HomeMy WebLinkAbout1848-1849 School Committee ReportREPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF LEXINGTON,
FOR THE YEAR.
1848-9.
BOSTON:
DUTTON AND WENTWORTH, PRINTERS,
No. 37, Congress Street.
1849.
1
i
3
TABULAR VIEW—No. I.
Names of the several Teachers, Duration of the Schools, No. belonging to the
Schools, their Average Attendance, and the Wages and Board of the Teachers.
DISTRICTS.
TEACHERS.
I Number of Weeks
in Slimmer.
Number of Weeks
in Winter.
0
H
Whole No. of Schol-
I ars in Summer.
Average attendance.
Whole No. of Schol-
ars in Winter.
Average attendance.
Teachers' Wages in
Summer, per month.
Board in Summer,
per month.
Teachers' Wages in
Winter, per month.
I Book Keeping.
• O • • • pp • Ff„ I Composition
Centre, Gram.
" Prim'y,
S. E., Gram.
" Prim'y,
1
South, }
i
J
North, - -
West, 1
1
North East,
i
S. H. Worcester,
Elizabeth D. Pratt,
Angus. J. Sawyer,
Maria A. Merriam,
Anne E. Weston,
0. S. Knapp, in summer, i
n
winter,
Lucy B. Fiske,
S. Abba Cutler,
in summer,
Charles Tidd, In J
winter,
Zelinda D. John -1
son, in sG mer, }
S. Abba utle , i
in winter, J
26
26
26
26
24
25
20
13
5
5
14
13
13
16
17
20
31
31
40
39
37
31
37
33
55
64
55
57
4138
34
42
30
38
43
36
50
27
30
22
59 44I$59
52 451$20
52 41$50
55 47
4729618
50 37
33 25$20
41 30$23
$18
$25
$12
$9
$12
$7
$6
$8
$8
$7
$59
$20
$50
$18
$35610
$20
$35
$27
$12
$9
$12
$7
$8
$10
$8
TABULAR VIEW—No. II.
Number of Scholars in the different Branches.
G
e
o
Reading.
English Grammar.
Geography.
Arithmetic.
Algebra.
History.
o
a+
A6DISTRICTS.
g
I Book Keeping.
• O • • • pp • Ff„ I Composition
a°
o
P
a
o
�.. I Polit. Economy.
• • • 4P I Natural History.
o I Enunciation.
Centre, Gram., Sum. 55
55
55 55
41
55
12
12
.
.
.
12
.
.
" " Wint. 59
59
59 51
43
59
8
9
.
.
.
18
.
.
" Prim'y, Sum. 64
64
55' .
44
44
.
.
.
.
9
.
.
.
`4 " Wint.
52
48
28 .
30
34
.
.
.
.
.
.
.
.
S. E., Gram., Sum.
55
55
5429
40
54
3
4
.
.
.
6
.
.
`4 " Wint.
52
52
51 28
30
51
2
.
.
.
.
5
.
" Prim'y, Sum.
57
57
19 .
17
42
.
.
.
.
.
.
.
.
" " Wint.
55
55
22 .
20
43
South, Summer,
41
41231
7
21
26
1
.
8
.
6
.
2
2
Winter,
47
47
4232
39
45
8
8
7
3
.
4
.
.
North, Summer,
34
34
211 8
17
26
.
4
.
.
.
.
.
.
Winter,
50
50
3216
18
38
2
8
4
.
.
.
.
.
West, Summer,
42
42
2316
22
29
5
9
5
.
22
5
.
.
Winter,
33
33
2912
25
24
4
.
4
.
.
.
North East, Summer,
" " Winter,
30
41
30
41
181
36
2
3
17
25
26
37
.
.
1
.
.
2
.
.
29
7
.
.
.
.
.
.
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REPORT.
The School Committee of Lexington herewith present their
Annual Report, in compliance with the statutes of the Com-
monwealth.
