HomeMy WebLinkAbout1847-1848 School Committee ReportREPORT
OF THE
SCHOOL C0M11ITTEE
OF THE
TOWN OF LEXINGTON,
FOR THE YEAR
1847-8.
PRESENTED APRIL 3, 1848.
BOSTON:
DUTTON AND WENTWORTH, PRINTERS,
CONGRESS STREET,
1847.
REPORT
OF THE
SCHOOL CO1I11IIT'1'E I1;
OF THE
TOWN OF LEXINGTON,
FOR THE YEAR
1847-8.
PRESENTED APRIL 3, 1848.
BOSTON:
DUTTON AND WENTWORTH, PRINTERS,
No. 37, Congress Street.
1848.
A
REPORT.
THE Superintending School Committee of Lexington, for the
year 1847-4.8, in submitting their Annual Report, are called upon
to recognize the hand of Divine Providence, by which Rev. Jason
Whitman, who was the chairman of the board, has been removed
from the scene of his earthly labors, and this town has been
deprived of the counsel of an efficient friend to the cause of
education. He died at Portland, Me., Jari. 25, 1848, and was
taken away at a time when his advice and his services were of
the highest importance. Whilst we would humbly resign our-
selves to this afflictive dispensation, it is our earnest hope, that
a due regard for his memory niay serve to hallow, in all hearts,
the interests of the young in our community, to which he was
devoted. We will endeavor to discharge the duty, which now
devolves upon us, of rendering to the town some account of the
condition of our schools during the past year. It should be
remembered that, although each one of your committee has
felt it a duty to be personally cognizant of each school, yet the
duty of keeping a distinct record of them all belonged to the
chairman of the board, and, therefore, our report cannot be so
full and complete as it might otherwise have been.
The following Tabular views will furnish a correct statement,
as to the number of weeks the various schools have been in
operation ; the teachers who have been employed in them; the
number of scholars who have belonged to them, and their av-
erage attendance; the wages and board of the teachers; and the
number engaged in the various branches of study.
4
TABULAR VIEW—No. 1.
Names of the several Teachers, Duration of the Schools, .No. belonging to the
Schools, their .overage Attendance, and the Wages and Board of the Teachers.
DISTRICTS.
TEACHERS.
Centre, Gram.
" Prim'y,
S. East, Gram.
South, -
North, - -
West, -
North East, -
S. H. Worcester,
Elizabeth Mulliken,
in summer,
Elizabeth Pratt, in
winter,
Augustus J. Sawyer,
Maria A. Merriam, -
Caroline Smith, - -
Caroline Ball, -
S. Caroline Simonds,
in summer,
S. Abby Cutler, in
winter,
E. Ann Johnson, in
summer,
Elizabeth H. Ben-
nett, in winter,
F
z
ai
0
z
22
22
24
24
24
24
19
16
0
0
z
16
16
14
14
15
18
19
17
0 0
38
38
38
38
39
42
38
33
65
68
i
U
cod
a
.5
0
bhp
P
c
47
53
53 38
46 39
42 38
33 26
30
23
25
17
0
ti
42)
0
14
64
68
64
47
51
37
37
37
ai
0
0
2
eo
C
55
50
47
33
44
30
27
26
0.
16
36
14
18
19
18
20
6
10
76
6
7
7
24
36
14
24
19
24
20
9
12
77
6
7
7
TABULAR VIEW—No. 2.
Number of Scholars in the different Branches.
DISTRICTS.
nie
a
Orthography.
m
a
y
English Grammar.
Geography.
a�•11
E
...Ela
Algebra.
H
Nat. Philosophy.
Men. Philosophy.
Astronomy.
0
Book Keeping.
Book of Nature.
Composition.
Drawing.
French.
Centre, Grammar, Sum.
65
65
65
52
57
65
3
14
12
•
57
3
•
•
65
•
7
6
6‘ " Winter,
64
64
64
46
39
64
23
12
•
•
39
2
6
•
64
•
13
5
" Primary, Sum.
68
68
16
•
26
37
°t " Winter,
68
68
40
•
36
68
21
•
S. East, Grammar, Sum.
53
53
52
26
35
52
4
16
•
•
•
•
4
" " Winter,
64
64
6136
42
59
6
13
2
•
•
•
4
" Primary, Sum.
