USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1843-1859 > Part 4
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ing of NewEngland, was ascribed to our having no generally ad- mitted systematic mode of instruction. People of tolerably good common school education with us, certainly are, in this respect much surpassed by those of the parallel grade of acquirements from Great Britain, while those of more finished education in that country, write with a degree of facility and elegance un- usual here, and with that remarkable degree of similarity, ver- ging on identity, which seems to prove that they have been taught after some well understood and recognized national system. The twelve-lesson empirics, the angular professors and the anti-angular itinerants have, it is feared, served only to unsettle and confuse all system which an old-fashioned self-ac- quired method might have left, and what might spontaneously have resulted in a plain, round, natural engrossing hand such as we see in the town and other records of our grandfathers, has degenerated into an illegible scrawl, under the false and vicious teachings of these travelling empirics. A col- lection of writing-books seen by some of your Committee from the African School at Halifax, Nova Scotia, by pupils of our usual grammar school age, certainly surpasses any aver- age of specimens, we have observed with us.
The individual, who shall add to our means of school edu- cation a system of chirography of such decided value, as to claim a general introduction, will constitute himself a great benefactor to the young. It should be addressed to teacher as well as learner, as it is markedly true in this as in many other departments, that the accomplished proficient is not necessarily a happy communicator. The field for effort to this end is cer- tainly an unoccupied one.
6. Grammar. It would seem that this branch was expect- ed to form the great item of school instruction, from its having been selected as the distinguishing appellation for the schools in which it is taught. Yet it is often made a subject of criti- cism, that grammar is slighly prominent in our grammar schools. Your Committee feel at no loss for an explanation. It arises from that practically resulting, although almost un-
16
spoken, conviction, that grammar under any text book extant, perhaps under any possible, is not a study to which the minds of pupils from eight to sixteen are equal. It is loathed, be- cause not comprehended. The philosophy of language, the rationale of construction, is a science for mature years and much preceding practice of intellect. Grammar can only be taught to the young in the natural method, that is, by a contin- uation of that process by which mothers and brothers and sis- ters, with such wonderful rapidity and general correspondence to pattern set, teach the infant to speak. We believe that or- dinary grammars do little or nothing in teaching the correct use of our mother tongue. The pupil in fact learns to speak and write only because his errors are pointed out and corrected. At the age succeeding infancy the facility of acquiring the same use of language that others employ, may not be so won- derfully developed as at first, but still remains so true that it may be relied upon to carry one through the intricacies and sinuosities of the English tongue. ยก Persons educated in child- hood with those who use a language correctly, never fail to do so themselves, and the most diligent study of grammar never compensates for the want of early imitative training. Why not, then, discard the unintelligible mummery of parts of speech, of governments and agreements and rules, and leave the anal- ogies and philosophy of language to the tastes of after life and professed experts. Let it be taught as an art and not as a science. Exercises in the oral and written construction of lan- guage, in which errors should be authoritatively corrected without assigning any other reason than the really only actual one, " that such is the custom ; " " such is the correct way as deter- mined by scholars " would very speedily cover all the common defects. The great body of all languages is spoken accurately. The errors form a small percentage of the whole, even with the most educated. Each one requires to have his stumbling blocks pointed out and removed by teaching him " to take care" at the bad places. He can habitually and practically be taught this only by exercise, over and over again, as in arithme-
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tic. The rules in either never add to accuracy ; that is only realized by practice in the difficulties. The oral correction of false grammar and the addressing the eye in reference to false spelling, punctuation, capitalization, and clear construction, on the blackboard, is the only mode which we believe it practicable truly to teach their language to grammar school pupils. And if there were not a school grammar in existence, except for the use of the master, we think the loss would be unfelt ten years hence in the national use of the English.
Under that conversational mode of illustrating and inculcat- ing principles which it is obvious your Committee so strongly approve, the colloquial intercouse between pupil and teacher would be vastly more frequent and natural than it now is. The scholar in our system would put his answer in his own language, not in the corrected words of his text-book The teacher would hear him, what he perhaps rarely now does in school, construct sentences, and speak in his own way. Considering how much time, in our continuous schools, the instructer and instructed are in each other's company, it would counteract much of the imitative inaccuracy of language as used out of school. Under the present system the teacher has few oppor- junities of teaching grammar practically, by correcting his pu- pil's errors and inelegancies.
