1846-1847 School Committee Report

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14 15 dies pursued. It is painful to find scholars pursuing some sof the higher branches of study, or attempting to pursue them, while deficient in the more common departments of reading and spelling. An expression has sometimes reach- ed the ears of the committee, bearing upon this point, which they deem both erroneous and injurious. It is said that it matters but little what the character of the instruction may be, which is given in our primary schools, and to our younger pupils ; that if small children can be kept content- ed and happy in school, it is all that ought to be asked. Your committee are far from urging that children should be sent at an early age to school, or that these little ones should, when at school, be kept for any length of time to the same positions and studies, or that there should be an attempt on the part of instructers, to teach these smaller scholars a great amount of knowledge. They would only urge that whatever is taught, how small soever the amount may be, should be taught thoroughly. Your committee would state distinctly, that they have no complaint to make in regard to the teachers of our primary schools during the past year. They have all laboured diligently and conscien- tiously, and have accomplished much for their respective schools. But they would suggest that the instruction in these schools, and with all our younger pupils, should be made more thorough than it ever yet has been. Reading and Spelling are the principal branches taught in these schools, the branches first taught to our younger scholars in all our schools. A correct knowledge of the orthography of our language, depending as it does upon mere arbitrary memory, can be more easily acquired at this early period than afterwards. And, if not secured thus early, there is great danger that it never will be. But, if a knowledge of the proper mode of spelling words, of the proper manner of dividing th em int:, the syllables of which they are composed, and of the correct pronunciation of the separate syllables be made so familiar to the child, that he can call any new word he may meet almost at a glance, a foundation will be laid for a free, cor- rect, and easy style of reading. We sometimes complain that our lads, of a dozen years of age, do not express, with life and force, the spirit and sentiment of the piece they read. The reason of this often is, that they are not attempting to do so. The exercise of reading with such pupils, in con- sequence of previous superficial and inaccurate instruction, is merely a blundering attempt to pronounce a succession of words, not familiar to the eye, the syllabication of which, with the proper pronunciation of the separate syllables, is almost entirely unknown, in a correct and proper manner. The evil influence of a want of thoroughness in the elemen- tary principles of the different branches, is lasting in its ef- fects. And the more specially is it so, because habits of carelessness are of all habits the most difficult to be over- come. It may be thought, perhaps, that suggestions like these are out of place in a report like this, and should be reserved for the ear of the teacher, at the commencement of the school. But parents sometimes indulge or cherish in their children feelings and desires which prove a great hin- drance to the attainment of this thoroughness and accuracy, even when teachers are desirous of securing it. They wish to have their children crowded forward into the higher schools, and higher branches of study, even to the neglect of thoroughness and accuracy in the elementary principles. Your committee would therefore most earnestly urge the importance of a steady aim, on the part of future commit- tees, parents, and teachers, at greater accuracy and thor- oughness, in the elementary principles of the different branches of study taught in our schools. As one of the means of securing this most desirable end,