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 1897 > Part 16
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of the Commonwealth are, in the main, using the same methods.
The normal schools saw the trend of the times and those in charge brought their work, into harmony with the new condi- tion :. They have even recognized the need of practice as well as of theory, and have established model schools for practice under teachers of broad experience.
The training class, however, still lives, although the cause of its organization no longer exists, and although the organizer himself acknowledges that it has outlived its usefulness. It ought to be recorded here, in justice to the class and our corps of teachers, that every year the class has contained a few who have shown exceptional natural ability, and who have become valuable teachers.
Some of the reasons for the belief that the class is detri- mental to the best educational interests of the city are sum- marized below :-
1. Those graduates of our high school who wish to teach because they feel that they have a love for children and a nat- ural aptitude for the work, and who do not seek the school room because the work, is more respectable (?) than that of the office, store, or factory, should have a normal education and training. They would have it (all financial reasons to the con- trary nothwithstanding) if the Training class did not exist.
2. The trainer is an imitator of ways, means, devices and method. Imitation in itself unless the reason for the action is known, is harmful ; but often poor teaching and discipline are imitated. Errors are perpetuated and transmitted to other classes. Furthermore, the teacher may have been educated by the same process. The standard is lowered and the teaching deteriorates.
3. This "short cut" to teaching postpones the day so anx- iously awaited when all the people will acknowledge that teaching is in very truth a profession and not a business of keeping school. Why should it rank with the professions if only one year of training makes a teacher ? The training class accents all too strongly the dollars and cents.
37
4. The average trainer by indiscreet words and actions ofton makes the government of a room more difficult and thus ir- ritates the teacher. This is especially true when the trainer is officious, and feels herself " a great part" of the room.
5. There is ever present the temptation on the part of the teacher to put upon the trainer responsibilities that do not be- long to her, and to offer the trainer as an excuse for work omitted or poorly performed.
6. Pupils who are assigned to trainers tend to fall into slack ways and careless habits, and thus the work of the teacher is undone.
7. Our buildings are so constructed, that in most cases the trainer must work in the same room as the teacher, Con- fusion naturally results.
8. The trainer fails to distinguish between the ability to prevent a class from "going to pieces on her hands" and. the development of the class. Subduing, or repressing, or being allowed by the class to live, is not teaching, and yet on this basis the trainer often aspires to a school of her own.
9. Home talent is not an "unmixed evil." In our corps today are several most excellent teachers who would honor any school system. They came to their present positions through this class; but they are not, in reality, the product of the' class. They had inherent talent for teaching; but ever lament the lack of a normal education. Each year ten or twelve of our high school graduates enter the class, instead of the normal school, and it is impossible for Quincy to assimilate so many even if the city employs every year, as she did this, thirteen Quincy girls.
10. As there are now ninety-eight school rooms below the high school, if your Superintendent gives, as at present, onl. one-tenth of his time to the class, it is evidently an unfair divi- sion. Moreover, there is today a source of supply of teachers, and therefore it is not necessary that Quincy should make her own corps.
Because of these conditions the time has come when the continued existence of the class should be carefully considered.
38
Actien should be taken so that the members of the class of '98 of our High school may take the normal examinations in case a new training class is not to be formed.
GEOGRAPHY.
. The Geography of the past has not yielded results commen- surate to the time and effort given the subject. All teachers ac- knowledge this. There has been a tremendous appeal to mem- :. ory. . Hundreds of facts ( many of value ) were learned ; but they were not based on any casual idea. The spirit of to-day is that of discovery and invention. "Why?" ever stares us in the face, we must be prepared to answer "because ;" not only to answer but to feel the truth of the reason. It is not memory but power that we wish ; power to think and to reason. He would who hide his face with shame if he could not name instantly the capital of a new western state, might not feel at all embar- rassed, were he unable to explain the reasons for the commer- cial growth, the occupations, or the development of a particular city or district.