46
46
16
•
1331
" " Winter,
47
47
16
•
17
29
South, Summer, - -
42
42
2018
19
31
12
5
•
5
" Winter, - -
50
51
25
22
39
43
14
•
•
•
10
North, Summer, - -
33
33
20
8
19
22
1
1
" Winter, - -
37
37
2710
19
28
1
2
West, Summer, - -
30
30
30
8
14
17
3
•
3
•
•
3
•
5
•
•
•
•
" Winter, - -
37
37
27
17
24
33
1
4
•
3
•
3
•
•
•
•
1
•
N. East, Summer, - -
23
23
16
1
12
17
.
" Winter, - -
37
37
31
8
19.30
•
•
3
•
•
.
5
CONDITION OF THE SCHOOLS.
We would report generally, in regard to the state of the
schools the past year, that they have been in a very prosperous
condition. In them all have been engaged a most faithful, de-
voted band of teachers, who have labored to do their duty,
according to the best of their ability. Of course, their success
has been various. If this was estimated by their devotion to
their work, it might be considered complete; but considered
relatively to the high standard of education, we see much room
for improvement. In many instances, that were carefully
watched, proofs of remarkable progress, showing the fidelity of
teachers, and the very cordial cooperation of scholars, were not
wanting. In other instances, however, the progress had been
slower, but we felt gratified at the thoroughness evinced. A
want of sufficient progress is not necessarily attributable to the
teacher, but, in most cases, to the irregular attendance of schol-
ars. Let parents note this fact; and when they complain that
their children have not made so much advance as they could
have wished, let them ask how many days or half -days they
have been absent from school. Instances frequently come to
our notice, of complaints of this kind, when it has been found
that the scholars have been absent at least a third of the school
term. It is impossible to expect much of the teacher under
such circumstances.
We feel it to be a duty to refer to one school in particular, in
relation to which, we believe, our views were misunderstood.
We are glad of the opportunity of speaking thus publicly upon
this subject. At the close of the fall or summer term, in the
North District, we were not satisfied with the appearance of the
school. We thought that the scholars did not evince that
thoroughness which we had a right to expect, and that they
had contracted a habit of relying too much upon the teacher,
for assistance in recitations. We entertained the highest regard
for the teacher; and, believing that she had inadvertently aided
the scholars, in this want of reliance upon themselves,—through
a very laudable desire to do all for their advancement in her
power,—we felt called upon to offer some suggestions, warning
against this difficulty. Most unfortunately, these suggestions
6
were not understood as they were intended. The feelings of
the teacher,—of whose Christian character we have the highest
opinion,—were much wounded. But the suggestions them-
selves, we are glad to report, were acted upon, and, at the
close of the winter term, very marked improvement was visible.
We feel a pleasure in announcing this, in justice to the teacher
and the scholars. We offer but one other remark in relation
to this subject, and another instance, that called for a somewhat
similar course, though not accompanied by any dissatisfaction,
and it is this :—the results that followed in both instances were
most gratifying, and afford encouragement, which our succes-
sors in office may rejoice in, that however unpleasant the task
may be to point out deficiencies and obstacles to progress, they
will find the performance of a hard duty brings its own reward,
in the greater advancement of the interests of Education.
ORDER.
The subject of order is of paramount importance, since with-
out its aid none of the ends of education can be gained. We
have to report, that our schools have generally maintained a
high character, in this respect, the past year. It will be
remembered, that a very considerable portion of last year's re-
port was occupied in noticing instances of the violation of order.
We are able to submit our report now, without having had a
single case of this kind,—with the qualifications hereafter to
be made,—brought to our attention for decision. The West
School has been free from any severe cases of this nature, so
trying to teachers, and so fatal to the progress of a school. In
the South -East District, where the chief difficulty occurred,
during the year before the last, perfect order has been main-
tained, and the regulations of the school, with few exceptions,
have been complied with. This is highly creditable, not only
to the teacher, but to the scholars, and is matter of congratula-
tion to the district. We believe, moreover, that this much -
vexed question of order, and of the means of enforcing it, now
stands upon its true foundation. We have taken the position,
that it should be maintained through the respect and love of
the scholars for the teacher, and through their own self-respect.
7
We have encouraged and urged these as the highest motives,
and all -sufficient in ingenuous minds. Violations of order are
oftentimes consequent upon a want of self-respect on the part
of the teacher and the scholar. We have, therefore, done what
we could to ensure a cordial and intimate cooperation between
them both ; but, when those motives have proved insufficient,
we have not hesitated to advise a resort to strict measures.
