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<br />and prospects of the schools. The large attendance of
<br />parents and others at the examinations displays a general
<br />interest in the subject. There has been no failure to carry
<br />the schools through in a quiet and reputable manner. In
<br />most of them, there has been a very happy degree of dili-
<br />gence and effort on the part of both teachers and pupils. If
<br />some of this work has been expended in ways not the most
<br />practically valuable, it still must have its useful results in
<br />promoting good habits ; and, under proper direction, may be
<br />made more useful hereafter. In respect to what are sometimes
<br />called the ornamental branches, readings and declamations,
<br />compositions, singing, map -drawing, &c., it should be remem-
<br />bered that the time so spent is by no means all taken from
<br />other pursuits more solidly useful, but, in a large degree, is
<br />redeemed from idleness, or worse than idleness. They give
<br />variety, and serve in part for recreation ; and, as such, may
<br />even increase the proficiency made in the more regular
<br />studies. They are only injurious when allowed to distract
<br />attention from other branches of culture, and to degenerate
<br />into a mere means for display, of which there is perhaps
<br />danger in some of the schools.
<br />In view of. the recent action of the town in respect to the
<br />High ' School, it may be considered a point finally settled,
<br />that there is to be no retrograde movement in this town in
<br />matters pertaining to the common schools. It is not to be
<br />supposed that those who voted against the continuance of the
<br />High School were generally actuated by an unwillingness to
<br />grant to the young all practicable opportunities for education,
<br />but by an honest difference of opinion as to the means by
<br />which the object can be secured in the most equitable,
<br />economical, and efficient manner.
<br />The question is decided for the ensuing year ; but, for com-
<br />ing years, it still remains open, and is to be decided by the
<br />light of farther experience. It can hardly be supposed that
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<br />a majority of the town will ever be willing to recur to the
<br />system which is opposed to all the tendencies of the age, as
<br />well as to the settled convictions of the most zealous and
<br />well-informed friends of popular education, — that, namely,
<br />which gathers all ages and stages of scholarship into the same
<br />school, where, if the elements are taught as they ought to be,
<br />the more advanced studies can receive but hurried attention .;
<br />or, if these higher branches are suitably taught, it is at
<br />the expense of that which ought to be absolutely insisted
<br />on, — thorough instruction in the elements of learning. To
<br />graduate the schools, as far as is rendered practicable, by the
<br />nature of the population and its distribution, is as clearly for
<br />the advantage of the younger and less -advanced pupils as
<br />for the higher classes. Each class is far better attended to
<br />in a school devoted to its own appropriate pursuits, than
<br />where the time of one teacher is taken up by a range of
<br />studies from the alphabet to algebra. The advantages of a
<br />graduated system are quite as much on the side of the pri-
<br />mary department, as of either of the higher grades. But, th
<br />for all, ey are important, and beyond question. The
<br />greatest defect almost universally in school instruction is the
<br />want of that thoroughness which renders it certain that what
<br />is once learned will never be forgotten ; and there is no
<br />doubt that the chances of securing thoroughness are great
<br />in proportion to the completeness with which the schools are
<br />classified into successive departments. So far, the Commit-
<br />tee feel it right to express their convictions ; and they com-
<br />mend the subject to the candid consideration of the citizens,
<br />hoping that not only will the wisest course be finally adopted,
<br />but adopted by the harmonious and cheerful action of the
<br />whole community.
<br />L. J. LIVERMORE,
<br />CHARLES TIDD, Committee.
<br />JONAS GAMMELL,
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