, The construction of original sentences or composition, is usually one of the latest departments of elementary education. By reversing the order and commencing with written lessons at their earliest ability to write legibly, we have the impression that large classes could be simultaneously taught and the whole system of language communicated practically and without con- fusion, that is, plain chirography, spelling, punctuation, compo- sition of sentences and grammar would be practiced at once.
Such is the course of views we have entertained in attempt- ing to direct school education in this town. The branches of philosophy, history, the languages, music other than by rote and as a diversion, and perhaps declamation, we have deemed not to be instrumental studies proper for a grammar school.
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The day has but six school hours, the week but five school days, and to accomplish what is indispensable, few studies and large classes are essential. Thoroughness at the foundation is the motto to which all other elements of school training, wheth- er ornamental or useful, must give place. Grammar school studies alone should be followed at grammar schools, as the carrying the elder or more forward pupils into High School branches, can only be done at the expense of the younger and less brilliant, who should on these very accounts be the more assiduously trained.
We are perfectly aware that a school kept within its legitimate ends never can make a very brilliant or showy appearance. School Committees, in testing a school's true progress, must depend entirely on their own examinations. The true criteri- on of a school is not how well the pupils recite, but how thor- oughly they comprehend. While the crowded auditory of pa- rents and citizens who attend our semi-annual examinations is worthy of all commendation, and we would not say one word to discourage this evidence of interest, this encouragement to effort on the part of committees, teachers and pupils, it still is not without its disadvantages. Teachers, parents and pupils are all stimulated by it to wish a school to appear well, and the examination is in imminent hazard of running into an exhi- bition, two things as widely separated as use and ornament, as a man's clothes and his gold watch-chains. A class is called 10 recite in a book of history or philosophy. A page is turned to, a clause is promptly repeated, the next in the class seizes the catch-word, and without the slightest hesitation or error, con- tinues, and so on, until the whole have acquitted themselves with equal success. Teacher, class and audience feel that here is progress, here is excellence. Dissect the performance and what does it prove ? Application, and cultivated memory. The committee examine a class in geography. They ask the pupil the first common question which occurs to them out of the book ; he hesitates, his mind labors, his attention is thrown inward upon the recollection of his atlas ; the thing is in his
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mind, after a while he gives vent to his opinion. Names may be miscalled, great points omitted, yet it is perfectly apparent that. a purely intellectual effort has produced the result desired. He has done something for himself and he is ready for a second application of his ingenuity, with coolness and collectedness, since he has found that he is to answer " out of his own head." Little applause follows the effort, and what to a person who has reflected much upon the subject of education would be deemed a happy and satisfactory test is probably regarded a failure by those who consider word-memory and glib repeti- tion as the climax of good scholarship.
We believe that school committees ought take the examina- tion of schools mainly into their own hands. Teachers and parents perhaps, may deem an examination " spoilt " by the unusual questions put in a new tone and manner from a commit- tee ; and that no fair opportunity for the display of acquisition has been made. Conscientious teachers need not have the slightest apprehension that a judicious committee, not so often " rotated " in their office as to prevent their making an intelli- gent preparation for their duties, will fail to recognize good and faithful teaching. We do not believe that there can be any danger of merit in teacher or attention in scholars, being over- looked in a long run, and that a teacher whose system has been that of thoroughness and not show, of being and not seeming, might on the day of examination pass his charge into the hands of his committee and sit by the most uninterested spectator, as far as regards any fear of his school not acquitting itself to his and its own credit.
It is possible that the addition of an exhibition of the best accomplished of the best scholars, as proposed by one of our teachers, may be wisely introduced as an encouragement to study and attainment. It is certain that the less an examination partakes of the. character of an exhibition, the juster will be the view of the real merits of system, teachers and scholars on the part of the proper authorities, charged with these high functions.
In these general views of our school system, we would beg
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to disclaim any reference or allusion to our own teachers. We have been fully satisfied with their diligence, zeal and success. The deficiences of any system are not to be confounded with its functionaries, and it is an interesting fact which excuses all interference by those who do not profess to be adepts, in al- most all great arts, that those trained to them are often less likely to recognize great improvements, or the necessities of change, and invent new facilities, than those whose attention is casually called to them.
It is not considered necessary to go over each of our schools in detail. We have too much change with us to justify com- parisons. When our system shall have come to a stand-still, or at least to quiet occasional additions of new schools, then the comparative state of each school may admit of being de- termined and reported, but now there are too many disturbing elements to risk this without injustice.