The day has passed by, we think, when extreme views will be
taken on this subject. Forbearance, kindness, love, should be
required, as cardinal virtues in a teacher. No school can be of
much value without them; and experience shows, that those
are the most orderly and most useful schools, where the great
principle of order is enforced by these means. But the teacher
is not to be trampled upon; the regulations of the school are
not to be scouted as mere playthings; and scholars must learn,
—by the severer measures, if they will not by the milder motives
and appeals,—that if they enter the school purposely to trample
on the one, or to scout the other, they must sufer the consequences.
They must realize,—what they have generally been slow to
learn,—that, by violations of order, they render themselves
liable to the interference of justice, and of law, by which our
schools are supported. These opinions have been urged repeat-
edly by the whole Board of the Superintending Committee.
They have been heartily responded to by teachers, and we flat-
ter ourselves, that it is not arrogating too much to the influence
of these views, when we express our belief, that the good report,
now presented on this subject, is largely indebted to them.
ATTENDANCE.
We would now direct your consideration to the subject of
regularity of attendance in our schools. This has been im-
proved in some schools; yet much remains to be done. Parents
need to keep the strictest watch over their children, to secure
punctuality and regularity in this matter. It often happens,
that they feel this to be a duty, and do take pains to send them
from home regularly, and in good season; but the atttendance
and punctuality of many of them stand very low in the register.
When they leave home, they loiter about, or remain out of
8
9
school a half or a whole day. This is deceiving their parents,
and doing both the teacher and themselves a grievous wrong.
The injury to their own moral character, and their loss of
school advantages, are items of no slight importance. A stricter
guard should be kept by parents; and we suggest that, on this,
as on all other accounts, they should frequently visit school,
and learn, by personal examination, and inquiry of the teacher,
how far their exertions, in relation to their children, are, in this
regard, attended with success. Furthermore, we think it would
be highly beneficial, if they would require from their children a
strict account; if they would show them that this subject
engages their attention, and that they are not willing to be
taxed for the support of schools, and have their advantages
neglected. Were those parents, who do not feel a consciousness
of this duty, to realize how much the interests of education suf-
fer thereby, they would endeavor to atone for past neglect.
To show that our urgent entreaty is not uncalled for, we will
quote a statement from the last annual report of the Secretary
of the Board of Education. It appears there, that the average
attendance in the schools of the State was, in the year 1846-47,
during the summer terms, 11,331 more, than for the summer of
the preceding year; and, for the winter terms, it was 11,571
more. Nevertheless, the evil of a want of attendance is shown
in the same report to have been very great. Of the 197,919
children enrolled in our schools, the average attendance was
only 121,439 in summer, leaving an average absence of 76,480;
and the average attendance in winter was only 139,655, leaving
an average absence of 58,264. Well may the honorable secre-
tary exclaim, "What a sum of hard-earned money was here
squandered; what an amount of instruction thrown away ! A
people, as highly moral and religious as any on the face of the
globe, appears to have withdrawn this great department of duty
from the domain of conscience." Of this sad report, how
much falls to our share? According to the accounts of the last
year, the whole number of scholars in our schools, in summer,
was 352, of which the average attendance was 297, leaving an
average absence of 55, or nearly 3tlisa of the whole number of
absences in all the summer schools in the State; and in winter,
the whole number belonging to our schools was 393, and the
fault found with the teacher, (resting, however, as all the com-
plaints upon mere rumor at that time,) was that he was not
sufficiently refined. Another, and the chief one was, that he had
no right to compel his scholars, as he had endeavored to do, to be
" tale -tellers," or " tale -bearers." A number of the scholars had
confessedly been disorderly, and, in our opinion, had combined
together, to break up the school. It was urged, that the teach-
er had no right to compel any one of them, whom he knew to
be guilty, on pain of being himself dismissed, if he did not com-
ply, to reveal the conspiracy, or disclose the names of the offend-
ers. We decided at once directly to the contrary, and author-
ized the teacher to suspend any such refractory scholar from
his privileges. This decision, though involving a principle en-
tirely new to some persons, will need no argument of ours, to
commend it to general acceptance. It is almost universally
adopted in all schools, and is the only principle upon which
that society, for which our youth are preparing in the schools,.
