USA > Massachusetts > Middlesex County > Melrose > City of Melrose annual report 1862-1879 > Part 42
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Spelling. - Monroe's Speller. Oral and written exercises. Miscellaneous words in common use. Abbreviations committed to memory. In the writing exercise, use long pencils, and blank books prepared for the purpose.
Arithmetic. - Eaton's Intellectual Arithmetic. Written Arithmetic without a text-book, performing examples in addition and multiplication. Write and read numbers by figures to one million. Tables of weights and measures completed and reviewed.
Geography. - First Lessons in Geography. Use the text as a reading lesson. Many oral lessons upon globes, maps, &c. Important map ques- tions committed to memory.
Penmanship .- Commence writing with a pen. No. 1 and 2 Writing Book. Much practice on waste paper. Blackboard illustrations by the teacher.
Drawing. - Dictation exercises by the teacher. Memory drawing. Outlines of familiar objects from simple copies.
FIRST GRADE.
Reading. - Third Reader. Careful analysis. Use other books of similar grade. Frequent exercises in vocal culture. Omit concert reading. Oc- casional recitation of selections committed to memory.
Spelling. - As in previous grade, with the writing of sentences from dicta- tion. Teach proper use of capitals and of punctuation-marks. Letter writing.
Arithmetic. - Mental Arithmetic continued. Eaton's Common School Arith- metic, through the simple rules, omitting the memorizing of definitions. Many problems and illustrations not in the book. Analysis of practical problems. Oral drills for rapid combination of numbers.
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REPORT OF THE SCHOOL COMMITTEE.
Geography. - Review thoroughly and complete the "Primary Geography." Rudimentary map-drawing.
Penmanship. - No. 3 Writing Book. Great attention paid to position, pen- holding, &c. Let the work be simultaneous. Frequent opportunities for rest.
Drawing. - As in previous grade.
Music. - Review the work of primary grades. Reading at sight exercises in key of C. Practice in beating two, three, and four part measure. Ex- ercises requiring alto parts.
Gymnastics. - At least once in each session give simple physical exercises. Care should be taken to secure an erect and graceful attitude, and to call into motion muscles on both sides of the body.
General Exercises. - Once in every week object lessons should be given by the teacher, requiring oral or written descriptions afterwards from the pupils. Form habit of using correct language. These lessons should treat of the human body, habits, health, and hygiene, plants, animals, food, occupations, tools, &c. Moral lessons by stories and incidents.
GRAMMAR SCHOOLS. - THREE YEARS.
THIRD GRADE.
Reading. - Fourth Reader, with other books of similar grade. Careful analysis of lessons. Occasional concert reading. Vocal drill.
Spelling. - Monroe's Practical Speller, with exercises in miscellaneous words and sentences. Spell chiefly by writing. Use blank books prepared for the purpose.
Arithmetic. - Eaton's Intellectual Arithmetic. Analysis of problems in- volving the principles of reduction and fractions. Written Arithmetic, through common fractions.
Geography and History. - Study of the Continents. Teach topically. Oc- casional practice in map-drawing.
Language. - Swinton's Language Lessons. Composition writing a fre- quent exercise, chiefly on slates, for securing rapidity and facility of expression.
Penmanship. - Writing Book No. 4. Dictation exercises by the teacher. Frequent practice on waste paper.
Drawing. - Smith's Drawing Book No. 1. Special instruction as to proper position, holding pencil, &c.
Music. - Review previous work. Transposition of the scale. Exercises in the keys of G and F.
General Exercises. - Calisthenic exercises once in each session. Oral drills in Arithmetic. Oral instruction on the elements of the sciences, requir- ing subsequent descriptions from pupils. Moral Lessons.
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REPORT OF THE SCHOOL COMMITTEE.
SECOND GRADE.
Reading. - Fifth Reader. Selections from newspapers, periodicals, and standard authors. Recitation of selections. Vocal drill.
Spelling. - Review of Speller, with words from the different text-books used. Write with pens in blank books prepared for the purpose.
Arithmetic. - Intellectual Arithmetic completed. Decimals, Interest, and Percentage, with principles of Compound Numbers. Frequent practice in the fundamental rules.
