USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1866-1867 > Part 1
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ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF BRAINTREE,
1866-67.
BOSTON : ROCKWELL & ROLLINS, PRINTERS, 122 WASHINGTON STREET. 1867.
ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF BRAINTREE,
1866-67.
BOSTON : ROCKWELL & ROLLINS, PRINTERS, 122 WASHINGTON STREET. 1867.
REPORT.
-
CITIZENS OF BRAINTREE : -
WITH two or three exceptions, the schools of our town have gone on harmoniously, and made fair progress during the past year. Indeed some of them have appeared exceedingly well ; especially has this been the case with the Mixed School of the Centre Union District, and the Grammar Department of the Ironworks District ; attendance, deportment, and recitations, being much superior to what we usually have in such schools. In the former, the record of the winter term showed that twenty-two pupils had attended every day, and had not been once tardy. We doubt whether any school in town ever exhibited a better record in this regard.
THE POND DISTRICT INTERMEDIATE.
The progress of this school was somewhat interrupted during the summer term, in consequence of the sickness of its teacher, Miss Waitte. Miss Delia Niles, as substitute, finished the term. But owing, probably, to a few quite unruly scholars, and to a lack of experience, it being her first attempt at teaching, she hardly filled the place of Miss Waitte. Agreeably to the general wishes of the district, at the commencement of the fall term Miss Waitte resumed charge of the school.
NORTH UNION DISTRICT.
This school began the year with Miss Annie L. Arnold as teacher. She was much liked by the scholars, and the school was progressing finely, when she was solicited to take a position in a Grammar School in Quincy. As this was a position of perma- nency as well as of larger salary, both the Prudential and the General Committee felt that they ought not to oblige her to re- main. Miss A. M. Arnold was employed as substitute until the
4
summer vacation, when Miss Weeks was engaged as permanent teacher of the school. Both of these are accomplished young ladies, and doubtless, in some schools, would be successful teach- ers. Failing, however, to secure the good-will and co-operation of the scholars as well as some of the parents, the school did not make so satisfactory progress as under the first teacher.
During the winter term, the school, taught by Miss Torrey, seemed to improve, and we doubt not it will be well to continue her services.
HIGH SCHOOL.
At the commencement of the year, a majority of the committee found themselves peculiarly situated in regard to this school. But just elected to the committee, without having had opportunity to become personally acquainted with the qualifications of the teacher and of the real condition of the school, and the former gentlemen of the committee being unable to give the necessary information, having visited the school but once or twice during the previous year, and from the satisfactory appearance of the school at the annual examination, they judged it best to re-engage Mr. Porter, notwithstanding the apparently serious opposition.
After very deliberate consideration of the circumstances, the committee deemed it for the best interest of the school as well as for the interests of all other schools of the town, that the request of the scholars to discharge the teacher should not be granted ; well knowing that a whole school is often misled by a few of its members. Had the gentleman of the committee who had served the previous year, been able to state the condition of the school from his personal observation, the other gentlemen undoubtedly would have been governed by his opinion.
The committee having frequently visited the school during the past year, are of the opinion, that there were not sufficient grounds for such a "rebellion " as occurred at the beginning of the year. They are satisfied that Mr. Porter's methods of instruction are good, and sure to make thorough scholars of those under him, if they are at all scholarly inclined. Considering the large number of scholars, and the large number of classes, and that the Princi- pal has no assistant, the school in recitations and deportment
5
during the year, has compared favorably with High Schools of neighboring towns.
The High School, to make it what it ought to be, needs to have sufficient appropriation to allow the teacher an assistant. We know of no High School, having so large a number of scholars, without an assistant teacher. Otherwise the standard of exami- nations for candidates should be so raised, that a less number of scholars will be admitted. The employment of an assistant would allow a larger number to receive the benefits which the school fur- nishes, and is therefore, on the whole, the best plan.
