USA > Massachusetts > Norfolk County > Quincy > Inaugural address of the mayor, with the annual report of the officers of the city of Quincy for the year 1889 > Part 9
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many facilities which are absolutely necessary if the school is to attempt such work as is demanded by the thought of today.
.. It is at least questionable whether it will not be wisest to eventually devote this building to other purposes and to erect a new building carefully planned in accordance with the pros- pective demands to be made upon it. The erection of the Willard School building involves the expenditure of so large a sum of money that it may prove difficult to secure the necessary funds for carrying out the above suggestion. As an alternative I should suggest as worthy of serious consideration the feasibility of effecting some sort of union between two or three of the secondary schools now, or shortly to be, in exist- tence. It is at least questionable if Adams Academy, the Woodward School for girls, and the public High School may not by some process of consolidation be formed into one, or at most, two vigorous schools. I am well aware of the many and various obstacles which must be overcome, before any such result can be realized, but the result in itself is so desirable that it ought certainly to receive very serious consid- eration.
TEACHERS.
At the close of the year 1889 we have in service 66 teachers, an increase of five since the report of 1888 was issued. The increase is accounted for by the opening of the eighth room in the John Hancock building, by the division of the hall in the Atlantic School-house into two rooms, and the consequent employment of an additional teacher, and by the fact that four additional teachers are required for the pupils of the Willard School scattered as at present among five different buildings. The Washington School, on the other hand, has required the services of but seven teachers, instead of eight as in the preceding year.
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: Reference to a subsequent page, on which appear the resig- nations and transfers for the year, will show that we have lost more than one-fifth of our corps of teachers. It will be seen that Boston, Cambridge, Newton, Somerville, Waltham, Mal- den, and Arlington have secured the services of those who have continued teaching. While we must expect that the in- ducements offered by the first four cities, and others of similar size and wealth, will deprive us of skilled teachers, it is urgently necessary that such increased compensation be given Quincy teachers as will put an end to the losses which we constantly experience at the hands of smaller and less wealthy communities. Something has been accomplished in this direction during the year 1889, but it still remains true that every place of our size and proximity to Boston is paying its teachers more liberally than is Quincy.
To the Board of School Committee I should scarcely need testify to the conscientious earnestness with which the teachers of Quincy perform the duties of their position ; but in a report addressed indirectly to the whole body of citizens, such testi- mony is not out of place. The occupation of teaching has, undoubtedly, its advantages and compensations, but it involves, in great measure, work which exhausts physical strength and nervous force. It is attended with trials and anxieties which can only be appreciated by those who have taught. And so I feel impelled to bespeak for our teachers not only liberal compensation, but also the respect, confidence, and sympathy of the community which they serve. I do not feel that account between city and teacher is fully settled with payment of the compensation agreed on. Teachers do not perform their work in the spirit of rendering so much service for so many dollars ; the more dollars, the better service. On the other hand, with slight regard to the amount of compensation, they unstintingly give the best of themselves to the children com- mitted to their care. It has never seemed likely to me that
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teachers here, or elsewhere, were in danger of being spoiled by too lavish marks of public appreciation, and I am glad to embrace any opportunity of lifting their services out of the region of barter and sale, and bespeaking for them those finer marks of appreciation which are often more satisfying and inspiring than an increased compensation, unattended by such marks of consideration. The selection of teachers is the most important and difficult of all duties devolving upon school authorities. We are happily free from those baleful influences which prove fatal to so many school systems, and yet it is well to repeat now and again the one principle which should govern all such selections. It is very easy for the idea that an individual has some manner of claim on a position to find lodgment. In a small community it is easy to drift toward the belief that residents of the city have some such claim. It might easily be shown that not only is it better for the schools, but also better for the individuals who seek positions, that a considerable proportion of teachers should be chosen from non-residents. In the management of schools, far more than in the realm of politics, is it important that the position should seek the person, rather than the person the position. So long as we adhere firmly to the practice of putting aside all other considerations, and making diligent search for that teacher who, of the whole number available, is best fitted for the posi- tion to be filled, so long we shall be certain to act for the best welfare of every interest concerned.
