USA > Massachusetts > Middlesex County > Melrose > City of Melrose annual report 1851-1866 > Part 27
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PRIMARY SCHOOLS.
Centre Primary, Miss Sarah E. Pratt, Teacher.
Lynde Street Primary, Miss M. M. Gilman, 66
Vinton 66 66 Miss G. F. Treadwell, 66
We begin with the Primary Schools, as the education of children commences in this department, and the highest honors belong to the successful teachers. The idea is fast fading away that any one can take charge of these schools. Nowhere is greater experience in the art of management needed ; for mere intellectual ability can do but little in making beginners yield easily to restraint, civility, and politeness, and acquire a lasting taste for reading and study. No schools depend so much upon the personal character of the teacher, or need so much of that tact and gentleness which seem rather an inheritance than an acquirement.
The great want of these schools is employment for the lower classes; a want which not only causes a waste of time, but leads to the forma- tion of idle, listless habits, and to a dislike of school and its necessary restraints. Consisting of many classes, one only can have the direct
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attention of the teacher. The others must do the best they can ; the youngest, after reciting a short lesson, learning and doing compara- tively nothing the remainder of the session. Doubtless more than one-half of the time is worse than lost in gaining the simple elements of the language.
With our scattered population and present school organization, a complete remedy for the evil is impossible. In most of the schools two minutes is the average time that can be allowed each pupil during the working hours of the session. Twelve minutes only can be given to each of the ten recitations, if they follow each other rapidly. When we wonder at the slow progress of pupils, we should remember the dis- advantages under which our schools labor, the limited time allowed to each scholar, and the lack of constant occupation suited to the years and capacity of our youngest children. We shall show, in a subse- quent article, some of the advantages resulting from more perfect grad- ing of schools. The following table gives the number of pupils in each school, the average age of each class, and the average percentage of attendance : -
Centre Primary.
Lynde St.
Vinton St.
Average number of Pupils,
54
56
52
Number of Classes, .
5
4
5
Average age of 1st class,
9
10
8.6
8.3
8
7.9
66
3
66
7
6.5
7.25
66
4
66
6.
5.5
6.25
66
66
" 5
66
5.5
5.5
Average per cent. of attendance,
.78
.83
.86
66 6 2
To lessen, as much as possible, the number of classes, the commit- tee have fixed the admission to these schools at five years of age, and required alphabet scholars to enter at the beginning of a term. The law of the Commonwealth declares that, "all children, between the ages of five and fifteen years, shall be entitled to attend the public schools of the city or town in which they shall reside for the time being ; " yet, even the age of five years seems too early to confine chil- dren in close, overheated, or ill-ventilated school-rooms. Investigation has developed the fact that scholars admitted at six years of age make greater future progress than those who enter school a year or two earlier.
Even as our primary schools are at present constituted, we should like to witness more oral instruction, more lessons of the object char- acter. The chief reliance is upon the teacher, text-books being but of
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little value to beginners. An increased use of slates, drawing upon the blackboard, using colored crayons, assigned as recreations, not as tasks, would furnish employment, develop a taste for writing and sketching, and lead to useful results. The human mind is so consti- tuted that it receives pleasure from conscious growth, and a thirst for knowledge can be created by pleasing and attractive methods of im- parting instruction.
It is the appropriate work of primary teachers to give the best pos- sible culture to the eye, the ear, the hand, and the voice. When different combination of letters are readily recognized, the elementary sounds of words understood, word-printing made a pastime, and the pupil capable of reading fluently and with correct intonation, then, and not till then, should other studies be taken up. The great error of the teacher is advancing pupils rapidly at the expense of thorough- ness. There is no more painful sight than that of pupils reading les- sons beyond their ability to pronounce, or their capacity to understand.
INTERMEDIATE SCHOOLS.
Vinton Street School,
Jennie L. Crie, Teacher. 66
Lynde
66
M. E. Putnam,
Under our present organization, the two schools, styled " Interme- diate," rank next to the Primary. They have been graded so as to contain but three classes each. The intention is to have these schools receive one class yearly from the lower department, to replace the class which graduates at the same time into the Grammar School. The qual- ifications for admission, as well as the course of study, are to be defined more definitely as experience suggests the proper limits.
