USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1858-1867 > Part 27
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The fourth and last class comprise those who finally drop out of the schools, as it were, by the wayside, finally graduating in the street, and thereby fitted for the penitentiary. Your Committee cannot witness this spectacle without feelings of deep sadness, especially when they contrast the condition of these children with what it might be, if a proper use was made of the opportunities so generously placed at their disposal. Your Committee are not aware that they are invested with such authority as will enable them wholly to check this growing evil.
AUSTIN BELKNAP, CYRUS F. CROSBY, GEO. H. EMERSON.
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THE GRAMMAR SCHOOLS.
The Grammar Schools are four in number, viz .: the Frank- lin, Prospect-Hill, Prescott and Forster, with a Master and female Assistant in each. The Franklin and Forster respec- tively occupy two separate rooms on the same floor in their respective buildings, and the two others a principal room, with recitation rooms convenient of access -allowing the exercises to be carried on by both teachers contemporaneously. These schools are intended to be grammar schools proper, with the exception that to the Forster is attached an Intermediate class.
Of the importance of such schools little need be said. They are a part of the anciently established institutions of the Com- monwealth, and are among its chief glories. In them are graduated a very large majority of the youth who receive the benefits of our system of education, and therefore the perfection of their organization, a judicious selection of studies and text- books, to be therein pursued and studied, care in the appoint- ment and retention of teachers, and their management in every particular, are of the utmost importance. Of all these the Committee are fully aware; and as, in the past, they have done, so in the future will they endeavor to do what, in their judg- ment, the interests of these schools require.
The town has always shown its concern in these things, and, by cheerful and liberal appropriations for the erection, main- tenance, and furnishing of school-houses, and for the support of the teachers employed, as well as for other current expenses, have given it a practical manifestation. But it is clear, from the nature of the case, that to obtain and secure the best results, the parents of the pupils must co-operate, and exhibit their appreciation of the importance of the education of their children in the various ways in which their assistance may be rendered. A suggestion on this subject, perhaps, is not needed to the majority of parents, for we believe that a very general
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and lively interest exists; yet, in particular cases, owing to inattention or want of consideration, it may not be here inap- propriate. Much may be done at home, in awakening and preserving in the mind of a child, a sense of the benefits of scho- lastic education, of the value of time, - that period of youth which, once gone never returns, the place of which cannot be supplied by after years, -of the necessity of constant and punctual attendance at school, and of the evils of frequent absence or tardiness on frivolous pretexts. It may be unneces- sary to add that the efforts of a teacher to inculcate good morals and good manners - the crowning virtues of a child - in the pupil, are likely to be vainly put forth, if not seconded by the parent.
The pupil, we think, should be taught furthermore to respect the teacher, and to believe in the justice of all reasonable requirements, and thus acquire and retain that confidence, from which cheerful obedience and alacrity will alone spring, leading to the path of success. On the other hand, we believe that it is the duty of the teachers to zealously labor to the same ends; to carry an even hand; to administer in their office at all times without partiality or prejudice, and without passion ; to make themselves acquainted with the peculiarities of each scholar, and govern themselves accordingly; to preserve discipline; to be ready at all times to render needed assistance, and to watch over and guide those under their charge as with a parental responsibility.
These schools appear to be in a thriving condition, and the teachers disposed to use their best exertions for the prosperity of their respective departments. We regret that some of those who by long service and substantial success have gained our confidence, have for paramount reasons resigned their charges. The vacancies thus arising, have been, and will be filled with a careful regard to the public interests. We expect that much good will be derived from the adoption of individual in addition
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to class promotions, now rapidly being reduced to a system. We see already good effects in that regard, and anticipate that another year's report will announce a very satisfactory result. The Committee are now considering whether a more varied course of study in the upper department may not be beneficially pursued.
I. STORY,
J. H. DAVIS,
C. S. LINCOLN.
THE HIGH SCHOOL.
The School Committee have confidence in once more commend- ing the Somerville High School to the favorable consideration of the citizens of the town. A careful and thorough examination of the entire school, in all branches there taught, evinces many marks of excellence. Seven of the entire Board were present at the examination, and it was their purpose, so far as might be done in the short time devoted to this object, to test fully the condition of the school and to bring to bear the individual judgment of all the members of the committee. Care was taken in the first place to ascertain the exact grounds gone over by the pupils during the term in all branches; papers were prepared by the Principal for each recitation for all classes, and from thirty-five to forty-five minutes devoted to each exer- cise. The recitation of each pupil was carefully noted and marked on a scale, from 1 to 10; 10 being the highest, and the aggregate of marks determined. The Committee are pleased to be able to say that while the amount accomplished by the pupils during the term has certainly not been exceeded, if even equalled in the same length of time, in this town, the instruc- tion has been thorough and the percentage of answers large.
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The following will give some idea of the success with which the examination was attended :
The 1st class averaged 95% per cent.
The 2d class averaged 96.4 To per cent.