THE Tabular views, which accompany it, have been com-
piled with much labor, and all possible care, from the vari-
ous School Registers of the year past, and, it is hoped, without
any important errors. They will furnish many interesting re-
sults, when the records they contain are thoroughly studied.
The amount of work, performed by teachers and scholars, will
be found highly creditable to them both, although such statistics
afford, at best, only an approximate estimate on this subject. In
comparing the number of studies pursued this year, with those
of the last year, as stated in the Report, there will be found one
more column than at that time. The Committee, therefore,
will not seem, upon superficial scrutiny, to have accomplished
their purpose of diminishing the number of studies. But, in
regard to six of those here mentioned, it will be seen that there
are not more than four scholars in either of them, for instance, in
Geometry, Book-keeping, Botany, Rhetoric, Political Economy,
and Natural History. Although, likewise, a large number are
noted as having engaged in the study of Enunciation, yet this is
properly a branch of Reading, and should be viewed in that
connexion. No mention is made, in the Tabular views, of quite
a number of beautiful specimens of Map Drawing, which were
exhibited in the South East Grammar School, as this belongs
more properly to Geography.
It is hoped, that the Tables present some satisfactory indica-
tions, as to the manner in which our school privileges have been
employed during the year. At all events, it is plain, that the
greatest part of the time has been devoted to the studies usually
deemed most important of all.
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Your Committee feel much regret, that the cause of Education
has, during the year past, met, in this town, with unusual diffi-
culties. The interest of a portion of the community in the
efficient support of our Common Schools, has, apparently, been
much affected. We are quite willing to bear our responsibility
in the existence of such a state of things, so far as it may be
estimated by a careful judgment of the history of the schools
during the year, unbiassed by prejudice or preconceived opin-
ions. We believe ourselves to be above reproach in relation to
it. That none may depend upon mere casual information, and
in order that we may give a full account of our labors, we pro-
pose to enter into a statement of the facts, to which reference has
been made.
It will be remembered that, in the Report of the last year,
submitted by two of the members of the present Committee,
some remarks were made in regard to the large number of
studies pursued in our schools. We urged, as strenuously as
possible, that the higher studies should not be allowed to crowd
upon the more common and most essential branches of educa-
tion. Our experience taught us, that there was great danger of
this, if, indeed, it had not actually occurred; and the following
remarks were then made :—" We would urge upon our succes-
sors in office, to take a resolute, decided stand, in regard to this
whole matter. We do not urge the discontinuance of any of the
studies already engaged in, except in a few instances, but that
the attention of teachers and scholars be directed first, and
mainly, to the common branches, without which, no useful
progress can be made in any ; that we may have proficiency in
them, whatever else is neglected; and we solemnly invoke the
direct acquiescence of parents in carrying out these views."
Immediately after the Report was made, in which these senti-
ments were embodied, they, who had submitted it to the town,
were reelected. We think that we had a right to regard this
action as sanctioning, at least in a degree, the opinions expressed,
and the plans recommended. Such an inference was also justi-
fied by the personal interviews we had enjoyed with many of
the firmest friends of education among us. And in these views,
the newly -elected member of the committee fully and heartily
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coincided. It became, therefore, a subject of early considera-
tion with us, in what way they should be practically carried
into effect. The result of our deliberations was,— that we deci-
ded entirely to prohibit in our schools the study of any lan-
guage but our own, and, with all our influence, to discourage
the pursuit of the higher and less essential branches of a corn -
mon -school education, by any scholars who had not attained
satisfactory progress in the more common, but all essential
studies. In corning to this decision, we were guided, not only
by a direct concern for the youth, who enjoy our school priv-
ileges, but indirectly hoped to benefit them, by circumscribing
the duties of the teachers, and thereby increasing the amount of
time they could devote to the usual course of study. We need
not enter into any elaborate argument to prove the propriety of
the rule thus adopted. It will be obvious, that if a necessity
exists, that some of the studies pursued in the schools should be
discontinued, in order that requisite attention should be bestowed
upon the others, those studies should be prohibited, which do
not comprise any part of a common -school education, and which
are generally regarded as accomplishments, which, however,
when consistent with other engagements, may be very profita-
bly acquired. Now, as to the existence of such a necessity,
the Committee are, of course, the only judges, and they may be
expected to have better means of information than any one else.