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Geography and History. - Geography of United States in detail. Map- drawing, not elaborate, but chiefly to show relations between the different countries. History of United States to the Revolutionary War. Recita- tions in Geography and History should alternate throughout the year.
Language. - Text-book in previous use completed. Compositions upon familiar subjects. Special attention to punctuation, use of capitals, &c. Penmanship. - Copy-book adapted to grade. Observe previous directions. Drawing. - Drawing Book No. 2. Dictation exercises by the teacher.
Music. - Reading easy exercises at sight in keys previously learned. Writ- ing from dictation. Practice of music in two and three parts. Keys of D and B flat.
General Exercises. - As in previous grade.
FIRST GRADE.
Reading. - As in previous grade.
Spelling. - Words of difficult orthography. Attention to syllabication, de- finitions, derivations, &c.
Arithmetic. - Written Arithmetic finished. Metric System. Many practical problems illustrating ordinary business transactions.
Geography and History. - History of United States completed. Occasional reviews of important geographical topics.
Physiology and Practical Hygiene.
Language. - Swinton's English Grammar. Compositions. Letter-writing, commercial and social. Declamation and poetical recitations.
Penmanship. - Instruction continued as in the preceding grade, with prac- tice in the writing of paragraphs, verses, business forms, notes, super- scriptions, &c.
Drawing. - Exercises of previous grade continued, with practice in drawing from objects. Teach applied design.
Music. - Review all previous work, with the addition of a bass clef. Ex- ercises in transposition. Study of important rules. Singing of exercises at sight.
General Exercises. - Physical exercises once in each session. A few min- utes daily practice in mental arithmetic. Conversational lessons and de- bates upon history, ancient and modern, biography, Physical Geography, &c.
8
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REPORT OF THE SCHOOL COMMITTEE.
THE HIGH SCHOOL.
This school is in charge of A. G. Whitman, principal, and Miss Bugbee and Miss Henshaw, assistants. Miss Hen- shaw has been connected with the school since September. During the months of September and October, we were deprived of Mr. Whitman's services on account of illness. We were fortunate, however, in procuring as a substitute Dr. J. W. Keene, a classmate of Mr. Whitman, an experienced teacher, whose methods were much the same as those in use in the school : hence we are pleased to say that every thing moved along smoothly and well.
The course of study is unchanged from last year : we append it to this article, in order that it may come freshly before you. Some minor changes have seemed to us desira- ble, and these may be made during the coming year; but they will practically alter the course but little. Early in the year, when the question of reducing current expenses came up for discussion, the practicability of curtailing the number of teachers, and, as a matter of course, the amount of educa- tion imparted, came under consideration.
The matter was thoroughly discussed by the Board, and was then referred to a sub-committee consisting of Messrs. Barry, Burr, and Burdett, who, after careful consideration, submitted the following report : -
"The sub-committee appointed to consider the High School question, as it now presents itself to the Board, -i.e., whether it is practicable, or desirable if practicable, to carry on the school with two teachers instead of three, - beg leave to present following report: -
" The only valid reason for making a change is, that the town will save the sum of four hundred dollars.
" The reasons and arguments against the change are many and varied.
" 1. Good work cannot be done in a school of ninety or more pupils, without seriously contracting the present course of study.
"2. The course now in use has been carefully prepared, has much that commends itself to the judgment of educators ; and, while it is doubtless capable of alteration and improvement, it could easily be altered without improving it. At any rate, it has not yet had a fair trial.
"3. The only way, or rather the easiest way, to reduce the number
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REPORT OF THE SCHOOL COMMITTEE.
of recitations, and relieve the teachers, seems to be to drop the college course; and while it may seem poor economy to prepare boys for college, at what seems a large expense, it might well prove to be worse economy, if we should place our High School on a lower plane than schools of same character in near surrounding towns.
" 4. The course of study, as now arranged, suits the teachers. They are teaching branches which they like, and it is probable that they do better work in these branches because they like them; a re-distribution of studies would entail work on the part of the two remaining teachers, which they do not especially fancy, and for which it is probable they are not so well suited.