The 3d class averaged 948 per cent.
The 4th class averaged 846 per cent.
It is but fair to remark, that the 4th class have attended the High School but six months.
The average of the entire school was 90,1 per cent.
It may be inquired by what standard the proficiency of the school is to be determined ? Our answer is-
First. That it is and has been the purpose of the Committee to place the High School in a favorable rank with other schools of the same grade in the Commonwealth.
Second. The course of study adopted was carefully prepared after comparing a large number of Courses of Study adopted in other cities and towns.
Third. Special reference was had to meet the requirements of the General Statutes, the wants of the school as a whole, and at the same time to furnish means of a wholesome and useful discipline to the pupils.
Fourth. We have endeavored to secure the services of teachers equal to the task imposed upon them.
Judging from the test applied, we believe that a high degree of success has been attained. And we would fain add, that were all the duties of the School Committee attended with that degree of pleasure and satisfaction, which marked the recent examination, the office we have the honor to fill would cease to be irksome, and would be sought for rather than avoided.
Some of the peculiar marks of excellence of this school arc, the completeness with which every thing is finished ; the respect for, and confidence in, the teachers with which the pupils are
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inspired; the good order and cheerfulness that prevail; the uniform emulation and zeal with which the various studies are pursued, and correct habits of study.
The question has been asked, " Are not the pupils required to perform too much, more than their health will permit or capacity allow ? "
We answer, the parents must judge for themselves whether the health of their children is equal to the labor required, and seek such a remedy as the nature of the case requires. No doubt there are individual instances where the ambition of the pupil or the length of lessons may impel him to perform an amount of labor beyond his strength. The Committee regard the health of the pupils as of the highest importance, and are ready to comply with any reasonable request on the part of parents, touching the welfare of their children. We also con- sider it a part of the duty of the teacher to look after the phys- ical well-being of those intrusted to his charge. He is the one to judge of the strength and capacity of his pupils, and to so assign the various studies, as to fairly exercise and still not overtax the mind. It is a matter requiring the highest judg- ment to determine aright. The emulation of teachers and pupils ; the tendency of the age to improvement and excellence in education, may cause the question to be overlooked or under- valued. We are not aware, however, that there are any serious results from overwork in the High School. Judging from the general appearance of the pupils and the cheerfulness with which they enter upon their duties, there is at least the usual amount of good health found in the community. It can not be denied that there is much work done and some hard work in the school. This is expected; but so long as the work is per- formed in cheefulness, and with a healthy and generous emula- tion to excel, under the guidance of a judicious teacher, so as not to render the same irksome, there is little to fear from this source.
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The Committee sincerely desire that the parents visit the High School more frequently. Much has been said upon this subject, and it is regarded as one of much interest. We feel assured that if parents will more frequently visit this school they will be amply compensated for their trouble and will them- selves furnish corroborating testimony, to that, hereby offered, of the excellent condition of the school and of the faithfulness and efficiency of its teachers.
C. S. LINCOLN, CHAIRMAN.
GENERAL REMARKS.
A general remark, based on the several reports now sub- mitted, seems called for, and to this effect: It is but justice to all parties to say that, in a few of the schools, the highest expectations of the Committee were more than realized. In some of the studies the year's progress has been very great ; and the particular teachers - there is no occasion to call them by name-deserve the thanks of the community whom they have so faithfully served. The Committee would add, that teachers who take constant pains to add to their qualifications, particularly in the matter of reading, seldom fail to give evi- dence of their efficiency in the work, in the improved condition of their pupils.
It is with regret that the Committee are compelled to confess disappointment at the results evinced in a few instances. Im- perfect classifications, lack of ambition on the part of pupils, and defective recitations, are among the complaints which the character of a few schools well justify. It is hoped that these evils will be remedied before there is occasion for another annual report.
As respects the average condition of the schools, the Com- mittee feel a high degree of satisfaction.
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INDIVIDUAL PROMOTION.
The schools are treated as a whole, and the division of them into Grammar, Intermediate and Primary departments as simply a convenience, it being intended that, from the lowest class in the primary to the highest class in the grammar department, there shall be as regular and uninterrupted a gradation as if they were all in the same room and under the same teacher.
The organization remains fixed, but a progression goes on among the pupils, and as members of the upper class in the grammar department are discharged, having finished their allot- ted course of study, new members are admitted to the lower class in the primary department, made vacant by an advance of one step; the several departments being like so many connected reservoirs, which, while they are being discharged at one extremity, are as constantly supplied at the other.
The ordinary manner in which progression and discharge take place is by classes, at stated intervals of time, say annually or semi-annually, without much regard, if any, to the qualifica- tions of individual scholars; so that, at the admission of a pupil into any department or class, his future position can be accu- rately ascertained by mere computation of time.
It is true, that in extreme cases a variation is occasionally made by promotion or degradation, but this is simply a rare exception to a general rule.
