USA > Massachusetts > Middlesex County > Melrose > City of Melrose annual report 1862-1879 > Part 2
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1
4
20
Charlestown,
17.
Lizzie Amelia Perkins,
6
12
Melrose,
Mar. 5.
Edward Newhall,
77
1
24
Malden,
16.
Betsey J. Ellis,
30
1
9
Buckfield, Me.,
Dropsy and Anæmia.
17.
IIoratio Ellis,
21
Melrose,
Premature Birth. Pneumonia.
Apr.
1.
Hannah P. L. Pratt,
31
8
14
Boston, Mass.
18.
Isaac Emerson,
71
8
8
Woburn, ".
19.
Betsey Morly,
76
8
21
Goffstown, N.II.,
May
7.
Mary Louise Wheeler,
3
Brooklyn, N.Y.,
Disease of Brain.
June 6.
Isabella Betsey Mathews,
53
London, Eng.,
Cancer on Womb.
July 29.
Laura Howard,
40
2
Malden,
Bright's Kidneys.
Aug. 8. 8.
William Smith.
5
23
Boston,
Pulmonary Hemorrhage. Old Age. Old Age.
29. Sept. 2.
Haidel Louise Alden, Bennie L. Barrett,
11
3
28.
Kittredge Avery,
39
3
Rheum. and Consumpt'n. Cholera Infantum.
Oct. 5. 5. 6.
Lois A. Lamkin,
10
16
Whitefield, Me., Melrose,
Typhoid Fever.
10.
19.
Euniee N. Sargent,
65 17
9
15
Billerica, Mass. Cork, Ireland,
Dee.
Mary N. Valentine,
40
11
10
Wakefield, N.H.,
16.
George Green,
54
10
Charlestown, Mass. Melrose,
Typhoid Fever.
"
18.
Howard Walter Babb,
4
9
1 6
" West Amesbury,
Dysentery.
22.
Thomas II. Woodward, Mary S. MeDonall,
23
23. 10.
Izora Adelia Gage, Sarah E. K. Randall,
9
24
Linwick, Me., Melrose.
Consumption.
11
5
1
1
Inflammation of Bowels.
10.
Eliza Jane Banfield,
1 34
3
15
Charlestown, Mass.,
Typhoid Dysentery.
17
7 5
Ireland,
23.
Susan M. B. Bryant,
2
4
9
Concord, N.H.,
Dysentery.
",
15.
Mehitable Green,
8
Lynnfield,
17.
Catherine Tegue,
70
7
22
Provincetown,
Cholera Infantum.
Allen B. Dyer,
8
18 97
5
25
Lung Fever. Disease of Brain.
Congestion of the Lungs. Diphtheria.
Chronic. Hydrocephalus. Paralysis.
28.
William Henry Dyer,
Pneum'a and Typhus F'r. Old Age.
2).
14
Henry F. Fuller, Nelly May,
Puerperal convulsions. Consumption.
D
26
TOWN OFFICERS FOR 1862.
Town Clerk : E. R. KNIGHTS.
Selectmen : JOHN H. CLARK, 1 WILLIAM B. BURGESS, GEORGE M. FLETCHER.
Assessors :
E. P. NEVINS,
GEORGE M. FLETCHER, STEPHEN SHELTON.
Errasurer : CALEB HOWARD.
Collector : GEORGE NEWHALL.
School Committee :
H. E. TROWBRIDGE,
For three years. 1
C. H. ISBURGH,
For two years.
LUTHER ROBINSON, For one year.
Highway Surveyors :
P. R. ELLIS, 1
E. B. SOUTHWICK.
Constables :
JAMES G. EMERSON, F. D. HOWE,
DEXTER PRATT, AI ROE, M. C. TAYLOR.
Auditors :
S. O. DEARBORN, P. B. HOLMES,
J. R. NORTON.
1
27
REPORT OF THE SCHOOL COMMITTEE.
EDUCATION begins at birth, and continues through life. Its aim, at least under free institutions, is to make self-governing beings ; men and women who shall understand and perform all the obligations de- volving upon them. As a science, it has principles and laws which must regulate every well-organized system of instruction. Embracing physical, intellectual, and moral training, it regulates the unfolding of the bodily form, the powers of the mind, and the feelings of the heart.
