A com of the town in 1850 was $479,000. The territory is unfavorably situated for the accommodation of the inhabitants in one central High School. The extreme length of the town is not less than six or seven miles, while the average breadth is not more than two, or at most not more than two and a half miles. It will be observed that the law does not oblige the people of Wayland to establish a High School. At the regular town meeting in the spring of 1854, the subject of abolishing the district system and of grading the schools was submitted to the people. This measure would, of course, involve the establishment of a High School. The proposition was carried, though not without the vigorous opposition which usually attends the adoption of any new measures in the cause of education. At a subsequent meeting an attempt was made to reconsider the vote of the previous meeting, but without success. mittee was appointed with almost unlimited powers to build a school-house for the accommodation of the High School. This committee took liberal views of the work which was assigned to them. They had regard, not merely to the present, but to the future wants of the town; they took into consideration, not merely what "would do," but acted with reference to the demands of a truly higher education. One of the pleasantest spots in the village was selected, and on it was erected, after careful deliberation, a school-house, at an expense of not less than $6000; of a style of external architecture which renders it an ornament to the town, and with internal accommodations which will compare favorably with those of any other High Schoolhouse in the State. As might have been expected, this policy adopted by the building committee exposed them to the severe censure of those who had opposed the establishment of the school. The organization of the school, however, was completed in accordance with these generous and enlightened views, and it went into practical operation in the early part of December last, under the care of Erastus N. Fay, Esq., a recent graduate of Dartmouth College. We have deemed these statements of sufficient importance to occupy a place in our pages, knowing, as we do, that a very different course has been pursued in many towns in the State, and with entirely unsatisfactory results. When a High School is first established, in many places it is not unfrequently the case that the "town hall" is appropriated to it, or it may be that a private room is at first leased for its accommodation, and the experiment begins under circumstances which can present no hope of its ultimate success. We are quite conscious that something more than a good school-house is requisite to make a good school. We have seen excellent discipline and culture within walls in no way favorable for securing these results; and we have seen listlessness, indifference, and confusion, where all around seemed calculated to inspire and elevate the youthful mind. There may be found, we doubt not, within many a mud-walled cottage, more of order, cleanliness, and true Christian civilization, than can be seen in many a mansion whose exterior seems to promise the highest degree of refinement, and where there ought to exist the highest degree of virtue. It would, however, be poor logic to infer from these facts that it is at all a matter of indifference whether a school-house be well or ill suited to the purposes to which it is devoted. It is of the highest importance, in order that a school may be successful, that it be properly accommodated. How often is the discipline of the school complained of, when, if effects were carefully traced to their causes, it would be found that the school-house was the source of all the trouble. How often is the teacher required to enforce the observance of order and of moral law, in violation of some of the fundamental laws of our physical natures. The people of Wayland, in making liberal provisions at the outset for the comfortable accommodation of their children at school, have acted economically and wisely. Can any doubt that in ten years, if the High School be carried on in the spirit in which it has been begun, the town will be far richer than if it had never been established? It should not, however, be forgotten that a most important work remains yet to be accomplished. It is not difficult in the first gust of enthusiasm which attends any important movement in a country town, to receive a high degree of success; but it often happens, after the novelty and excitement have passed, that no interest can be aroused, and that which was commenced with energy is continued only with indifference, and finally ends with disappointment, and it may be even with disgrace. It remains to be seen whether the people of Wayland will go on with what they have so nobly begun; whether the adjoining towns, incited by their example, shall be encouraged to do likewise; or whether the failure of their experiment shall prove a warning to their less enterprising neighbors. The friends of education in Wayland should remember that the time of sternest trial is yet to come. A few years of persevering effort will place their school beyond the reach of opposition, and render it a blessing and an ornament to the community. We cannot but notice briefly, in this connection, another important means of education enjoyed by the inhabitants of Wayland. A few years since, Dr. Wayland, president of Brown University, offered to the town five hundred dollars for the establishment of a town library, on condition that an equal sum should be raised by the inhabitants of the town. The donation was gratefully accepted, and the result has been that the largest and best selected town library which we have ever seen is placed at their disposal. This library has been most admirably managed, and has a very extensive circulation among the people. We hope that the High School and the library will never lose their hold upon the affections or pockets of the people. THE CLAIMS OF CLASSICAL CULTURE upon the attention of American Teachers and American Schools. A Lecture delivered before the American Institute of Instruction, at Providence, R. I., Aug. 9th, 1854. By Elbridge Smith, A. M., Master of the High School, Cambridge, Mass. Cambridge: Thurston & Torry. 