History of Middlesex County, Massachusetts, with biographical sketches of many of its pioneers and prominent men, Vol. III, Part 15

Author: Hurd, D. Hamilton (Duane Hamilton) ed
Publication date: 1890
Publisher: Philadelphia, J. W. Lewis & co
Number of Pages: 1278

USA > Massachusetts > Middlesex County > History of Middlesex County, Massachusetts, with biographical sketches of many of its pioneers and prominent men, Vol. III > Part 15

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It would he gratifying to trace the growth of the school from this time on, but the limit of this article forbids details. Moreover, the changes of these later years have hardly passed into the region of history and could not well be read with impartial eyes. Suf- fice it, that in 1880 Mr. Waterhouse resigned to take charge of the English High School in Boston and was succeeded by Mr. Edward H. Cutler, from Provi- dence, R. I., who came with a high reputation as a classical teacher, which reputation he eminently sus- tained during his connection with the school. At the close of the school year in 1888 he was succeeded by Mr. Edward J. Goodwin, from Nashua, N. H., an accomplished and faithful teacher and a wise disci- plinarian.

With his able corps of assistants, of whom it would be a pleasure to speak individually, the school holds a rank of excellence second to no other institution of its grade in the State. Of some of its special features mention will be made in another connection. In 1887 an institute course was added with the des gn of fitting pupils for institutes of technology. From its organ- ization to the close of the school year in 1889 the number of pupils graduated from the different courses was nine hundred and sixty-six.

The following is a list of names of the successive principals of the school, with their terms of service : Mr. J. N. Beals, from 1859 to 1860; Mr. T. D. Adams, from 1860 to 1867; Mr. E. B. Hale, from 1867 to 1868; Mr. F. A. Waterhouse, from 1868 to 1880; Mr. E. H. Cutler, from 1880 to 1888; Mr. E. J. Goodwin since 1888.

A Newton High School Association was formed in

and acquaintances of school life encouraged by au annual re-union. This association has since continued its existence, and is much prized by the alumni. A High School paper, edited and published by members of the association, is regularly issued.

THE EMPLOYMENT OF A SUPERINTENDENT .- The school report of 1853 contains a minority report of the member from Newtonville, suggesting to the citi- zens the wisdom and economy of creating an office of superintendent of the public schools, to be filled by a competent person whose whole energies shall be de- voted to that object. The report is very able and offers cogent reasons for the adoption of his plan. In his earnestness to enforce consideration of the matter he speaks of Newton as behind many other suburban towns iu her educational advantages, which is "a great impediment to the choice of Newton as a place of residence for men of wealth who have families of children," and urges the town, as a measure of sound- est policy, to acquire a reputation for her schools quite equal, at least, to other towns in the immediate vicin- ity of Boston, and " such an arrangement as suggest- ed would accomplish this, which it would be difficult to accomplish in any other way."

His advice was sound and his position in advance of his time, whether his estimate of the schools was right or wrong. But it was noticed that he was not elected on the School Committee the following year.

The next year, 1854, the State itself saw the neces- sity for better supervision of the schools, and a law was passed that any town by legal vote might require the School Committee annually to appoint a superin- tendent of public schools, "who, under the direction and control of said committee, should have the care and supervision of the schools," etc., etc.

The committee, as a body, do not at this time seem quite satisfied with their attempts at supervision, and from year to year try varions plans among themselves. In their report of 1854-55 they say " the more schools brought under the supervision of one man, the more accurate and just would be his estimate of their rela- tive efficiency, and the value of his counsels and en- couragement to any teacher would increase with the extent of his observation and experience." " It is hoped at no remote day the town shall decide to appoint a superintendent and authorize him to devote himself mainly, if not exclusively, to the improve- ment of our schools."

At the March meeting, in 1866, the town voted that " the School Committee of Newton be authorized and required to appoint a superintendent, if, in their judgment, it be de-med advisable." The matter was discussed at subsequent committee meetings, and, on November 22d, it was resolved that " it was expedient to employ a superintendent of schools." But they failed to procure a suitable person for the amount ap- propriated, $2500.