Vinton Street.
Lynde Street.
Average number of scholars,
54
51
Average attendance,
.88
.82
Number of classes, .
3
3
Average age of 1st class,
11.75
12.5
" 2d
66
9.66
10.5
" 3d 66
. .
9.33
9.7
The relative ages of the pupils, as noted above, vary in the two dis- tricts. From this cause, perhaps, the two schools vary in capacity and comparative excellence. The systematizing of the schools will soon produce more of equality both in this and the Primary Depart- ment.
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GRAMMAR SCHOOL. KATE E. COBURN, Teacher.
Average number of Pupils, 61
Per cent. of attendance, 89
Average age of 1st class,
13 years ...
Average age of 2d class, 12 years.
This school, ranking above the Intermediate, has been organized in accordance with the recommendation of last year's Report, that a central grammar school be established of a higher grade than those then existing. During the spring and summer terms it occupied the upper room of the Green Street building, but has since been removed to the more central position of the High School.
Averaging during the year more than sixty pupils, it has had but two classes, and, without any extra expense to the town, is accomplish- ing all that could reasonably be expected. After a more thorough training than was possible under the old plan, the first class graduates into the High School, qualified to work together during the subsequent course of three years.
HIGH SCHOOL.
MR. EDWARD PARKER, JUN., Principal. MISS A. B. LORD, Assistant.
Average number of Pupils, 56
Per cent. of attendance, 91
It has been said that as Melrose has not the number of families re- quired by statute, we are not compelled to maintain a High School. The true basis of such a school is not the requirement of the statute, but the esteem and appreciation of the community. It is of very little consequence whether we have 499 or 500 families, compared with the importance of giving our children the best possible education. The object of the lower grades of schools should not be to educate pupils to a certain point and there leave them, but to create a taste for further acquisition, and hold out preferment as the reward of diligent study and correct deportment.
The pecuniary interest of our town demands that the reputation of our schools and the degree of education should compare favorably with others. One of the first questions asked by those seeking a location is concerning the character of the public schools and the nature of the
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accommodations. The attraction of the best class of citizens, the neces- sity of advancing with the times, the importance of giving our youth the power of knowledge, all demand the support of a school worthy of the name of High. The surest indication of a prosperous and flourishing community is the liberality of its appropriation to sustain a system of free and generous culture.
The only rational way of putting a High School on a sure foundation is to adhere to the laws of gradation, and make admission depend upon qualification. Properly prepared to enter, pupils can then labor profita- bly together, and a course of study be defined. The influence of the school will extend to the lower departments, and even the alphabet scholar will have his ambition excited, and his progress accelerated. As all the schools are elevated, the period of school-life will be shortened, and the graduate of 14 years will possess as much knowledge as his pre- decessors of 16 and 18.
With but two exceptions the entire first class of the Grammar Depart- ment graduated into the High School in August last. The two failures warned others that labor was necessary, and that preferment was hence- forth to reward only the meritorious. This promotion from the Primary to the Intermediate, from the Intermediate to the Grammar, and from the Grammar to the High, based upon qualifications, we regard as neces- sary and useful in stimulating the indolent and arousing the ambition of the indifferent. It has been too long the custom to send to the High School the large and unruly, without regard to capacity. Common jus- tice requires that those who do best and are capable of working together should receive the first place.
The course of study was fixed at the commencement of the year as follows : -
Class 3. Arithmetic, Grammar, History of U. S., Algebra, Reading, Writing, Declamation, and Composition.
Class 2. Algebra, Rhetoric or Latin, Physical Geography, Geometry, Physiology, Book-keeping, Composition, and Declamation.
Class 1. Geometry, French or Latin, Botany, Nat. Philosophy, Plane Trigonometry, Astronomy, Int. Philsophy, Moral Philosophy, Eng. Literature, Composition, and Declamation.
