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 1890 > Part 11
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We began in all the grades with the study of plants, that being the most familiar ground. We found and named the wild flowers still in blossom. In the lower grades these flowers were used as the basis of oral language lessons. The flower was named and " stories " were told about its qualities and habits. These stories, copied on the blackboard, furnished the text for a reading lesson. In the lowest grade, the name of the flower, and in the higher primary grades the " stories " told, were copied or reproduced from memory, giving busy work and drill in copying, writing and spelling. Sim- ple and appropriate lines of poetry were found and committed to memory. In higher grades, simple comparison and grouping of the specimens was added; the parts of a plant were found, described, and named, from speci- mens brought in by the pupils; and in some rooms there was time before the close of the season to name and describe the parts of a leaf and flower in the same way. Collecting and naming was kept up as long as the flowers
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remained. The number and variety of the specimens gathered was proof of the zeal and interest of the collectors. Common names only were used. Habits and prominent qualities were noted. Oral lessons were followed by written descriptions, accompanied wherever possible, by drawing. Ex- pression by means of drawing was made a prominent feature; and here the willingness of the pupils to use pencil or crayon was evident and helpful. As the flowers faded, the fruits and seeds which took their places were studied, and some seeds were planted, that we might watch the growth of a plant. A little attention was given to leaves, then in their autumn coloring ; and this, followed by the study of manner of growth and branching of trees, and the peculiarities by which the different species may be identified in the winter season, with a somewhat detailed study of the evergreen trees, kept up the observation of plant life and served to connect the fall with the spring work.
For special winter study we turned to minerals, centering the work on the granite of the locality, and adding to the examination of the minerals found therein, the study of such other minerals as were common. In this direction the interest manifested from the outset by pupils in all grades, was a pleasing surprise. The pupils have found all the specimens used; a col- lection has been started in every room; and many have begun individual collections. In every instance the beginning of a collection was the thought and wish of the pupils. Had it not been so, collecting would have been suggested ; but as it was, the voluntary act was much better. A little dis- cussion as to what is, and what is not, of value, teaches the pupils to be discriminating and keeps the collection within bounds.
At the beginning of the new year, the pupils in the grammar grades were asked to watch the birds which remain here during the winter. They were to keep a record of their observations in the form of a bulletin, on the black- board or on paper, noting the name, size and color of the bird, the character of the beak and claws, the note, the food, and the home, as soon as the observation was made. This, to be continued with the summer birds, as they return, introduced the study of animals. For primary grades simple observation lessons on pets and the common domestic animals, were substi- tuted for the more difficult work.
Later, attention was directed to some of the commonest natural phe- nomena; to the forms of snow, ice, and clouds; to the action of frost and rain, and their effects on rock and soil.
The appearance of the sky is being watched, and the constellations recognized and named. The myths associated with these star groups add to the interest in finding them.
In the highest classes very simple lessons in physics and chemistry have been introduced.
The method of work in the different lines has been similar. With the exception of the last named series of lessons, everything has been strictly elementary dealing, with the observation of facts. Starting in the lowest
245
grade with conversation lessons, the pupils are taught to recognize and name a few familiar objects; to find single prominent and distinguishing qualities of these objects; and to describe them in simple sentences. Later, they read and copy short sentences, describing single qualities, habits and uses of the object studied, and combine these into a simple narrative. Some study of parts, the comparison of the objects and their parts for differences and resemblances, with simple grouping, based on these comparisons, fol- lows. Each grade is to continue and enlarge upon the work of the previous years. In the grammar grades the objects chosen for study will be largely typical. Very little memorizing has been required ; the pupils being allowed to grow familiar with the specimen by repeated observations. Examina- tion of the specimen under the direction of the teacher comes first; then further study and reading by the pupil; after which the facts obtained are discussed and gathered into form for use. An oral or written review, with drawing, follows; and application is made by collecting other similar specimens. While a course of lessons is mapped out, teachers are not held to it rigidly ; advantage may be taken of any opportunity for an impromptu lesson at any time. The teacher, while allowing the pupil to make his own observations with all possible freedom, yet keeps in mind, in each lesson, those points which are of value as distinguished from those which are merely curious or incidental. In the study of a mineral, for instance, the child is directed, if he does not of his own accord do so, to notice how the mineral is made up, what kind of faces it has, what it can be scratched with, what colored mark it makes, how it looks when held in the light. Nothing is said of structure, cleavage, hardness, or lustre, yet the child is forming the habit of noting these things about a mineral. The simple question, " How did you tell it from the rest?" is fixing in his mind the distinguishing marks of the mineral, and the question, " What liave you seen it used for?" is leading him to associate uses with qualities. The child is using his powers of observation and expression; tlie teacher is directing the use of those powers to the best advantage.
