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four grades, the latter into two. The grades in each depart-
ment may be subdivided into as many classes as the relative
capacity of the scholars requires. The examinations for
transfer to a higher grade are to be held at the close of each
term by the Commissioner, or teacher, and the result embo-
died in the term report of the teacher, by placing a plus (+)
mark opposite the names of those pupils meeting the stand-
ard of proficiency required, and a minus mark (—) if they fail:
the examination for class transfer to be held, if practicable,
at the beginning of each month by the visitor, or teacher,
and the result reported to the Board by the former.

For further details of the grading adopted, I again respect-
fully refer you to the statement annexed.

I hope, if ray imperfect attempt have no other value,
may, at least, be the means of inducing you to give us the
benefit of your experienoe in this important matter, and to
devise for us some well digested system of classification,
adapted to the wants of our schools. I am satisfied its en-
forcement would add greatly to their efficiency, and that the
examinations and transfers would prove a powerful incentive
to the industry of the pupils, besides affording reliable data
for estimating the relative merit of the schools.

, In regard to the mode of instruction pursued in our schools,
there is, I regret to say, still too great an adherence to the
antiquated and condemned 'Rote' system, by which the mind
of the pupil ia crammed, not cultivated, the faculties dwarfed,
not developed, words substituted for ideas, and a perfect reci-
tation is thought to consist in being able to repeat, Parrot-
like, the language of the Text book, regardless of its mean-
ing.

This is machine- teaching, and machine learning, and if an
education could be thus obtained, Yankee ingenuity would
long since have invented Automata, to do the work quite as
well, and much more cheaply. Mo text book can, or if well
composed, will supply the place of the living instructor. At
heat it can but furnish as its name implies, the texts upon
which the oral instruction is baaed. The teacher must sim-
plify, illustrate, explain, until satisfied that he has in some
degree bridged the chasm between the mind of the pupil and
the dry letter of the book, and adapted the mental aliment
to the digestive power of the child.

A recitation not coomprehended, is a failure, however flip-
pantly the words, of the lesson may be repeated; a truth so
obvious, that nothing but the force of habit can account for
the retention of a system in our schools, against which the
united judgment of the best educators has long since uttered
its fiat of unqualified condemnation. But the zeal and in-
telligence of our present teachers, give every assurance of the
needed reformation, and that ere long, instead of aiming to
cultivate verbal memory merely, which is sufficiently, though
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