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 1891 > Part 8
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EXPENSES OF 1890.
As explained in my last report, the appropriation granted in 1890 did not prove large enough for the expenses of the year. Claims to the amount of $3,351.40, outstanding at the close of 1890, were provided for by special action of the coun- cil at the opening of the present year. A detailed statement of these claims appears on subsequent pages.
III. SCHOOL BUILDINGS.
High School of 3 rooms,
Date of erection 1852
Adams School of 10 rooms,
1855
Coddington School of 9 rooms, "
1855
John Hancock " " 8 "
1886
Quincy School of 8 rooms, 66
66
1873
Washington School of 8 rooms, "
1858
Willard School of 16 rooms
1891
Wollaston School of 9 rooms
1873
The old Willard Schoolhouse was burned on Sunday, Feb. 17, 1889. A prediction made at the time that more than two and one-half years would elapse before a new building would be ready for occupancy would have excited general derision. Such, however, proved to be the fact, the new building not being ready for occupancy until Sept. 9, 1891. In this con- nection I would call attention to the subject of school house repairs. Under the town form of government such repairs were under the control of the School Board, and no change occurred during the first two years of our present form of
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government. At the opening of the year 1891 it was decided that the money appropriated for the repair of school buildings should be expended by the Commissioners of Public Works. As you are aware the language of the charter is not explicit in this matter, good judges differing as to its proper interpretation. Being now wholly free from any personal interest in the matter, my motives will not be open to criticism, if I recommend the Board to endeavor to bring about a return to the earlier practice. In my judgment the matter is of sufficient import- ance to warrant a slight amendment of the charter, in case an amendment should be deemed necessary. During the past year the Commissioner and the Superintendent of Schools have acted in entire harmony, but the arrangement seems to me an essentially vicious one, under which much needless friction and irritation are quite likely to arise.
IV. TEACHERS.
MEN.
WOMEN.
High School Principal
1
-
Assistants
-
3
Grammar School Principals
5
1
Primary
1
Assistants in charge of grammar classes
23
Assistants in charge of primary classes
40
6
68
Director of Drawing
66
" Music
-
1
66 " Nature Study
-
1
-
-
-
-
1
·
A comparison of the above table with that of last year discloses an increase of one in the High School assistants and an increase of two in the assistants in charge of grammar classes. With reference to our teachers, two points, repeatedly discussed in previous reports, ought to be persistently kept before the pub- lic mind. These teachers are underpaid. My impression is that an inspection of our school reports issued prior to eigh- teen seventy-five, will show that succeeding school committees have long been conscious of this. It ought to be regarded as a
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noteworthy fact that during the years which have since elpased - years in which the schools have earned a remarkable reputa- tion -the work on which this reputation securely rests has been done by cheap teachers. Lest I be misunderstood, let me say rather, that this work has been done by excellent teachers who have been inadequately paid. This ought not to go on. It is remarkable that such underpayment of teachers has not proved wholly disastrous. It is perhaps fortunate for our peace of mind that we cannot measure the loss which the schools have sustained through the constant sifting out of good teachers who have gone elsewhere because they could not afford to remain in Quincy.
These teachers are overworked. Not that this is true in every instance ; but it is a general truth. The number of pupils has increased with great rapidity, and the increase in school accommodations and in the number of teachers has stead- ily lagged behind. I will not dwell on the injustice done teachers, but again it may be fortunate for our peace of mind that we cannot accurately estimate the loss which pupils have experienced from these causes. If I may again refer to a city with which I have made several comparisons, let me point out the fact that with a school population 91 per cent. as large as - that of Newton, we employ a teaching force but 69 per cent. as large as hers. Such facts as these should be forced upon public attention until a better state of things exists.
V. ATTENDANCE.
Whole number of pupils registered, 3,649, an increase of 227 Average 66 belonging, 2,865, " 66 167
60 attending, 2,733, "
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Ratio of attendance to membership
· .95
Pro rata of tardiness to average attendance
· .59
We ought to feel somewhat proud of the attendance record made by our schools during the past fifteen years. The policy by which it has been secured seems to me so wise and effective that I briefly call attention to it. If our experience has proven anything, it is that children love to attend school when schools are what they ought to be. This is the general rule and the fact that here and there an exception is found only proves its soundness.