This necessity, we are unanimous in believing, did exist.
As to the latter part of the rule adopted, it has been our un-
ceasing endeavor to carry it out. We have urged scholars to
take new studies, only when reasonable progress had been made
in the most important ; and we have insisted, so far as it was
practicable, upon thoroughness in every branch. These views
have been aided by the teachers, and cheerfully acquiesced in
by the scholars.
But the first, or prohibitory part of our rule, was not carried
into effect, without causing dissatisfaction among a small por-
tion of the members of the Centre district. Complaint was made
to us, that the teacher, employed in the Grammar department
of the school there, had been pledged a larger salary, for the ex-
press purpose, that the languages might be taught. This en -
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gagement was made before the present Committee were appoint-
ed, and it must be apparent, that any plans entered into, by
Prudential committees, as to the studies to be pursued, can have
no legal or moral force, binding upon a Committee, without
whose consent or approbation they were formed. Neither can
the act of a Superintending Committee, in one year, permitting
the introduction of languages into the school, be alleged as any
rule for a Committee, in the subsequent year. This is especially
true, in the present instance ; for, although two members of the
Board, who adopted the rule of the present year, were members
of the Committee, who allowed the studies alluded to the last
year, yet those studies were then merely permitted. The whole
matter was regarded as a mere experiment, and it is known to
your Committee, that the Rev. Jason Whitman, chairman of the
Committee of that year, (1847-8,) was decidedly opposed to
the introduction of the languages into the common schools.
The result of the experiment left no doubt in our minds, that
it had better not be made again. We do not intimate any neg-
ligence on the part of the teacher. Far otherwise; he labored
most assiduously, and was compelled to have friendly assist-
ance, through the temporary failure of his health. But, with
all his labor, and all his success, for which he received, as he
merited, full acknowledgment, it was impossible, and would
continue to be, we thought, with the anticipated increase in the
number of scholars, to give all the time and attention required,
to the common studies. And the most faithful teacher would
be unable to prevent scholars, who pursued the languages, from
feeling a deeper interest in them, than in any thing else.
As to the argument which was presented against our course,
that we ought to have conformed to the wishes of the small por-
tion of the district, who desired the continuance of the languages,
because they had been so much interested in the cause of
education, and had so liberally supported the school, we be-
lieve that we should have been unworthy of the trust re-
posed in us by the town, had we listened to any such sugges-
tions. Indeed, it was for precisely a contrary reason, that we
adopted the rule of prohibition, not the gratification of a few,
however influential, and however prominent on this subject, es -
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pecially when they entertained a different view from that which
our sense of duty taught us to adopt, but the greatest good of
the greatest number, who, whatever their means, we believed
had as deep an interest as any in the cause of education. We
were so very democratic, as to deem the welfare of the great
majority, and in our opinion of all, who were seeking the solid
elements of a strictly common -school education, as more impor-
tant, than the pleasure of those, whose twelve or fifteen children
pursued the languages. This may have been our mistake,
though we have never seen it, and have felt more and more
convinced that we were entirely right. We have the testimony
of at least one of that number of scholars, that he rejoiced in the
action of the Committee, one, who was withdrawn from the
Centre school, and yet attended school in another place, where
the languages are never allowed.
The circumstances, of which it has been our unwelcome duty
to say thus much, do not comprise the only occasion, in which,
during the year past, we have felt compelled to take a course
not sanctioned by the whole of a district. We could wish that
they did, and we fervently hope that no Committee may, in fu-
ture, meet with similar obstructions, in the performance of their
work. We refer now to the difficulties in the South district.
Their history is this.