In teaching, more than in most other pursuits, there is great danger of falling into unintelligent, spiritless routine. It is much easier for one who begins teaching to adopt tradi- tional means of instruction and discipline, than to seek for such as are truly rational. The former practice affords an escape from thinking, and thinking is the most arduous labor that any one is called to perform. It is easy to see that both the present condition of a system of schools and its outlook
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for the future depend on the kind and degree of intellectual activity which exists among the teachers.
As one means of keeping teacher and superintendent intellectually awake, resort has been had to general meetings of teachers held at intervals during the year. Parents are aware of the fact that sometimes there comes a day when the children are freed from school attendance on account of the occurrence of such a meeting. It is hard to rid the popular mind of an impression that every such meeting is in the nature of a favor, or relief from duty, conferred upon teachers. I propose to make brief mention of the general meetings of '89 - not all of which involved the suspension of school, by the way - in order that it may be generally appreciated that the good of the pupils is constantly sought and most certainly promoted by such meetings.
On January 8 occurred an all day meeting, at which the speakers and subjects were as follows :-
Hon. J. W. Dickinson, Secretary Board of Education, " Principles of Teaching."
George A. Walton, Agent Board of Education, " How to Teach Advanced Reading."
A. G. Boyden, Bridgewater Normal School, " How to Teach History."
H. E. Holt, "How to Teach Singing."
Henry T. Baily, Agent Board of Education, "How to Teach Drawing."
Other meetings were as follows : -
On April 8, Mr. A. W. Edson, Agent of Board of Education, " How to Train Pupils to Think."
September 4, time occupied by Superintendent of Schools.
December 13, George H. Martin, Agent of Board of Education, " Principles of Teaching."
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F. F. Murdock, Bridgewater Normal School, " Physi- ology."
December 31, Dr. W. N. Hailmann, La Porte, Ind., " Form, Drawing and Color Work."
If I may be pardoned the use of such expression, one cannot always draw out at the spigot, and never pour in at the bung. The occupation of the teacher compels him constantly to do the former; it is the purpose of such meetings as the above to incite him to do the latter.
EVENING SCHOOL INSTRUCTION.
By the laws of the State, Quincy, being a city of more than ten 10,000 inhabitants, is called upon to maintain two classes of evening schools. One class is designed to afford " free instruction in industrial or mechanical drawing to per- ยท sons over 15 years of age," while the other class is " for the instruction of persons over 12 years of age in ortho- graphy, reading, writing, geography, arithmetic, drawing, the history of the United States, and good behavior." The present report is the first issued since the completion of the evening school season of '88-'89, and affords the only oppor- tunity of preserving unbroken the history of the evening in- struction. Allusion has already been made to the burning of the drawing school equipment, and the consequent suspension of these classes about midway of the usual term. The ele- mentary class, taught by Mr. Arthur H. Flint, began work on Monday, Oct. 29, '88, and up to the time of the fire had been in session on 33 nights with an average attendance of 31. The advanced class, taught by Mr. Thos. E. Sweeney, began its work on Tuesday, Oct. 30, '88, and had 31 lessons prev- ious to the fire with an average attendance of 19.
Of the other class of evening schools three were main- tained during the season of '88-'89. The school report for 1888 contains an account of the establishment of these
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schools, and of their career to the end of that year. To such report it is only necessary to add a brief statement of attend- ance for the entire season of '88-'89.
The school for Swedes was opened in the John Hancock building on Oct. 15, '88, and closed on Feb. 9, '89. This school was in session on 92 evenings, 46 for each of its two sections, the average attendance for the whole time being 22.7. The Adams evening school extended from Oct. 29, '88, to Feb. 23, '89, was in session on 58 evenings with an average attendance of 67.6. The Willard evening school held 54 sessions from Oct. 29, '88, to Feb. 16, '89, with an average attendance of 107.