The true theory of education is constant growth. Our public schools, therefore, are a means rather than an end - a preparation rather than completion. In presenting a report of their condition, it would seem proper to indicate how far these institutions fulfil the purpose of their organization, and point out what defects should be remedied. Upon the proper physical, mental, and moral culture of our children, depend the future prosperity and happiness of our State. The suggestions, therefore, will be intended both for parents and teachers.
PHYSICAL EDUCATION.
It is not to be expected that our public schools will, at present, contribute directly to the cultivation of the physical powers. Still, teachers should pay more attention to correct postures, graceful walk- ing, and to the character of out-door amusements. We have noticed a difference in these respects, not wholly dependent upon the social position of the pupils.
Teachers should be careful to guard against any violation of the laws of physical health. Extremes of heat and cold should be
28
REPORT OF THE SCHOOL COMMITTEE.
avoided in the temperature of the rooms; also the opening of windows and doors at unsuitable times. The whole school should participate in the recess, and its loss should rarely be made a punishment.
The health, both of body and mind, depends upon the atmosphere breathed. Disease, deformity, and death, result from long daily con- finement in impure air. Not one of our schoolrooms has a proper system of ventilation. Until some more perfect apparatus is provided, our rooms should be opened and well ventilated, at the close of the morning and evening session. The eyes of the pupils should not be exposed to strong light, or be compelled to rest too long upon one subject.
Another evil, tending to the injury of health, is still more beyond the control of the teacher. We refer to the practice of sending children to school at the early age of four years. They are then too young to enter upon any course of school discipline. They need more freedom for the motion of their limbs, and the free exercise of their lungs, than the necessary restraints of our schools will permit. In the city, where a teacher has but one grade of pupils, the exercises can be adapted to develop, somewhat, the physical powers - the younger classes walk, march, or use their arms in healthy action, at short intervals. In schools containing children from four to twelve years of age, where most of the time is required for consecutive reci- tations, such an arrangement cannot be put into successful operation.
Far better to let such young children roam the fields, and follow out the will of their Creator, who has made varied and almost per- petual motion indispensable to their healthful growth. Whatever checks or weakens the vigor of the body, also cripples the powers of the mind. Investigation proves, also, that scholars make greater future progress, who enter at six years of age, than those admitted a year or two earlier. Leaving the subject for the consideration of parents, we propose to make a few comments upon some of the studies and errors which prevail in our system of
INTELLECTUAL TRAINING.
It is evident that the studies should be adapted to the growth of the intellectual powers. Next, that they should be pursued in such order that each study shall prepare the way for that which is to fol- low. Thirdly, that those studies should take a prominent place which are most practically useful in the ordinary business of life.
29
REPORT OF THE SCHOOL COMMITTEE.
Reading and spelling form the first steps in a course of education, being essential to all future progress. They should be nearly per- fected by the time scholars leave the grammar department; yet it is a complaint of the Principal of our High School, that pupils frequently enter with an insufficient training in each of these primary branches.
The example of the teacher is all important in infusing into the pupil the spirit and grace of good reading. Children insensibly imi- tate, and, if a teacher is particular about enunciation and emphasis, we shall have more of that full, round, and distinct tone of voice, with that natural ease and intonation essential to the proper utterance of the sentiments of an author.
It must not be forgotten, that no piece can be well read which is not understood. Scholars should be drilled upon the meaning of words, shades of thought, and historical or other allusions. A child thus taught does not read with the eye and the voice merely, but with the understanding also. Nothing is more difficult to eradicate, or more injurious to the growth of the mind, than the too common habit of reading as if the words were the most meaningless things in the world.
Justice requires us to add that the reading at the annual examina- tion was generally good; the girls, more especially, excelling in em- phasis and enunciation. The superiority of the latter we attribute, in part, to their taste for music, which tends to give flexibility to the voice, as well as train the ear to proper modulation and expression.
With regard to spelling, our schools should aim at perfection, if such a thing be possible, with the peculiarities of our language. The eye should become so familiar with the form of words as readily to detect mistakes from their unusual appearance. This can only be ac- complished by writing words from dictation - oral instruction, alone, never making a perfect speller.
The daily practice of writing sentences adapted to the capacity of the pupils, would also help them to understand the meaning and defi- nitions of subsequent text-books. If such exercises were well con- ducted, and systematically carried out, nearly all might be taught that we require in written or spoken language. Not only spelling, but grammar, definitions of words, the habit of expressing thought in plain and correct language, the art of punctuation, generally ignored, but as much a part of finished writing as the words themselves, would all be taught, and taught practically.
