about as long as they can, and what vitality they now have seems to be taking a new direction, and instead of trying to stand, they are trying to tumble down, and would doubtless feel grateful to the first high wind for relief." Immediately on the abolishment of the district system, they "set about to establish a new condition of things, choosing a committee to examine locations for school-houses, make estimates and furnish plans, &c." The next year a large school-building was erected in the center of the town for the accommodation of five graded schools, with six wellfurnished, convenient rooms, besides a hall in the upper story, and a basement for heating apparatus, etc.

The Committee of another town, in a report just before the district system was abolished, in speaking of one district school-house, say that "twenty-five children sat upon the floor for lack of benches, because the people did not care enough to provide them;" and that there were "four other districts, where school-houses were uninhabitable from dilapidation." Two years after the legislature abolished the system, the Committee say: "The liberal sums voted by the town, the past and present year, for building and repairing school-houses, is another evidence of a growing interest on the part of the people."

From the report of the committee of another town, in April, 1869, just before the abolishment of the district system, it appears that many of their school-houses were in a most deplorable condition. Of one, valued at $50, it is said that the doors and windows are so aged and loose as to admit the air so freely that it is almost impossible to warm it," and "we value it merely because, being of wood, it may be useful for fuel if taken down. It is really cruel to keep children and teachers in it." Another was valued at $100. Others from $300 to $2,000. The valua tion of one school-house, then in use, is said to be “absolutely nothing," as no one could afford to take it away for the materials of which it is composed." "The walls are seamed with cracks, and great fissures yawn at the passer-by." "The doors are hacked and hewed." "The desks are old-fashioned, inconvenient and badly whittled." "The benches have no backs." There are no means provided for ventilation, except where the six-by-eight panes of glass have been broken from the sashes." "In this single room the scholars of all ages and attainments" (there were 76 registered, with an average attendance of 51) " are indiscriminately crowded together, and must be educated to habits of carelessness, unthrift and untidiness. If this were an Illinois prairie instead of an old Massachusetts town, we should have a spacious and costly building of brick and stone, with departments of various grades, and teachers adapted to each one. Shall we not have such a building here?" And the town, after the district system was abolished, said they should, and with wise liberality at once proceeded to erect "a neat school-house to take the place of the crazy old brick affair," which had been so graphically described by the school committee. Other houses were speedily erected, and in their report, March, 1871, the committee say, the schoolhouses under our care are generally in good condition."

Of another town having a population of less than 500, and a valuation of a little more than $200,000, the committee say that the town voted in 1870" to build three new houses, and to make extensive repairs upon

another, and all to be done this year. These buildings, though not elegant or expensive, are neat, commodious and comfortable. The other school-houses have been built but a short time, so that all, six in number, are substantially new. The school-rooms are furnished with modern seats and desks, but there is a deficiency in school apparatus, outline maps, charts," &c. Few, if any, towns in the State have done as much as Peru has, and in view of benefits already realized, and others confidently anticipated, no wonder the committee say, "We congratulate our citizens upon their refusal to return to the old district system. To have done so would have been an advance backwards, and the present is not the age for retrograde movements in matters pertaining to education."

One of the most serious evils resulting from the Act of the legislature of 1871, permitting such towns as desired to do so to return to the district system, is seen in the large number of poor buildings, similar to those above described, still used for school purposes, in many of the towns that have readopted the system, and thus arrested the improvement of their school-buildings, which the town is so much more able to effect than the district. Here is a case in point, and it is one of many that might be given. In 1867-8, the school committee of a certain town speak of "the dilapidated state of some of the school-houses." They say," they may at some remote period have been an ornament to the hills or hollows they now disfigure, but that was a remote period, and they have outlived their beauty and their usefulness. There may be pleasant associations still lingering in the minds of the aged, which render them almost sacred; but the propriety of sacrificing the interests of the present generation to the sentiment of the past is doubtful. In some of the school-houses it is almost impossible for a pupil to keep comfortable in cold weather, except by an effort that leaves no thought or time for study; and their condition is such as to make him feel that he has, for some unaccountable reason, been confined in them as a punishment." In 1870, the school-houses are again spoken of as "a dishonor to the town," and the opinion was expressed that the much-needed improvement of the school-houses would be one of the many advantages to be derived from the doing away with the district system." But, alas! after expending $25 in 1869, and $80 in 1870, for repairing their ten school-houses, very soon after the legislature passed the Act above alluded to, the town voted to return to the district system, and thus "the much-needed improvement of the school houses" was indefinitely postponed. Without prolonging this part of my Report, I cannot refrain, in closing it, from expressing the earnest conviction that if it had not been for the unfortunate Act, this "advance backward" in our educa tional interests by the legislature of 1871, I should not be compelled to speak of so many relics of the past which exist as "a dishonor to the towns in which they are found, but could with great pleasure, and pride even, report to you that throughout the length and breadth of our good old Commonwealth "the condition of its school-houses" has everywhere been greatly improved, and is entirely satisfactory.

We are indebted to Mr. Phipps for the use of the following Plans, which illustrate his Special Report:

PLAN OF GRADED SCHOOL IN WHITINSVILLE (NORTHBRIDGE).

This building is constructed of wood; exterior dimensions being forty. five feet by thirty-five feet, finished in two stories; the first arranged with school-room receiving its light from three large double windows on either side; measures thirty-two feet by thirty-four feet, and has seventy single desks for primary department; this story has also a separate entrance for pupils on either side of main vestibule, with conveniently arranged staircases to cellar-room.

The second story is reached by means of a wide double-staircase, and has accommodations for fifty-six pupils, the school-room being of same dimensions as the one below, with convenient clothing-rooms or entries and also teacher's private room, with book-closets directly in the rear of platform.

PLAN OF UNGRADED SCHOOL IN NORTHBRIDGE CENTER.

This school-house is thirty-five feet by forty-five feet, located on a commanding lot of land, one hundred feet by one hundred and fifty feet, which is laid out with creditable skill. The building is of wood, with slated roof, finished in bracketed style. The school-room is thirteen feet high, arranged with single desks for sixty-four pupils; the disposi tion of light is like that of the building at Whitinsville, the windows being in the side walls; the internal walls are lined up to a convenient height with wood, and plastered above; the building can be readily enlarged by the addition of another story. The matter of ventilation and heating has been attended to in the most careful manner. The usual conveniences in the way of blackboard, tablets, entrances, cellarstairs, closets, etc., are as presented in the plan.

The contract for the three school-houses of this style erected by the town, exclusive of cellar and furnishing, was $3,000.

PLAN OF UNGRADED SCHOOL IN BRIMFIELD.

This is a wooden school-house finished in bracketed style, similar to that at Whitinsville; is arranged with two school-rooms on one floor, eighteen feet by twenty-nine feet and twenty-eight feet by twenty-nine feet respectively; the other conveniences, such as entrances, stairs and closets, make up the dimensions of the building to sixty feet by thirty feet; the building is at present one story high, fourteen feet in the clear; the walls externally being clapboarded and internally sheathed throughout to the height of window-stools and plastered above; the school-rooms are sheathed overhead, and otherwise the interior is finished in the most complete manner.

The basement-story is eight feet high, arranged for fuel and playrooms, and other conveniences to perfect the same.

The building, including cellar, superstructure and furniture, cost not far from $3,100.