So with the entire course, the immediate purpose is to secure a broad range of observation and an acquaintance with nature. Yet a knowledge of plants lays the foundation for the study of botany; the study of minerals prepares for mineralogy ; observation of natural phenomena, of forms of water and their work, leads to physical geography and geology; the study of the appearance and motions of the heavenly bodies, to astronomy; and simple lessons on matter and force, to physics, and chemistry. That the majority of pupils will carry their studies so far is not expected. Those who do will have a good foundation upon which to build. For the present we are chiefly concerned with the work in its relation to pupils who leave the schools at or before the close of the grammar course. Such, if properly trained and directed, have gained in power to observe closely, to describe accurately and concisely, to see relations, and to look back of observed phenomena, to causes.
246
We have but made a beginning, yet the outlook is hopeful. Many changes will doubtless be made before an entirely satisfactory course is reached. The grading of the work is necessarily imperfect. More can be accomplished as we go on. Still, some things have been accomplished already. The pupils are interested. They enjoy the work. They are observing natural objects and forming correct habits of observation. School cabinets representing the work of the pupils are being built up. The col- lection is not limited to the few illustrative objects studied in the class-room but includes whatever of interest is found. The pupil's choice of reading matter is influenced to some extent. While reading about a thing is kept entirely subordinate to watching the thing itself, the pupils often prefer a book which will supplement their observation, to any other. The work is rapidly fitting into its place in connection with other studies. Its relation to language is apparent. In the lower grades it also finds a place in the busy work, the number work, the reading, copying, and drawing. In higher grades, language, reading, geography, and general exercises may be adapted to the nature study. The teachers have shown themselves fully equal to the work of teaching elementary science. To their ready co-operation and careful work the success of this, our first year, is largely due.
S. E. BRASSILL,
Supervisor of Science.
THE HIGH SCHOOL.
It is my purpose at this time to summarize the various sug- gestions and recommendations in regard to this school, which have found utterance in my former reports. At the outset, it is important to have in mind certain influences which affect the size and character of the school. Quincy boys who anticipate a college course, naturally go to Adams Academy for their preparation. It is quite proper that they should do this, and there is no reason known to me why the High School should concern itself with college preparatory work. Thayer Acad- emy, located in Braintree, is a secondary school of high grade, and Quincy girls are able to enjoy its advantages on such terms as to induce many of them to attend it. I know of no reason for objecting to their so doing.
247
A third institution, the State Normal School at Bridge- water, is easily reached by residents of Quincy, and nat- urally attracts students from our midst. There is also an influence of quite a different sort affecting the school: for want of a better name, I may speak of it as the " commercial influence."
From our nearness to a large city, and from the fact that they see certain associates so occupied, many Quincy boys, on their departure from the grammar schools or after a brief con- nection with the High School, put aside all thought of further study, and enter at once upon some sort of employment. The united effect of these influences is two-fold. First, the school lacks the inspiring influence which would be exerted by the earnestness of a body of students eagerly fitting themselves for some higher institution, and secondly, its size is diminished, so that in such a community as Plymouth, for example, we shall find a High School, not only relatively, but absolutely larger than our own.