can be held together, and the only one compatible with justice,
and order. But our views were not acceded to, and another
district meeting was called by the dissentients, which we at-
tended, hoping to pour oil upon the troubled waters. It was to
none effect. The authority of the Committee was denied, they
were told that they were not competent to judge of the matters
in question, and were not well informed of the condition of the
school. Yet, nothing was elicited in the discussion at that time,
which did any thing more than confirm us in our opinion, and
the district voted not to entertain any measures impinging upon
the position of the teacher. This was the all-important point
in this whole matter. If, at this juncture, the disaffected had
taken the true and justifiable course, the school might have
gone on peacefully. Their duty was to submit to the authority
and decision of the Superintending Committee. Such is the duty
of all good citizens, in cases of dissatisfaction, in the broader
field of the affairs of society. The suitable remedy for er-
rors of management, attributed to those in office, however un-
reasonably, is at the proper time to remove them from their au-
thority, but meanwhile, with all the grace possible, to submit
to their control. This, also, seems too obvious a principle to
2
10
need enforcement. The opponents of the teacher,however,five
or at first, but whose./ been •. / by foment-
ing instead of smothering apparent causes of discontent,
not willing to rest here. Another district meeting was held on
the • of . . • an . 1
Prudential see if
the district will instruct the • / dismiss
teacher," was discussed, decided in the affirmative, and the
vote was communicated to that committee, who, we are hap-
py to say, had fully cooperated with us thus far, who refused
• to the end, continued to cooperate
us. No / •- • to dismiss a teacher
of • I district has any right to offer
instruc-
tions. Legal1 . • been c1 • / . • it wasdeclared
/ • • his opinion, • prudential committee. • a right1
teacher,retain a against the wish of the district. We find
it
almost•/ • I believe,. any legaladviser could so
better,terpret the laws pertaining to our school system. Your Com-
• it wasour •
in consonance own feelings,. / •
mittee, in this case, disregarded the above vote of the district.
during the week succeedingdistrict meeting,
seemeddifficulties to be so great, thatdetermined,
course of . few days,I discontinue the school.Meanwhile,
mightthat we be more fully satisfied, as to our •
far, we consulted . gentleman,• has • 'long
engaged of schools,and who, whilst by /
his attainments, he adds dignity to the University from
benevo-
lence of his disposition, also confers unmeasured benefit on
institution'1 to his care.heartily•• the
course of the Committee, (as the Hon. Secretary of the Board
of Education. • • • before • of
last determination, to close the school. From this determina-
tion, your Committee receded. At a meeting of the select -
of the town,to which the Committee' • in con-:
sequence of the purpose entertained to close the school, and atwhich meeting the question of the compensation of the teacherwas brought up, the whole matter was again discussed. The
m
teacher. present,. • declared • at once to
re-
sign/n, if the charges made against
sus-
tained before the Committee,invitation,
had done before, • Prudential committee,to the
disaffected, / bring
charges
• in presence of the teacher, and, if sustained, we
would at once dismiss him. By one of the i / . / of Selectmen,
memberof • district,• had acted with the
party opposed to the teacher,1 . pronounced
invitation,tirely just, and " what was wanted " and the whole Board
approved our action. The event proved that it was not " what
was wanted" by those most dissatisfied. The only reply to our
-/ or heard of, one too insolent to
dis-
contented were withdrawnfrom 11 and it continued in
peace till its close, on the 16th of March, when the examination
was creditable • the teacher and scholars.
much surprised, that, underadverse
progress / been ./•. It was evident that the whole
num-
berof scholars. participated, profit to
historyin the privileges of the school during the whole session.
This is the of the difficulties
have only a few observations to make, after so full a review of
the past. And, in the first place, we repeat, that if the school
had been our hands• •'1 the teacherwould have
been entirely successful with it, as it was constituted,
session. began. His competency, so far as literary acquirements
were concerned, was notdenied. • plain
therefore,of any difficulties, to refer to those
whom the jurisdiction• / abide
decision ! But what is to become of schools,• I
childrenof 1 r ••'1 by being listened to, and believed
just •
• I present
• / to contend also against . feeling, not to say a
againstprejudice, existing in some minds,
male teacher. A remark came to the ears of your Committee,
which / them to believe in the purpose actually avowed, •
discountenance the employmentof male teachers.one
12
has a right to his opinion, of course ; and we have not a word
to say, especially after the very remarkable success of the
teacher in the North district during the last year, in deroga-
tion of the employrnent of females in some of our schools. But
after a male teacher has been engaged, and enters upon his
duties, it is the duty of all, if he is not entirely acceptable, to
acquiesce kindly, and endeavor, instead of fostering and increas-
ing dissatisfaction, to quiet objections, and rigidly set their face
against all disorder among the scholars. Let him, who has the
hardihood, deny this statement. We do not envy the district,
in which his baneful influence shall be exerted.