In the year 1870-71 the committec again asked for

NEWTON.

an appropriation for a superintendent of schools, " without purposing to use it unless we feel convinced that we have secured the right man." The town made the required appropriation, and Mr. Thomas Emerson, from Woburn, was elected superintendent at a salary of $3000. Under his efficient management many radical changes were made, especially in the grammar department, which was reduced to six years' time, not by crowding more into each year, but by striking out really superfluous matter ; so that the course was much improved by omissions made. Thus, in arith- metic, the subjects of dnodecimals, alligation, ex- change, etc., were omitted; in geography broad- er outlines and general facts were given, and unim- portant details omitted ; less technical grammar was taught, and more attention to language was given in all the divisions, and time enough saved for the study of "Hooker's Child's Book of Nature." Many changes were also introduced into the primary schools, perhaps the most important that of substituting writing for printing ; and a very detailed course of study was arranged for all grades, for the purpose of systematically developing, in their proper order, the perceptive, conceptive and reasoning powers of the child. A plan for a course of oral instruction in ob- ject-lessons was arranged for all but the High School, and systematic and progressive instruction in morals and in manners was made a part of the school cur- riculum. Regulations were adopted for the school sessions, for the teachers' attendance before school, for recesses, for detention of pupils, limiting the time to fifteen minutes after the morning session, and to an hour after the close of school in the afternoon.

After serving two years as superintendent, Mr. Emerson resigned to accept a more flattering offer elsewhere. The following are the names and terms of service of his successors in office : Mr. H. M. Willard, 1873 to 1876; Mr. Warren Johnson, 1876 to 1877; Mr. Ephraim Hunt, 1877 to 1881; Mr. John E. Kimball, 1881 to 1885; Mr. Thomas Emerson, 1885 to 1890.

It would be gratifying to enumerate in detail the progressive steps in the administration of each of these gentlemen, who served the schools with ability and success, and to whose efficient labors, seconded by an appreciative committee, is largely due the high rank attributed to Newton's schools. It would be unjust in this connection to omit the name of Dr. Henry Bigelow, chairman of the School Committee for nearly twenty years, until his death in 1866, whose services, marked ability and direct personal supervis- ion gave to the schools a service not less efficient than would be rendered by the most accomplished superin- tendent. Superintendents can accomplish little with- out the stimulus and co-operation of the School Board. Newton has generally been fortunate in her choice of school officers. That she appreciated thre efficient, untiring, unpaid labors of some of them, at least, is shown by their long continuance in the ser-

vice, alike creditable to themselves and to the city. The names of those who have served the longest since the introduction of the graded system, with their term of service, are as follows: Mr. John A. Gould, thirty years; Mf. Isaac Hagar, twenty-two years; Rev. George W. Shinn, fourteen years; Mr. George A. Allen, twelve years; Mr. Noah S. King, twelve years; Mr. Julius E. Clark, ten years; Mr. Lincoln R. Stone, ten years ; Mr. Elijah J. Wood, nine years ; Rev. William S. Smith, nine years ; Miss A. Amelia Smead, nine years.

Mr. John A. Gould, whose name heads the above list, served also for several years as Prudential Com- mittee.

WOMEN ON THE SCHOOL BOARD .- The first at- tempt to have women represented on the School Board was spasmodic and short-lived, three women being elected in 1873, for one year, and serving only for that time. In December, 1879, Miss A. A. Smead, from Ward Two, was chosen, and served very accep- tably till her removal from the city. Since 1879, other women have been elected to the Board, two holding the office since 1887.

STATISTICS OF 1890 .- On the 1st day of May, 1889, the number of children between five and fifteen years of age was 4,202, the number attending the pub- lic schools was 3359, and 225 were attending private schools, and seventy-four were at work in mills and elsewhere. The remaining number of these children were mostly under seven years of age and kept at home by their parents; 566 children, over fifteen, were attending the various schools.

The average daily attendance during the school year of 1888-89, was 92.4 per cent, an increase of four-tenths per cent. on the previous year. The whole number of tardinesses was 3797, a deerease of seventy- five on the previous year, and less than an average of one to a pupil.

The number of school-houses was 22; of occupied rooms, 106; sittings 4712.

The total value of the school-houses, furniture and land was $581,600. The value of three of the school buildings, with land, etc., was less than $10,000 each ; the value of the remainder varied from $10,000 to $44,000, except the High School building, which was worth $113,000.

