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<br />MORALS.
<br />In conformity with the statute of the Commonwealth, as to
<br />the purposes to be cherished in the institution and support of
<br />schools, we have devoted much attention to the subject of
<br />morals. It has been our custom to inquire particularly as to
<br />their state in this respect. The result, upon the whole, has
<br />been gratifying. We have deemed a satisfactory state of our
<br />schools herein as more desirable than any proficiency in the
<br />studies. Unless the moral nature of your children is success-
<br />fully cultivated with the intellectual, your schools cannot be
<br />sources of pride and honor. We say this from no profes-
<br />sional bias, but in consonance with the candid opinion of all
<br />well-wishers to the rising generation. We regret that there
<br />is not, in some of our schools, that regard for truth, which is
<br />essential; and particularly have we found cause of sorrow in
<br />the existence, among not a few, of the vice of profanity. We
<br />implore parents to reflect how far their own example has tended
<br />to this result, and to remember how inevitably that example
<br />affects the minds and hearts of their children.
<br />SCHOOLHOUSES.
<br />On the subject of schoolhouses, we content ourselves by ex-
<br />pressing our gratification with the improvements that have been
<br />made in the schoolrooms of the South-east district, and the hope
<br />that uniformity in all the schoolhouses may be an object of`con-
<br />cern with the town, in order that a common progress may ap-
<br />pear among our scholars in taste, love of order, and refinement,
<br />to which a commodious, neat, and agreeable schoolroom, may
<br />so much contribute.
<br />RECOMMENDATIONS.
<br />COOPERATION OF PARENTS.
<br />It is a part of the law, requiring this report, that we should
<br />offer any recommendations that seem important to the welfare
<br />weeks, there were one hundred and seventy-five dismissions asked for by the
<br />sixty-four scholars. Allowing them to have been given for a quarter of a day,
<br />the time thus lost, of actual school hours, was equal to the whole term, or eight
<br />weeks and more, for one scholar.
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<br />of our schools. If our voice were never lifted again in behalf
<br />of the sacred cause of education, we should feel that we had
<br />discharged some part of our duty in the following remarks.
<br />We would write upon your door-posts,—on your schoolhouses,—
<br />far more, in your hearts, if we may, " cooperation of parents in
<br />the cause of education." The experience of the past year has
<br />fixed our minds upon this subject more than upon any other.
<br />In several instances, our schools have greatly suffered for the
<br />want of it. By cooperation," we do not mean only a general
<br />interest in education, but a direct support of the schools in your
<br />midst in every way, in and out of school. There have been
<br />occasions during the past year, when the regulations of school
<br />have not received the cordial cooperation of all the parents, or
<br />things have been said, in relation to teachers, calculated to lessen
<br />their influence, and, consequently, to interfere with the prosper-
<br />ity of the schools. Whilst the government of the teacher in the
<br />Grammar department, in the Centre district, received the cordial
<br />support of the great majority of the parents, there were three
<br />or four instances where it was not upheld as we could wish ;
<br />and some of the scholars were permitted to absent themselves
<br />from the closing examination, by reason of dissatisfaction with
<br />the requirements of the teacher. In the West district, the teacher,
<br />during the summer term, was not rightly supported in carrying
<br />out her regulations. In the North and South districts, some re-
<br />marks have been made of the teachers in derogation of their
<br />labors; and in the South-east district, where the regulations of
<br />the teacher in the Grammar department in regard to " writing"
<br />were not cordially sustained by all the parents, as they ought
<br />to have been, injury was done to the feelings of the teacher and
<br />the good order of the school. These are the qualifications, to
<br />which we have heretofore referred. We do not intend to debate,
<br />now, whether these regulations were just. That question, so
<br />far as we were concerned, was settled at the time, and the teach-
<br />ers received the unanimous approbation of the whole committee.
<br />The single point, to which we ask unbiased attention, is this;
<br />that the teacher, so long as he occupies that position, should
<br />receive, and has a right to expect, the support, countenance,
<br />and aid, of all the members of the district in which he may
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