" 5. With three teachers, it will, no doubt, be possible to introduce some changes in the school. Drawing has been named ; and it would seem that some attention should be paid to it, and also to penmanship. These changes will be out of the question with two teachers.
" Finally, as it is much easier to tear down than to build up, as the . school is now running smoothly, as any change would be very likely to bring about resignations of one or both of the old teachers remaining, and inasmuch as such change would be, in our judgment, an irremediable damage to the school, we beg to recommend the retention of the three teachers now employed in our High School."
The repor twas accepted ; and it was voted to continue the same course of study for the year, and to retain the services of three teachers.
In the last annual report, the question of the desirableness of maintaining a good school, and the legal requirements con- cerning the same, were so ably set forth, that it is unnecessary to say more on that topic here. The position seems to be, -
1. The town is obliged to support a high school.
2. The town is obliged to teach in this school certain branches of study, and inferentially obliged to teach others, which practically compels her to maintain such a course of study as that now in use.
These facts being admitted, it perhaps follows logically that we need enough teachers so that a thorough knowledge of the required branches may be imparted. Then arises the question of support; and this we have always given with a liberal hand, in the way contemplated by the Commonwealth, by merging the cost with other school expenses, raising the whole by direct taxation.
108
REPORT OF THE SCHOOL COMMITTEE.
There is another method which has been lately advanced, - countenanced by some leading men, among whom may be named President Eliot of Harvard College. This method, born of the theory that the State owes its children nothing beyond a common-school education, provides for the support of high schools by tuition fees, to be paid by the parents who send pupils to the school ; but, in order that the children of the poor should not be excluded, it is also proposed that a certain portion of the expense of the school should be borne by the town, which would thereby endow a certain number of free scholarships, which could be conferred on those chil- dren whose parents or guardians were unable to pay the regular fees.
The system under which we have been working is dem- ocratic, the system proposed seems essentially aristocratic. The practice of the latter plan would infallibly build up class distinctions, and make the high school, in a few years, merely an academy for educating the children of the rich or " well-to- do " classes. As it stands now, the rich man pays liberally from his abundance for the education of the poor man's child, while the poor man also contributes his share toward the education of the whole.
The present system seems to us equitable and just, and we should regret to see it displaced by any other.
Referring again to the course of study, we will remark that, whatever it may be hereafter, it is plain that the work can- not be accomplished by a smaller corps of teachers than is now employed. Sixteen pupils will graduate this summer, while not less than fifty will enter from the First Grammar School. This will make the number in the High School next fall not far from 115. This fact must not be lost sight of. It may be possible to economize in the quality of the work, by employing poor teachers; but the number of teachers, good or bad, cannot now be reduced. The course as now presented is symmetrical and comprehensive; and the only question which sometimes arises is, whether time is spent in acquiring a knowledge of abstruse topics, which
109
REPORT OF THE SCHOOL COMMITTEE.
might be spent to better advantage in obtaining a larger ac- quaintance with branches which are more likely to become useful in after-life to the great majority.
It has been suggested by one of our number (and the sug- gestion is one which is worthy of very careful consideration), whether some of the studies, among which may be named geology, astronomy, political economy, and the science of gov- ernment, and history (in part), may not be taught by lectures. This system, it is known to you all, is in use in many univer- sities and higher schools, and it may be found to be appli- cable here. We think it safe to say, that by the judicious use of note-books and books of reference, with an occasional recitation, as good an acquaintance with the subjects named might be acquired as under the present system.
It has also been suggested, that the regular corps of instruct- ors might be supplemented by volunteers from among our citizens, who might be willing to give an hour or two occa- sionally to lectures on such subjects, as, by reason of long study and special culture, they may be peculiarly fitted to talk upon. It would not be difficult to name several, whose services in this way would be very valuable, and who would, we think, cheerfully respond to an invitation of this kind.