The number of schools was as follows : One High School, 48 grammar schools, 38 primary, I mixed- total, 88.

The number of teachers in the High School was 12 -males 5, females 7. Special teachers 3-males 1, females 2.

The number of teachers in the grammar schools was 48-males 10, females 38.

The number of teachers in the primary schools was 38, in the mixed school 1.

Special teachers in sewing, 3; in music, 1. Total, 106-male teachers 17, female 89.

Of the teachers in the High School, two have

HISTORY OF MIDDLESEX COUNTY, MASSACHUSETTS.

served over ten years-Mr. Ezra W. Sampson, since 1870, and Miss Jennie E. Ireson, since 1879. Of the principals of the grammar schools, the following have taught ten years or more : Mr. Luther E. Leland since 1858, Mr. Levi F. Warren since 1869, Mr. H. Chapin Sawin since 1871, Mr. Albert L. Harwood since 1876, Mr. George E. Edwards since 1879 and Mr. William A. Spinney since 1879.

Of the other teachers three have served over thirty years-Miss Eliza E. Simmons since 1860, Miss Sarah E. Foster since 1863 and Miss Martha L. Perkins since 1866.

The maximum salary for males is $3000, that of the High School master ; the maximum salary of the grammar masters is $1900; of the High School assis- tants : male, $2000; female, $1200. The maximum salary of females in the other schools is $750, the minimum $500.

The amount expended for schools, exclusive of school buildings, was $118,706.38. The average cost per pupil was $33.14, including an average cost of $1.36 per pupil for books and school supplies.

Comparing the towns and cities with reference to the average cost per pupil, based on the whole num- ber belonging, it will be found that Newton holds the first place in the county and the fourth in the State. If the comparison is based on the percentage of their taxable property, Newton stands the fourteenth among the cities of the State and the thirty-third among the towns and cities of Middlesex County.

The number of diplomas awarded in the grammar schools for the year was 218; the number of High School certificates awarded, 209.

The number of pupils graduated from the High School was 82. Of these 32 had completed the general course, 25 the classical, 12 the institute and 13 the mercantile course.

The number of graduates who took the final ex- aminations for colleges and the Institute of Technology was 25 ; of these, 17 were admitted without conditions. The whole number of conditions was 11; of honors, 14. Twenty-four took preliminary examinations, 15 were unconditioned. The whole number of conditions was 12; of honors, 6.

Among the features of the Newton school system which are somewhat different from that of other cities, and which deserve especial mention, may be named

THE FLEXIBILITY OF THE ENTIRE SYSTEM, by means of mid-year promotions. This plan, up to 1890 has been in operation four years, with a success which has varied according to the conditions that have attended its execution. It has been especially success- ful where the teachers have given it the impulse of their faith and enthusiasm, and the care and vigilance it requires. A full explanation of the plan may not be out of place.

The pupils in the schools are classified in thirteen grades according to their qualifications; the first

three grades constitute the primary section ; the fourth to the ninth the grammar section, and the tenth to the thirteenth the High School section. Each grade covers a period of one year. Hence the time required for the completion of the full course is thirteen years if the pupil is promoted each year, as is the case with the mass of pupils.

But by the arrangement described below, individu- als or sections may be promoted according to their attainments within the year.

Each primary grade is subdivided into sections of ten to fifteen pupils each, three being assigned to each room, thus making thirty the minimum, and forty-five the maximum number of pupils in eaclı room. The pupils are assigned to the different sec- tions according to their attainment», and are advanc- ed by sections, thus making the section rather than the grade the unit of promotion. Hence a room may have at any time one section that is just completing the year's work, another that has done one-half of it, and still another just entering upon it. In some rooms two sections may be upon the work of one year, and the third section upon that of another. This advancement of sections is an advantage to the individual pupil, as the transition from one section to another requires but little effort, and makes the gaining of time an easy accomplishment. The teacher is led constantly to study the conditions of each in- dividual, and to adapt her instruction to his needs, while she feels a personal responsibility for his im- provement.