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The broad statement is that a good school is distinguished by the prompt, constant, and willing attendance of its pupils. We have steadily acted upon this belief and have not been dis- appointed. While the great mass of pupils are so reached it may be asked, what of the exceptions already noted? It is evident that the superintendent cannot have direct, immediate knowledge of every case of absence. No more can the princi- pal of a building. The teacher of any single class, however, can have such knowledge. She interests herself at once and thoroughly in every case of absence, dealing directly with the individual concerned, and, if necessary with his parents. If her unaided efforts are not successful the assistance of the princi- pal of the school is promptly invoked. In the rare instances which do not yield to their combined efforts, the help of the superintendent has been called in. Only when the united efforts of all three have failed to produce the desired results have we resorted to the truant officer and the trial justice. These have been regarded as a last resort, only to be employed in desperate cases. As a result of it all, we have had the great majority of children steadily at school because they preferred to be there, and a very small minority at school because they were conscious of being looked after so vigilantly as to make the idea of being irregular in attendance a hopeless one. The point in which we should take special pride is that substan- tially all this work has been done by the teachers, as the meagre expenditures for services of truant officers bear abund- ant witness. This service on the part of teachers, far out- reaching the letter of their obligations, is but an illustration of the spirit which has characterized all their work.
EVENING SCHOOLS.
Following the same plan as in preceding years, I speak first of the season of 1890-91, and then, in order to afford more recent information of so much of the present season as belongs to the year 1891.
EVENING DRAWING SCHOOL.
On pages twenty-two and twenty-three of last year's re- port is a brief account of the opening weeks of the term of 1890-91. From that report I quote as follows :
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" During the present season but one instructor has been employed in the school, Mr. England, having charge of both free hand and mechanical classes. The school was opened on Nov. 4, and for the purposes of this report I make use of the records up to Tuesday, Dec. 23. The applicants for admis- sion were so numerous that it was found necessary to organize the students desiring instruction in mechanical drawing, into two sections, each attending two nights per week, and so leav- ing two nights for the free hand class. So long as the school was thus arranged in three sections, Class A in mechanical drawing received ten nights' instruction, with an average at- tendance of 15.8 ; class B, twelve nights' instruction, with an attendance of 21; and the free hand class, ten nights' instruc- tion, with an attendance of 28.2.
After Dec. 13, the attendance diminished to such an ex- tent that it became necessary to combine classes A and B. Be- tween the time of such consolidation and Dec. 23, the mechan- ical class were in attendance upon four nights, with an average attendance of 14, and the free hand class, for the same number of evenings, had an attendance of 21.5."
After the usual Christmas recess, the work of the school was resumed and carried on until April 17. In this second half of the season, the mechanical class received instruction upon 46 nights and the records show an average attendance of 14.6. The free hand class were in attendance on 44 evenings, the average number present being 11.4.
The "vork of the present season began on Monday, Nov. 2, and continued up to Dec. 12, when the school was closed for a recess somewhat longer than has been customary, but neces- sarily so as the appropriation was entirely expended. During the six weeks intervening between the dates just named, eleven nights' instruction was given to the free hand class, the aver- age attendance being 23; and the same number of lessons to each of the mechanical classes, the average attendance being respectively 25 and 22.
EVENING COMMON SCHOOLS.
During the season of 1890-1891 schools of this character were in operation only in the Adams building. The term extended from Oct. 27 of the former year to Feb. 27 of the
177
latter year and was divided by the usual recess at the holidays.
For the first portion of the term, last year's report gives the number of sessions as twenty-three and the average attendance as one hundred fourteen. The second portion of the term comprised twenty-four nights of instruction offered to an average attendance of forty-six pupils.
For the present season schools were opened in the Adams building on Monday, Oct. 19, '91. Between that date and Wednesday, Dec. 23, twenty-seven sessions were held and the average attendance of pupils was ninety-seven.
NATURE STUDY.
At a recent meeting of the Association of Colleges in New England, the following changes in courses of study were recommended.
1. The introduction of elementary natural history into the earlier years of the programme as a substantial subject to be taught by demonstration and practical exercises rather than from books.
2. The introduction of elementary physics into the later years of the programme as a substantial subject, to be taught by the experimental or laboratory method, and to include exact weighing and measuring by the pupils themselves.
3. The introduction of elementary algebra at an age not less than 12 years.
4. The introduction of elementary plane geometry at an age not later than 13 years.
5. The offering of opportunity to study French, German or Latin, or any two of these languages, from and after the age of 10 years.
I shall have occasion at this time to refer only to the first of the changes proposed. The others I have printed because they now form the subject of very active discus- sions in all educational circles. The tendency to regard the present in school subjects, methods, and management as the final is so strong that it is well for us to be informed that such discussions are going on.
