the State, brief as it is, perhaps is sufficient query, is any additional provision needed to give to the cause? If any is desirable, what is possi Before attempting to answer these questions, be fully understood that the vast amount of labo performed during the past ten years is thoroughl that the steady advance in the general adminis schools is recognized, and that the prevailing ser people is far more favorable to the improvement of education than formerly. If there yet remain remedied, or faults to be corrected, a continuation efforts is essential to future success, whatever oth be proposed or adopted. The School Visitors, in their annual report the condition and progress of the schools in the State, furnish a large amount of important infor tracts from these reports bring to view many hi prevent the schools from reaching that degree of p usefulness of which they are capable. Among with considerable emphasis is the want of interest tion of parents, in the administration of the schools Next to the home where the children are bor where they are taught and trained, by which thei fare and usefulness are largely to be determine regarded by the parent as an institution worthy careful attention. The school room is but an oute of the home; the teacher and parent are co-lab purposes and interests should be one. The same to the whole neighborhood of families, for whose o school becomes a place of common resort for instru teacher assumes the position of assistant to the co parents, and supplements the teaching and train several households. The intimate relation and mut tion of parent, teacher and pupil are manifest. No ought to have, a deeper interest in the prosperity of than the parent. He is a co-partner in an enterp ing more vitally private and public interests, than existing. A brief consideration of this topic will justify scho in regarding want of coöperation as a serious obstacle in the way of successful management of school interests. It may suggest also the possibility of a revival of interest in the schools among parents, through whose influence fresh vigor be created and more valuable results secured. may It is not always easy to determine how far the authority and aid of the State can be employed, in the education of the young, without so far relieving parents from the necessity of effort, that they shall lose their feeling of responsibility and throw upon others that service which belongs peculiarly to themselves. The State has an interest in the education of all its citizens, since the public welfare, and even the life of a free government depend upon its general diffusion. To the family it is essential, because it confers benefits upon every member that cannot be derived from any other source, Thus the advantages of education are common to both the State and family; and neither can relax efforts to promote it without a mutual loss. The end to be secured then is, simply, a proper adjustment of effort between those who are personally interested in the education of the children, and those who act in an official capacity, whether for the general interests of the State, or directly for schools of the town or school district. Those who have been employed in behalf of the State cannot be expected to greatly increase the efficiency of their labors without a manifestation of increased interest and active coöperation of parents. This will be evident, if we consider some of the other obstacles to the improvement of the schools, as stated in the extracts already referred to. 1. The employment of incompetent teachers is one of the fatal mistakes, in school management. Whatever other provision may be made, success or failure must depend on the teacher. The finest accommodations, the wisest provision of school officers and the most earnest desires of parents are of little avail, if the teacher is incompetent. A watch without a main spring, a ship on the ocean without a pilot, an army without a commander, would not be more useless than a school without a suitable head to instruct and control it. A false economy too often dic tates the employment of cheap teachers. Other than the best interests of the school, frequently choice of those to whose care the children are c may be said that superior teachers are rare, an one must be employed, or none. Yet, it is also supply will always be equal to the demand. I that parents can effectually coöperate with the s in elevating the standard of qualifications by it a higher standard. Let parents resolve that t shall have competent teachers and they will be for 2. Inefficient supervision is too often the cause the schools. Perhaps, as a rule, no better men a to discharge the duties of other public offices, i than those elected as school committees; yet spec tions are required of the latter, and peculiar diff the way of their success which do not occur elsew the small inducements offered to assume the du large amount of self-denial required to endure all ties of the office, it is really surprising that so man men are found to undertake the responsibilities of Yet, when the duty of selecting teachers falls on o to comprehend the qualifications required, or to the nature of the teacher's work-who through lack or pressure of private business neglects his duties, or total failure are imminent. It is the province of select persons to whom they may safely commi interests of their children, and it is their duty to inducements as shall secure the most competent p best results. 3. Inadequate provision for school purposes is, least, a weakness in the school system. From time in the country school house has been an object of r account of its cheapness and neglected condition. W improvements have been made, of late years, in sch architecture, specimens of the olden style remain. towns to confirm all that has been said and written monument of public economy. One would supp within those walls, where the children are to spenportion of their tender years, some of the comforts w considerations determine the committed. It nd an inferior O true, that the It is just here school officers insisting upon their children orthcoming. e of failure in are appointed in the towns, ecial qualifica ficulties lie in where. With uties, and the the perplexi my competent the position. one who fails o understand ck of interest , serious loss of parents to hit the best o offer such persons and demand for themselves in mature life, might be provided for the young, to mitigate in some degree the severity of those tasks which rigid mental discipline requires. But the style of the carpeted floor, the cushioned seat, the frescoed walls of the church, the rich finish and furniture of the bank or elegant store, would be regarded by many as quite out of place where children are assembled for the culture of the intellect, and the acquirement of refined habits and manners. Most of the cities and many large towns have erected convenient Grammar and High School buildings, and hereafter the aggregate expense for school houses in the State will therefore be likely to diminish. Often large amounts of money are expended in the erection of elegant buildings, when the apparatus essential for the convenience and success of the school fails to be furnished. The tools needful for daily work are wanting. Inadequate provision for warming and taking care of the premises, occurs oftener than in any manufacturing establishment or mechanic's shop. A competent teacher works successfully, as does a workman in any other business, only as necessary implements and conveniences are provided for his use. If denied them, his efforts are but a partial success, at best. What then can reasonably be expected of a poor teacher, with poor pay, in a dilapidated house, without conveniences? Here is an opportunity for parents to require improvements. There is no other authority competent to order them. 4. The demoralizing influences of irregular attendance, which have been the source of complaint, by school visitors and teachers, can be checked by no authority so effectually as by that of the parent. It is the home influence chiefly that controls or permits this disturbing, disorganizing element in the school. In vain do teachers labor to correct the evil, so long as their efforts are thwarted by the neglect of parents to coöperate with them; or while they act in direct opposition to rules designed to promote regularity and progress. The school officials are powerless to prevent the pernicious consequences of a practice which cannot fail to sap the vitality of the whole system of instruction. In many districts the loss by absence of pupils, while mem bers of the school, is from thirty to fifty per cent could be confined to the absentees, the bad eff sensibly diminished; but, unfortunately, irregu only sacrifice their own privileges, but interfe seriously impair those of pupils who are reg attendance. As a pecuniary consideration, the 1 per centage of all the money appropriated for expenses of the schools, wherever a large irregula But the disheartening influence upon teachers and a serious reduction of the standard value of the minds of parents, tend to a general paralysis of a interest in the cause of education. The Board have deemed it expedient to present remarks relating to hindrances which prevent the fu the schools, as an answer to the query whether an provision is needed to give a new impulse to the wo instruction. We do not propose any specific legisla subject, but desire to call attention of the legis through them of the people of the State to this subject. It has been no small part of the work of the S address parents and citizens on the importance of sonal interest and action in the management of th But, his influence must necessarily be too general, in field, to reach definite results in neighborhoods wh efforts are most needed. If any measures can be a awaken a new interest and secure a more vigorou activity of parents, teachers and school officers in the schools, doubtless many obstacles now in the wa overcome, and a higher degree of perfection will be re the education of the children of the State. CHARLES R. INGERS GEORGE M. WOODRU THOMAS A. THACHE |