FIRST ANNUAL
REPORT OF THE MASSACHUSETTS BOARD OF EDUCATION (1837) as quoted in Life
and Works of Horace Mann (Boston. 1891), vol. II, pp. 62-67.
It is not the province of the Board of Education to
submit to the Legislature, in the form of specific projects of law, those
measures, which they may deem advisable for the improvement of the schools and
the promotion of the cause of education. That duty is respectfully left by the
Board, with the wisdom of the legislature and its committees, on whom it is by
usage devolved. Neither will it be expected of the Board, on the present
occasion, to engage in a lengthened discussion of topics, fully treated in
their Secretary's report, to which they beg leave to refer, as embodying a
great amount of fact, and the result of extensive observation skillfully
generalized. The Board asks permission only to submit a few remarks on some of
the more important topics connected with the general subject.
1. As the comfort and
progress of children at school depend, to a very considerable degree, on the
proper and commodious construction of schoolhouses, the Board asks leave to
invite the particular attention of the Legislature to their Secretary's remarks
on this subject. As a general observation, it is no doubt too true, that the
schoolhouses in most of the districts of the Commonwealth are of an imperfect
construction. It is apprehended that sometimes at less expense than is now
incurred, and in other cases, by a small additional expense, schoolhouses much
more conducive to the health and comfort, and consequently to the happiness and
progress of children, might be erected. Nor would it be necessary, in most cases,
in order to introduce the desired improvements, that new buildings should be
constructed. Perhaps in a majority of cases, the end might be attained to a
considerable degree, by alterations and additions to the present buildings. It
is the purpose of the Secretary of the Board, as early as practicable, to
prepare and submit a special report on the construction of schoolhouses. When
this document shall be laid before them, it will be for the Legislature to
judge, whether any encouragement can, with good effect, be offered from the
school-fund, with a view to induce the towns of the Commonwealth to adopt those
improvements in the construction of schoolhouses, which experience and reason
show to be of great practical importance in carrying on the business of
education.
2. Very much of the efficiency
of the best system of school education depends upon the fidelity and zeal with
which the office of a school-committee-man is performed. The Board deem it unnecessary to dilate upon a subject so ably treated
by their Secretary. The difficulties to be surmounted before the services of
able and faithful school-committee-men can be obtained, in perhaps a majority
of the towns of the Commonwealth, are confessedly great and various. They can
be thoroughly overcome only by the spirit of true patriotism, generously
exerting itself toward the great end of promoting the intellectual improvement
of fellowmen. But it is in the power of the Legislature to remove some of the
obstacles, among which not the least considerable is the pecuniary sacrifice
involved in the faithful and laborious discharge of the duties of the school
committee. The Board have understood, with great
satisfaction, that the subject has been brought before the House of Representatives.
They know of no reason why the members of school committees should not receive
a reasonable compensation, as well as other municipal officers, of whom it is not
usually expected that they should serve the public gratuitously. There are none
whose labors, faithfully performed, are of greater moment to the general
well-being. The duties of a member of a school committee, if conscientiously
discharged are onerous; and ought not to be rendered more so, by being
productive of a heavy pecuniary loss, in the wholly unrequited devotion of time
and labor to the public good.
3. The subject of the education of teachers has
been more than once brought before the Legislature, and is of the very highest
importance in connection with the improvement of our schools. That there are
all degrees of skill and success on the part of teachers, is matter of too
familiar observation to need repetition: and that these must depend, in no
small degree, on the experience of the teacher, and in his formation under a
good discipline and method of instructions in early life, may be admitted without
derogating, in any measure, from the importance of natural gifts and aptitude,
in fitting men for this as for the other duties of society. Nor can it be
deemed unsafe to insist that, while occupations requiring a very humble degree
of intellectual effort and attainment demand a long-continued training, it
cannot be that the arduous and manifold duties of the instructor of youth
should be as well performed without as with a specific preparation for them. In
fact, it must be admitted, as the voice of reason and experience, that
institutions for the formation of teachers must be established among us, before
the all-important work of forming the minds of our children can be performed in
the best possible manner, and with the greatest attainable success.
No one who has been the witness of the ease and
effect with which instruction is imparted by one teacher, and the tedious
pains-taking and unsatisfactory progress which mark the labors of another of
equal ability and knowledge, and operating on materials equally good, can
entertain a doubt that there is a mastery in teaching
as in every other art. Nor is it less obvious that, within reasonable limits,
this skill and this mastery may themselves be made the subjects of instruction,
and be communicated to others.
We are not left to the deductions of reason on this
subject. In those foreign countries, where the greatest attention has been paid
to the work of education, schools for teachers have formed an important feature
in their systems, and with the happiest result. The art of imparting
instruction has been found, like every other art, to improve by cultivation in
institutions established for that specific object. New importance has been
attached to the calling of the instructor by public opinion, from the circumstance
that his vocation has been deemed one requiring systematic preparation and
culture. Whatever tends to degrade the profession of the teacher, in his own
mind or that of the public, of course impairs his usefulness; and this result
must follow from regarding instruction as a business which in itself requires
no previous training.