The same general plan is pursned in the grammar grades. "Each room is divided into two sections, and the pupils are assigned to one or the other section according to their proficiency. The pupils in the two sections may belong to the same grade or they may represent two different grades. The latter arrangement is the more common and has its advan- tages. During the first half of the year each grade passes over all the work prescribed for the year in language and arithmetic, giving attention chiefly to the most important principles and their application in the simplest form of expression and computation. The last half of the year is given to a more minute study of the ground already traversed, together with a more extended application of principles. This adjustment of work enables the individual pupil to pass from one grade to the next higher at the close of the first half-year with no loss of time, with little friction, and without the omission of a single prin- ciple that will affect his future progress in these two branches of study. It is not so necessary that the work in other branches should be so consecutive. But work in geography, history, spelling, etc., is so adjust- ed as to prevent no obstacle to individual promotions, the general knowledge of a subject acquired in one grade becoming the basis of a more minute study of that subject in the next grade.

The condition of individual promotions in every

NEWTON.

case are punctual and constant attendance, high rank, good conduct, good health and the consent of the parents. The number of individual promotions since the adoption of this plan has been from five to seven per cent. of the total enrollment.

This plan for promotions has many obvious advan- tages. It substitutes stimulation for repression, which is a much more powerful and healthful motive for all, and it gives the pupil larger opportunities for personal application, and makes him less of a machine, while it leads the teacher to study the needs and con- dition of the individual pupil.

Although there are (in 1890), no mid-year promotions in the High School, yet the advantages of the plan are secured by other means in the general and insti- tute courses,-in the general course by the extension of the elective system, the number of electives allow- ed to each pupil being determined solely by his ability to do the work; to those in the institute course by arranging the work of four years in such a man- ner that pupils may complete it in three years. Of the eight graduates of this school admitted to the Institute in 1889, four had completed the work in three years. This system may be easily adjusted for the classical course, and probably soon will be by extending the course to five years, and arranging it so that it can be completed in four.

REGULAR GRADE PROMOTIONS .- These are made at the beginning of the school year in September, in which the daily work and conduct of the pupils during the year and the test examinations are con- sidered.

TEST EXAMINATIONS .- The test examinations, writ- ten and oral, begin at the close of the first quarter and continue through the year. In the primary and grammar grades not more than one examination is made in any week, and not less than one in two weeks. The questions are prepared by the teacher of the class, the master of the school or the superintend- ent, and the examination takes the place of the regu- lar class exercise in the branch of study in which the pupils are to be tested, and without previous notice, thus saving any nervous anxiety which might attend a formal examination. The results of these ex- aminations are not made known, except in case of pupils who need spurring to greater effort, when the parents are notified.

The examinations by the teachers are given "to fix the thoughts already awakened in the minds of the pupils; to cultivate their powers of expression ; and to ascertain what subjects, if any, need to be re- viewed."

The examinations by the superintendent are to test the thinking power of the pupil and to ascertain his ability to work in the next higher grade.

A wise provision is made that " pupils who have been two years in any grade, and who have been faithful and regular in their work, may, on recom- mendation of their teachers and superintendent, with

the approval of the committee in charge of the school, be advanced to the next grade without having reached the required standing."

QUALITY OF THE TEACHING .- One advantage which the Newton schools enjoy above that of many neighboring towns, is in the fact of the salary being somewhat in advance, thus attracting to her ranks ex- perienced teachers of marked ability. Add to this fact the insight and perseverance of the superintend- ent who compasses sea and land to find and secure the right kind of teachers, in one case visiting over seventy schools before finding just the teacher for a certain position, and it would be strange if the schools of Newton did not attain a first-class rank in the estimation of the community. From one-half to three-fifths of the teachers are Normal Graduates and more than one-half of these Framingham Normals, no better material than which, according to the super- intendent, can anywhere be found.

Each teacher is allowed to exercise his or her own individuality in the details of the methods, unless they are vicious, and provided the results are right. Special attention, however, is given to methods which are natural and philosophic, the schools being supplied with real objects of knowledge, and with simple illustrative apparatus. Subjects, not books, are taught.

