USA > Massachusetts > Essex County > Newburyport > City Officers and the Annual Reports to the City Council of Newburyport 1915 > Part 10
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In the first place, our faith in education should at least be sufficient to the test of spending whatever is necessary for the safe and comfortable hous- ing of our pupils in school buildings fitted with modern hygienic and educa-
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tional conveniences. While the problem is undoubtedly a serious one, compli- cated by differences of opinion and division of interests it can and ought to be solved in the right way within a reasonable time by the application of sane and business like methods. In the home we are not satisfied with anything short of the best that we can afford for our children, but we seem willing to put up with almost anything in school buildings and equipment. We keep our pupils confined for five hours a day in schoolrooms which we ourselves dislike to enter because of their barren surroundings and poor ventilation. We expect the children to make certain progress from year to year, but we do not provide healthful conditions to this end.
A recent report made by Dr. Oswald Schockow on behalf of the Brooklyn Teachers' Association makes the somewhat sensational statement that teach- ing is one of the most unhealthful occupations in which a person may engage. While this conclusion may be somewhat unwarranted the report serves to call attention once more to the need of better ventilation and sanitary surround- ings in our schoolrooms.
A newspaper comment on this report raises the query that if these condi- tions are so bad for the teachers what becomes of the children. Such a query, of course, needs no answer. In many cases the fact is self-evident that when children enter the public schools their troubles-sicknesses-begin. And when we take into account that many children who are not actually ill suffer from lowered vitality or are rendered less alert and attentive by close confinement in bad air the question of proper ventilation and sanitation is seen to have an important bearing on the retardation of pupils. The relation of an abund- ant supply of fresh air to progress in studies has been demonstrated, it is claimed, by the more rapid advancement of pupils taught in open air school- rooms. To the moral demand, therefore, for improved sanitary conditions may be coupled the economic consideration that whatever tends to diminish the retardation of pupils lowers the cost of school instruction.
In the next place our faith in education should be great enough for us to believe that there is a kind of schooling which will meet the needs of boys and girls who, from lack of interest in their studies, now leave our care as soon as the law allows or, if they remain in school are indifferent students. The tra- ditional education favors the limited few: those who take readily to books and who are able to think easily in abstract terms. The boy or girl who de- lights to work with things finds little opportunity in our schools for self expression, for our course of study provides no means of obtaining a general education with the help of concrete materials and processes. Children differ not only in age and sex but also in natural capacities and possibilities. Unless we provide the kind of training which will enable each pupil to meet most successfully the demand for service in the society to whose welfare he must soon contribute our schools are not the democratic institution they pretend to be. A free education for all is not realized when the course of study is so largely formal and literary that it appeals only to those who are preparing for higher academic training. Strangely enough the children who stand in greatest need of an education, those who do not care for books, are most neglected. Many of these pupils, if they are afforded the educational opportunities suited
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to their needs will become not only useful members of society but able and successful men and women. With our present system it is a matter of chance if they ever find themselves. In due time some efforts should be made to pro- vide opportunity for these pupils to pursue studies most suited to their tastes and capacities to the end that the individual may discover his aptitudes and deficiencies.
The Course of Study
The subject matter of instruction which constitutes the course of study in our elementary schools impresses me as being of a rather formal character and in general, not closely enough related to the world of men and things. In the school report of five years ago there is a brief statement in regard to some readjustment in the outline of work. Just what the changes were and to what extent they actually functioned, the deponent sayeth not. But, be that as it may, there is no doubt in my mind but what a searching inquiry would show that parts of the arithmetic are beyond the range of the pupils' interests and experiences, that the language work in places runs too much to technicalities of grammar rather than to a drill in the use of good English, and that the study of geography is not well organized both as to content and to method and in its distribution year by year.
Work of this character has been retained principally for its disciplinary value, but when any subject or topic can lay no greater claim to a place in the course of study than this it may as well be eliminated. This may sound like educational heresy, but, on the contrary, it is good pedagogy. The time was when studies were prized largely for the kind of discipline they afforded on the ground that such discipline produced a mental power that could be used in any other study or in solving life's problems in general. But the results of the scientific study of the educational value of subject matter of special content, results based upon data gathered from carefully conducted experi- ments and not depending simply upon personal opinion or conviction, show that power developed through the pursuit of a given subject will be restricted to power in dealing with data of that particular sort. That is to say, the mental training acquired through the study of arithmetic which has always been supposed to be so highly disciplinary, is different from that gained in the study of a foreign language. That the two forms of power are not closely allied we can readily grant when we recall that students possessing high linguistic ability are sometimes quite deficient in mathematical insight. It does happen, of course, that certain subjects like physics and chemistry or botany and zoology are closely related in subject matter and methods of study. In all such cases the power acquired in one may, to that extent, be carried over to the other. But this does not affect the point to be presented which is that to retain in the curriculum subject matter of instruction that is of value only as mental training is to ignore the fact that mental discipline is not gen- eral but specific.