On the 6th of September last, it having been voted, by the dis-
trict, that the Prudential committee should exercise his discre-
tion, as to employing a male or female for the winter session,
and a desire existing on the part of many, that a male should
be engaged, Mr. O. S. Knapp, of Malden, was presented for ex-
amination, and was approved. He entered upon his duties on
the 4th of December, and, on the 15th of the same month, the
Committee visited the school, to settle some difficulties that had
arisen, and hoped that all would move on in harmony. But
dissatisfaction having increased among a few, a committee of
the district, appointed at an informal meeting, were met by the
Superintending Committee, and the grievances inquired into.
After careful deliberation, we unanimously decided, that there
was no reason why the teacher should not go on in his work, and
we had a right to -:pect the acquiescence of the district. One
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average attendance was 328, leaving an average absence of 65,
or of the absences in the winter schools of the whole State.
We think these statements give some force to our appeal.*
DISMISSIONS.
In connection with this same topic, we advert to a custom, in
many of our schools, of sending notes to the teacher, in the
morning or afternoon, requesting that children may be dis-
missed at recess. This is sometimes matter of necessity, and
to this no one can object. This is very unfrequently the case,
however, we believe, in comparison with the whole number.
Sometimes, it is owing to the wish of parents that their chil-
dren should return home, and assist them in their labors. In
these instances, is it not proper that parents should propose to
themselves the inquiry, whether the assistance they seek is as
important as the duty of giving up freely to their children all
the school hours for their benefit ? We believe that they have
the superior claim. Other instances, and the largest number,
arise, we think, from solicitations of the scholars, and can-
not be justified on the plea of necessity: In many cases, they
are found, after being dismissed, wasting their time around the
schoolhouse, or elsewhere. The interruption to the school itself
is very considerable, classes being left deficient in numbers, and
being detained in their progress, that those dismissed may main-
tain the same ground with them,—which is a matter of great
embarrassment to teachers. We beseech parents, then, in grant-
ing these solicitations for dismission at an earlier hour than the
close of school, to consider conscientiously only the actual ne-
cessity of the case, and to remember that the time thus lost can
never be regained by their children.f
There is, however, some consolation, if we may be permitted to compare
ourselves with other towns in our immediate neighborhood. Our position, as
to average attendance, is, in the county, No. 12, and in the State, No. 36,
which' places us in advance of Medford, West Cambridge, Wayland, Water-
town, Sudbury, Waltham, Weston, Somerville, Concord, Westford, Chelmsford,
Woburn, Cambridge, and Newton. All of these range from 37 down to 244.
That the anxiety of the committee on this subject is not unwarranted, will
appear from the fact that, in the South-east Grammar School, during nine
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MORALS.
In conformity with the statute of the Commonwealth, as to
the purposes to be cherished in the institution and support of
schools, we have devoted much attention to the subject of
morals. It has been our custom to inquire particularly as to
their state in this respect. The result, upon the whole, has
been gratifying. We have deemed a satisfactory state of our
schools herein as more desirable than any proficiency in the
studies. Unless the moral nature of your children is success-
fully cultivated with the intellectual, your schools cannot be
sources of pride and honor. We say this from no profes-
sional bias, but in consonance with the candid opinion of all
well-wishers to the rising generation. We regret that there
is not, in some of our schools, that regard for truth, which is
essential; and particularly have we found cause of sorrow in
the existence, among not a few, of the vice of profanity. We
implore parents to reflect how far their own example has tended
to this result, and to remember how inevitably that example
affects the minds and hearts of their children.
SCHOOLHOUSES.
On the subject of schoolhouses, we content ourselves by ex-
pressing our gratification with the improvements that have been
made in the schoolrooms of the South-east district, and the hope
that uniformity in all the schoolhouses may be an object of`con-
cern with the town, in order that a common progress may ap-
pear among our scholars in taste, love of order, and refinement,
to which a commodious, neat, and agreeable schoolroom, may
so much contribute.