We think Vocal Music should be taught in this school, and, when the Principal is not qualified to give the instruction, sufficient appropriation of money should be made to enable the committee to engage a competent teacher for one or two lessons a week. Proper training in Vocal Music strengthens the vocal organs and lungs, and so improves articulation and enunciation as to make better readers and speakers. Although in this school scholars could not receive a complete musical education, yet such progress might be made, and taste developed, that they would be induced to perfect themselves in it. In our judgment, no one accomplish- ment affords greater pleasure to its possessor, to the family, and, not unfrequently, to a community. Besides, it often insures a large salary. Au appropriation of $75.00 would be abundantly repaid even to the community at large. If Principal or assistant were qualified to give this instruction, this amount might be saved.
FACTS AND CRITICISMS.
TEXT-BOOKS.
After some months' deliberation, by an unanimous vote of the committee (without which unanimity the law does not allow books to be introduced), new treatises on Arithmetic and Grammar were put into all the schools. This was done first, for the sake of uni- formity, there being too many systems, authors, of the same study in use, some of which had crept in without authority from the committee ; secondly, in our opinion, and in the opinion of some of the best teachers and superintendents in the State, the new books are decidedly superior to the old. These advantages amply compensate the trifling expense of introduction.
6
SCHOOL-HOUSES.
Some of our school-rooms are commodious and in fair condition. Others are so dilapidated and uncleanly, that they would answer better for wild animals than for well-dressed and well-mannered children. One of these rooms, not so full of holes nor so covered with patches as two or three others in the town, is the blackest, dirtiest place we ever knew used as a school-room. For this there can be no excuse. Soap, whitewash, and a few days' labor would have made it appear somewhat decently. Children, occupying such wretched rooms, are likely to lose regard for their own ap- pearance, and soon care but little whether or not their dress and skin be of a piece with the rooms. Such rooms affect the morale of the pupils as well as the personnel.
READING.
Sufficient attention has not been given to vocalization, to read- ing. From the very defective articulation, the words of a sentence being insufficiently separated from each other, and some of the letters which constitute a word, and which should be fully sounded, being omitted, it is frequently quite impossible to understand the passages read. To remedy this defect, the pupils should be care- fully drilled in the powers of the letters, both separately and in their various combinations, particular attention being given to those combinations of consonants 'which are difficult to utter. Words should be deliberately pronounced, and analyzed until their elements become so familiar, that the scholars can instantly give them. Ten minutes a day used in drilling a whole school in the manner indicated, would soon produce valuable results in the improved character of the reading. No excuse is sufficient to justify neglect in this fundamental art, so useful to all in every sphere. Yet in but a single school, the Intermediate Ironworks, have we heard an exercise of this kind during the year.
SCHOLARS WITHDRAWING.
Withdrawal from school is an evil which no parent should allow. It has occurred in several of our schools the past year. In two or
7
three instances a large number left on account of examination. Such action not only demoralizes the scholars who absent them- selves, but it has a pernicious influence upon the remainder of the school, and, not unfrequently, does great injustice to the teacher. The parents who, ordinarily, justify their children in such a course, either have not at heart the best interests of our schools, or their views are exceedingly narrow ; and whilst their indifference, self- ishness or baseness tends to dim the glories of our school system, it plaits a crown of thorns for their own heads. Surely, such parents cannot be considered fit public guides.
EXAMINATION OF TEACHERS.
There seems to be a strong disinclination on the part of teach- ers to submit to the required examination of their qualifications for teaching. So long as such examinations are made merely nominal, and sometimes wholly omitted, and so long as commit- tees acquiesce in the payment of teachers by the Town Treasurer without his requiring the legal certificate, we may expect our schools to make less progress than they ought to make.
Let it be understood that candidates for teaching in our schools will be obliged to pass thorough examinations, it will so operate as to cause our own town teachers to qualify themselves abun- dantly, and be such a barrier to poorly qualified teachers from out of town, that the committees will have only the best of teachers applying. Qualifications being equal, our own town teachers should have the preference.