The doctrine that mental discipline is specific and not general, that is, that it is not carried beyond that particular field in which it is acquired, encourages us on the one hand, to dispense with everything that is either not cultural or
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practical and, on the other hand, to provide as many opportunities as possible for the development in the pupil of a wide range of interests in the world of nature and of man. The disparagement of mental discipline as developing power in general does not in the least degree encourage inadequate achievement in whatever is attempted or satisfaction with anything short of the mastery com- patible with the state of the pupil's mental development. The studies, avail- able today are so comprehensive and so rich in disciplinary value when prop- erly handled, that the opportunities for effective mental discipline are far greater than when the subject matter of instruction, as whole, was of more limited content. It is with these facts in mind that the present course of study should be carefully overhauled for the purpose of securing to our pupils all possible opportunities for the acquisition of what is cultural, practical and at the same time disciplinary.
The revision of a course of study should not be the work of one individual, no matter how competent he may be. It should be the result of the co-oper- ative labors, under efficient and responsible leadership, of representatives of all the teachers directly concerned in the changes proposed. We have upon our staff teachers of ability, anxious to do their best for the good of the schools, and doubtless willing to contribute the results of their classroom experience in helping to reorganize the program of our pre-high-school education. This is a distinctly technical piece of work and should therefore be under the control of those prepared by experience and by professional training to handle it. In no other way can the hospitable attitude which is so necessary for the success of the changes proposed be assured. However, before the results of such efforts are put into practice the plans should be submitted to the school committee for consideration and approval.
A critical examination of the course of study for the elementary schools might lead to some definite conclusions in regard to the advisability of elimi- nating the ninth grade. School history reveals the fact that in New England nine years have not always been required for the completion of the elementary curriculum, and contemporary practice throughout the country is overwhelm- ingly in favor of eight years. Some cities moreover are now questioning whether the eighth grade may not be abolished. But whether there shall be eight grades or nine must depend upon what the elementary schools shall be expected to accomplish and how economically in regard to time the work is done. But my personal opinion is that if the subject matter that is neither cultural nor practical be eliminated the essentials will be more thoroughly taught than at present and in a shorter time. There is no doubt but what much time and effort may be saved for both teachers and pupils by the institu- tion of certain reforms in subject matter and particularly in method that may be brought about through the suggestions and encouragement of those upon whom the responsibility of administration rests.
Rigidity of Present Plan of Promotions
Your attention has been called in previous reports to the rigidity of our present plan of promotions. No one will deny that any arrangement that imposes a uniform rate of progress upon all is mechanical. Such a procedure
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condemns the pupils to a school life of deadening routine. There is no good reason why we should not recognize the individual needs of different members of a class to the extent, at least, of providing greater opportunity for advance- ment than we do at present.
The plan of promoting individual pupils in the middle of the year is essen- tially a skipping process and inevitably produces a break in the subject matter of instruction. Something important must be omitted or the course of study is not an essentially continuous whole. Moreover, the plan breaks down in the highest grammar grade, for there is no provision for the admission of pupils in the high school at mid years.
In a number of places a scheme of a distinctly different character is in operation. The idea is to provide opportunity for some pupils to progress more rapidly than at present without omitting any essential thing while per- mitting the slower students to go more deliberately without repeating any con- siderable portion of a year's work. Such plans are in operation in a number of places, one place not far from Boston is easily acessible for observation. In this particular place three rates of progress are provided on the assumption that some children can work twenty-five per cent more and some twenty-five per cent less rapidly than others.
The administration of such a scheme calls for skillful management and careful supervision. But that is what the superintendent of schools and the supervising principals are expected to exercise. That is what should make a school system under professional direction very much superior to one under lay control. No scheme, however, for removing the barriers has yet been devised that is wholly satisfactory, for class teaching must always be a compromise. But anything that will make our present arrangement a bit more flexible will be vastly better than the mechanical routine to which we are now addicted. Moreover, the experiment calls for no increased expenditure, is not attended by any risk of damage to pupils and can be abandoned at any time without embarrassment.