EVENING CLASSES .- 1889-1890.
The present report deals with school affairs of the year 1889 and is prepared while the evening instruction for '89- '90 is still in progress. As a result, it is possible to give only a partial report of this season's work, and first of the
EVENING DRAWING SCHOOL.
For quite a long time the School Committee had looked forward to the establishment of this school in permanent quar- ters on the upper floor of the Hancock School building. Cut off from this project by the occupancy of all available space in that building by classes from the Willard School, it was deemed advisable to hire once more quarters in the Hardwick Building. In fitting up these quarters provision was made for the instruction of a mechanical class of 30, and a free-hand class of 32.
The former class, taught by Mr. Flint, held 14 meetings between Nov. 18 and Dec. 20 '89, with an average attend- ance of 25.7. Between November 21 and December 28 the free-hand class, taught by Mr. W. A. England, was in session on 13 nights with an average attendance of 22.8.
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OTHER EVENING SCHOOLS.
It was deemed unnecessary to continue the special even- ing school for Swedes. The Adams evening school was opened on November 4 and up to December 20 was in session on 27 nights, with an average attendance of 130.7.
During the season of '88-'89 the rooms in this building were lighted by arc lights which proved unsatisfactory. By way of preparation for the work of the present winter four rooms were wired in order that incandescent lights might be used. The improvement involved considerable expense, but is of a permanent character and is fully justified by experience. Owing to the lack of adequate accommodations it was not at first deemed possible to open evening schools in the Willard district. On December 12, however, Forrester's Hall was opened for evening instruction. Up to the Christmas vacation it was so used for six evenings with an average attendance of 48 pupils.
DRAWING AND MUSIC.
The people of Quincy are to be congratulated on the marked success which has attended instruction in these two branches. We have been exceptionally fortunate in the char- acter of the specialists under whose direction the work has been inaugurated and carried on, but not less fortunate in hav- ing a body of teachers who have most loyally carried out the ideas of the experts employed. Instruction in drawing found a place in our curriculum in 1881, at first under the direction of Mr. Chas. M. Carter, and when ill health compelled him to relinquish his position, a worthy successor was found in the person of Miss Jessie N. Prince. Although a decade has not elapsed. since the work was entered on, each year has bettered the results of its predecessor, and, while the end is not yet, the development of the subject already secured is very gratifying.
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It was not until April, '86, that systematic instruction in music was attempted. This work has been in charge of Mr. Lewis T. Wade from the outset, and deserves as warm com- mendation as has just been awarded the drawing. Serious illness has greatly interfered with the regular work of Mr. Wade during the year and has prevented the preparation of any special report upon the subject of music, but I hope the following report submitted by Miss Prince may receive the attention which it deserves :-
MR. GEO. I. ALDRICH, SUPERINTENDENT OF SCHOOLS :
The foundation of the work in form study and drawing, has re- mained the same as in previous years, though slight modifications have been made in the methods and new materials added.
We have now in each building individual solids for the pupil's use, also drawing boards, T squares and triangles as better facilities for mechanical drawing.
Color having been accepted by leading educators, as an important means of mental development, has been introduced into the primary schools. We teach color as a means of developing ideas of form through the color sense, and of expressing the color impressions made upon the mind with paint and brushes. The children are delighted with the color and we trust to make this pleasure a profit.
Our starting point has been the educating of the color sense. Children have been trained to get the perception of the color first and name afterward.
Dr. Joy Jeffries in an article on color names, color blindness and the education of the color sense in our schools, says : -
" Colors must be taught and not simply the color names of colored objects. A blind child will give the name of the color of grass, trees, apples, bananas, bricks, its companion's clothes, and perhaps even hun- dreds of objects the color name of which it has learned. So also the color blind boy will do the same. It is one thing to learn the color name connected with a remembered object, and a very different thing to connect the right name with the sensation a green color arouses."