Arithmetic, requiring the exercise of the reasoning powers, is often commenced too early. The recitations appear frequently to be by
30
REPORT OF THE SCHOOL COMMITTEE.
rote, the minds of the younger scholars not being sufficiently matured to understand the reasoning which determines the process.
We would here recommend more attention to the placing of prob- lems upon the blackboard. Not only should the figures be neatly and distinctly drawn, but the process of solution be apparent from the systematic connection of the work.
Geography consists too much of statistical facts, and names heard only in school. Its leading ideas can be best taught through the eye. What the dictionary is to the student of language, the globe should be to the learner in geography. Nothing else fixes so definitely in the mind the form and position of countries. Map-drawing, also, is beneficial, and all our scholars should be trained to draw any of the principal features of continents and states from memory.
Under the head of practical subjects we place Penmanship, con- sidering a good handwriting valuable either to the student or busi- ness man. Yet we doubt if five can be found among the last gradu- ates of our grammar schools, capable of writing a friendly or business letter in a fair, legible hand ; we will say nothing of the spelling, grammar, or punctuation. Even in the High School, sufficient atten- tion is not paid to the proper holding of the pen, the position of the book, and the imitation of the copy.
Two lines written with extreme care, daily, would eventually secure the desired result. Now the pupil hurries over the paper without benefit, and some of our teachers appear to look upon the lesson as something outside of their regular duties. They would, probably, dislike to have visitors judge of their ability, by the progress (?) shown in the writing-books. Yet it is a branch in which improve- ment is visible to the most casual observer, if any be made.
There is a method of leading the pupil by successive steps to the skilful use of the pen. It consists in first making letters upon the slate, beginning with the printed and ending with the written char- acters. Paper subsequently takes the place of the slate, the pen succeeding the pencil. Simple lessons in drawing also train the hand and eye to guide the pen. The latter is, also, a pleasing exercise, and, being mostly manual in its labor, relieves the mind from the weariness of continued mental application. Experience shows that children write better, with the same instruction, who devote a part of the time to drawing.
The same copy-books should be required throughout the schools, and more attention be given to the details of good penmanship. There is no satisfactory reason why the last page in writing should not be equal to the first.
31
REPORT OF THE SCHOOL COMMITTEE.
We would here recommend more oral instruction than we have witnessed. It is stated that most of the instruction in Prussia is of this nature, but few books being in the hands of the scholars. The asking of stereotyped questions, and hearing them answered accord- ing to the book, can hardly be called teaching. To teach properly, explanations must be given, illustrations presented, and various methods used to convey ideas to the mind. In all text-books, many relations are said to exist, many things are stated to be, without any given reason. These reasons should frequently be presented by the teacher, briefly, and in language suited to the comprehension of the learner. The impression made is, oftentimes, most lasting.
At present, it is by no means uncommon to find scholars able to answer questions put in the language of the lessons, but unable to recognize the same principle in questions of a different form. Oral instruction leads the pupil to depend upon himself, rather than upon the teacher, and by conducing to thoroughness, causes the scholar to have confidence in his own powers.
We think the following article from the Scientific American, worthy of insertion.
" HOURS OF STUDY .- A very remarkable pamphlet has recently made its appear- ance in England, containing statements of facts that ought to command the attention of the civilized world. The pamphlet is written by E. Chadwick, Esq., C. B., and published pursuant to an address of the House of Lords. The subject of this pamphlet is education, and it is devoted to the discussion of three mat- ters - the organization of schools, the hours of study, and physical training. Our attention has been arrested by Mr. Chadwick's statement of facts in connection with the second of these three subjects - the hours of study :
"'Struck by the frightful disproportion between the powers of childish attention and the length of school-hours, he has directed questions to many distinguished teachers. Mr. Donaldson, head master of the Training College of Glasgow, states that the limits of voluntary and intelligent attention are, with children of from 5 to 7 years, about 15 minutes ; from 7 to 10 years of age, about 20 minutes ; from 10 to 12 years of age, about 55 minutes ; from 12 to 16 or 18 years of age, about 30 minutes ;' and continues : ' I have repeatedly obtained a bright, voluntary attention from each of these classes, for 5 or 10 or 15 minutes more, but I observed it was always at the expense of the succeeding lesson.'