The High School
The subject matter of instruction in the high school is now offered in four distinct programs of work. These are the Latin, the scientific, the commercial and the general courses.
In their essentials the Latin course and the scientific course, as adopted recently, seem to be sound and complete. These courses certainly make heavy demands upon the pupils during the third and fourth year. In some minor de- tails changes may be found desirable later.
The commercial course, adopted at the same time as the others but with- out the same careful consideration, was manifestly in need of revision. It was therefore referred to a committee composed of the teachers in the commercial department, the high school principal, and the superintendent for reconstruc- tion. This committee formulated a new course which is now being brought into effect.
In presenting the results of the work of this committee the superintendent pointed out that the aim of a four years' course in commerce in a public high
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school should be cultural as well as vocational. We are concerned with some- thing more than the mere training of clerks. The instruction in business arithmetic, bookkeeping, typewriting, and stenography should be thorough and should be complete enough to enable the graduates to obtain and hold their first position in business. But the course should aim to provide a fair knowl- edge of the English language and literature, a good idea of history and civics, some familiarity with mathematical reasoning as revealed by the study of algebra and geometry, a reading acquaintance with a modern foreign language and some idea of one or more of the sciences. Briefly, the course should aim to educate the pupil so that he may become eventually a public spirited, intelli- gent man of business.
The course offered by the committee based on this aim includes a modern foreign language, history, algebra and geometry and in the third and fourth years electives in science, history, economics and French. No electives are offered in the first and second years on the ground that the course itself is a differentiation from the three other courses and besides children of that age do not elect subjects with foresight and intelligence.
In this course the vocational motive is introduced in a single study in the first year with the idea of securing each pupil's interest immediately. In each year the vocational subjects increase in number and importance until in the fourth this phase of the work practically absorbs all the pupil's attention. Each year, therefore, offers something of a vocational character which was not presented in the previous years. This presents an incentive for the pupil to remain in school until the completion of the course.
This course of study, it is believed, is strong from both the cultural and vocational points of view. It is based upon educational principles, is definitely outlined and is well sustained throughout.
The general course is very much in need of revision with a view to defining more clearly its aims and content. At the present time electives are freely offered from the very beginning. With our present equipment and teaching force and with the inability of first year pupils to choose wisely for them- selves it would seem better to restrict this opportunity for electives to the third and fourth years. The general course should be designed for pupils not going to college and to whom the commercial course does not appeal. Not bound by any college requirements this course has a singular opportunity to develop love of learning, appreciation of literature through a sympathetic and leisurely study of its masterpieces, and knowledge of civies and social obliga- tions through the study of both the real and ideal conditions of community life. This is the only course in the high school that is not either directly or remotely vocational. The superintendent has this course under consideration and in due season his conclusions based upon the experience of his fellow teachers and of himself will be submitted for your advice and approval.
The two courses preparing for higher institutions, the college and the scientific school courses, are distinctly technical courses leading ultimately to the professions and ought not to be entered upon by pupils not intending to pursue their education beyond the high school. The aim in these courses is not a well balanced education; it is preparation for such an education. Yet
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it is not uncommon to find pupils registered in these courses who are not going to college or to a scientfic school. For their own sakes and for the better administration of these courses pupils should be kept from pursuing a line of work not adapted to their needs.
It is for pupils not going to college and not seeking an education leading directly to business positions that the general course is to be designed to serve.
The presence of pupils in high school courses not fitted to their needs sug- gests the importance of a better understanding by parents and prospective students of the opportunities and limitations of the various lines of study offered. The high school is supported by public funds and should be distinctly a democratic institution. It should afford an equal chance for all boys and girls to obtain the kind of education which will fit them to be useful members of society. But our high school is not offering equal opportunities for all nor as many opportunities as high schools in some other cities and towns. This is a limitation under which we have to try to educate our youth. Our greatest emphasis is being placed on courses of study leading to higher institutions. We are spending money liberally for the kind of education required by a relatively small number of pupils and very little for the kind of thing needed by the many. This fact is not very generally realized by parents and others or we should find public opinion asking for a recognition of the rights of the great majority.
