USA > Massachusetts > Plymouth County > Norwell > Report of the selectmen of the town of South Scituate 1854-1868 > Part 1
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REPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF SCITUATE, -
From April 1, 1853, to April 1, 1854.
BOSTON : WILLIAM WHITE, PRINTER, 4 SPRING LANE. 1854.
...
REPORT OF THE SCHOOL COMMITTEE
OF THE
TOWN OF SCITUATE.
By a law of the Commonwealth, the School Committee are obliged once a year, at the close of their official term, to render a report of the condition and progress of the schools, making such suggestions as they shall deem necessary for their future welfare. This is an important law, and was designed as much to keep awake an all-absorbing and general interest in the cdu- cation of the youthful mind, as to afford the town satisfactory evidence of the past condition and progress of the schools, and that the Committee had endeavored faithfully and impartially to discharge their duties. Like every duty required by law, and not depending wholly for its observance upon each individual's sense of its great importance to himself and society, for its execution, there is great danger that it may degenerate into a mere formality, and what was intended as a wise and beneficial measure, become productive of no good or beneficial results. To prevent such a casualty should be the earnest endeavor of every one who wishes well for the society in which he resides. Whether we regard the universality of the benefits of education, or the amount of money every year appropriated for educa- tional purposes, it seems impossible that there should be any respectable common sense person, who regards the condition and well-being of schools as of secondary importance, and manifests no apparent interest in the means and appliances for their sup- port. The past year all the schools, with the exception of one,
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have been under the care of female teachers throughout the year, and three of them have been under the same teachers for the same period. Under their instruction, the schools have pro- gressed and attainments made by the scholars. We have no brilliant display of learning or miraculous advancement to chron- icle, but a gradual and uniform progress. The examinations have all been creditable to the teachers, both in the exhibition of knowledge, and the general order and good discipline of their respective schools. As usual, the Committee have had some dif- ficulties to encounter in the resignation of teachers,-complaints of their short-comings in government, too great severity in en- forcing obedience, and refractory conduct on the part of scholars. The Committee would mention particularly but two instances. In the Ninth District the summer term commenced under good auspices, having secured the services of a thorough and ex- perienced instructress, who promised to accomplish much for its interest and advancement ; but having continued the school for a few weeks, she suddenly gave notice to the Prudential Committee that she should leave the school, as she had secured a situation more congenial, and a better equivalent for her abilities. This was exceedingly unfortunate, not only from the loss of her im- portant services, as from the extreme difficulty of procuring a substitute, teachers being all employed, and the time of the Pru- dential Committee too much occupied to permit him to spend it gratuitously in obtaining another. The result was, a young and inexperienced teacher applied, and though she succeeded as well as could be expected under the circumstances, yet the termina- tion of the school was not what its commencement promised. The winter term was kept by another young lady, who by her energy and zeal in imparting instruction accomplished much for the interest of the school.
In the Fifth District the difficulty was of a more serious nature, and the Committee would gladly pass over it, if an explanation was not due to both teacher and Committee. It occurred during the winter term. Soon after its commencement, the instructress found all her endeavors to enforce obedience and maintain order, ineffectual. A few of the older scholars, we are sorry to say,
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seemed determined, if possible, to pursue a course of rebellion. The teacher, as a last resort, sent for the Committee. At her re- quest they visited the school, and urged every motive upon the disorderly to obedience. This was not done once, but twice, and thrice. It had apparently but little effect, and the Committee were obliged to resort to a measure which duty, rather than their own personal feeling, dictated.
The causes of this difficulty we will not enter upon, as they will readily arise in every well-thinking mind. The teacher con- tinued the school, and though the effect of the difficulty which he had had was not without its bad influence upon the rest of the school, and many of the scholars left, she deserves much praise, if for nothing else, for her rigid, firm and successful determina- tion to maintain order, and thus put the scholars in a condition to obtain instruction.