The list has been somewhat modified, and some studies made optional with those pupils who are intended for a collegiate course. Under our present arrangement, pupils enter as well qualified as in the city, and we know no reason why our course should not correspond more nearly to that of the Boston High School, which we append for the information of those interested.
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Class 3. 1. Review of preparatory studies. 2. Ancient Geography 3. Worcester's General History. 4. Sherwin's Algebra. 5. French Language. 6. Drawing.
Class 2. 1. Sherwin's Algebra. 2. French Language. 3. Draw- ing. 4. Geometry. 5. Book-keeping. 6. Blair's Rhetoric. 7. Con- stitution of the U. S. 8. Trigonometry with its application to survey- ing, Navigation, Mensuration, Astronomical calculations, etc. 9. Paley's Evidences of Christianity - Monday morning lesson.
Class 1. 1. Trigonometry continued. 2. Paley's Evidences, as be- fore. 3. Drawing. 4. Astronomy. 5. Natural Philosophy. 6. Moral Philosophy. 7. Political Economy. 8. Natural Theology. 9. Shaw's Lectures on Eng. Literature. 10. French continued. Spanish being commenced by such pupils as have acquired a competent knowledge of the French.
Each and every class has exercises in Penmanship, Composition, and Declamation and all necessary instruction in spelling, reading, and Eng- lish Grammar.
For the first time in the history of Melrose, we shall have at the close of the school-year, August next, pupils graduate from this school, directly into college. Others are preparing, and as experience suggests still farther improvements, our High School will stand among the first, and outside aid will be unnecessary for a complete academical education. This fact alone shows the importance of this department of our public schools, and testifies to the ability of the principal and his assistant.
At the last annual examination, printed notices were sent to parents, stating the order of exercises, and the studies to be reviewed, each of the"three days. At the close of the examination, a public exhibition was given in Lyceum Hall. The object of the whole was to call atten- tion to the school. Medals were bestowed upon
Alice R. Barber,
Betsy Maria Converse,
Mary E. Fuller, Ruth Marshall,
the four Misses who constituted the graduating class. Classical dictionaries were presented to
Charles M. Brooks, William C. Poland,
to assist them in the prosecution of their studies and as a testimony to their fidelity and scholarship. Books were also awarded
J. Edward Caswell, Julia Wood, Florence Cowdrey,
Louise Shelton,
as those pupils who had excelled in their respective classes. We believe the effect of general and impartial rewards to be beneficial, and have
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reason to know that this public distinction of meritorious scholars stimulated many of the graduating class of the Grammar School. The town was subjected to no extra expense, the medals and books being furnished by the committee.
During the year, a convenient recitation-room has been built for this school, and endeavors made to adapt the building to the wants of the town. Further improvements are necessary, such as separate entrances to the schools for the two sexes, increase of apparatus, etc. When the importance of this school is realized, parents will readily vote such ap- propriation as shall make the building compare somewhat with the churches erected for their own accommodation.
MIXED SCHOOLS.
Highland School, Miss M. L. Charles, Teacher.
Green Street " Annie M. Skinner, 66
Upham " " Lizzie A. Chase,
These three schools, from the necessity of the case, are a combina- tion of primary, intermediate, and grammar. They, therefore, labor under disadvantages, and the scholars as a whole do not progress as rapidly as those of our schools better graded. We have endeavored to provide for all the advanced scholars who desire to attend the Gram- mar School. In time these three will be simply local primary schools.
Highland St. | Green Street. Upham St. School.
School.
School.
Average number of scholars,
37
56
42
Per cent. of attendance,
.81
.88
.81
Number of classes,
5
5
5
Average age of 1st class,
12.5
10.5
12
10.5
9.3
10
3d
8.7
8
9
4th
66
7.7
10
7
5th
.
5.6
6
6
2d
SCHOOL STUDIES.