It seems to me we are not doing as much as we might for the pupils just entering and about to enter the high school. The change from the lower schools to the other is at best attended by a severe stress of readjustment. No way has yet been found to relieve this entirely for it is in part contemporan- eous with changes in the individual which occur in no two persons at exactly the same age. But we can do more than we are doing along the lines of individ- ual guidance. To this end it would be well to organize in the high school a system of faculty advisers who would be expected to take something more than an academic interest in a group of pupils. Teachers who achieve the greatest success are those who find in their pupils opportunities for service not set down in the curriculum. From what I know of the teachers in our high school I am very sure they would be very willing to give their loyal support to any effort directed towards the help and encouragement of individ- ual pupils.
Before the pupils leave the grammar school they should be made familiar with what the high school has to offer. Every grammar school principal and eighth grade teacher should be given the opportunity now and then to visit the high school while it is in session in order to become better acquainted with the requirements of the school both as to subject matter and method, to inquire about the progress of pupils formerly under their charge and to cultivate friendly relations with the high school teachers. They will then be in a position to advise the pupils in the grammar schools in regard to the opportunities and requirements of the high school.
On the other hand teachers in the high school should visit the grammar schools once in a while. Their presence will help to make them known to their prospective pupils. They will bring information to the principal regarding the
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excellencies or shortcomings of former pupils and may in turn receive some word from the grammar school teachers that will be of service in handling difficult cases. It is possible moreover that the methods of the elementary grades may have something of suggestion for the high school teacher.
The recognition of department heads among the teachers in the high school would be one step towards a better organization of the schools. In one or two departments this has already been done, in name at least. Where two or more teachers are giving instruction in the same subject such an organiza- tion, if effective, helps to standardize the aim and scope of the work in the various classes and to insure continuity in presentation from year to year. It gives the basis for requiring some one in intimate relation to the work to be responsible for the details of subject matter and method of presentation to the end that the students shall get the kind of preparation they need. It makes possible also-something very much to be desired-a detailed specification of the amount of work to be done in each class with suggestions as to the particu- lar topics to be emphasized and the amount of time to be devoted to each. With frequent changes in the teaching staff, departmental heads and a full descrip- tion of the nature and scope of instruction in each study are necessary for the unity and continuity of the work.
This discussion of the high school and its problems would be incomplete without a plea for better accommodations and a warning that more room will probably be needed at the beginning of another year. It is difficult for the people of Newburyport to realize that the high school population is increasing each year out of all proportion to the growth of the city. Makeshifts designed for temporary relief are installed, forgotten and become permanent fixtures. Teachers and pupils patiently submit, hoping that something will occur to arouse public sentiment to demand that the need shall be met in the right way.
The present building in some respects is an attractive structure but it is not what a modern high school building should be. Classes requiring laboratory preparation, bookkeeping, typewriting, drawing, general science, biology, physics and chemistry-are very much hampered in their work. No business with an equipment so poor as that of our high school could be run at a profit. No more can we expect to compete with other towns and cities in educating our pupils for the serious business of life. A new high school building is one of the most pressing needs of our school system.
School Savings Bank
In the spring of 1915, under the direction of my predecessor, the oversight and administration of the school savings bank was transferred from the Com- mittee of the Woman's Club to the superintendent and principals of the schools. The work done by this committee in starting and carrying on the school savings bank deserves great praise. To their untiring and enthusiastic efforts is due in no small measure the success of the school savings bank system as established in Newburyport. It is hoped that under the auspices of the school committee as high a standard of achievement may be maintained. The statistics con- nected with the administration of the school saving bank are as follows: Number of schools in system 10
Number of rooms in system 42
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Number of enrolled scholars 1600
Number of enrolled depositors 760
Number of deposits received for year ending October 31, 1915 .4505
Amount of deposits for year ending October 31, 1915 $1575.28 Number of withdrawals not including transfers to Savings Bank 180
Amount of such withdrawals $165.54
Number of scholars to whom savings bank books have been issued 79 Amount of deposits transferred to Savings Bank Books $1329.89
Amount to credit of system October 31, 1915 533.75
Dental Clinic
Through the generosity of individuals and not supported by public money a system of dental inspection of school pupils was established last spring. Before the schools closed for the summer vacation nearly all the primary and all of the ninth grade pupils were examined. At the opening of the schools in September the dental clinic was resumed. Practically all of the pupils in our schools and in the parochial school have now had the benefit of a dental inspec- tion.
Record cards have been made indicating the oral condition of each child with advice in regard to the need of filling, extracting and cleaning. Notices have been sent to the parents and there remains to be instituted some system of follow up work. Some provision either independently or in co-operation with the present benefactors should be made for making the system of dental inspec- tion and subsequent care of the teeth a permanent thing.
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