We have stated that three of the schools have had permanent teachers. Though something of the constant attendance and regularity of the pupils at these schools, the attainments made and the zeal to acquire instruction, must be attributed to the long experience of the teachers and their acknowledged ability, yet the fact that they had the schools permanently was not without its effect. There is nothing more desirable to secure for our schools, than permanent instructors. Time is required to assimilate every new teacher to his pupils ; indeed, few are those who have suf- ficient tact to produce that assimilation immediately, and much time is generally consumed by every new teacher in thus con- necting himself by a chord of sympathy to his pupils, so as to secure and hold their confidence. The time thus spent is not wasted, to be sure, if the teacher's efforts are successful ; but if vain, as is often the case, how much valuable time is consumed. By continuing the old teachers, not only is this time saved for purposes of instruction, but the risk of a failure removed. Again, one who has taught successfully a school one term, is much bet- ter qualified to teach the same school than any other individual ; for if he has done his duty, he has become acquainted with the varied temperaments of his pupils, with their different capacities for instruction, and has time to mature those plans which one
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term of school has hardly been sufficient to form. Besides, the Committee have had experience of his capacity to govern, and those latent powers have been developed especially necessary in a teacher, which no mere examination instituted by them can bring out. Too high an estimate cannot be made of the office of a teacher. Says Channing : " It is a common prejudice, and a most fatal error, to imagine that the most ordinary abilities are competent to the office of teaching the young. Their vocation, on the contrary, is a nobler one than that of the statesman, and demands higher powers, great judgment and a capacity of com- prehending the laws of thought and moral action, and the various springs and motives by which the child may be roused to the most vigorous action of all its faculties." This is a high esti- mate, but who knew better than Channing, the real requisites of a teacher. How important then, is it, that we should secure the best teachers for the young ? At present, there seem to be dif- ficulties in the way of securing them in our schools, and the Committee would direct your attention briefly to a few. First and foremost is the great demand for teachers ; the time never was when they were more in demand ; the supply cannot keep pace with the immense strides Massachusetts is taking in the cause of education. This at first seems strange, but it is not so strange, when we consider that few of those qualified, so far as intellectual abilities go, can teach. There is an imparting tact, if we may so speak, necessary, which few possess. Another dif- ficulty is the small compensation afforded. Talent, like every- thing else, demands an equivalent, and the wages our schools afford are not sufficient to command the highest abilities. None regret more than the Committee the imperfections of the teachers they are obliged to approbate, but unless some change is made, it is vain to hope a better state of things. Still another difficulty, and the last we shall mention, in the way of employing teachers the best qualified, is the existence of Prudential Committees, who have the selection of teachers. The system of appointing Pri- dential and 'Town Committees, presents the singular anomaly of appointing two distinct and separate sets of officers for the same purpose. Though this was not the intent or spirit of the law,
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which provides their appointment, yet it is the effect. The Pru- dential Committees have the selection of teachers, and this is of great importance, of equal importance always with the literary qualifications. Indeed, oftentimes the success of a school de- pends wholly upon the selection of a teacher. For instance, in some district it may be important that there should be a male, or at least an experienced teacher, but if the Prudential Committee of that district should send the Town Committee a female or an inexperienced one, they would be obliged to approbate, if the literary qualifications were at all passable. The last year several instances have occurred where it was the wish and intention of your Committee to employ males, where they were obliged on account of the existence of Prudential Committees to employ females. No individual can fail to see that the power which the Committee have in the appointment of teachers is divided, and that if there is any difference of power, it is not in their favor.