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After the children know the different colors, and are able to put the color on the paper in the right way, they will be taught to mix colors and arrange them in a harmonious and tasteful way.
As an outgrowth of the work in color, we shall hope to train the eyes to a love for the beautiful, so that they will be able to detect inhar- monious contrasts, and will know of any defect in their color vision.
Color has also been placed in the high school. The pupils study the theory of color as applied to pigments and make harmonious com- binations in color. An original design applied to prints is then painted. Afterwards comes painting from still life and flowers.
The work of the past six months, has been done entirely upon sep- arate sheets of paper instead of in drawing books as formerly. The work done on separate paper seems to cramp the child less, for having no printed drawings before him, as often times he did in a book, he ob- serves the object more accurately, and reads its form more correctly, uses his eyes more intelligently and then expresses independently the re- sult of his seeing and thinking.
The modelling in clay, color work, paper folding and cutting, and stick laying are all means to one end, to teach children to see and think. Drawing is then introduced as a language to express and impress the ideas the pupils have gained through observation and thought.
The children are often asked to make something in paper, cloth or wood from their drawings, as a mental training through the hands. Thus manual training is begun.
As so much of our comfort and happiness in life depends upon the use of the hands, and as the hands are of exceeding great value to man, we try to make the expression of thought through the hands continuous from the earlier to the later school days.
The teachers and children are beginning to look upon drawing as a new expression which aids in other studies and I trust we may yet use it as freely to express our thoughts as writing or speaking are now used.
Sketching can be used in every lesson which needs illustrating.
The drawing becomes each year less and less a work separate and distinct from the other studies taught in our schools. We use it in a con- nection with these other studies and find it a valuable assistant. When a child turns from choice to the crayon to make his meaning clear in a recitation, we feel that his knowledge of drawing is becoming of prac-
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tical use to him and that the time he has given to the study of it has not been lost.
I appreciate most sincerely the hearty co-operation of the teachers, and must attribute whatever success we may have obtained in drawing largely to their faithful labors.
JESSIE N. PRINCE. MANNERS AND MORALS.
During the year a member of the School Board of the City of Boston introduced the following order which was passed :-
Ordered, That the Committee on Examination consider and report to this Board some plan by which the public schools can be brought to a much higher standard of etiquette than that existing at the present time.
I do not cite this bit of Boston school legislation as some- thing heretofore unknown in Quincy and deserving imitation. For others will. For 15 years at least, no object has been pur- sued more heartily than has the attempt to make our schools effective agents in the moral training of the boys and girls. Teachers have cheerfully accepted very heavy responsibilities in this matter, far heavier indeed than they have been called to do, if we consider only the better of their obligations. It is because of the exceeding value of this phase of our school work, that I have made opportunity of calling attention to, and emphasizing it once more. Instead of repeating language which I have used in previous reports, I quote briefly from an interview with Dr. Samuel Eliot on the subject of the above order.
Dr. Eliot says : "Teachers of good manners generally have pupils of good manners. Theirs is the power of example, of consideration, of kindly rebuke, of discourtesy, of kindly appreciation of courtesy. They like to praise better than to blame, and they know that it goes much farther, even if there is but little that they can find to praise. Gentlemen and gen- tlewomen are not easily made. The rudest boys can be taught
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to be less rude, and ill-behaved girls can be won to com- paratively good behavior. This is smoothing the surface and making it fair. But for manners that are worth any- thing, the teacher knows he must go deeper. It is by training the will and the affections, by purifying and elevating motives, by stress on the duty that is nobly done, and so making char- acter the one chief object, that the sources of good manners are reached. The standards of our schools are intellectual and disciplinary. They ought to be moral. Then the veil will be lifted between teacher and pupil, between pupil and pupil, and reverence, kindliness, disinterestedness, will come forth in all their gracious forms, and manners be glorified. It is a pity that so much of this higher work for children should have to be done in school. Home is the true ground for it. There the seed is naturally sown, and there it should bear fruit to spread far and wide and enrich the school as well as the com- munity. But the places from which many public school pupils come are incapable of training them, and it is upon their teachers and their more fortunate schoolmates that they must draw for the help they most need. Give them sympathy, give their helpers sympathy, and lend a hand to every possible op- portunity of making them the men and the women on whom others in their turn may be able to depend hereafter."