Many revolutionary tendencies are at work in geography, and it is expected that out of them will soon come more univer- sally accepted results. It is a well known fact that our manner .of life is constantly changing. Every discovery and invention makes new demands and causes new conditions. For this rea- son only the curriculum of the school must change, but also the method of dealing with old subjects. This is an age of science, ergo the science basis that underlies geography must be taught. Relief and drainage, winds and rains, variations of heat and light. . The three kingdoms of nature, the people and their occupations, etc., etc., must be known if the schools are to be in harmony with life in these closing days of the cen- tury.
To this end, after much hesitation and thought, and after consultation with those who represent advanced and conserva- tive views, a provisional course for the first four grades has been prepared and has been in use during the last
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term of the year. "Provisional", in this case, means minimum ; id est, if changes are made next year, they will be in the nature of additions, and the teachers will not be required to begin again. The new course and the course in Nature work will be one and the same. In fact, in the future they ought not to be separated even in name.
CONCLUSION.
"Bo not the first by whom the new are tried, Nor yet the last to lay the okl aside."
Manual training, kindergartens, and the introduction of High school subjects into the Grammar schools cannot be called "the new" in Massachusetts, as their introduction dates back from ten to twenty years. Futhermore we are not as yet "the last," although the procession of advancement is fast passing by. The state law of 1894 says that Quincy must offer the pupils of our High school a course in manual training. Quincy has done absolutely nothing to meet this requirement. A request of your Superintendent that algebra should be alternated with arithme- tic during the last year in the grammar schools did not meet with the approval of the Board.
The Home Science Association during the last summer was granted the use of a room in the John Hancock school and there during the vacation at its own expense carried on a free kindergarten with great success. For the first time the mothers of this city have had an illustration of the kindergarten prin- ciples, and it is unnecessary to say that they heartily enjoy the experiment. In fact, so great was the success that the associa- tion is already planning to support three kindergartens in the summer of 1898.
This, then, is your status at the present time. The great cry of the city is : "How shall we pay for the necessaries of life !" With this cry ringing in their ears the Committee have carefully expended every cent of their appropriation. By keep- ing the teachers' salaries down below the maximum of all the towns and cities about Boston, the Board has been able to give
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Quincy children "the necessaries." This city has had an en- viable educational history, and if any former, real or imaginary, standard is to be maintained, we must join the "procession of advancement"-even if it costs money to do so.
The mothers and the children need kindergartens. The transition from the home to the school would be less abrupt if the kindergarten intervened. The lower primary grades need the influence of the kindergartens. The older children need the training, both physical and mental, that comes frem a scientif- ically organized course in manual traning. From a utilitarian point of view, if from no other, it is essential, for they must compete in the markets of the world with those who have been thus developed. The number now preparing for or attending higher institutions of learning, is constantly increasing. In some way their preparation should begin earlier than it is now possible. There are those, too, who in the High school would like to pursue a greater number of subjects. If we could offer to these, and other ambitious pupils, a broader opportunity in our grammar schools, the usefulness of the High would be in- creased.
In unity there is strength. This is as true as it is old and trite. The year 1897 has seen unity and strength. The hearty co-operation of this Board and of the teachers has made the work of your Superintendent pleasant, and has also made pos- sible whatever success has attended it. For the assistance of the past year due acknowledgment is now made by.
H. W. LULL, Superintendent of Schools.
December, 28, 1897.
-
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QUINCY HIGH SCHOOL.
To H. W. Lull, Superintendent,-
DEAR SIR,-I beg leave to submit the following report of the High School.
The Class of 1897 numbered 35 at graduation. The statis- tics of the class are as follows :
At Boston University 2
At the Boston Normal School . 2
At the Bridgewater Normal School .
B
At the Emerson School of Oratory . 1
At the Pernin School of Shorthand . 1
In the Quincy Training Class .
5
In the Newton Training Class .
1
Engaged in Business 6
Taking Graduate Course at the High School 2
At Quincy Mansion School
1
Engaged in Teaching
1
Otherwise engaged. .
