|
4
<br />omy displayed in the care of the house and the fires, the
<br />credit of which is due to the teacher, who has personally
<br />taken charge of these things. In both of these schools, we
<br />notice, with peculiar satisfaction, the healthy, moral influ-
<br />ence exerted on the scholars, assimilating the schools to the
<br />best type of happy and well -governed families.
<br />The BOWDITCH SCHOOL, under Miss ANNA M. KNIGHT, has
<br />not fully met the favorable expectations awakened at the
<br />examination a year ago. At the two examinations, the re-
<br />citations were fair, the deportment good. In regard to
<br />discipline in the schoolroom, and out of doors, the school
<br />has appeared well through the year, as compared with the
<br />other schools. But, at the visits made in term -time, the
<br />recitations and general air of the classes have indicated a
<br />want of interest and of working spirit, such as seriously
<br />to lessen the good results that might be looked for, from
<br />the abilities of the pupils, and the labors of a teacher un-
<br />doubtedly well qualified as far as mental attainments go.
<br />This defect we cannot suppose to be owing to any natural
<br />deficiency in the pupils.
<br />The HOWARD SCHOOL, after being tendered to several
<br />young ladies of already established character as teachers,
<br />was, at the beginning of the year, put in charge of Miss
<br />EMILY A. PEIRCE, who has taught through the year. Miss
<br />Peirce has shown herself a faithful and painstaking teach-
<br />er, and has succeeded, in a good degree, in all respects.
<br />At the examinations, we have noted recitations fair, — de-
<br />portment very good. At the closing examination, owing to
<br />the teacher's illness, the school was wholly in charge of the
<br />Committee. That, under these circumstances, there were
<br />no failures in recitations, and a behavior entirely correct,
<br />speaks well for the moral state of the school. This school
<br />has suffered much from irregular attendance, caused mostly
<br />by prevailing sickness.
<br />5
<br />HANCOCK SUB -PRIMARY. — Miss SIMONDS has continued
<br />through the year to perform the work of this little school,
<br />in the same gentle and kind manner we have before noted,
<br />and which is so well suited to the character of the school.
<br />We look here less for advancement in the knowledge that
<br />comes from books, than for the formation of good manners
<br />and quiet habits, — the culture of the minor morals of the
<br />schoolroom. We regard the work as no less important
<br />than that of the other schools, and requiring gifts both of
<br />mind and heart no less rare. It is well worthy the love
<br />and devotion of a teacher who estimates rightly the first
<br />unfoldings of thought and feeling in young immortals. The
<br />number of pupils at the end of the spring term was forty-
<br />four, while the room is prepared for only thirty-six ; its size
<br />not permitting a larger number, with any regard to either
<br />health or convenience. At the beginning of the fall term,
<br />the number was reduced to the proper limits, partly by ex-
<br />cluding two or three children under the legal age, — one
<br />being less than four years old, — and partly by transferring
<br />a class to the Primary School. During the winter term,
<br />the attendance has been much reduced by sickness.
<br />HANCOCK PRIMARY. — We have no new feature to mark
<br />in particular. The number has been quite as large as is
<br />consistent with the greatest real economy, rising at one
<br />time to fifty-five. The discipline in the main has been firm,
<br />without undue severity. Some instances of persistence in
<br />unruly conduct, and some of punishments thought to be
<br />unreasonably severe, have been brought to our attention in
<br />the course of the year. There is not altogether the kind
<br />and degree of control over the irregular propensities of
<br />childhood in this school, which we consider essential to en-
<br />tire success ; the deficiency being, in some measure, appar-
<br />ent in the schoolroom, but more out of it. We by no
<br />means wish to convey the idea, that the teacher has not
<br />1
<br />
|