In addition to their regular duties, yonr Committee have at- tended to the contracting for and supervision of the two new grammar school houses voted. Amongst many competitors for the contract, they closed with the two lowest, both offered by our own citizens and within the sum limited. Most of you have seen and judged of their fitness of plan and style of work- manship. No complaint has been made in either of these res- pects as far as we are aware. For convenience of designation that near the Bleachery, has been called the "FRANKLIN " and that near the Convent Ruins the " PRESCOTT " Grammar and Primary Schools. The motives for selecting these ap- pellations are too manifest to need explanation.
On their completion it was deemed proper to have a dedicato- ry ceremonial, at which the Committee were fortunate enough to obtain the valuable services of George B. Emerson, Esq of Boston, to deliver an address. It was with considerable mor- tification that your Committee met so few of their townsmen on an occasion so interesting and so profitable as this. In in- viting a gentleman, recognized as the head of his profession in the country, to present us the benefits of his talents, learning
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and experience, the Committee felt that it was not necessary to use much effort to induce the voters of the town to attend, who had so recently freely bestowed so lieavy an amount of money for the object. The loss was yours, irreparably yours, as we could not ask for a copy of the admirable and practical address for the press, when so small an audience had interest enough in the cause to attend the delivery .
By reference to the printed accounts of the town it will be . seen that by deducting two items of insurance, not proper sub- jects of charge to an account of construction, we have kept con- siderably within the two grants made.
The same town accounts will show a nominal excess of ex- penditures over estimate of a few hundred dollars. By refer- ence to the school report of last year, it will be seen that this deficiency was expected in view of the putting in operation of new schools, or as it is there recommended " leaving the amount requisite for any extension or changes in the system, which may be decided upon, for the future action of the town when it can be understandingly appropriated.
The Committee, with a satisfaction increased by the neces- sity of reporting a contrary state of circumstances in their last annual commuication, have the privilege of recording a year of harmony, progress and unexceptionable discipline. During the summer, a most painful and unexpected investigation fell upon them, which they cannot discharge their duty of giving you a complete history of their duties, and omit reference to. They feel that they met a responsibility so unusual and unwelcome, with that deep, solemn and momentous conviction which just men ought to experience in being called to decide on a question equal in value to that of life or death to its participants. It was a source of great relief to them that spontaneously, without con- cert or communication, on the first comparison of counsels they found unanimous agreement. However sensitive they may be to minor matters of criticism or remark touching the ordinary performance of a School Committees' duties, they have felt no anxiety or concern as to public applause or censure in the pre-
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mises referred. Conscious that they discharged their duty with a sense of solemnity to which an oath would have added no weight, they esteem it " a small thing to be judged of man's judgment."
In severing, as most of us feel that we are doing, our offi- cial but by no means, our personal interest, in our schools, we would again beg you to keep in view the establishment, at an early period as is consistent, of a High School, in which the accurate, thorough, rudimentary instruction of our primary and grammar schools may be maintained in unbroken succession through those branches next in a good education, and in which gifted capacities may be trained to pursuits which will fit them for the highest usefulness and honor in life. It is true, that in some sections where the school system is presumed to have attained a very respectable standard, the attempt is still made to have High School classes in grammar schools. We cannot but regard this as a deviation from one of the great improve- ments of our age, and that it must be pursued at the expense of one or both classes of learners. Our idea of a High School is that of an institution, composed only of those who have satisfactorily arrived at a certain given point of progress, who are at an age and with habits of self-respect so elevated, that instruction and not discipline would be needed, who should meet the teacher as his friends and equals, in every thing but attainments, who should, untrammeled by desire of mere recitative dexterity, put their minds in free communica- tion with his. Regarding substance and not form, they should be able to gain an acquaintance in studies more accurate and practical, than would be possible in academies or seminaries. In these the classical studies, and companionship of juvenile members, for discipline's sake, must make the intercourse more formal and less intimate between teacher and pupil, than we feel would be easily done, under a selection of our advanced schol- ars, and with the influence of our own domestic associations.