How much has been accomplished by our teachers in the very spirit of the above, the Superintendent has had abundant chance to observe. While all good action of this sort carries with it its own reward, it is right that there should be a general appreciation on the part of the public of all such effort. Such appreciation is a recognition of what has been accomplished and an incitement to unremitting attention in the future. In such work, if anywhere, is it true that "not failure, but low aim is crime."
FREE BOOKS AND SUPPLIES.
The Legislature of 1884 enacted a law which took effect on
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August 1st of that year, the first section of which reads as follows :-
"The School Committee of every city and town, shall pur- chase, at the expense of said city or town, text-books and other school supplies used in the public schools, and said text- books and supplies shall be loaned to the pupils of said public schools free of charge, subject to such rules and regu- lations as to care and custody as the School Committee may prescribe."
Five complete school years have elapsed since the free text- book law went into effect, and I have during that time watched its operations with interest. In the above section, the most important of the act which made Massachusetts schools abso- lutely free schools-the italics are my own and have been em- ployed because the step which I now propose goes beyond the action contemplated by the Legislature. The teachers and myself have come to notice the fact that there were households wherein the children's school-books were the only books to be found, and now that the books are only loaned to the pupils, these households are left entirely without books when the pupils leave school. We have also found it desirable that the high-school pupils should have at home at least an arithmetic, geography, grammar, and history, to which they may refer as occasion requires. Without attempting to decide just at present whether the city can legally do so, or if it can, without attempting to point out the precise action which is necessary, I wish to advise that, if possible, pupils at graduation from the grammar schools be allowed to take with them, as their own, the books which they have used during their connection with the schools. These books will have been in use for several years,-say from three to five,-and will scarcely be fit to be reissued to other pupils. It is suggested, then, that we seek a way by which the city may dispose of that which is almost without value to itself, but which will be of decided use to the
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proposed recipients. The Superintendent is obliged to employ a large amount of time in the purchase and distribution of books and supplies, which he can ill spare from other lines of activity, which more directly influence the character of the work done in the schools. This result seems inevitable in a system of schools no larger than our own. In larger commu- nities this duty is performed by a supply agent, and the Super- intendent is left free to devote his time, thought, and energy to those duties which more legitimately belong to his office.
FREE SCHOOLS AND FREE LIBRARY.
It is now about 15 years since measures were adopted designed to create a close connection between the educational forces named above. As a first step the Trustees of the Thomas Crane Library granted to teachers of the A and B grammar classes the privilege of drawing from the library at one time 10 books for the use of their pupils. Subsequently the same privilege was granted to teachers of the Cand D grammar classes. Two "Children's Book Lists" have been issued, and a third designed to cover more recent accessions to the library is now in preparation. It is impossible to state in exact terms the benefits conferred upon the schools by this wise liberality on the part of the library authorities, supple- mented as it has been by the active co-operation of our teachers. All who have watched the working of the measure know that it has resulted in immense good. The chief credit for the inauguration of the scheme is due to Mr. C. F. Adams, distinguished alike for service upon the School Committee and upon the Board having charge of the library. By per- mission of Mr. Adams I am enabled to reprint at this time an address read by him to the teachers of Quincy in May 1876, on "The Public Library and the Public Schools." The article has been long out of print, and I am sure that its re- appearance will be welcomed in many quarters. Having had
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some difficulty during the year in making it accessible to our principals alone, I am now glad to be able to put it into the hands of our entire corps of teachers, by all of whom I hope it may be read with the careful attention it so well deserves.
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