In the next place, we would remark, that we trust those per-
sons who have seemed to labor under the error, will keep in
mind the distinction between tale -bearing, and a manly and
hearty cooperation with the teacher, in the preservation of order.
A tale -bearer is one, who, for the sake of involving his fellows
in difficulty, informs against them, and seeks to bring down up-
on them the frown of the teacher, for the smallest fault, which
has escaped his notice. There is a meanness in this, that could
not be encouraged by any person of a generous heart, and pos-
sessed of common sense. It is, however, a very different thing
from coming forward at the request of the teacher, to give him
information in regard to those who have conspired together to
break up the order of the school. Such a conspiracy did actu-
ally exist in the South district. There was a spirit of rebellion
against the authority of the teacher. He knew it, it was proved
to the satisfaction of the Committee, and we instructed him to
break it up, to make it his great aim to ferret out the offenders.
Now, we do not say, that any of the members of the district
directly encouraged any such rebellion ; but it was the obvious,
unavoidable effect of their keeping alive the agitation and discon-
tent in the district, that the scholars should feel encouraged in
repeated acts of disobedience. For the loss of time and money,
therefore, of which many complain, they have in a great mea-
sure to thank themselves.
And, again, as to the ground assumed, that because a large
portion of the district were dissatisfied, the school should have
been discontinued, this certainly ought not to be the principle in
a
13
the management of schools. In the first place, the Committee
are bound to consult, as well the interests and opinions of
that other portion, who repose entire confidence in the teacher.
The welfare of their children should also be kept in view. And
still further, though no school should be sacrificed merely for
the sake of a teacher, yet no teacher should be sacrificed, unless
he is clearly proved to be unfit for his station. He has a repu-
tation to maintain, a livelihood to gain; and, if faithful in his
work, he deserves the support of the Committee, even if unac-
ceptable to some. A petition was drawn up and signed by a
majority of the district, requesting the Prudential committee to
dismiss the teacher. But this, again, was an illegal proceeding,
the Prudential committee having no such power. We confess
our surprise, that some, who signed the petition, did not better
understand the law. They were led to do so, because of the
decision of the legal counsel, to which reference has been made.
But if the laws on schools, which are at hand in every district,
had been consulted, a different conclusion would have been
reached, and the Superintending Committee would not have
seemed to be usurping any power. Others signed the petition,
we suppose, because, there being so much dissatisfaction, they
deemed it best to close the school. Yet, even if that were a pro-
per rule for deciding such a question, which we deny, it was
the duty of every one to inquire into the grounds of dissatisfac-
tion, and go to the proper authority to have them removed.
Whatever the motives of the signers to the petition, even if en-
tirely correct and justifiable, they asked something that could
not be done ; and although the existence of the petition was
known to us, we could not regard it. We were not governed
by majorities or rninorities on this subject ; though, if by either,
we should have felt more sympathy with the minority. This
is, we repeat, no ground of action. If all but two or three of a
district, were opposed to a teacher, it could not constitute
righteous ground of action, unless we were convinced, from an
investigation of the facts in the case, that the teacher was in
the wrong. From all we could learn and know, such was
not the case. The opponents of the teacher did not allow
us any opportunity to ascertain any thing different, if it existed.
14
We repeatedly invited them to bring their charges before us in
a proper manner, as is commonly done by all districts. They
would not do so, and the Committee, of course, could do no more.
They would have been liable to prosecution, had they turned
a teacher aside, without specific charges against him, which
they should judge a sufficient cause of removal.
The Committee were distinctly charged with partiality. This
we as distinctly deny, in the sense in which it is asserted. We
invited the opponents to come to us, and bring their objections and
complaints, and were ready to confer with them at all times.
Our partiality was just this, and we are glad to have it to boast
of. We sought the counsel and the assistance of those, who were
willing to aid us in maintaining the order and harmony of the
school. We gave them whatever advice it was in our power to
do, and trust every Committee will take the same course. But,
as to coveting the counsel, or seeking the assistance of those,
who did not merely whisper about their discontent, but openly,
and to our face, accused us of ignorance of the matter in ques-
tion, and of incompetence to decide it rightly, we had too much
regard for ourselves, and too great a respect for the town,
who had given us the authority, and imposed upon us the duty
of deciding it, to take any such course.