With the independent establishment of the Woodward school for girls - in case such event comes to pass -there will exist a fifth influence, having the same tendency as those named. It might be easily inferred from the foregoing that there is no place in Quincy for the public High School. Such inference would be 'a wholly mistaken one, as a matter of fact, but it may suffice for the present to recall the circumstance that, until specially exempted by the legislature, Quincy is obliged by law to maintain a High School. It is indeed questionable whether the best interests of the city will be served by the existence within her limits, of three secondary schools, and during the year, there has been considered the possibility of
248
effecting some manner of connection between two or more of these. Assuming the continued existence of the High School, it remains to make it as good a school as circumstances will possi- bly allow. In this connection, there are several matters to which I may revert, and the first concerns the method of admission to the school. For several years past, it has been our custom to bestow diplomas on all pupils who passed over the course of studies prescribed for the grammar schools, with a fair de- gree of credit. These diplomas do not ensure admission to the High School, but to such pupils as are deemed qualified an additional certificate is granted. Action upon these certifi- cates is conditioned-not upon a single examination -but upon several, submitted in part by the grammar Principals and in part by the Superintendent; upon the daily work of the pupil for a year, and upon a careful consideration of the pupil's age, ability, disposition and future plans. In a few doubtful cases, conditional certificates are issued, the conditions upon which admission is granted being specified in writing. In a measure they are all conditional, since the pupils are informed that the length of their connection with the High School con- stantly depends on the character of their work. Without en- larging further upon this plan of admission, I may dismiss it with the remark that continued experience stamps it as a wise scheme, needing only wise administration to ensure its com- plete success. For a long time the course of studies of the school has covered a period of three years. The subjects em- braced in the course have varied from time to time, in accord- ance with influences which I need not now describe, but it has been steadily true that the time has been found insufficient for the work attempted. In some instances, pupils have been in-
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duced to spend a fourth year in the school, after having partici- pated in graduating exercises with their classmates. Such an event, however, has been unusual and exceptional. Tradi- tion has marked out three years as the time requisite for the completion of the course, and it has been found difficult to retain students after the expiration of such time. It has steadily become more apparent that some means must be found of overcoming this influence. As a first step toward this re- sult, we must be in position to offer for consideration a course of studies covering four years. Accordingly, Mr. Lull, the very efficient Principal of the school, and the Superintendent, have drafted the following course for possible approval and adoption by the Committee. It has been our purpose to still allow such pupils as chose the shorter course, to graduate at the close of three years. They might be styled graduates from the three years' or English course, while those remaining a year longer would be graduates of the four years' or general course. At least as early as the end of the pupil's first year in the school, his parents should carefully consider which of the two courses he is to pursue. In many cases it would doubt- less be wise to learn the opinion of the teachers before reach- ing a final decision. Nothing will do more to elevate the standard of the lower schools, and to maintain such high stand- ard when once secured, than the existence in the city, of a really superior High School. Not a few graduates of this school, who find it impossible to continue their education else- where, yet look forward to becoming teachers in the city. The School Committee might wisely insist that all such indi- viduals should complete a four years' course in the school, as a condition of being employed as teachers.
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As I have stated in a previous report, I am entirely in favor of securing as many pupils as possible for an attendance of one or two years at the school, where circumstances forbid the completion of the course. When such a course of studies as is here outlined comes into full operation, the present teach- ing force will be wholly inadequate. They are fully occupied at present, and arrangements are already in progress, looking to the partial employment of the director of nature work as an instructor in the school.
The present building is very far from meeting the demands of a modern High School. It has no laboratories whatever, no suitable provision for a school library or for instruction in drawing. As I have before suggested, the time may come when the building can be given up to schools of a lower grade, which do not demand these special accommodations. Having such result in mind, it would seem a mistake to enter upon any expenditures upon the building, of sufficient magnitude to bind us to it indefinitely. It will be possible, however, to make such provision for the proper teaching of chemistry, as will answer the need of the school after a fashion, and this can be done at moderate cost. An important feature of the course of studies submitted for your consideration, is the prominence given to the study of English, which, in one form or another, extends from its beginning to its end.
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QUINCY. HIGH SCHOOL.
Provisional Course of Study for Three and Four Years. Every Pupil to Pursue Three Studies,
Years.
Required.
Elective.
I.
English, 5 hours per week. Algebra, 4 hours.
English History, half-year, { 4 hours.
Botany, half-year, Latin, 4 hours.
II.
English, 1 hour. Geometry, 4 hours. Physics, 4 hours.
Book-keeping, half-year,
4 hours.