RECOMMENDATIONS.
COOPERATION OF PARENTS.
It is a part of the law, requiring this report, that we should
offer any recommendations that seem important to the welfare
weeks, there were one hundred and seventy-five dismissions asked for by the
sixty-four scholars. Allowing them to have been given for a quarter of a day,
the time thus lost, of actual school hours, was equal to the whole term, or eight
weeks and more, for one scholar.
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of our schools. If our voice were never lifted again in behalf
of the sacred cause of education, we should feel that we had
discharged some part of our duty in the following remarks.
We would write upon your door-posts,—on your schoolhouses,—
far more, in your hearts, if we may, " cooperation of parents in
the cause of education." The experience of the past year has
fixed our minds upon this subject more than upon any other.
In several instances, our schools have greatly suffered for the
want of it. By cooperation," we do not mean only a general
interest in education, but a direct support of the schools in your
midst in every way, in and out of school. There have been
occasions during the past year, when the regulations of school
have not received the cordial cooperation of all the parents, or
things have been said, in relation to teachers, calculated to lessen
their influence, and, consequently, to interfere with the prosper-
ity of the schools. Whilst the government of the teacher in the
Grammar department, in the Centre district, received the cordial
support of the great majority of the parents, there were three
or four instances where it was not upheld as we could wish ;
and some of the scholars were permitted to absent themselves
from the closing examination, by reason of dissatisfaction with
the requirements of the teacher. In the West district, the teacher,
during the summer term, was not rightly supported in carrying
out her regulations. In the North and South districts, some re-
marks have been made of the teachers in derogation of their
labors; and in the South-east district, where the regulations of
the teacher in the Grammar department in regard to " writing"
were not cordially sustained by all the parents, as they ought
to have been, injury was done to the feelings of the teacher and
the good order of the school. These are the qualifications, to
which we have heretofore referred. We do not intend to debate,
now, whether these regulations were just. That question, so
far as we were concerned, was settled at the time, and the teach-
ers received the unanimous approbation of the whole committee.
The single point, to which we ask unbiased attention, is this;
that the teacher, so long as he occupies that position, should
receive, and has a right to expect, the support, countenance,
and aid, of all the members of the district in which he may
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labor. Opinions may naturally differ as to the propriety of cer-
tain measures and rules. But, so long as those teachers are em-
ployed, it is the duty of all to uphold them, until removed.
Parents are pledged to their support. This we lay down as a
principle from which there can be no release, without unfaith-
fulness to the interests of education. According to our demo-
cratic forms of government, there is a constitutional remedy for
all abuse, or wrong,—an appeal to the committee, or removal of
the teacher; but, until one or the other of these things is done,
the teacher is absolute master, during the school term, of every
scholar; and the arm of the district is rightfully at his com-
mand, to maintain the order and regulations of the school.
Any other principle than this must introduce confusion into the
whole school -system. If every parent that is displeased with
any regulations of the school, asks to have them set aside in fa-
vor of his child, there is an end of school -government. We see
no escape from this argument, but in closing the schools. How
is it possible for parents to judge as well as the teacher? Do
they not place him or her in charge of the school, because they
think that they understand how the work should be done? If,
upon trial, they believe the teacher does not understand the
work, it is a duty to remove him; but, so long as he is there,
his law should receive the hearty, unanimous concurrence of
all. Take only a single illustration. Suppose, for instance,
that you belong to a company, or corporation. For purposes of
convenience, the business is committed to the charge of a suit-
able person, selected as your agent. By this means, all the en-
ergies and capacities of one man are devoted to the work, and
it is more sure of being well performed, than it could otherwise
be. All your powers, all your means, so far as the object in
view is concerned, are vested in him. He is your representa-
tive, acts in your name, studies your interests. Now, suppose
any one of your number, disapproving of his acts, should take
measures to interfere with him, and to impede him in his course.