The Committee do not think it for the interest and future pros- perity of the schools, that Prudential Committees should retain this power. They should not retain it, because the selection of a teacher requires as great judgment, and we might say, as great literary ability, as it requires to judge of the literary qualifica- tions. Since Prudential Committees are appointed in every dis- trict, it is not to be expected that in every one, persons will be found qualified, or if qualified, willing to perform its duties as they should be. The office is no sinecure, but is generally con- sidered a thankless one, and the smallest fraction of time it oc- cupies the better. The Prudential Committees should not retain this power, because they are liable to be influenced by local causes in the selection of a teacher. Dwelling in the districts for which they are chosen, it is not strange, that fear of offend- ing or of repressing the aspirations of some neighbor, should lead them to give the preference to some young, inexperienced appli- cants from their respective districts, though other more experi- enced and deserving ones should apply not so conveniently situated. All know how difficult it is to offend a neighbor or friend when it is a matter of duty or interest ; but when it is neither our duty or interest, is it not far more difficult? If the
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Prudential Committees were affected by the selection of the teachers ; if they were responsible for their success, the difficulty might be obviated, for then they would be likely to disregard the offence given to a neighbor or friend in securing themselves from reproach.
The Prudential Committees should not retain this power, be- cause they are not responsible for their acts, and do not incur the blame or credit they may bring. It certainly is both right and proper that all should have the commendation and bear the blame of their own deeds, and especially unjust that a party should receive either, who have had no part or lot in them. But, this is the position of the Prudential Committees ; for the praises which their deeds bring, and the reproaches they . occasion, are not accorded to them, but to the Town Committee. If an individual is not to receive the credit of his acts, if he is not to expect any blame for their mal-performance, it cannot be expected that he will execute them so well, and no Prudential Committee can or will if he can perform his duties so well and faithfully, if he is not personally responsible for them, and a direct participant in their results.
We have thus spoken of a few difficulties which exist in the way of securing good instructors in our schools. These difficul- ties should be removed. The amount of money expended for schools should be increased, so that the best Teachers possible can be employed. The duties of the Prudential, so far, at any rate, as regards the selection of Teachers, should be transferred to the School Committee. There are several good and important reasons for this transfer. First, the Town Committee, if quali- fied, as they should be, are the best judges of the selection of a Teacher. Second, as they are responsible in some degree for the success of Teachers they approbate, it is the grossest injustice not to give them the whole power of their appointment. Third, they are not so liable to be influenced by local causes, as they are chosen at large. Fourth, they are not so frequently changed, and thus a greater permanency of teachers can be secured. Fifth and last reason, as the Teachers, if this change is made, will apply more generally, and not as now, for any particular school, they can be
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assigned to those they are best adapted to instruct. It is often the case, that one applies for a particular school, when he would be better able to teach, for want of energy, tact, or some other equally cogent reason, another school to which the Committee cannot, in the present state of things, assign him. We are aware that it is objected to this transfer of power, that it will be productive of more expense to the town. But are a few dollars to be con- sidered if our schools are to be benefited ? That is poor economy, indeed, which, for the sake of a few dollars, sacrifices that which is far more valuable. There is still another objection, that it will give too much power to the Committee. This is a plausible objection and would be of some account, if what the change was intended to secure did not far outweigh it in relative value. Other towns have made the change, and have secured the greatest benefit in the increased success and prosperity of their schools, and no abuse of power given to the Committee has ever been known. The Committee deem it necessary to urge upon the town the withdrawal of this power from the Prudential Committees, as in their hands it is injurious to the best interests of the schools - for it is high time that either some steps were taken for this purpose, or, at any rate, to produce a more constant and decided 'cooperation of the two Committees.
In accordance with a suggestion made in a former report, four of the schools have been supplied with outline maps. These outline maps supply a want that has existed long in teaching Geography. Every Teacher and every individual knows how useless it is for scholars to memorize a whole catalogue of geographical places, unless there is imprinted upon the mind's eye, as it were, a map showing their situation. To accomplish this, outline maps are the most effectual, for, hung up on the walls of the school-room, and thus constantly kept before the eyes of the scholars, they serve especially to fix in their memory the geographical outlines of all countries, and thus assist them to learn at the same time, with the names of places, their geographi- cal situation. The cost of the maps is trifling, and it is desirable that all the schools should possess them.