TEACHERS' ACCOMPLISHMENTS.
We are free to say that we think a teacher needs other qualifi- cations than mere scholarship. A teacher, wanting in good tem- per, discretion, tact, taste, and polite manners, is likely to meet with more or less difficulty, and involve a school so as to impair its usefulness. Have all our teachers given so much attention to these matters as they should ? It is an important matter that one who is in daily intercourse with, has the educating of, and who is a standing example to a large school, should possess good man- ners, at least not allow rough speech and ungainly habits to crop
8
out. Refined manners will yet bring as large a premium in this country as in parts of the old world, and our children, to secure them, must be in care of those who are polite as well as scholarly.
CORPORAL PUNISHMENT.
This is a subject which has been very fully discussed in this State, especially during the past year. No well-informed, judi- cious educators of the present day, practice or justify the common use of this form of punishment. The habit of inflicting it for tri- vial offences, or for slightly imperfect recitations, especially when the scholar seldom fails, and then not through wilfulness, but from trepidation or faltering memory, certainly can have but few supporters. Neither can a rule which obliges a teacher to punish a child in this manner simply because some other child was nec- essarily so punished. The fashion for the teacher to enter the school-room with part of a willow tree, rattan, or cudgel, appear- ing most conspicuously among his equipage ; and like the soldier sentinel on post with his firelock at shoulder, and finger on the trigger all ready for a shot, so the teacher with, one eye always on the cudgel, ready for a blow, without parley, has nearly become obsolete ; and we doubt not another quarter of a century will con- sign the cudgel to a " Barnum's Museum," to be properly labelled, " By Tact and Talent Vanquished."
According to the stories of our fathers, in their day the peda- gogue who could enthrone himself in a twelve by twenty feet school-house, and rule among the little broken spirits by craven fear only, having often established brute supremacy as it is estab- lished among the cattle of the field, by a fight at the outset, and whose arm would endure to lay on the blows "thick and fast," - was the teacher beau ideal. The traits of the wooden brigade have, however, come down to but few of our present teachers, and these will, ère long, it is to be hoped, exhibit more tact, taste, and judgment in school government, and show more culture and ac- quaintance with the moral and reasoning forces, than skill in the use of the rod. Whether this sort of punishment be light or severe, is of but little consequence (except when the child is phys- ically injured) ; it is the kind, the form of punishment that is objectionable. We would not have corporal punishment stricken
9
from the list of punishments ; indeed, sometimes, though rarely, it proves to be the only means by which an obstinate scholar can be reduced to subordination. The difference, however, between obstinacy, and lack of memory or ill-trained memory, is very great.
Upon the principle, similia similibus curantur, brute force might cure the brutish obstinacy of the will, while it would not in the least improve the memory. There are those, though we believe they are few, whom it is necessary sometimes to control by their fear. Fear often acts wonderfully in the right direction. But, as, when steadily acted upon, it not only becomes painful, but tends to wear out the better feelings, nay life itself, it should be appealed to seldom as possible. "Corporal Punishment to be effectual must not be frequent ; and it must have a moral motive. The time has passed for its use as an inducement to study." - Phil- brick, Supt. Boston Schools.
Cheerfulness and hope are the stars which the teacher should seek as aids and delight to magnify. These are stimulants which do not wear out the powers under their control ; tonics which, prop- erly directed, tend to rear a noble structure ; and though they may induce harder and longer labor, yet will they less fatigue than anxious, fearful motive.
OVER HOURS.
A word in regard to this matter seems necessary. There has been much intelligent discussion of the subject by many of our best educators and sanitary men. All agree that six hours a day is the maximum time children should be kept in the school-room ; and a large proportion contend that it would be far better for the health of the children, and as well for them mentally, were the time reduced to five hours. Would it not be impossible to find in any town a score of adults who would be willing to sit six hours a day, months together, and from ten to fifteen years, upon as hard benches as those of our school-rooms, let the inducement be never so great? Were they to attempt it, we are quite sure the physical results would be as they are with a large proportion of school children, viz., aching kidneys, cramped lungs and livers, crooked spines, shaky nerves, and excited brains, ultimating in premature decay.