Suppose that a number should do so. What would become of
your company? what of your interests? To say nothing of
rendering yourselves liable at law—could any enterprise be suc-
cessfully carried on in this manner ? It is precisely the same
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with the teacher. He is your agent in the sacred cause of ed-
ucation. By making him such, you give him your authority,
and pledge to him your support. You declare that he is qual-
ified for the duty; and you cannot, without wronging him, and
interfering with your own highest interests, negative or oppose
his measures. In case of dissatisfaction, there is a legal remedy.
To that you are positively confined. If you can convince the
committee that he is unfit for his office, he may be removed ;
but, we repeat, so long as he is the teacher, he is absolute in his
school. No one has any authority but the committee.
We feel confident in these views, and will here say, that we
believe them to be entertained by the great majority of our peo-
ple. But some are not disposed to admit them. We ask all
such persons candidly to review the subject, and cannot doubt
they will accede to the justice of these sentiments. We urge
them as the law of the State, as the rightful demand of the
teacher, as the duty of parents. We ask, that no more com-
plaints may be acted out except in the legal manner, and that
all will join in upholding the government, order, and so the
prosperity, of our schools.
STUDIES IN SCHOOL.
We feel scarcely less interest in another subject, bearing most
intimately upon the welfare of our school -system; namely, the
multiplicity of the studies that are engaged in. The law pre-
scribes the elementary branches for our common schools, as
most important of all. It is their wise design, that they may
afford a course of education, adequate to the common and in-
dispensable wants of the community. Orthography, reading,
writing, English grammar, geography, and arithmetic, may be
said to comprise the demands, the immediate wants, of our
youth. If accurately and thoroughly pursued, they will fur-
nish them for the most obvious and pressing duties of life.
But these are by no means all the studies pursued among us.
Besides these, we have algebra, history, physiology, natural
philosophy, mental philosophy, astronomy, the higher branches
of mathematics, geometry, book-keeping, composition, drawing,
Latin, and French. A common -school education demands six
branches, but we have twenty. That is, we have converted
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our common schools into High schools, and consequently, being
overrun with studies, everything is pursued, and the proficiency
cannot be so great as otherwise it might be, and, in some in-
stances, the common branches suffer neglect. Now, we would
not say aught against these extra studies ; some of them we
consider as important as some of the regular studies, and others
we could name as of equal value. In most of them, we should
desire to see our youth proficient. The purpose we have in
view is only to remark, that it is our duty to keep our common
schools strictly to their design—a thorough education in the in-
dispensable qualifications for the common pursuits of life.
This is the first legitimate object, taking precedence of every
other. Let any one, then, reflect upon the state of a school of
sixty or seventy scholars, where all these studies are engaged in
from day to day. Is it not apparent at once, that some of them are
liable to suffer neglect? Are not those which are most common,
and therefore least interesting, likely to give way before those
of a higher grade ? We know such is the danger, not merely
in large schools, but in the smaller ones. We wish to do entire
justice to our teachers. They have labored assiduously, and
successfully, but they have been too much burdened. The time
which they could give to individual studies, has been altogether
too little. But we find no fault. On the contrary, wonderful
progress amidst such a multiplicity of studies has, in some in-
stances, been attained. We are willing to share our part of the
responsibility in this matter, because we have allowed these ex-
tra studies ; but, in common with many others, we feel that
great injury is thus done to our common schools. We have,
from time to time, yielded to the pressure of circumstances, the
demands of the times, the wishes of parents. Education has
attained so high a standard, that it is inevitable such demands
should exist. They are happy indications, too, of the progress
of the community. We can have no wish to repress the ardor
of youth, pressing on to the attainment of the largest amount
of knowledge. Yet, it is a serious question, fraught with im-
mense importance, whether the higher branches of study and
the multitude of them shall be permitted so to crowd upon
the more common, as seriously to affect the welfare of our
schools ? We say emphatically, No ! We would urge it upon
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our successors in office, to take a resolute, decided stand, in re-
gard to this whole matter. We do not urge the discontinu-
ance of any of the studies already engaged in, except in a few
instances, but that the attention of teachers and scholars be di-
rected first, and mainly, to the common branches—without
which, no useful progress can be made in any; that we may
have proficiency in them, whatever else is neglected ; and we
solemnly invoke the direct acquiescence of parents in carrying
out these views.