" The Rev. J. A. Morrison, Rector of the same College, speaking on the same subject, says : -
""' I will undertake to teach one hundred children, in three hours a day, as much as they can by possibility receive ; and I hold it to be an axiom in educa- tion, that no lesson has been given until it has been received. As soon, therefore, as the receiving power of the children is exhausted, anything given is useless ;
32
REPORT OF THE SCHOOL COMMITTEE.
nay, injurious, inasmuch as you thereby weaken instead of strengthening the receiving power. This ought to be a first principle in education. I doubt it is seldom acted on.'
" The truth of these pregnant remarks is made more and more evident by the testimony of all competent witnesses. We respectfully submit to all school-com- missioners, teachers, and parents who may read these statements, that they are not of a character to be glanced at and tossed aside, but are worthy of being thought of and acted upon. From Carlyle's pictures of German schools, and from all descriptions of the English schools, there is no doubt that in both those countries there is a lamentable want of understanding on the part of scholars of the sub- jects which they attempt to learn. The matter is still worse in France and Austria, and it is the prominent vice which pervades the whole American system of education.
" Our failure to secure an understanding of the things which we try to teach is, doubtless, in part owing to the fact that we endeavor to teach too much in a given time, but it is also in part attributable to the circumstances that we waste more than three-fourths of the time trying to impart ideas when the mind of the pupil is not in a condition to receive them.
" This journal has, heretofore, advocated the practice of having recesses in schools, of ten or fifteen minutes every hour; but, from the experience of the oldest and ablest teachers in Great Britain, it seems that the recesses ought to be granted even to the oldest scholars, as often as once in half an hour. A teacher might as well expend his efforts upon carved wooden images of children as upon scholars after their minds are tired out."
MORAL EDUCATION.
The following is the language of the Statutes of the Common- wealth requiring moral instruction in the schools :
" It shall be the duty of the president, professors, and tutors of the University of Cambridge, and of the several colleges, and of all preceptors and teachers of academies, and all other instructors of youth, to exert their best endeavors to impress on the minds of children and youth committed to their care and instruction, the prin- ciples of piety, justice, and a sacred regard to truth, love to their country, humanity and universal benevolence, sobriety, industry, and frugality, chastity, moderation, and temperance, and those other virtues, which are the ornament of human society, and the basis upon which a republican constitution is founded ; and it shall be the duty of such instructors to endeavor to lead their pupils, as their ages and capacities will admit, into a clear understanding of the tendency of the above-mentioned virtues to preserve and perfect a republican constitution, and secure the blessings of liberty, as well as to promote their future happiness, and also to point out to them the evil ten dency of the opposite vices."
33
REPORT OF THE SCHOOL COMMITTEE.
The manner of giving such instruction is left to the judgment of instructors. It may be added that punctuality, promptness, and systematic teaching, all contribute to form character. We recom- mend our teachers, also, to reconsider the common plan of making children reporters of their own misdeeds. The moral sense is none too strong in youth, and where punishment can be easily escaped by falsehood, there is a natural tendency to create a vicious habit, diffi- cult of eradication. Teachers are the best judges, also, of the conduct of their pupils, and errors should rather be noticed at the time they occur, than be summed up by the offender at the close of the session. The memory, judgment, and honesty of the delinquent may all be at fault.
GENERAL REMARKS.
It is a frequent remark of parents that their children do not appear to be making sufficient progress; that they are not so far advanced as scholars of the same age in the city. The latter state- ment is undoubtedly true, and is partly caused by the necessarily imperfect classifications of our schools, compared with those of larger places. Our primary schools contain the beginner and those who have been under discipline for several years. The grammar depart- ments, also, contain classes requiring different restraints and different culture. Thus divided by conflicting claims, the labor of the teacher is less efficient than if devoted to a single class.