We fervently hope that peace may be restored to this district
yet, we must be permitted to say, that the welfare of no school
can be secured, unless all persons are willing to submit to the au-
thority of the Committee, and unless all resolutely set them-
selves against any attempt to disturb the order of a school, and
give the least possible countenance to the complaints of scholars.
The presumption should always be, until by proper inquiry and
investigation the contrary is proved, that the teacher is in the
right, and even if he is afterwards found to be wrong in any-
thing, no effort should be made to displace him, unless the Com-
mittee deem his error sufficient cause of removal. If this course
had been pursued, as it was in the case of some difficulties in
the North-east district school, the session might have gone on as
that did in harmony to the end. We must do some of the schol-
ars the credit to say, that they evinced a willingness, as did
those in the district just referred to, to return to obedience, and
.:
15
we believe all would have done so, but for the influences that
prevailed without.
The school in the North-east district presented the only oth-
er instance where the interference of the Committee was re-
quired, on account of any difficulties. On the 15th of December
last, we received notice, from the very faithful and vigilant
Prudential committee, that a determination seemed to exist
among the scholars, to break up the school, which was under
the charge of a young lady of the highest accomplishments.
We immediately visited the school, and inquired into the
difficulties. The stove pipe had been knocked down, the at-
tempts of some to restore it to its place had been interrupted,
and other acts of disorder had occurred. After appealing to the
good sense of the scholars, and assuring them that the order
of the school must be maintained, we urged those who had
been disorderly, to inform the Committee, in order that our
action might not be embarrassed. In this, we were unsuc-
cessful. We then called upon all in the school, who could con-
scientiously declare that they were in no way concerned in these
disturbances, to rise in their places. The whole school arose.
We were informed by the teacher, that they, who had made the
trouble, were undoubtedly present, and we were thus left to the
only method of discovering the offenders, by requiring those,
who knew who they were, to testify to that effect, assuring them
that their course would be entirely honorable, that it was a duty
to themselves, to the rest of the school, who were innocent, and
to us, thus to aid in maintaining order. The testimony thus
sought was obtained, the offenders designated, and they were
then heard in regard to what was alleged against them, and
questioned upon the whole matter. The Committee, being per-
suaded that they had violated order, decided that they should
be suspended from the school, but, that if by a specified day
they were ready to confess their wrong doing, make suitable
acknowledgments to the teacher, and promise obedience and a
regard to order in future, they might return to their privileges,
and resume their studies. We are highly gratified in being able
to state, that they did so in the time specified, and that from
that period the school went on with a good degree of harmony
16
and success. That the difficulties in this instance were so
promptly settled, must be ascribed not merely to the action of
the Committee, who took precisely the same course in the South
district under similar circumstances, but also to .the fact, that
the parents in the district did not interfere in the affairs of the
school.
With these exceptions, which it has been so painful to record
and to dwell upon, we have to report that the other schools
have in general maintained, during the past year, a high position
for efficiency, for order, and for accomplishing the great results,
to whose promotion they are devoted. We should be glad, had
not our report already extended to such length, to make special
mention of the success of teachers in the various districts. We
must, however, deny ourselves this gratification, that we may, in
conclusion, offer some general remarks, applicable to all our
schools.
The subject of attendance at school arrests attention at once.
By studying the Tabular views, and by comparing them with
previous years, there will be found some improvement, especial-
ly iri particular instances. Your Committee remember some
scholars, who had not failed of attendance a single half day.
But, with these admissions, we find ample cause for a repe-
tition of all that was said in the report of the last year. It is
absolutely impossible, that our youth should gain all the advan-
tages our schools afford, until parents awake to the im-
portance of this subject. If a more punctual and constant at-
tendance is not given, much time and money are thrown away.
Let parents consider again, some of the results that were stated
last year, in regard to this subject, and weigh them on every
side; let them reflect on the injustice done to teachers and
schools by any failure in their duty here, and remember that
the largest proportion of those who attend upon our schools, are
receiving the only intellectual culture, with which they will
ever be privileged ; and, then, let them likewise be reminded,
that improvement here must be expected, if at all, from the
fidelity of parents to their duty, and we think nothing more
need be said. If they will not heed such suggestions, let them
prepare themselves to bear their responsibility ; let them recon-