If such a system is practicable, and could be inaugurated, the pupils would have a little more time for the remaining studies ; and this extra time could be devoted to longer and more frequent reviews. The latter part of the fourth year should, we think, be devoted almost exclusively to reviewing, not only the studies of the year, but of the whole course ; and also of the more important subjects (as English gram- mar, arithmetic, and physiology) which were pursued before entering the High School: to the end, that graduation may mean a fairly thorough preparation for whatever may follow, whether it be a further course of study, or business-life.
As an indication of the good work of our High School in the past, it may not be amiss to say that the young ladies who have entered the Salem Normal School are found to rank exceptionally well; and, at the last examination, Melrose
110
REPORT OF THE SCHOOL COMMITTEE.
stands at the head of all other towns represented in that school.
. The graduating exercises, at the close of the school year, took place in the High School hall, in place of the Town Hall, and differed somewhat from former occasions of this kind, several recitations and examinations being included in the order of exercises. Your committee were much pleased to note a simplicity of attire on the part of the grad- uating class, which may be termed a desirable departure from the practice of some former years. There is a desire on the part of many friends of the school, that the next exhibition may be held in the Town Hall; and, inasmuch as it will be impracticable to use the High School Hall, this course will probably be pursued. The tendency of these exhibitions in the past has been to distract the attention of the graduating class from their closing studies. If the class will be satisfied to dress simply, and present an entertainment which will not demand a severe course of training, the objection to these displays will be mainly removed.
If any apology is needed for devoting so much space in this report to the High School, it may be found in our desire to place before you all the facts in our possession, - a duty which is more easily and clearly accomplished in these pages than it could possibly be in the Annual Town Meet- ing.
CATALOGUE OF THE HIGH SCHOOL, JAN. 1, 1879.
First Class.
LOUISE I. DRAKE.
*CLARA A. WITHEY.
*FANNIE L. BROOKS.
MINNIE L. WOODMAN.
HANNAH J. GIBBONS.
ARTHUR M. BURR.
MARY ALICE JONES.
+WILLIAM A. DOLE.
ADA E. LOWE.
+GEORGE R. JONES.
MARY AGATHA RORKE.
EDWARD C. MORGAN.
AMY M. STANTIAL.
EDDIE B. STANTIAL.
RUTH C. STETSON.
tCHARLES H. WASHBURN.
+WILLIAM H. WILLIAMS.
* English course. t College course.
Not designated, Classical course.
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REPORT OF THE SCHOOL COMMITTEE.
Second Class.
* ABBY E. AVERILL. GRACE A. BRYANT. ABBY M. BEMIS. FLORENCE M. ELLIS. MARY LYNDE. ANNIE F. STILPHEN.
ABBY J. VINTON. EMMA A. WEEKS. JOSEPH R. GIBBONS.
tALBERT H. HAYWOOD.
+HENRY J. HERSEY. tMARK S. W. JEFFERSON.
Third Class.
MARY E. BUFFUM. HATTIE E. DAMON.
*CORA DUTTON.
*HELEN A. FOSTER.
*HATTIE M. E. GILMAN.
*MARY A. Goss. +MABEL L. Goss.
*ISABELLA PAUL.
*FRANCES L. SNOW.
*HARRY A. BORDMAN.
+LILLIAN C. HALL. ANNIE M. SPRAGUE.
CORA L. TOPPAN.
ETTA D. TRAFTON.
*ALFRED H. ALDRICH.
*WILLIAM B. WEBSTER.
+CLARENCE A. BACKER.
+WILLIAM R. WOODBURY.
Fourth Class.
*JENNIE B. BARRETT. *LILLIAN A. BOARDMAN. *DELIA A. BURNS. JENNIE F. CONANT.
*MARY J. DRISCOLL.
*FLORENCE A. PICHARD. FLORENCE A. THAYER.
*MARY A. DUFFY. MERELLA J. GIBBONS. HENRY L. ALDRICH.
*FLORENCE N. WITHEY. HENRY DRAKE.
tARTHUR W. BARRETT.
+EDWARD W. FRENTZ.
CHARLES H. BENNETT.
+CHARLES D. JONES. WM. J. MCCOUBRY.
*GEORGE H. BOURNE.
+HENRY C. MILLER. GEORGE W. MYRICK.