10
Certificates were given to 33 pupils in the Business Depart- ment on the completion of the two years' course. The increas- ing numbers in the Business Course demonstrate a genuine pub- lis demand for commercial studies. While the Business Courses of most American High schools do not approach the Commer- cial Courses of European secondary schools either in breadth or severity, still, the American courses, so far as they go, are really valuable, and, when thoroughly mastered, are productive of excellent results. It is certainly much better that pupils take a two years' Business Course, restricted though its scope may be, than that they complete their education in the Grammar Schools. On completing the Business Course, pupils may take one or two years of more general studies , and, in this way, supplement the technical work of the commercial course.
The extraordinary increase in the number of pupils at the High School still continues, and has attracted attention very widely. The statistics. show that the increase in five years hax
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been from 158 to 429 or 171%, a record unprecedented in the history of the High Schools of New England. Although the new building was erected in 1894, it is already overcrowded. The study room, though one of the largest in New England, is entirely too small to meet the needs of our school. There are more classes reciting at one time than there are recitation rooms, so that recourse to all sorts of expedients must be had, in order to accommodate the ever increasing numbers. If the increase continues, and there is no reason for supposing that it will not, the Autumn of 1898 will bring to our High School not less than 475 pupils -a number for which the building is totally inade- qnate. It is a subject of just civic pride that so many of our boys and girls are eager to attend the High School, and the attendance reflects great credit not only on the School authori- ties, the teachers, the pupils and the city in general, but on the parents whose genuine interest in education and in many cases, heroic self-sacrifice, have made possible such a record as that made by our High School. The genuine eagerness of parents to secure for their children the best educational advantages at- tainable is not only highly commendable to the parents person- ally, but also a most hopeful sign of the times.
There are two ways of solving the problem of increasing numbers. The first method involves the use of the Old High School Building for a part of the Class entering in 1898. This plan, though it may prove to be advisable, has attached to it several disadvantages that ought to be carefully . considered : First, the scheme makes necessary a division of the school, and, thus, tends to destroy the unity of the institution. Second, the expense of maintaining the school in two buildings would prob- ably be greater than the expense of retaining it in one. Third, the obvious superiority of the new building over the old might naturally provoke comparisons decidedly unfavorable to the latter, particularly from the fact that the Old High School build- ing in its present condition is not large enough to meet the needs of more than 100 pupils. In view of these facts I recom- mend that an addition to our building be constructed, and that,
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in the planning of this addition, the obvious needs of future .years be carefully considered.
The work of the last year was made particularly difficult from the fact that seven teachers, new to the requirements of the High School, had to be initiated into some of the mysteries of discipline, methods, courses of study, school management, and the almost countless details of the profession of teaching. It cannot be repeated too often, or emphasized too strongly, that teaching at its best is a genuine profession, and that the success of our schools depends very largely on the equipment, experi- ence, natural ability and character of the teachers. Very un- asual natural taste for teaching sometimes enables the inexperi- enced to make rapid progress in the details of the profession, but, generally, the experimental years of the young teacher's life though of immense value to the teacher, are exceedingly costly so far as the interests of the scholars and the school are concerned. As the results of good teaching follow the pupil throughout his course, so, the results of inferior teaching have a fatal permanency that often resists later and better influences. The present corps of teachers at the High School is one of which the city may justly be proud. The amount and character of the work done by these teachers is astonishingly large and high. When one considers the fact that the average salary of the Quincy High School teacher is only one-half as large as that of the Boston High School teacher, and that there is no particular difference in the cost of living, the results obtained in Quincy are still more remarkable. It is to be hoped that in the future only teachers of experience will be employed in our High School, and that the School Committee will make such a schedule of salaries that the long retention of good teachers will be made possible. My hearty thanks are dne the teachers for their con- stant loyalty, devotion to their profession, and exceedingly successful efforts.
The addition of a second year to the German Course, the introduction of solid geometry, and improvements in the de- partment of literature and history preparatory to our best col- leges, are to be noted. The excursions of the geology class
44
under the guidance of their teacher, Miss Kennedy, have been a most interesting and important part of the work in science. A brief outline of the excursions follows :
Nantasket :
Beach formations and accumulations.