But these suggestions do not meet the whole demands of the
subject. We believe that these higher studies should be ex-
cluded from our District Schools. They cannot be pursued
there to the greatest advantage, even under the guidance of the
most accomplished teachers. Still, they are important, and all the
scholars in the various districts ought to have the opportunity,
at a suitable time,—that is, when quaked,—to engage in them.
We believe, therefore, that the time has come, when some
revision of our school -system needs to be made, and the educa-
tion of our youth placed on a proper basis. From the conversa-
tion we have had with quite a number, in various parts of the
town, it is evident, that the minds of our people are pre-
pared, or are fast preparing, for a more complete system. The
town has, with great unanimity and generosity, voted a large
appropriation for our schools the ensuing year. This will be
likely to place us almost at the head of the towns of the
State, in this regard.* It would, we think, be inopportune to
seek to do any thing more, the corning year, to overcome these
difficulties, than what has been suggested. But a better system
is eminently required. Time would be necessary, with great
deliberation and care, to prepare one. Either one or two High
Schools are called for by our present wants; and we deem it
within the province of our duty,—as prescribed by the statute
requiring this report, and any important recommendations,—
* Lexington, in the school year 1845-46, stood, in regard to the amount of
money appropriated, No. 17, in the county, and No. 39, in the State. In the
school year 1846-7, it was No. 11, in the county, and No. 23, in the State. If
we rose 16 higher in the State, by increasing our appropriation for schools
$400, the additional appropriation, for the ensuing year, of $900, making the
whole sum appropriated $2,500, ought to carry us to the head.
16
that, in conformity with these views, we should recommend the
following action :—" That the town should raise a committee, to
digest an unproved school -system, for the education of our youth,
and report thereon, at the annual meeting in March, 1849."*
EDUCATIONAL ASSOCIATION.
We would remark, that the Educational Association, contem-
plated in last year's report, was formed, and was a source of
pleasure and benefit to all. It met the sympathy of teachers,
who, in mutual communion with the committee, consulted upon
the best methods of fulfilling their respective duties. Our meet-
ings were rendered highly valuable by the rich wisdom and
warm sympathy of our President, now taken from among us.
We would express our thanks to the Prudential Committees,
for their readiness to afford teachers time to attend these meet-
ings; and recommend the Association to those who, in future,
are immediately concerned in the care of our schools, as a
means of conferring lasting benefits upon the cause of education.
In conclusion, we would commend this cause,—in which a
deeper interest has been shown the past year, than ever before,
by the people of the town,—to the generous sympathies, and
sacred watchfulness of all; and, above all, crave the Divine
blessing upon the interests of the younger portion of our coni-
munity.
Respectfully submitted,
For the Committee,
THEODORE 11. DORR.
THEODORE H. DORR, Committee.
W. B. RANDOLPH,
The town voted to accept the Report, and ordered it to be
printed for the use of the inhabitants.
* The consideration of this recommendation of the Committee was postponed
until the town meeting in May, 1848.
17
cile themselves, if they can, to the melancholy prospect of
their children growing up to a participation in the cares and
duties of life, with a cultivation and a preparation inferior to those
around them, who shared no higher privileges, but improved them
more wisely ; the prospect, too, of the reproach, with which in
thought at least children will visit the memory of parents and
guardians, as well as themselves, when they feel deficiencies in
the actual struggles of life, that might have been avoided by a
steady improvement of early opportunities.