The Committee would call your attention to the irregular
.
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attendance of scholars at school. This is an old subject of com- plaint, but it would seem that all the complaints of former Com- mittees have been of no avail. There is still great irregularity of attendance at school, and much benefit from the money which the public appropriate actually lost. While the average attend- ance at some of the schools is good, in others it falls far below a proper standard. The general average attendance has been 74 per cent. Did this irregularity of attendance affect only those who produce it, it would not be of so much consequence, for then they alone would suffer. But it affects the Teacher and the whole school. All the plans of instruction which the Teacher may form are interfered with, and the progress of those scholars, who would learn, retarded.
This year nearly two thousand dollars have been expended for the support of the schools. That the investment of this money is important, for it is really an investment and not an expenditure, to every individual, none will deny, and yet there is no invest- ment made by the town which is apparently so little looked after or cared for. Your Town Committee is chosen - your Prudential Committees selected, and then the work is done, so far as three-fourths of the town are concerned, for a year. Indeed, it seems as if the majority of the town considered the schools to be regulated by a kind of clock-work, which has only to be wound up and set agoing by the Committee to run well to the end of the year. There can be no greater delu- sion than this, and if our schools do not run with clock-work precision, it is attributable, in a great measure, to this want of cooperation of friends and guardians. By cooperation, we mean an interest in the schools and Teachers, manifest by good govern- ment of their children at home and frequent visits to the schools. However trivial these things seem they are of great importance. Children are more perceptive than reflective, and one example is worth more in its influence on a child than ten thousand pre- cepts. Homilies on good government, and the necessity of an education, are of no benefit to children unless the example of good government is before them, and a sense of the importance of education is manifest in parents and guardians. Besides,
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nothing so lightens the labors of a Teacher and strengthens his hand as to know that every parent is working with and not against him.
There is a kind of cooperation which seems to be by far too common, and should especially be discountenanced and despised. We refer to the cooperation of parents with children against the Teacher. Nothing is more pernicious, and, under no circum- stances, can we conceive it to be justifiable. It destroys the con- fidence and respect of the child for its Instructor, two important and necessary requisites in every well-conducted school - those chords of sympathy which have so much to do in lightening the labors of both Teachers and pupils. Once permit the child to know that its parents are hostile to the Teacher, that its rebellion against her commands are countenanced, and that every story of imaginary persecutions will be believed and acted upon by them, and there is an end put to all the instruction the child will receive from its attendance at school, and to all the well-directed efforts of the Teacher. All the expedients to which he may resort to maintain order will be rendered futile. Such a course of conduct on the part of parents is unjust to the Instructor, for the blame of the failure in government is always attached to him, when it really belongs to those parents who have indirectly occasioned it. One way in which parents cooperate with children is not only to exempt them from punishment at home, but also from punish- ment at school. We are aware that there are different views among men with regard to the efficacy of punishment upon children to make them obedient.
The limits of this Report will not allow us to enter upon its discussion ; but it is our opinion that as long as boys are boys, performing all their voluntary acts, not so much from the benefit they will receive in the future, as from the immediate pleasure, fun, and sometimes mischief they occasion ; and are not men, who, from experience, reflection, personal interest and standing in society, have obtained eyes to see the benefits of education, so long will corporeal punishment be necessary in school and at home. Is there a single individual who is not aware that a great majority of men would not perform many of the duties of
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society, indeed would often violate the laws, if the fear of losing caste and status in society was not continually before their eyes ? Will you then expect children to perform their duties at school without any fear before them ? We do not believe in the exist- ence of children, the chords of whose being are so delicately strung in harmony that a single punishment is sufficient to create a perpetual discord, or that peculiar species, of which it is said with so much unction, " punishment only makes them worse."