Volcanic rocks,
Dykes.
Squantum :
Fragmental rocks,
Erosion,
Veins, Glacial action.
West Quincy :
Contact of fragmental and eruptive rocks,
Glacial deposits.
Weymouth :
Glacial boulder, -"House Rock."
Dykes in granite.
I recommend that a third year be added to the Course in German, and call attention once more to the need of courses in Mental and Moral Science, Political Economy. Elocution, Military Drill, and Gymnastics.
The liberal policy of the Harvard University towards the secondary institutions was finely exemplified by the action of the French Department in sending our school fifteen complimentary tickets to the dress rehearsal of Racine's Masterpiece, "Athalie". Mrs. Ilsley and Mr. Porter, took charge of a party of thirteen of the best students in our French courses, who enjoyed most thoroughly the magnificent presentation of the play. A letter of thanks was sent Professor de Sumichrast, of the French De- partment of Harvard.
Mr. Henry H. Faxon's gift of 400 tickets to a New Year's Mitinee is notice lappropriately here with grateful acknowledg- ment of his kindness and courtesy.
It is a cause for congratulation that our Reference Library is to be increased. The interest of the Rock Island Fund, will, it is hoped, enable the School Committee, to make constant
additions to a school department sadly neglected in the past, but of really inestimable importance. In connection with the subject of school decoration, I take pleasure in recording the gift of a picture "The Overflow of the Nile" presented by the High School pupils, Miss Lillian B. Pratt, '97 and Mr. Burleigh Pratt, 1900 ; Mr. Foster's gifts of Reproductions of Thorwald- sen's "Night" and "Morning" and some fine specimens of coral are gratefully acknowledged. The gift of a flag by the Class of i>97 is noted with pleasure. While I have no wish to divert from their usual courses the stream of benefactions constantly Howing towards private institutions, I desire to express the opinion that a more suitable channel for such gifts may be found in the domain of our public schools. Everyone admits that the diffusion of sound education is the principal safe-guard of our Republic. Why, then, is it not most wise and salutary for noble-minded and philanthropie benefactors truly desiring the greatest good of the greatest mmber, to bestow their gifts where just such a desideratum will be gained ? Our High School, it is true, has been most fortunate in the generosity of friends that have established prizes for excellence in Declama- tion, in English Composition, and in Translations from Greek, Latin, French, and German, but the field for further benefac- tions is boundless and "white for the harvest", i. e. the gifts of those who hold that America has but one Aristocracy, "the aristocracy of service", and that our public schools can use to the best advantage donations for educational purposes.
I take pleasure in recording the continued and increasing success of the Goldenrod, sixty-three numbers of which have now appeared. How much effort is required to maintain such a paper, only those who have been engaged in similar work, can estimate. Although the cost of supporting the Goldenrod thus far has been more than $1200, (raised by the sale of the paper and by advertisements) it is believed that all that have been connected with the paper in any capacity, feel richly repaid for the expenditure whether of money or time.
I also desire to report that the Prize Contests, the Debat- ing Sociely, and the modern style of graduation exercises, have
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been continued with gratifying success. The address to the: Class of 1897 was made by Curtis Guild, Jr., Esq. of Boston, and was a strong plea for active participation in the political business of the country.
With regard to practical suggestions for still further improvements at the High School, I recommend that the number of recitation periods per day be reduced from six to five. I regard this suggested reduction as a matter of considerable importance, as the length of the present recitation periods. is clearly insufficient for the proper accomplishment of the work. Such a change, it is true, would make necessary the ad- dition of at least one teacher to the High School force, but the advantages connected with the improvement far outweigh the objection of increased expense. By means of a few changes like this the High School can easily reach so high a degree of excellence and efficiency, that no parent can afford to send children out of town in pursuit of the mirage of education at a distance, and thus cause the children to lose the beneficial re- sults of home training during childhood and adolescence.