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It is doubtful if a more conservative class exists in any community than may be found in the teachers of such commu- nity. When to this class conservatism is joined, the prevailing popular conservatism in all educational matters, we have in existence a most formidable barrier to all educational pro- gress. I do not forget the innumerable demands made upon schools and teachers, many of which ought to meet with only a stern denial. I am aware that many new theories have only their novelty to recommend them. At the same time, however, we must admit that with advancing age of both indi- vidual and community comes an increasing reluctance for change of any sort. With increasing years, both offer a less hospitable reception to new ideas. And so it comes to pass that most indi- viduals in adult life view with more or less misgiving any de- partures in the education of children from the practices which prevailed in their own early life. To their minds, the same knowledge which was formerly regarded as of paramount impor- tance must still be secured at whatever sacrifice. Not to pur- sue this line of thought, I may suggest a view which is certainly more reasonable. It cannot be that while marvelous changes are taking place in all other departments of human activity, educational values and practices are alone to remain fixed.
While new ideas of government, of religion, of the treat- ment of criminals, the insane, and other unfortunates are mak- ing their way with startling rapidity ; while methods of conduct- ing business, and of carrying on all industrial pursuits are being revolutionized ; while, in short, a new civilization is all about us, it must be that educational practice will conform itself to these changed conditions. It will do this whether we wish it or not, and practically it is for each community to determine how patiently it will listen to the measures of reform or inno- vation which are urged upon it, how impartially it will estimate the wisdom of these measures, and how vigorously it will insist upon the adoption of such measures as demonstrate their soundness.
Let us now recur to the innovations recommended by the association of colleges. Herbert Spencer points out three phases through which human opinion passes-" the unanimity of the ignorant, the disagreement of the inquiring and the unanimity of the wise." I think it is beyond dispute that the
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first change recommended-"the introduction of elementary natural history into the earlier years of the programme" has reached Spenser's third phase. While it has reached this stage as matter of doctrine, almost everything is yet to be accomplished in practice. A few courses of study include the work now under discussion, but generally nothing satisfactory can be found in the schools which are supposed to follow the courses. In the great majority of instances, neither in course of study nor practice of the school is any trace of such work to be found.
These considerations lead me to look back with satisfaction upon the share I had in the introduction to the Quincy schools of that systematic teaching and training which we have com- monly termed Nature study. When I recollect, however, that the work was begun in September 1890, and has thus far been pursued but one and a half school years, I fully realize that only a beginning has been made. The beginning, however, has been a successful one, and if the project shall, in the future, receive cordial support and wise management, it is cer- tain to produce results of great value. It is with much regret that I find myself obliged to sever my personal connection with an experiment from which so much may be hoped.
LEWIS T. WADE.
In April 1886, systematic instruction in music was added to the branches formerly pursued int he schools. The committee in charge of the matter realized that, as a first condition of success, the right person must be found to take charge of the enterprise. It was their good fortune to be directed to Mr. Wade, then in charge of musical instruction in the town of Wellesley. They visited the schools of that place, and were satisfied that no further search was necessary. Mr. Wade en- tered at once upon his new work in Quincy, and for five years rendered our schools a service of the highest possible character. During the latter portion of this time he was, indeed, enfee- bled by the encroachments of a disease which finally proved fatal. This only served, however, to bring out in brighter re-
180
lief heroic qualities of the most exalted kind. While I cannot now pay to the memory of Mr. Wade the tribute which it so fully deserves, I have felt that this report should contain some mention - however hasty and imperfect -of one who served the children of Quincy so faithfully, and whose personal quali- ties were an inspiration to all who came in contact with him.
On account of their intrinsic value, and as a memorial of their author, I reprint these brief reports which he prepared in regard to his work as musical director:
" A musical education, so far as regards vocal music, should produce the following results : First, the ability to read music as easily and correctly as printed language. Second, the growth and improvement of the voice through a proper use of the respiratory organs and the organs of speech. Third, the appreciation of the soul of music, or a knowledge of the art of expression, both as regards music and words. Fourth, a certain mental and moral character, gained largely through the quality of the music sung. Thus far, in Quincy, the work of the teachers has been principally directed to accomplishing the first of these results, with such attention to the voice as the character and ability of the pupil would permit. The system of instruction followed is that originated by H. E. Holt of Bos- ton, the music studied being that comprised in the books and charts of the ' Normal Music Course.'
" As little or no instruction in music had been given in any grade, it was considered best to confine the study for the first two months (May and June, 1886,) to the pitch of sounds alone. At the beginning of the present school-year, in Sep- tember, the study of time was begun and since that time the greater part of the grammar schools have sung the studies for one and two voices contained in the first and second series of charts ; and at the present writing (Feb. 1) many of them have nearly finished the studies and songs contained in the first sec- tion of the Second Reader. At the close of the present school year, most of the grammar schools will have sung the music contained in the second section of the Second Reader, and will have the ability to read music of ordinary difficulty written in three parts. The various primary schools are at different stages of the work above described. In the High School, the music studied is written in three parts,- for bass, soprano and
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alto ; and, as elsewhere, thus far. has been of such a character as to give the ability to read music at sight. In all the grades the endeavor is to give individual ability, and to secure independent thought and action. Imitation is not tolerated in any department of the study.