Still another way in which parents cooperate with their children against the Teacher, is to allow them to absent themselves from the public examinations. At many of the examinations this year many of the scholars have been missing, much to the dis- appointment of Teachers and Committee. In some instances the pupils have signified their intentions by taking home their books before the appointed day, and the Committee have been obliged to anticipate the examination to prevent, if possible, an entire absence of the scholars. The Committee are sorry to mention here, an occurrence which they believe has never taken place heretofore. In the Fourth District two of the scholars actually refused to recite at examination. They hope, for the credit of the town, that this may never occur again. The Com- mittee do not believe that such conduct on the part of children is done without the cognizance of their parents and guardians, and they do not think the blame should rest upon them. Those parents who countenance such conduct, and thus use their children for evil, are responsible. What injustice are they not guilty of, who thus encourage the youthful minds committed to their charge, in the transgression of duty. It is an obligation which all should feel binding upon them, to see that their children are not only punctual at school, but present at the public exami- nations.
We have made these remarks here, because we have become satisfied that the great difficulty of Teachers in government arises from the want of cooperation of parents with them and not with thei pupils. The Registers for the year show a meagre list of visitors, and we may say that nearly all of those who have honored the schools with their presence, were persons not directly interested
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in their success and prosperity. We would urge upon parents and guardians if they would improve the standard of our schools, and render effectual the labors of those who teach and the efforts of the Committee, a more constant visitation of the schools, and a more decided cooperation with those who have their management, as of primary importance. In closing the Report, the Committee would say that they have endeavored to discharge their duties faithfully. If they have erred, they have erred through igno- rance. The events of the last Town meeting in this place have shown the character of the opposition with which they have had to contend. It is unfortunate, and a matter of regret, that while this opposition has been so active, there should be an indifference worse than hostility itself, on the part of those better disposed towards them, and more anxious and interested in the success of education. Indeed, we should almost assert that there were no real and true friends of education in the town, if the anomaly was not too incredible to inspire belief. Despite appearances we do believe there are many such, and it is time that they threw off their indifference, and become active and manifestly inter- ested in the success of our schools. In the present condition of things, it cannot be expected that any competent person, who has any respect for himself, will accept the office of School Com- mittee much longer, when the election is made a public farce of, by nominating men manifestly and generally known as incapaci- tated from the want of early education and training - when the best endeavors and intentions of those who attempt faithfully to discharge the duties, are considered often to be a mere exhibition of personal malice ; and the discharge of duty, when it interferes with the personal feelings of some individuals, is construed into a want of independence. The present Committee have been accused of a want of independence. But if independence con- sists in a faithful and conscientious discharge of duty, without regard to the gratification of personal feelings and the prejudices of some private individuals, and not in a disregard of the obliga- tions of duty to suit the caprice and humor of some, then have they been independent. That gentleman, who had so much to say recently with regard to the want of independence manifest in the
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Committee, knows that they were independent enough to perform their duty, though it interfered with his own private plans. Throughout the year we have regarded that independence of action which consisted in a lawful and prompt discharge of duty, without compromise to our own feelings, or those of others. Already, in the Report, we have mentioned many difficulties which exist to the detriment of your Committee, but paramount above all others is this public indifference to the interests and prosperity of our schools. While all the towns around us seem to be awake upon the subject, shall we sleep? It has been said that commercial prosperity, enterprise and thrift, are the hand- maids of education, and that where the former do not exist the latter finds a barren soil, and we are inclined to believe that South Scituate may stand as an example of the truth of this assertion, unless there is soon a speedy regeneration. If there are any who wish to prevent such a result, let them awake and throw their influence on the side of those to whom are committed the education of the young, and manifest a zeal and interest in all the suggestions which they may make for their advancement. Let them spare no efforts, and count nothing lost which shall make our schools fountains of learning, whence shall issue streams of morality and intellectual cultivation, and exercise no economy for the sake of leaving a fortune to the rising generation at the expense of starving their intellects and impoverishing their hearts.
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