We have among us a number almost equal to such an insti- tution, which should in fact be less populous than other schools;
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some of them quit education for business pursuits at an earlier period than would be desirable, but they have received all that our grammar schools in justice to their great ends ought to af- ford ; others are sent to high schools and academies at a dis- tance. We know that grammar school pupils trained at the most expensive private establishments on joining or re-joining our schools, prove not to be equal to the average of those al- ways trained with us. We have the same conviction that High School pupils could be carried to a better grade of edu- cation at home, than would be practicable under the mixed training of academies, or the changing pupils of private semi- naries. There is much in youth being kept together from their outset, and with no broken intervals in passing from one system to another or to a higher.
We believe that at the present time we have some of the most extraordinary mathematical minds among our youth, not prodigies capable of working incomprehensibly and mysterious- ly, and sure to stop at a fixed point, but, strong, progressive, well balanced faculties which it would be an honor to our town to be able to train to distinction and usefulness, without calling for foreign aid. We have many who need only an opportunity to acquire every thing, except a classical education, which can be done up to that mark where exterior instruction becomes useless and self-culture must be relied upon.
The usual synoptical table annexed will give you a view of all those statistical facts regarding our schools, as to which in- formation is ordinarily sought.
All which is respectfully submitted.
LUTHER V. BELL, Chairman. April, 1847.
SYNOPTICAL TABLE OF SCHOOLS IN SOMERVILLE.
Name of School.
Teacher,
Grade.
Whole No. | Average no. Sum. win. Sum. Win.
Salaries. per ann.
Prospect-Hill Grammar,
Martin Draper, Jr.
68
65
47
52
400
Franklin Grammar,
William E. Graves,
Gram. do. do.
New
70
New
58
600
Prescott Grammar,
George Swan,
63
82
43
62
600
Prospect Hill Primary,
Eliza A. Locke,
Primary,
68
67
49
49
210
Franklin Primary.
Frances B. Adams,
do.
68
64
47
40
210
Prescott Primary,
Harriet A. Adams,
do.
42
50
37
28
210
Winter-Hill Primary
Irene E. Locke,
do.
52
53
33
35
210
Milk Row Primary,
Adeline E. Sanborn.
do.
101
54
42
32
210
Walnut-Hill School,
In Winter 4 1-2 months
District
19
15
135
Summer, 5 months
John B. Brothingham, C. E. Goodrich
Primary
19
14
73 50
At a meeting of the School Committee held April 3, 1847, the above was adopted as the annual Report requir- ed by law.
JAMES HILL, Jr
-
EXPENSES, & c.
From March Ist, 1847, to March Ist, 1-48.
AI.SO
LIST OF TOWN AND COUNTY TAXES AS ASSESSED FOR THE YEAR OF OUR LORD 1847.
SOMERVILLE. PRINTED BY EDMUND TUFTS. 1848.
STATEMENT
Of the Receipts and Disbursements of the Treasurer of the Town of Somerville from March, 1847, to March, 1848.
RECEIPTS.
Cash on hand March, 1847, 30 87
Received of Joseph Clark for work done
by Town team, 10 00 - 40 87
Received of Treasurer of the Common-
wealth, amount of Pauper fund for 1846, 157 57
Received of Treasurer of Commonwealth,
School Fund, 91 65 - 249 22
Amount borrowed of Luther V. Bell in anticipation of Taxes, 1000 00
Amount of Taxes assessed for 1847, 9904,17
Less amount of Abatements 204,38
Uncollected Taxes,
258,90 - 463,28 - 9440 89
Received from Taxes of 1846,
305 59
1845, 7 00
$ 11043 57
DISBURSEMENTS.
SCHOOLS .*
Paid Martin Draper for teaching Prospect Hill School, one year, 425 00
Sundry items,
3 73
428 73
Paid Wm. E. Graves for teaching Franklin Gram- mar School one year, 600 00
Paid George Swan for teaching Prescott Grammar School one year, 616 66
Sundry items,
4 74
621 40
Paid J. B. Frothingham for teaching Wal- nut Hill School from Nov. 16, 1846 to April 1st, 1847, 135 00
Sundry items,
2 67 - 137 67
Carried forward
$ 1787 80
* Note. - Deduct $ 91.65 received from school fund - Balance expended is $ 3434.19.
