an honorable rank when they enter there.

To oblige pupils to pass from excellent Primary and Grammar schools, into a High School of inferior character, would react most unfavorably upon all the grades, and would reduce the applicants for admission to a very small number.

Again, the larger portion of the lady teachers of our corps are graduates of our own schools, and the four years of study in the High School are of inestimable importance to those young ladies who intend to teach; and they are of equal importance to the public whom they design to serve. As is the efficiency of our High School course, so, to a great degree, will be that of the teaching in all our schools. One year in our excellent Training School, or two years in a Normal School, may supply some deficiencies; but neither can be a complete substitute for efficient instruction during the period of High School study.

Words spoken by Rev. G. W. Bosworth, D. D., chairman of the High School committee of Haverhill, Mass., at the dedication of the new High School house in that city in the month of August last, so clearly state the views we entertain upon this subject, that we cannot better utter our own thoughts than by giving a brief quotation from his address:

"There may be some who believe that the High School receives too large a share of public attention and an undue proportion of the funds

spent for education, that too few enter its halls, and too many are excluded from its privileges, and that the money spent here ought to be spent in schools of lower grade. In our judgment this opinion is erroneous. When the facts are fully examined, it will appear that, paradoxical as it may seem, in this matter of education the higher forms support the lower, rather than the lower support the higher. The University with its Colleges, the Academies and the High School form the base of the magnificent pyramid of our system of popular education. As in the supply of a city with water the reservoir must be elevated in order that the streams may descend with force sufficient to reach every building, so must there be fountains of higher learning and culture, in order that these blessings may be distributed freely among the masses.

"History confirms this position. The process of education never commenced with schools of a primary grade. The revival of learning never commenced in Seminaries where mere rudiments were taught. Before, and immediately subsequent to, the Christian epoch, there were schools for the select, while the masses were left in ignorance. From the sixth to the fifteenth centuries were established Universities and Colleges in many parts of Europe. And during this period various efforts were made to extend the advantages of education among the common people. But it was reserved for the reformers, headed by Luther, to achieve success in this noble enterprise, and for New England to establish the Common School system. And it is a significant fact that the first law in this direction was enacted in 1647, eleven years after Harvard College had been founded. This fact illustrates the common law, that the higher schools precede and sustain the lower. These higher Seminaries will fix the standard, furnish the instructors, the incitements and the enthusiasm for the lower. Therefore, what has been expended in this school is destined to reach and benefit every school in our city and its parishes."

Impressed with these views, the committee have desired to give the High School that position which its importance demands.

Training School. This school has steadily gained in the confidence of the committee and of the public. All of the seven young ladies who graduated from it last June received appointments as teachers in September, and all of them are doing acceptable service. All that was said of this school in the report of last year, we are prepared to repeat with increased emphasis.

At the beginning of the present school-year, fifteen graduates of our High School entered as students in the Training School. On account of the largeness of the number, the committee have been obliged to adhere strictly to the rule admitting only such persons as have passed through a course in the High School, or its equivalent.