I also recommend that much more attention be paid to English Composition than it has been deemed best to devote to this subject hitherto. Our colleges are constantly increasing the severity of their requirements in the department of English, and, to meet these requirements, there must be a corresponding increase in the severity of the preparatory course. At least 320 hours should be added to the 420 hours of the present English Course, in order that the study of our own language may be given a fair and reasonable amount of attention.
At the proper time it would seem wise to make some pro- vision for an Evening High School with courses varied and flex- ible enough to attract and retain desirable pupils that have come to have a realizing sense of the incompleteness of their educa- tion. "High School Extension" is a subject that now deserves and commands the closest attention of the most progressive teachers. This extension, whether it manifests itself in even -. ing High Schools, in broader courses for graduates, in lectures, in interpretative concerts, or in exhibitions of drawing, paint-
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ing, modelling, sculpture and other forms of art, greatly in -- creases the scope and, consequently, the usefulness of the High School. The ablest students of education are practically unani- mous in the opinion that the High School should be the educa- tional centre of the community and that all its facilities in the way of buildings, laboratories, books, apparatus and professional skill, should, so far as may be practicable and wise, be at the dis- posal of the public.
As a matter for careful consideration I would mention the fact that the School basement is not properly heated. Some provision ought to be made to remedy a defect which may possibly result sometimes in illness. The temperature of the cloak rooms in the basement should be uniform and sufficiently high to do away with all possibilities of taking cold in conse- quence of lowness or unevenness.
In connection with the subject of the pupils' health, it would seem to be extremely wise to adopt the plan of maintain- ing a thorough medical inspection of the school. This plan has proved to be feasible and salutary in New York and other large cities and the employment of it has been amply justified by the results.
The condition of a part of the school grounds ought, if only as an object lesson, to be greatly improved. Ungraded premises and unsightly weeds of almost tropical size, are anti-educational in their influence.
Finally I wish to emphasize in the strongest manner, the im- portance of parental influence and interest. The genuine enthu- siasm manifested by some parents would be a real revelation to others. Let parents, teachers, and pupils, take the motto, "Each for all, and all for each," and the results will surpass the highest expectations.
Faithfully yours, FREDERIC ALLISON TUPPER, Head-Master, High School ..
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APPENDIX TO HIGH SCHOOL REPORT.
Requests for statistics of growth and progress have become so numerous, that it has been deemed wise to tabulate some of the most interesting facts about the High School.
Number in each class :
Girls.
Boys.
Total.
Graduates,
1
1
2
Class of '98,
23
12
35
Class of '99,
33
16
49
Class of 1900
67
52
119
Class of 1901
108
113
221
233
196
429
Teachers :
Men, 3. Women 8. Special (women) 3.
Method of admission, by certificate.
School session : 8.15 to 1.10. Length of recitation period, 38 to 43 minutes.
Number of recitation periods in a day 6. There are seven recitation periods Wednesdays.
Number of pupils from out of town, None. The need of room for our own scholars is so great, that no pupils from out of town can be admitted.
CLASS OF 1898.
Girls.
Boys.
Weeks Pursued.
No. of Recitations per week.
Latin
12
2
40
5
Greek
3
1
40
3
French
21
12
40
5
Algebra
0
2
20
5
Solid Geometry
0
4
20
5
Physics
0
2
40
4
Physical Geography
14
8
12
5
Geology
14
8
12
5
Astronomy
14
8
12
5
49
„Zoology
2
0
20
5
Botany
0
2
20
5
ÆEnglish Literature
23
12
40
5
CLASS OF 1899.
Girls.
Boys.
Weeks Pursued
No. of Recitationa per week.
Lațin
16
6
40
5
Greek
2
2
40
5
French
17
10
40
5
German
7
1
40
4
Algebra
0
4
20
5
Geometry
0
4
20
5
Chemistry
21
6
20
5
Physiology
21
6
20
5
English Literature
33
13
40
1.
History
33
11
40
5
CLASS OF 1900.
Girls.
Boys.
Weeks Pursued.
No. of Recitations per week.
Latin
23
5
40
5
Greek
9
5
40
5
French
36
18
40
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