*WALLACE BRYANT. +THOMAS S. BURR. WINSLOW S. COBB.
+GEORGE H. CONANT.
THOMAS COWHEY.
+HENRY C. OLIVER. WINFIELD P. PIERCE. *DANIEL B. RUSSELL.
LEONARD F. WILLIAMS.
* English course. t College course. Not designated, classical course.
LIZZIE H. HASKELL.
+HELEN J. LOVEJOY. *HELEN M. LEAVITT. *ANNIE P. LONG. NELLIE A. MANSFIELD.
+CHARLES L. SIMMONS. OTIS B. STANTIAL. WILLARD T. STETSON.
*CATHERINE F. HAWKINS.
*HATTIE M. KEITH. CLARISSA W. LYNDE. ANNIE S. MURPHY.
COURSE OF STUDY OF THE MELROSE HIGH SCHOOL, JAN. 1, 1878.
FIRST YEAR.
COLLEGE COURSE, FOUR YEARS.
CLASSICAL COURSE, FOUR YEARS.
ENGLISH COURSE, THREE YEARS.
1st Term.
Bradbury's Algebra, to Greatest Common Di- visor. Payson, Dunton, & Scribner's Book-keeping. Allen & Greenough's Latin Grammar, and Leighton's Latin Reader.
Bradbury's Algebra, to Greatest Common Di- visor. Payson, Dunton, & Scribner's Book-keeping. Allen & Greenough's Latin Grammar, and Leighton's Latin Reader.
Bradbury's Algebra, to Greatest Common Di- visor. Payson, Dunton, & Scribner's Book-keeping. Martin's Civil Government.
2d Term.
Algebra, to Section XV. Book-keeping, completed. Latin Grammar and Reader.
Algebra, to Section XV. Book-keeping, completed. Latin Grammar and Reader.
Algebra, to Section XV. Book-keeping, completed. Civil Government, completed.
3d Term.
Algebra, to Affected Quadratic Equations. History of England : Freeman's Historical Course. Latin Grammar and Reader.
Algebra, to Affected Quadratic Equations. History of England : Freeman's Historical Course. Latin Grammar and Reader.
Algebra, to Affected Quadratic Equations. History of England : Freeman's Historical Course. Swinton's English Grammar.
4th Term.
Algebra, reviewed. History of England, completed. Latin Grammar and Rcader, completed.
Algebra, reviewed. History of England, completed. Latin Grammar and Reader, completed.
Algebra, reviewed. History of England, completed. English Grammar, completed.
SECOND YEAR.
Ist Term.
.
· Algebra, completed. Cæsar's Commentaries, Book I. Goodwin's Greek Grammar, and Leighton's Greek Reader.
Algebra, completed. Cæsar's Commentaries, Book I. Martin's Civil Government. Hart's Rhetoric : Longfellow's Evangeline.
-
Algebra, completed. Norton's Elements of Physics. Bôcher's Otto's French Grammar and Reader. Hart's Rhetoric : Longfellow's Evangeline.
2d Term.
Bradbury's Geometry, Book I. Cæsar, Books II. and III. Greek Grammar and Reader.
Bradbury's Geometry, Book I. Cæsar, Books II. and III. Civil Government, completcd. Rhetoric : Irving's Sketch Book.
Bradbury's Geometry, Book I. Physics, completed. French Grammar and Reader. Rhetoric : Irving's Sketch Book.
3d Term.
Geometry, Books II. and III. Cæsar, Book IV., and review. Greek Grammar and Reader.
Geometry, Books II. and III. Cæsar, Book IV. and review. Ancient Geography and History of Grecce, History Primers. Rhetoric : Irving's Sketch Book.
Geometry, Books II. and III. Eliot & Storer's Chemistry. French Grammar and Reader. Rhetoric : Irving's Sketch Book.
4th Term.
Geometry, Books IV. and V. Sallust's Catiline. Greek Grammar and Reader.
Geometry, Books IV. and V. Sallust's Catiline. History of Rome, History Primers. Rhetoric : Whittier's Snow-Bound.