1855. THE title of the lecture noticed above, does not give a clear idea of the author's subject, or, rather, of his manner of treating it. While he uses the general term_classical culture, his chief aim is to present the claims of the English classics upon the attention of American teachers and American schools. The subject thus viewed is comparatively new. At the eighth annual meeting of the Mass. Teachers' Association, held at New Bedford, Nov., 1852, a very able and interesting lecture was given by Prof. Felton, of Harvard University, on "The English Language, as a Branch of Study in our Common Schools." More recently still, Mr. Smith, of the Cambridge High School, has presented the same subject in a highly acceptable manner, before several of the county associations in the State and in the lecture we are noticing, he has treated the subject so ably and with such fulness and clearness of illustration, that, on one side at least, he has left nothing to be said. : It is not our design to enter into a criticism, or give an analysis of the lecture. No analysis for which we have either time or space, would do justice to the author, or answer the purpose for which the lecture was intended. Our object simply is to acquaint the readers of the "Teacher" with the fact of its publication, that those who had the pleasure of hearing it may have the double pleasure of studying it at their leisure; and that all teachers may be informed where they can find the claims of the English classics discussed with marked ability by one of the most accomplished and successful teachers of the State. We have said that the subject is comparatively new ; but it is not to be inferred that it is, therefore, a crude, unpractised theory. When, in 1852, Prof. Felton gave the lecture to which we have already alluded, he pointed with pride to the Cambridge High School, where his views had been in successful operation for a considerable length of time. So far as we know, Mr. Smith's school was the first to embrace in its curriculum, a thorough and systematic study of the best authors in our language. In the Cambridge School Report for 1854, we find the following works and authors laid down in the course of study for the High School. Scott's Poetical Works, Longfellow's Evangeline, Campbell's Pleasures of Hope, Goldsmith's Traveller and Deserted Village, Milton, Everett's Orations, Webster and Hayne. These works are not merely read over hastily and without care, but, we have reason to believe, are thoroughly studied and thoroughly taught. Every pupil is required to learn a minute and correct analysis of the poem or work in hand. All the allusions, historical, classical, and geographical, must be carefully looked up; every peculiarity of expression is discussed, and the attention of the pupil directed to all the beauties and niceties of the language. It needs no argument, we think, to prove that such a course of study and instruction must be of immense advantage to the child. When we think of the opportunities which we enjoyed, or rather did not enjoy, of acquiring a knowledge of the English language, we look with feelings of envy, we fear, upon those so much more highly blessed. And if one thing more than another makes us sigh for the return of our school-boy days, it is that we might receive the benefit of just such a course of reading as that now pursued in the Cambridge High School. But this training Mr. Smith would not confine to the higher schools alone. "The range of classical reading in our own vernacular is sufficiently extended to meet the wants of all grades of our public schools. No child can be found in an American school-room so young as to be beneath the influence which may be derived from some of the great masters of language and thought. The child who is taught, and taught rightly, a hymn of Mrs. Barbauld or Dr. Watts, becomes as really a classical scholar, as he who has studied all the literature which was produced in the city of Minerva.” Whether classical culture can be carried to this extent, we are not yet prepared to give a decided opinion. It is certain, however, that, so far as the experiment has been tried, it has met with entire success. The subject is well worthy the attention of teachers; and we commend to their consideration the able exposition of it by Mr. Smith, whose lecture we regard as one of the best ever delivered before the American Institute of Instruction. BERKSHIRE COUNTY TEACHERS' ASSOCIATION. M. A report of the last meeting of this Association will appear in our next number. GEORGE ALLEN, Jr.,.... Boston. RESIDENT EDITORS. .......... ELBRIDGE SMITH, Cambridge. THE AMERICAN INSTITUTE OF INSTRUCTION. THE 26th Annual Meeting of the American Institute of Instruction, will be held in Bath, Me., on the 21st, 22d, and 23d days of August. Lectures will be delivered by Professor Taylor Lewis, LL. D., of Union College, Schenectady, Rev. G. Reynolds, of West Roxbury, Mass., Rev. F. D. Huntington, of Boston, Prof. B. F. Tweed, of Tufts College, Somerville, Mass., Prof. J. G. Hoyt, of Exeter, N. H. Discussions will be held on the following questions: 1. Ought the State to furnish its Citizens with Free Collegiate Education? 2. The Relative Importance of Classical and Scientific Studies in the American System of Education. An able Reporter has been engaged, and a full account of the meeting may be expected in the October number of the "Teacher. "" LITERARY INTELLIGENCE. WE seem just at this time to be reaping an abundant harvest of Geographies. In no one department of common school instruction has the deficiency of suitable text-books been greater than in geography. But within a few months, several new ones have made their appearance, and we notice announcements of others which may soon be expected. We have received specimen sheets of the following: "A New Series of School Geographies, published by J. H. Colton & Co., N. Y." This Series comprises the following parts: 1st. "Colton and Fitch's Primary Geography-A Treatise for the Younger Class of Scholars.' 2d. "The Common School Geography." 3d. "The American School Geography." We notice in the chartography of these works a decided improvement. There is no department in which we are more deficient than in the execution of maps. We ought to be willing to put up with many deficiencies in other respects, provided we can have really good maps. "Out The publishers of the above volumes also announce lines of Physical Geography, by George W. Fitch, Esq. Illustrated by six maps and numerous engravings." Hickling, Swan & Brown, of Boston, will shortly publish |