Differences of opinion exist, even among the friends of education, as to the studies to be pursued in our public schools. It seems to us that the true test of a study is its tendency to sharpen and strengthen the mind, and give the pupil a higher position as an intellectual and moral being. We should guard against the dangerous conclusion that noth- ing is valuable which has not a close connection with the duties or comforts of life. The request to excuse a child from a certain recita- tion, because he will not need the information given, in the business department he intends to occupy, is saying that men in such depart-
2
10
ments should know nothing outside of their immediate and positive wants. No one would go to a gymnasium merely to exercise those muscles used in his daily employment. We think all will concede the necessity of a general development of the faculties, so that the scholar shall not only " get a living," but " live well."
What is the use of this study ? has been asked more than once the past year. In reply, we can say that if Botany, for instance, has no immediate practical value, any study which calls attention to nice dif- ferences, any study which excites the powers of observation, which leads to the contemplation of the works of God, and plants an idea where one did not exist before, is as valuable, to say the least, as a knowledge of interest-tables, or the position of some commercial port.
In several instances, we have insisted upon pupils learning the pre- scribed studies. The formation of classes requires uniform recitations, and the course of study is based upon the average ability of the class. If parents and scholars were to dictate what should be taught, and what omitted, school organization would be ended. If parents desire, pupils may remain a reasonable time in lower classes ; but, if advanced, they should perform the same labor as their associates. This necessity is based, of course, upon the supposition that there is no other excuse than dislike of labor or particular studies. We may add that some of the studies are not optional with the Committee, but are required by law.
With regard to the studies now taught, we are pleased with the ap- parent desire of teachers to insist upon thoroughness, rather than upon superficial progress. More attention has been given to spelling and defining the meaning of words. Reading has improved, although we frequently find scholars reading lessons beyond their ability to under- stand. In arithmetic we have noticed that scholars, apparently well- trained in mental exercises, seem to lose, rather than gain, as they pass into the written department. They seem to be shackled by the rules and solutions, and dependent upon the words of the book. The under- standing of principles is of more importance than the memorizing of rules. Advanced pupils should be able to tell the number of cords in a given pile of wood, or compute the interest upon a business-note. We trust the arithmetic lately introduced will remedy some of the defects noticed, by causing pupils to depend upon themselves rather than upon printed answers.
In geography, there should be a more frequent use of the globe, and a better understanding of the differences between latitude and longi-
11
tude, and the relative position of leading cities and countries. Still greater attention should be paid to map-drawing, and to the tracing of States and Continents from memory. Grammar should be taught more by written lessons and compositions, the meaning of words, their proper use, and the method of combining them into sentences being frequently illustrated upon the blackboard. Improvement has been made in penmanship, although pupils are still, in some of the schools, allowed too much license in the position of the body, the holding of the pen, and the imitation of the copy.
MORAL EDUCATION.
The statute makes it the duty of teachers to impress upon the minds of children and youth " the principles of piety and justice, and a sacred regard to truth, sobriety, industry, and frugality, chastity, moderation, and temperance." The simple reading of Scriptures does but little to accomplish this. Dispensing with all doctrinal teaching, which is im- proper and illegal, our children should be trained, in each and every department of our schools, to have a proper sense of their moral obli- gations.
They should be required to be prompt and punctual in attendance, correct in deportment, truthful in answers, kind and forbearing to- ward each other. Examples of justice and injustice, benevolence and hatred, charity and selfishness, should be presented to them intelligi- bly for their imitation or avoidance. Acts essentially wrong should not be treated merely as violations of rules established for convenience and decorum, but the moral nature of the child should be aroused by the conviction that all actions are subject to the inspection of a higher power.
The plan of making children reporters of their own misdeeds should be carefully considered. Our opinion, founded upon even a casual ob- servation, is, that the system is bad. Punishment is easily escaped by falsehood, and with younger pupils the tendency to such is inevitable. Unless coupled with a high sense of honor, hardly to be expected in the lower departments, teachers had better depend upon their own ob- servation. We need scarcely add that every promise of the teacher should be sacredly kept.
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DISCIPLINE OF SCHOOLS.
The school is a government of which the teacher is the head. Like all governments, it is to be administered and maintained by mild means ; but, if necessary, teachers must use all the powers intrusted to them. In the absence of home-discipline, many a child has been blessed by the firm, unyielding, yet loving and uniform, authority of the school.