The
duties which devolve upon the teachers even of our Common Schools, particularly
when attended by large numbers of both sexes, and of advanced years for
learners (as is often the case), are various, and difficult of performance. For
their faithful execution, no degree of talent and qualification is too great;
and when we reflect that in the nature of things only a moderate portion of
both can, in ordinary cases, be expected, for the slender compensation afforded
the teacher, we gain a new view of the necessity of bringing to his duties the
advantage of previous training in the best mode of discharging them. A very considerable part of the benefit,
which those who attend our schools might derive from them, is unquestionably lost for
want of mere skill in the business of instruction, on the part of the teacher. This
falls with especial hardship on that part of our youthful population, who are
able to enjoy, but for a small portion of the year, the advantage of the
schools. For them it is of peculiar importance, that, from the moment of
entering the school, every hour should be employed to the greatest advantage,
and every facility in imparting knowledge, and every means of awakening and
guiding the mind, be put into instant operation: and where this is done, two
months of schooling would be as valuable as a year passed under a teacher
destitute of experience and skill. The Board cannot but express the sanguine
hope, that the time is not far distant, when the resources of public or private
liberality will be applied in
4. The subject of district-school libraries is
deemed of very great importance by the Board. A foundation was made for the
formation of such libraries, by the Act of
Although the Board are of
opinion, that nothing would more promote the cause of education among us, than
the introduction of libraries into our district schools, they have not deemed
it advisable to recommend any measure looking to the preparation of a series of
volumes, of which such a library should be composed, and their distribution, at
public expense. Whatever advantages would belong to the library consisting of
books expressly written for the purpose, obvious difficulties and dangers would
attend such an undertaking. The Board deem it far more
advisable to leave this work to the enterprise and judgment of publishers, who
would, no doubt, find it for their interest to make preparations to satisfy a
demand for district-school libraries in the way above indicated.
In
this connection the Board would observe, that much good might unquestionably
be effected by the publication of a periodical journal
or paper, of which the exclusive object should be to promote the case of
education, especially of Common School education. Such a journal, conducted on
the pure principles of Christian philanthropy, of rigid abstinence from party
and sect, sacredly devoted to the one object of education, to collecting and
diffusing information on this subject, to the discussion of the numerous
important questions which belong to it, to the formation of a sound and
intelligent public opinion, and the excitement of a warm and energetic public
sentiment, in favor of our schools, might render incalculable service. The
Board are decidedly of opinion, that a journal of this
description would be the most valuable auxiliary which could be devised, to
carry into execution the enlightened
policy of the government, in legislating for the improvement of schools, and
they indulge a sanguine hope that its establishment will shortly witnessed.
5. The subject of school-books is perhaps one of
more immediate and pressing interest. The multiplicity of school-books, and the
imperfection of many of them, is one of the greatest evils at present felt in
our Common Schools. The Board know of no way, in which this evil could be more
effectually remedied, than by the selection of the best of each class now in
use, and a formal recommendation of them by the Board of Education. Such a
recommendation would probably cause them to he generally adopted; but should
this not prove effectual, and the evil be found to continue, it might hereafter
be deemed expedient to require the use of the books thus recommended, as a
condition of receiving a share of the benefit of the school fund.
The foregoing observations are all that now occur
to the Board of Education, as proper to be made to the Legislature, in
connection with the improvement of our Common Schools. They beg leave to submit
an additional remark on the subject of their own sphere of operations. It is
evident, from the nature of the case, that much of the efficiency and
usefulness of the Board must depend on the zeal and fidelity of its Secretarv, and that it is all-important to command, in this
office, the services of an individual of distinguished talent and unquestioned
character. No other qualifications will inspire the confidence generally of the
people; and without that confidence, it is impossible that his labors or those
of the Board should be crowned with success. The Board ask permission to state,
that they deem themselves very fortunate in having engaged the services of a
gentleman so highly qualified as their Secretary, to discharge the interesting
duties of his trust; and they respectfully submit to the Legislature, the
expediency of raising his compensation to an amount, which could more fairly be
regarded as a satisfactory equivalent for the employment of all his time. The
Board also thinks that a small allowance should be made for the contingent
expenses of the Secretary in the discharge of his duties, such as postage,
stationery, and occasional clerk-hire. It is just, however, to add, that this
proposal for an increase of salary is made wholly without suggestion on the
part of the Secretary.
In conclusion, the Board would tender their
acknowledgments to their fellowcitizens, who, by
attending on the meetings of the county conventions, or in am other way, have
afforded their co-operation in the promotion of the great cause of popular
education. At most of these meetings, permanent county conventions for
improvement of education have been organized. Spirited addresses have, in
almost every case, emanated from the county meetings, well calculated to impart
vigor and warmth to the public sentiment in reference to the cause of
education. On the whole, the Board have reason to
hope, that an impulse has been given to the public mind on the subject of
education, from which valuable effects may be anticipated. It will be their
strenuous effort, under the auspices of the Legislature, and as far as the
powers vested in them extend, to encourage and augment the interest which has
been excited, and they hope, as they shall acquire experience, that their
labors will become more efficient. They do not flatter themselves that great
and momentous reforms are to be effected at once. Where the means employed are
those of calm appeal to the understanding and the heart, a gradual and steady
progress is all that should be desired. The schools of
All of which is respectfully submitted by
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