" I cannot speak too highly of the intelligence and enthu- siasm with which the teachers have prosecuted this work. With such co-operation, success is assured."
" In the School Report of 1886-87, I stated briefly the re- sults which might reasonably be expected from a course of in- struction in vocal music in the public schools.
" It has ocurred to me that it may not be out of place at this time to outline, to some extent, the processes by which we propose to accomplish these results in the schools of Quincy, and to give some of the peculiar features of the method of in- struction which has been adopted.
" While it may be known that the system of instruction in vocal music originated by H. E. Holt, of Boston, which we are following, embodies to a great extent the latest and most progressive methods of teaching, and is, in many respects, a ' new departure ' in this field, its peculiarities will be better · understood if contrasted somewhat with former methods, as re- lating to public school work in music.
" It certainly cannot be claimed that the old methods of instruction have produced the best results attainable in the ma- jority of schools where they have been followed. Perhaps the most fertile cause of their failure will be found in the fact that, until quite recently, it has been assumed by musicians that all instruction in the art of reading music at sight must be con- fined to the more advanced grades of school, the common im- pression being that little children have no ability in this direc- tion. The results of this belief may be seen in the sets of charts and text-books designed for the primary grades, where little or no provision has been made for education in music, they being prepared wholly for the purpose of teaching rote singing. It was expected that the teacher should first sing the songs or exercises found in them, the pupil's part being to imitate her singing. It is not too much to say that the time thus ex- pended was worse than wasted, as the subsequent musical in-
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struction attempted in the higher grades was hindered by the bad habits thus formed in the primaries.
" Under the new system all this is changed. Recognizing the almost universal ability of children to know and produce musical tones correct in pitch and length, the work of musical instruction begins in the lowest grade of school. "Where the old systems assumed that little children could do nothing in sight singing, the new system has proved that they can do everything.
" By a process of 'stuffing' the old system made imitators ; by teaching the children to think and act for themselves, the new system makes independent singers.
" The old systems regarded the song or exercise as the whole, and required the teacher to teach of these, by imitation, a large ' vocabulary with which to make plain the notation.' The new system regards as the whole that from which all songs, from the simplest melody to the grandest choral, are con- structed,- the succession of tones we call the scale.
" The success of the new system of musical instruction is perhaps due to this last fact more than to any other. For, if we are to regard the song as the whole, and attempt to make plain the mysteries of our musical notation by teaching a large number of these by imitation (afterward using these same songs in connection with their notation, that the children may 'learn the notes,') we shall at once see that to secure a pattern worthy of imitation we must have a musician, in each room in the per- son of the regular teacher, who can not only sing but who can sing tastefully and well. In consequence of this fact the method, even if correct in theory, must fail in practice, as such teachers are rare.
" When, on the other hand, we regard the scale as the whole, no such difficulty is found. The children are taught the scale by imitation when they first enter school. When this is accomplished the teacher has sung all that will ever be re- quired. She may proceed to analyze this scale, to teach all its intervals, and to impart a correct knowledge of rhymthic movement, without finding it necessary to sing at all at any stage of the work, the only requisite being teaching ability and a correct ear.
.
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" Such are, in brief, the essential features of the system of musical instruction in use in the schools of Quincy. That it is of such a character as to make easy and pleasant the work of both teacher and pupil is true, but it is no less true that what- ever the course of instruction followed, or however the work may be planned by the special teacher, few results can be ob- tained without the active co-operation of the regular teachers, who must give the drill from day to day, and who are the real teachers of music in your schools. It gives me pleasure to tes- tify to their hearty and efficient efforts in this study. Their course from the first has been such as to place me under per- sonal obligations to them and leaves nothing to be desired."
To the School Committee of Quincy, and to the Parents of the Children in the Public Schools :
"The brief reports on the subject of musical instruction in the schools of Quincy, which for the past two years your superintendent has kindly incorporated in his school report, have been largely devoted to giving an outline of the results to be accomplished in the department of musical study, with some brief mention of the methods by which these results were to be gained.
"Up to the present time this has seemed all that was nec- essary, but the work in music has now reached a stage of development in all the grades which leads me to feel that there should be a more perfect understanding on your part as to the aims and purposes of the teachers and myself regarding some of the departments of the work, to the end that you may cooperate with us in our endeavors to attain the highest possible standard of excellence.
"The date of this school report marks almost the end of three years of musical instruction in your schools. I trust that it is not now necessary for me to say to you that during these three years the study of music has been something more than a matter of recreation for the pupils. You have long before this become aware of the fact that your children are learning to read music as they read language, and that their interest in the study is no more directly maintained by means of the quickening of their emotions through the character of the music studied,
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