Geometry, Books IV. and V. Chemistry, completed. French Grammar, to Part II., and Reader. Rhetoric : Whittier's Snow-Bound.
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REPORT OF THE SCHOOL COMMITTEE.
Ist Term.
Norton's Elements of Physics. Sallust, completed. Xenophon's Anabasis, Book I. Greek Grammar.
Norton's Elements of Physics. Sallust, completed. Bôcher's Otto's French Grammar and Reader. English Literature : Shakspeare.
Dana's Geology, by notes. French Reader, completed, and Grammar. Brooke's Primer of English Literature : Chaucer.
2d Term.
Physics, completed. Cicero's Orations against Catiline I., and II. Anabasis, Books II. and III. Greek Grammar.
Physics, completed. Cicero's Orations against Catiline I., and II. French Grammar and Reader. English Literature : Shakspeare.
Lockyer's Elementary Astronomy. French Grammar: Le Roman d'un Jeune Homme Pauvre. English Literature : Milton.
3d Term.
Ancient Geography, and History of Greece, History Primers. Cicero's Orations, III. and IV .; Latin Prose Composition. Anabasis, Book IV. Greek Grammar and Greek Prose Composi- tion.
Eliot & Storer's Chemistry. Cicero's Orations, III. and IV. French Grammar and Reader. English Literature : Spenser.
Gray's Lessons in Botany. French Grammar : Les Fables de La Fontaine. Physical Geography. English Literature : Study of Authors.
4th Term.
History of Rome, History Primers. Cicero and Sallust, reviewed; Latin Prose Composition. Anabasis, reviewed. Greek Prose Composition.
Chemistry, completed. Cicero and Sallust, reviewed. French Grammar, to Part II., and Reader. English Literature : Dryden or Pope.
Botany (Practical Analysis). French Grammar completed ; La Fontaine, com- pleted. Mineralogy, by notes. English Literature : Study of Authors.
FOURTH YEAR.
Ist Term.
Homer's Iliad, Book I. Virgil's Æneid, Books I. and II. Bôcher's Otto's French Grammar and Reader. Latin and Greek Prose Composition.
Dana's Geology, by notes. Virgil's Æneid, Books I. and II. French Reader, completed, and Grammar. Brooke's Primer of English Literature : Chaucer.
2d Term.
Iliad, Book II. Æneid, Books III., IV., and VII. French Grammar and Reader. Latin and Greek Prose Composition.
.
Lockyer's Elementary Astronomy. Æneid, Books III. and IV.
French Grammar : Le Roman d'un Jeune Homme Pauvre. English Literature : Milton.
3d Term.
Gray's Lessons in Botany. ÆEneid, Books V., VI., and VIII. Iliad, Book III .; Latin and Greek Prose Com- position. French Grammar and Reader.
Gray's Lessons in Botany. Æneid, Books V. and VI.
French Grammar : Les Fables de La Fontaine. English Literature : Study of Authors.
4tlı Term.
Botany (Practical Analysis). ÆEneid, reviewed, and Book IX. French Grammar, to Part II., and Reader. Reviews.
Botany (Practical Analysis). Æncid, reviewed. French Grammar, completed; La Fontaine, completed. English Literature : Study of Authors.
Scholars are required, on entering the school, to select the course of study which they intend to pursue, and will not be allowed to make a change without the consent of the Principal. Regular exercises in Read- ing, Declamation, and Composition, are continued throughout each course.
REPORT OF THE SCHOOL COMMITTEE.
113
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REPORT OF THE SCHOOL COMMITTEE.
EVENING SCHOOLS.
Early in the winter, applications were made to us for edu- cation, by several persons, who, by reason of the lack of educational privileges in early life, had nearly attained the age of manhood, with only such learning as could be ac- quired in a year or two in our primary schools. In one case the applicant expressed a willingness to enter the primary school ; but this seemed unadvisable.
The necessity of evening schools is certainly not so great in our town, as in others where there are large manufactur- ing industries. We think it our duty, however, to call your attention to the fact that such applications have been made, and that the means for support of said school, if it should be deemed desirable to establish same, must come from a direct appropriation for that purpose.
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