Civil Government, half-year, Latin, 4 hours.
III.
English, 1 hour. General History, 4 hours.
Chemistry, half-year, 3 4 hours.
Physiology, half-year, S Latin, 4 hours.
· French, 4 hours.
IV.
Reviews, 1 hour. English, 4 hours.
Geology, with Mineralogy, half-year,
Astronomy, with Physical Geography, 4 hours. half-year,
Latin, 4 hours. French, 4 hours.
Extra requirements - Drawing,
Music, Rhetoricals.
Pupils pursuing the three years' course may elect French at the beginning of the second year.
TEACHERS' MEETINGS.
The teachers' meeting has been one of the most effective agencies in promoting the life of our schools. It is hard to disabuse the popular mind of the idea that attendance upon such meetings is almost in the nature of a chance for recre-
252
ation, conferred on teachers. As a matter of fact, these meet- ings involve more work, immediate and prospective. Where you find a dead-and-alive school system, there you will find no teachers' meetings. As in previous years, our teachers have assembled by grades, to derive instruction from the special teachers, and also in general meetings. Up to the present year, if I am not in error, these general meetings have been devoted to the consideration of such topics as may be included under the heads of School Management and Principles and Methods of Teaching. Without intending to derogate in the least from the importance of these vital subjects, it occurred to me that general meetings might also serve a useful pur-
pose of a different character. Meetings of the type just referred to afford to those who enjoy their benefits, increased skill in administering a school, deeper insight into principles of teaching, and a readier command of methods. While this vari- ety of meeting has been kept up, an attempt has been made through others of a different character to directly increase the general culture of the teaching corps, and to stimulate indi- vidual endeavor toward the same end. Such result is of great . importance. Many persons of scholarly tastes have entered on the work of teaching, in the belief that they might live at the same time the double life of teacher and student. Many of the number have learned through disappointing experience that the two pursuits are not entirely compatible. Unless possessed of extraordinary physical powers, a teacher may be so fatigued at the close of a day in school as to find occupa- tion of another sort - or no occupation whatever - ab- solutely necessary. In the absence of some outside influence, many a teacher would after a time restrict his literary life to
253
the hours of daily school sessions. It is the purpose of the last class of meetings named above, to exert such influence. While this influence is helpful to all teachers, it is, of course, needed in very varying degrees by different members of the corps. On the one hand may be a person who has worthily earned the A. B.,- on the other a graduate from a brief course of study in a high school of moderate efficiency. I append a memorandum of the general meetings of the year.
Thurs. Mar. 13. Speaker, Mr. B. B. Russell, Supt. of Schools, Brockton.
Mon. Sept. 8. Speaker, Mr. Aldrich.
" Oct. 27.
Tues. Nov. 4. .. Lull.
18. .. ..
Dec. 9.
Aldrich.
..
16. .. Miss Brassill.
TRAINING CLASS.
In September the Superintendent organized a Training Class, the conditions of membership being the same as during several previous years. Other duties of one sort and another have so completely engrossed the time of the Superintendent as to preclude his affording to the present class such instruc- tion in school management, and upon the principles and methods of teaching, as he has given previous classes. The following-named persons have been connected with the class :
Marion S. Anderson, Ella L. Bates, Blanche L. Bright, Fanny H. Burgess,
Louise E. Leland, Carrie T. Lincoln, Sarah C. Linscott, Annie Mackenzie,
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Ida J. Cameron,
Florena A. Mann,
Jennie M. Cobb,
Annie M. McCormick,
Hannah P. Coughlan,
Catherine M. McGinley, Kitty McGovern,
Agnes Crehan,
Nellie F. Cullinane,
Carrie Nowland,
Mary Cutler,
Phosie B. Peterson,
Flora S. Davis,
Sylvia E. Prescott,
Alice Dunn,
Nellie E. Ring,
Grace W. Emery,
Lillian A. Robinson,
Henrietta C. Esson,
Anna K. Rogers,
Rubie H. Graves,
Eugenia C. Sears,
Lena J. Hall,
Hattie A. Snell,
Lillian W. Hammond,
Emeline Stone,
Ellen A. Hogan,
Carrie A. Hook,
Sarah E. Sweeney,
Mabelle C. Knight,
Lucy B. Tarbox.