2
10
" Another cause which undoubtedly acts strongly to induce insanity, is the unwise system of educating the young. For the healthy adult, fully developed and used to the kind of labor, six hours daily of concentrated mental labor is enough to try his strength, and, in many, cases, ultimately to impair his nervous system. Yet our young children, with faculties just beginning to develop, with bodies needing almost constant exercise out of doors, and in the highest degree susceptible to all influences, whether good or bad, are confined for that full period in the regular hours of school, for which they are often besides compelled to spend several hours more in preparation." - State Lunatic Reports.
Yet there are teachers who either thoughtlessly, ignorantly, or wilfully, pass by all physiological light, and continue daily ses- sions, not unfrequently to nearly seven hours.
On the whole, our schools the past year have done as well as could be expected under the circumstances. The circumstances, however, are against their fullest success. So long as the present district system with its double-headed committee is retained ; so long as we do not appropriate money enough to allow us to pay good teachers what they can have elsewhere ; so long as parents are inclined to meddle with duties they have delegated to others ; and so long as the system of mixed schools rather than the graded, continues, we cannot expect our schools to advance to the high position they might, nor equal those of some of our neighboring towns.
N. L. WHITE, T. H. DEARING, School Committee.
*NOAH TORREY,
* Agrees to the report, excepting a paragraph in relation to the High School.
11
SCHOOL STATISTICS FOR THE YEAR 1866-67.
SCHOOLS.
TEACHERS.
No. of Scholars
Summer Terni.
Winter Term. No. of Scholars
Av. Attendance
Av. Attendance
Winter Terin.
Summer Term. No. over 15 years
No. over 15 years
No. under 5 years
No. under 5 years
Winter Term.
Summer Term.
Length of
Winter Term.
Wages per month
Summer Term.
Wages per month
Winter Term.
High School,
B. Porter, Jr.,
60
49
52
43
26
27
1
1
7
22
30
32
Iron-works Grammar,
Anna E. Wright,
55
50
42
44
3
26
26
Iron-works Intermediate,
Lucinda M. Bowditch,
60
63
452
72
22
24
24
Iron-works Primary,
Elisha N. Tower,
47
33
29
27
24
36
36
Pond Grammar,
Noah Torrey,
Mary A. Waitte,
63
60
53
47
6.2
24
24
24
Pond Intermediate,
Delia Niles,
49
53
36
37
5
3
23
20
20
Pond Primary,
S Annie L. Arnold,
50
55
43
48
1
1
1
22
28
28
Union North,
¿ C. L. P. Weeks,
73
61
61
57
2
2
6
3
26
28
Union Centre,
Laura A. Hill,
38
28
25
20
2
63
32
18
20
East Primary,
E. M. Thompson,
43
38
33
33
2
6
32
25
26
Middle Street,
Ellen G. Parrott,
36
28
27
21
3
B
2
6
2
22
28
South-east,
Hattie B. Thompson,
33
30
26
26
1
2
34
24
28
South-west,
S. R. H. Hunt,
34
35
27
24
1
2
8
7
4
5克
20
20
South,
N. Annabella Niles,
33
29
26
24
1
6
32
20
23
West,
780
687
5702
5663
34
37
22
15
934
49
44730 21
47039
Number admitted to High School,
26
Number graduated in High School,
6
Number left to attend other schools,
4
80.20
80을우
Victoria P. Wilde,
58
47
39
43
5
Lydia A. Simonds,
Joanna W. Penniman,
33
31
283
27
I
1
32
24
27
East Grammar,
Lucy M. Crane,
2
Winter Term.
Summer Term.
Length of
32
Summer Term.
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