TEACHERS' MEETINGS AND TRAINING . SCHOOLS .--- It has been conceded for years by the Newton school officials that something more than simple book know]- edge on the part of the teacher is needed for a suc- cessful school, and that there is both a science and an art of teaching, for the attainment of which previous preparation of the would-be teacher is needed. As early as the year 1840-41 the committee recommended the employment of Normal graduates, and from time to time the teachers sought to improve their methods and results by mutual consultation and comparison of work. Teachers' meetings have been held with more or less regularity since 1869. At first the meetings were general, but since the appointment of a superintendent, grade teachers' meetings have generally been held. These meetings have been of great service in unifying the teachers' work, and giving the superintendent an opportunity of directing specifically the work of any grade. A training-school was established in 1873, and at the close of the first year much was said in its praise, but as a whole the school proved, iu the opinion of many, a measure of doubtful utility, and it was abolished in the third year of its existence.

PHYSICAL TRAINING .- In the year 1851-52, through the exertion of the teacher and the generosity of the citizens, a good gymnasium was arranged for the model school, and used by boys and girls alternately. In 1863-64 calisthenics were in use with great ac- ceptance in District No. 1. These and other interest- ing exercises secured good order and unusually rapid progress in the regular studies. The committee by

HISTORY OF MIDDLESEX COUNTY, MASSACHUSETTS.

special order established gymnastics in the High grammar and intermediate schools as one of the re- quired exercises, but the innovation met with oppo- sition from without. It was feared that " the exer- cise might cripple and derange the nervous constitu- tion of the children;" "the children had exercise enough already;" "there was no use in it." But the committee did not yield to the opposition, for they were aroused to their action by the fact that of every forty-three who died in the army at this time, forty died from disease, showing a great want of proper physique in the soldiers as well as of better regulations in the army. Since this time physical exercises have been encouraged and more or less practiced in all the schools. In 1877 military drill for boys was introduced into the High School for two hours a week, the drill master being a lieutenant of the regular army on the retired list from disability. It was claimed that this drill developed and strength- ened the limbs and chests of the lads in a remarkable degree, and military drill has become a favorite exer- cise of the schools under a special drill master. Some difference of opinion in regard to the advisability of its continuance has been expressed by many of the citizens, but a majority of the people and of the com- mittee seem to be in favor of it.

In 1879 a special teacher was provided for teaching calisthenics and elocution to girls of the High School, and happily, Miss Jennie Ireson, the teacher, has continued in charge ever since (to 1890), with marked benefit and increased enthusiasm on the part of teacher and pupils.

In March, 1890, the committee established calis- themics as a regular exercise, in the grammar and primary schools, under the supervision of a special- ist.

VOCAL MUSIC .- From an early period in the his- tory of the schools vocal music was used to give a variety to the school exercises ; some regular instruc- tion in this branch was given by Mr. Allen in the Model School as early as 1849, and by Mr. Adams in the High School in IS62. In 1863-64 vocal music was introduced into the grammar and intermediate schools as a regular study, with Mr. Trowbridge as the special director. The innovation met with favor, some musical entertainments were given, and it was soon found that the teaching of this branch in all the schools below the High, at least, was a necessity, and generally a special music director has since been em- ployed.

In 1869-70, pianos were furnished for the schools. No appropriation has been more faithfully used than that for these instruments, or has gladdened so many hearts.

DRAWING .- The subject of drawing received early attention as a school exercise. It was elevated to a regular study iu the grammar department in 1870-71, a systematic course marked out and a set of Bail's drawing charts put in every district. The next year

the services of Mr. Bowler, a very successful writing and drawing master, were obtained. Mr. Bowler con . tinued in the service till his death, in 1874, devoting himself principally to teaching penmanship, Mrs. Bowler having charge of the drawing at first, and after the death of Mr. Bowler, of both writing and drawing for most of the time till 1888. To the skill- ful teaching of Mr. and Mrs. Bowler, Newton owes much of her success in these departments.

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History of Middlesex County, Massachusetts, with biographical sketches of many of its pioneers and prominent men, Vol. III, Part 15

Author: Hurd, D. Hamilton (Duane Hamilton) ed Publication date: 1890 Publisher: Philadelphia, J. W. Lewis & co Number of Pages: 1278

Author: Hurd, D. Hamilton (Duane Hamilton) ed
Publication date: 1890
Publisher: Philadelphia, J. W. Lewis & co
Number of Pages: 1278