CONCLUSION.
As I draw this Report to a close, I feel that I should be entirely justified in commending much of the work of the schools during the year 1890. Instead of doing so, however, I prefer to dwell somewhat upon the aims which have guided the teachers and Superintendent in their management of the schools.
First. - It has been our constant endeavor to have every pupil at school, whose absence could not be satisfactorily accounted for. We believe that good schools will attract pupils, and have striven to make the schools sufficiently good to effectually draw to them all the children.
Second. - Making wise use of the means placed at our dis- posal by the city, we have carefully guarded the health of the pupils, by securing for them right physical surroundings.
Rose M. Sullivan,
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Careful regard has been paid to temperature and ventilation, and by well-timed physical exercises we have attempted to mitigate the confinement of the school-room, and to improve the general bearing of the pupils.
Third. - We have endeavored to characterize the govern- ment of the schools by patience, firmness, steadiness, and cheer- ful good-humor, to the end not merely that the school-rooms should be quiet and orderly places, but that the characters of the pupils should be moulded wisely, as they must be by the prevalence of such qualities.
Fourth .- We have regarded mental training as a result higher in value than knowledge. If the first is secured, we know the second will be forthcoming. Doing nothing for pupils which they can fairly be expected to do for themselves, we have endeavored to make their work as pleasant as possible by permeating it with intelligence. Realizing the tendency in school management to dull and deadening monotony, we have sought earnestly for such variety as might keep the schools thoroughly alive.
Fifth. -- Impressed with the conviction that the most im- portant results to be secured are those which have to do with the characters of the pupils in our charge, we have endeavored, not only in the domain of school discipline, but also in all the relations of pupils with teachers, of pupils with each other, of pupils with their work, - by example and precept - directly and incidentally, -to so train them during their early years that they shall grow up worthy citizens of a free Commonwealth -good men and good women.
GEO. I. ALDRICH.
256
RESIGNATIONS AND TRANSFERS.
High School. H. A. Keith.
Adams School. Josephine Spurr; Lilian M. Hobart, to Newton.
Coddington School. Carrie M. Hall.
John Hancock School. C. Lettie Newton, to Waltham ; Fannie A. Manson, to Ashmont; Clara E. G. Thayer, to Springfield.
Quincy School. Gertrude Goodwin, to Boston ; Ellen N. Farnum, to New York ; Mary E. Raymond, to Waltham.
Washington School. Nellie F. Kendall, to Wollaston.
Willard School. Geo. M. Wadsworth, to Bedford, as Superintendent of Schools ; Isabel B. Holbrook, to Bridge- water; Winifred B. Thorndike, to Bedford.
Wollaston School. Alzie R. Hayward, to Milford ; Helen E. Chandler ; Charlotte L. Polson.
REPORT OF ATTENDANCE, ETC., FROM JAN. 1, 1890, TO JAN. 1, 1891. HIGH SCHOOL.
GRADE.
TEACHERS.
Whole Number
Enrolled.
of Different
Pupils.
Average Num-
ber Belonging.
Average Daily
Daily Attend-
No. of Tardi-
rata Av. Daily
Cases of Tru-
No. of Visits.
HIGH.
HERBERT W. LULL, Principal. SIBYLLA A. PFAFFMANN . ELIZABETH A. SOUTHER
183
110
108
103
95
.71
2
43
ADAMS SCHOOL.
A Grammar .
James M. Nowland, Principal.
75
33
35
34
96
.29
3
59
B Grammar .
Mary E. Dinegan .
109
50
47
46
98
.32
2
67
C Grammar .
Eliza C. Sheahan
128
64
59
57
97
.40
-
72
D Grammar .
Mabel T. Totman .
167
68
71
67
94
.88
5
75
A Primary .
Mary M. Devlin
118
110
83
80
96
.53
5
93
A Primary ·
Jennie G. Carmichael.
Eliza F. Dolan
110
65
53
50
94
.96
1
91
C Primary
Annie M. Billings . ·
89
59
44
41
93
.62
5
52
D Primary
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