Indeed, the experience of the past year, as all previous expe-
rience, justifies us in reiterating with all our emphasis the sen-
timent, that most if not all of the difficulties attendant upon
the working of the school system here and elsewhere, must be
attributed to parents themselves, and all who have any in-
fluence on the school. Even in the most doubtful cases,
those surrounded with trouble and disaffection, that is, where
the fitness of a teacher for his station is questioned, this is
entirely true. Under such circumstances, it is the duty of all
to make the best of them; if the school is taught by a male,
when a female is preferred, to insist that young men shall
show him the same obedience as they boasted, when a female
taught, instead of forgetting their good manners; if a teacher
is supposed to be wanting in refinement, to make up for
his deficiency by the refinements of home ; especially that re-
finement of some deference to the judgment and decision of
those, who, however unfortunately for some, yet, `'by the nature
of their position, have a right to expect it from all, whatever
their opinions or prejudices. Such refinement will render one
more respectable than oaths or insolence, which, if indulged,
will be apt to creep into school. If such is unquestionably
true under these circumstances, it certainly is the duty of all,
when the course of the teacher and Committee cannot be ques-
tioned at all. They should seal their lips in fixed silence
against complaints, but go to the teacher manfully, and, iri the
majority of instances, the complaints would fall to the ground.
They should rebuke the slightest sneer even against the word
or deed of a teacher, or the sneers and complaints indulged in
that way may lead to complaint of parental control, a conse-
3
6. L J
1
19
heart in the family circle ; whether a disregard for strict truth-
fulness has been learnt from the language or actions of those,
from whom should have proceeded not merely precepts of virtue
and integrity, but examples of probity, of truthfulness, of self-
respect, and of reverence for God. And, as you ask yourselves
these questions, remember the language of the pure and gentle
one of Nazareth, " It must needs be that offences come, but woe
unto him by whom they come."
With these remarks, we conclude our Report. We cannot do
it, however, without commending the cause of education and
the interests of our schools to the devoted encouragement and
fidelity of all in our midst. Above all, we humbly supplicate
for them the blessing and the guidance of an overruling Prov-
idence.
Respectfully submitted for the Committee,
THEODORE H. DORR.
THEODORE H. DORY.,
W. B. RANDOLPH, Committee.
IRA LELAND.
1
18
quence many have had cause to repent. But, if parents take
an opposite course, every one can see where it will lead, and
what results will follow.
Whatever difference of opinion may have existed in some
quarters, as to the action of your Committee the past year in
other things, we flatter ourselves that we meet the cordial
approbation of all, in introducing to our schools a text book on
Morals. The inculcation of moral principles, the necessity
of giving instruction in them, have been urged. But most
teachers felt unable to accomplish much, except incidentally,
without a Manual. This was placed in their hands. It
was, indeed, much needed. We have such accounts of the
manners and morals of our youth, as to prove, that vulgarity,
deceit, and profanity exist to a lamentable degree. It has been
a melancholy thing, indeed, for your Committee, after they had
been listening for two or three hours, to the exercises of the
schools, in which are gathered the young, from the age of four
years, up to the age of sixteen and eighteen, on proposing to
teachers the inquiry, " What account can you give us of the moral
condition of the school," to receive, in some instances, the follow-
ing answers; " There have been a number of cases of profanity ;"
I have not been able to rely upon the truthfulness of the
scholars so much as I had previously done ; " " There have been
many instances of the use of vulgar language." All the bril-
liant exercises witnessed, all the improvement and progress at-
tained, seemed to shrink away into nothingness ; they appeared
like the small dust of the balance ; and it requires no sagacity
to discover, if our schools shall go on thus, what sort of men
and women will go forth from them, and the influences they will
exert on society ! It is a source of unmingled gratification, that
we have interposed our humble instrumentality against the pro-
gress of such degradation. But, much as this may be,
ever and again we come back to parents. To them the appeal
is, or ought to be, a thrilling one. Let them inquire into their
responsibility on this subject. Let them ask, whether those
vulgar words have been carried from the house, or any other
sphere, where parents and children are brought into communion ;
whether that profanity has first spread its taint on the young
.r.
elso