While proper discipline tends to make good citizens, it lies at the foundation of all successful teaching. By proper discipline we mean neither brutality nor undue severity. Corporal punishment has been forbidden, except in cases where it seemed absolutely necessary. No pupil could be exempted from the possibility of its infliction, for such partiality would be destructive of all discipline. Every scholar should feel the supremacy of law alike. Apart from the importance of first impressions, committees and teachers have the right to insist upon good order, gentle manners, chaste language, and pure morals. Disre- gard of these requirements must be punished with severity, if neces- sary.
It is sometimes better to err in sustaining teachers who may, possi- bly, have abused the discretionary powers intrusted to them than to listen to causeless fault-finding, and condemn without knowledge of facts. All rules are made for the highest good of the pupil, and where there is a disposition to sympathize and cooperate with the teacher, we shall have fewer expressions of dissatisfaction, and less of conduct cal- culated to place the scholar in antagonism to the school. The law has decided that in the school-room the teacher has the absolute authority of the parent, an authority which extends even to the coming to and going from the building. The teacher is the one to be obeyed during study-hours, and not the parent. Yet, with all this power, the best discipline is secured at home, and the best teacher is one who has the least occasion to appeal to physical force.
PHYSICAL EXERCISES.
No lengthy argument is needed to prove the necessity of physical exercise. Body and mind should be equally developed. Strong limbs, broad shoulders, deep chests, are as important as active and cultivated minds, - not only needed for health, but for dexterity, symmetry of form, comeliness of gait and deportment. In the primary schools, we have
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exercises not only useful in quickening respiration and circulation, but pleasing and attractive.
We need in all the advanced departments exercises adapted to both sexes, in which all shall join regularly, and devised to secure the healthy development of all the muscles. The violent, irregular sports of youth do not accomplish this, and are not shared by many of the pupils. Nothing elaborate or severe is recommended, but the adoption of some such system as that of Dr. Lewis, of Boston. If our teachers would give the subject attention, we prophesy improvement in many whose pale faces and bent forms testify to the necessity of physical training. No time would be lost pursuing such exercises, for the additional vigor given to the mind would atone for the few moments thus employed.
GRADED SCHOOLS.
It has been the desire of the Committee to place pupils according to their qualifications. In the report of the several departments, we have shown that perfect gradation has not been secured.
Division of labor is the great secret of success in all our large manu- facturing establishments. It is self-evident that the same division of labor in schools not only enables a teacher to have a larger number of scholars, but more time to devote to each pupil. Bring those together who are capable of making equal progress, and you not only elevate the school, but shorten the period of school labor.
The greatest educational reform of the past ten years has been the systematic grading of schools, in some places as many as sixteen grades having been formed for pupils between five and eight years of age. The Boston plan, which is as near perfection as possible, is as follows : In a building of six rooms, each room contains a class of from fifty to sixty scholars. Every six months the first class, in the primary depart- ment, is sent to the grammar school, and each of the five classes is promoted one grade. Recitations are frequent but short ; and each pupil has not only the benefit of individual instruction, but of all the general exercises. The youngest pupils, whose attention cannot be fixed for many consecutive minutes, pass from recitation to study, from study to singing, amusement, or physical exercise. Thus varied during the session, the whole time is profitably employed. The same system is pursued in the grammar schools, one male teacher superintending 500 pupils, teachers becoming experts in their special duties, and scholars making the most rapid progress.
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A large central school-house would enable us to adopt some of the features of this perfect grading of pupils. The attendance of the Grammar and High Schools is proof positive that distance is no objec- tion when parents are satisfied of the benefit to be gained.
CHANGES IN SCHOOL ORGANIZATION.
Our scattered population does not permit all the improvements adopted in Boston schools. Still the Committee believed some changes could be profitably made in the school organization. At the commencement of the Spring term it had been usual to promote from the Primary into the Grammar, and from the Grammar into the High School, such mem- bers as were necessary to make room for new applicants. The examina- tions were frequently superficial, the qualifications poorly-defined, and the natural consequence the gathering together of a force requiring much training for what should constitute its first work.
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