Another cause is the irregular attendance of pupils. We cannot do better than give here the substance of a note from the Principal of our High School, relating to this subject. He says : "By exam- ining the records of attendance of any of the schools, it will be at once evident who are the scholars who occupy the most creditable positions in their several classes. In almost all cases, those who are constant in attendance occupy those places, while it very seldom happens that those who are irregular in this respect are sufficiently conscientious to make up the omitted recitations, and place them- selves on a level with others of their class. The effect on the scholar is bad, as he forms a habit of entering his class with a conscious- ness of his ignorance of subjects familiar to the rest of the class. Aware of his want of knowledge, he becomes careless both in the preparation and recitation of all lessons. Nor does the evil stop here ; it extends to the class. The deficiency is noticed by others,
E
34
REPORT OF THE SCHOOL COMMITTEE.
and as it is easier to follow a bad example than a good one, careless preparation of lessons becomes the rule and not the exception. It discourages the teacher, who is conscious that there are topics known to a portion of the class of which the rest are ignorant. He has no longer a class of equal attainments, but a collection of individuals in different stages of progress. The whole fault rests with the parents, in granting the frivolous requests of their children for permission to be absent or dismissed from school."
Still another hinderance to the steady progress of our schools is the frequent change of teachers, followed by different methods of instruction, and different ideas of discipline. "As is the teacher, so is the school." The Committee have, during the past year, given the preference, in the filling of vacancies, to experienced and educated candidates; those who were prepared for the work.
Laboring during the past year for the good of the schools, the Committee have frequently regretted that other duties required most of their attention. They have felt that a deep responsibility rested upon them, in view of the importance rightly attached to our public institutions of learning. It has been their aim to assist the teachers, and the latter have seemed desirous of advice, and anxious to excel. It affords the Committee great pleasure to be able to state, that, compared with the past, our schools were never in a more prosperous condition, or giving more promise of increased usefulness in the future.
It is true, complaints against teachers are made from time to time ; complaints frequently founded upon ignorance or thoughtlessness of the conditions necessary to keep schools in their integrity and useful- ness. For instance, parents forget that order is indispensable to suc- cessful study, and that children must be under restraint at school, if not at home. It is, undoubtedly, the highest proof of excellence in a teacher to be able to secure obedience by mild measures; still, order must be maintained. Order, during the past year, has generally grown out of love rather than fear, and there have been few or no severe contests between pupil and teacher for supremacy.
Parents should remember that their aid and sympathy are abso- lutely necessary for the success of an instructor. They should visit the schools, converse with the teachers, and judge of the conduct of their children more from personal observation, than from hearsay. They should pay no attention to trifling complaints, or express in the presence of the pupil unfavorable opinions of a school or its teacher. Children, frequently, have the most dislike to the teacher who insists
35
REPORT OF THE SCHOOL COMMITTEE.
upon faithful discharge of duty, and they learn to strongly color statements given to sympathizing listeners. If evil exists it can be remedied without placing the pupil in antagonism to the school.
In conclusion, the Committee would state that the following reports of the several schools are founded upon frequent visits, each partaking of the nature of an examination, more than upon the late public exhibitions. It has been their object, in their weekly visits, to point out, directly or indirectly, what should be taught, and to ascer- tain, as far as possible, the capabilities of the pupils. Public exam- inations, at the close of each term, would, undoubtedly, be beneficial, tending to strengthen confidence, and compel thorough reviews of past lessons.
VINTON-STREET PRIMARY.
SUSAN A. MORRILL, Teacher.
Under the instruction of Miss Morrill, who took charge of the school at the commencement of the year, creditable progress has been made both in knowledge and discipline. The securing of the latter has occasioned some few complaints, but we believe parents are now satisfied that the teacher is interested in her school, and the children profiting by her labors.
The whole number of pupils has been 51, 56, 63, and 50, for the several terms, the percentage of the whole year being 75.5. From the report of last year, we see that the school has increased both in numbers and in the average of attendance.
CENTRE PRIMARY.
HELEN A. NORRIS, Teacher.
This school still retains the teacher of last year, and is in a most prosperous condition. Containing, as all our primary schools do, children of a tender age, considerable attention has been paid to exercises calculated both to amuse and instruct. This idea we should like to see more fully carried out in every department of public instruction, the note we have appended to the report upon " hours of study," showing the necessity of such relaxation.
The attendance has been 51, 51, 50, and 66, for the several terms. The percentage for the year, 81.
36
REPORT OF THE SCHOOL COMMITTEE.
GREEN-STREET PRIMARY.
ANNA M. BROWN, Teacher.
A new teacher has removed some of the sources of complaint made against this school, and it now bids fair to take a leading position among our primary institutions. No greater mistake can be made than to suppose any one is qualified to teach a primary school. It needs peculiar tact and talent to interest and instruct the youngest pupils, and whatever is done at the commencement of school educa- tion should be done thoroughly, yet judiciously.
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