2
Amount brought forward, 1787 80
Paid J. B. Frothingham for teaching Wal- nut Hill School from Nov. 29th 1847. to March 18th, 1848, 120 00
Sundry items, 3 94 - 123 94
66 Irene E. Locke for teaching Central Street Primary School one year, 210 00
Frances E. Blodgett for teaching Wal- nut Hill School from May 3, 1847, to Oct. 31st, 1847, 91 00
For cleaning School House, 1 00 - 92 00
" Eliza A. Locke for teaching Prospect Hill Prima- ry School one year, 210 00
" Adeline L. Sanborn for teaching Milk Row Pri- mary School one year, 210 00
Harriet A. Adams for teaching Prescott Prima- ry School one year, 210 00
" Frances B. Adams for teaching Franklin Prima- ry School one year 210 00
66 j. Q. Twombly for paints, oil and labor, 7 86
John Ireland for sundries, 1 76
Edwin Field for making fires, 4 00
Charles Edgerly for do. 3 00
66 Charles R. Adams for do.
1 85
E. W. Stewart for carpenter work,
7 00
James Hill, Jr., for sundries,
5 18
66 Rufus Littlefield for whitewashing,
10 00
Charles Bird for sundries,
2 66
Samuel Kidder for ink, $ 00
A. Houghton and Co. coal and bark, 199 50
Oliver Tufts for sawing and splitting wood,
3 00
Mrs. Ford for cleaning School houses, 3 00
Benjamin Randall for repairs ,
1 97
66 Mary B. Homer for cotton cloth,
87
James Mackintire for brushes,
3 50
Robert G. Tenney for posts and painting,
10 67
Henry Lamson for whitewashing,
9 31
F. G. Gay for attendance on the Dedication of School Houses,
1 50
R. G. Tenney for repairing seats and glazing,
2 37
Joseph Miller for wrench,
40
John B. Locke repairs on School house,
1 17
Hiram Glines for repairing and cleaning stoves,
2 50
Edward Burke per order of School Committee, 30 00
66 30 00
Carried forward
3399 75
3
Brought forward 3399 81
Paid Benjamin Randall for sundries,
13 59
Charles Morgan for making fires,
6 00
David Russell
11 25
66 66
2 60
Forster, Lawrence, and Co. for ink-stand covers and fuel, 2 00
C. P. Emmons for books and ink, 4 44
35 40
John C. Magoun for sundries,
2 35
66
1 75
J. B. Bradford for whitewashing fences, 12 00
Edward Burk for work,
25 00
Wm. Stewart for making fires, 50
Wm. A. Blodgett for making fires, 4 15
Rufus Littlefield for whitewashing School House, 5 00
$ 3525 84
HIGHWAYS.
Paid Dennis Roach for labor, 49 50
Michael Powers
25 00
Henry A. Ireland for labor, 58 68
Michael Caddigan,
33 30
Benjamin S. Stevens,
29 10
John Ireland, Jr. for labor,
60 93
Timothy Ford for labor,
46 80
John Carey,
41 85
Michael Powers, "
48 00
H. B. Elsworth for boarding man,
15 00
Benjamin S. Stevens for labor,
75 00
Michael Powers.
75 00
Dennis Roach,
33 00
.
26 00
N. & G. Tufts for grain,
57 94
Joseph Miller for smith work,
21 37
Oliver Tufts for hay and straw,
18 54
D. A. and S. H. Marrett for grain,
86 21
John Carey for labor,
84 25
Michael Powers for board,
28 56
Prichard and Rawson for repairs on wagon,
6 66
Charles Bird for blacksmith work,
38 58
Wm. Howlet for damage to wagon,
7 00
Carried forward
966 27
Gilman Griffin for repairs,
4
Brought forward
966 27
Paid E. P. Barker for harness,
4 66
Prichard and Runey for mending boxes,
1 83
Jeremiah Eastman for labor,
8 45
Oliver Tufts for hay,
11 86
Osgood B. Dane for stone,
18 32
Benjamin S. Stevens for labor,
32 17
Oliver Hastings for lumber, -
34 14
Abram Welch for board of B. S. Stevens,
24 00
Samuel Boynton for teaming stone,
5 00
Joseph Clark for hay, & c.
23 22
D. A. & S. H. Marrett for grain,
64 69
Hastings & Dana for shovels,
6 00
Patrick Duffy for labor,
1 00
N. & G. Tufts for grain,
-
121 10
Charles Bird for blacksmith work,
1 19
Franklin Henderson for labor,
120 00
Ira Thorp for rent of stable,
5 00
60
Michael Powers for labor,
75 00
E. Train and Co. for powder,
6 50
60
Joseph Miller for blacksmithing,
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