This almost universal practice carries with it the weight of a long-established custom, but has very little else to recommend it. It seems to us to be neither reasonable nor philosophical. Whenever attacked it always seeks shelter behind extreme age and simplicity. So simple, indeed, is this old practice that classification seems to require no mental operation whatever in the teacher, but is made as readily as one would saw a stick of wood into a given number of lengths. In some cases it is a question whether a machine could not do it better. '
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It is somewhat singular that, nevertheless, upon the admission of a new pupil it seems to have been the custom to examine him and fix his place according to his qualifications,-the absurdity of any other course being too apparent to be disregarded,-but once in, time and time alone became the measure of his advance. Something like the traveller in Europe, he takes his seat in the car assigned him, and is locked in, to make the most of his com- panions until his exit at the end of the journey. He very soon discovers that there is considerable significance in the placard ever before his eyes announcing that there is "no change of cars " and that his ticket is "not transferable," although his object, unlike that of the traveller, is not merely to be turned out when the car stops, but to gather some information on his way.
To the fact that no discrimination is needed in reference to the ability and attainments of the several members of the class is undoubtedly owing to the other fact-long-continued usage, -and a further and grievous one, that inferior teachers are too often selected and too long retained.
This practice might answer well enough if children were like mere blocks of wood that could be shaped into any proposed form and moved at pleasure to any designated place without injury, but is improperly applied to intelligent beings differing widely in their capacities, growth of mind, ambition, and rate of progress.
Nothing seems to be more clear than that the position of a pupil should depend upon his capacity and acquirements, rather than upon his age, and in this position he will be altogether better able and more likely to exercise his faculties to advan- tage than in any other, whether he is dull or bright for his years. To be forced forward into a place which he cannot comprehend, or to be kept repeating only the lessons already perfectly famil- iar to him, must be attended with bad results. In the active business of life he will be judged, not by the class he was in, but by what he knows and how well he knows it.
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One can learn little of a country through which he passes in the night time, borne onward with the velocity of a railway car, and, on the other hand, will add but little to his knowledge by travelling in a perpetual circle over the same ground. In neither case is interest likely to be excited, or preserved, if previously awakened.
Many a pupil has been dragged along in his class, with a reputation for dullness, which has clung to him in after life, simply because he was put into and kept in the wrong place, where he had no opportunity to exercise his capabilities, but was either in a constant struggle to accomplish impossibilities, or seeing the futility of any effort, abandoned himself to the current.
Even in the case of equal capacity of the mind, when devel- oped, the progress of development is not the same. Maturity is arrived at earlier in one case than in another, and there can scarcely be a more grevious wrong than to keep a child in a place where, to sustain himself creditably, he must exhaust his strength, or on the other hand where no labor is needed and he must grow listless from inactivity.
There is a fitness of things in having a scholar occupy at all times his proper place. In the long run, patience and perseve- rance will do much to supply the want of genius, but place a child in a position where patience cannot be expected and there is no inducement for perseverance, and there can be no rational hope for progress.
It does not follow that, because a boy of ten years of age is in education behind his fellow of the same age he will be so at thirteen. The fleet do not always win the race. The progress of each one should tally with his present abilities and as they enlarge, his speed will increase.
The difficulties and incongruities above alluded to in the old practice have always been noticed by teachers, but the question has always been, "How are they to be avoided ?" Discussion upon discussion in public and in private has taken place. The amount of labor, administrative talent, skill, or something else,
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requisite in the teacher has been descanted upon; the plea that no practical system has been devised, or if devised that it is applicable only to special cases, has been made ; fears have been entertained of entering a labyrinth of difficulties from which extrication will be impossible, and, further, it has been urged that it is " better to bear the ills we have than to fly to those we know not of," until down has come the ponderous trip-hammer of " long-established usage," crushing debate and leaving the late disputants to travel along the ancient tow path.
To this subject has the attention of the School Committee of this town been frequently directed, and they have given it much consideration. It has so happened that, in one of the schools - the Prospect Hill Grammar School - there has, under the ad- ministration of its able teacher, for some time past been a departure from the old practice, and the scholars have been advanced, from time to time, with reference to their attainments, under a system peculiar to himself, with highly beneficial results. To a greater or less extent this has been done in some of the other schools.
It has not unfrequently been observed, in our examinations, that a prompt, active, intelligent boy or girl, has been pointed out as a promoted scholar, and, in some cases, of recent promo- tion. So advantageous, indeed, to all concerned, does the appli- cation of the principle that a scholar's advance in position should depend upon his abilities and progress in study appear to us, that we have adopted it as a rule. Of course it is yet something in the nature of an experiment, and preliminary to the adoption of any detailed system, the teachers have had communicated to them some general suggestions for their guidance, without being obliged to follow in a precise path ; and, so far as we have been informed, the operation has been favorable.
The guardianship of the schools is no sinecure, as all know who have ever held it; and the labors of a School Committee, although unappreciated by too many, are always arduous and exacting; yet, in the investigation and pursuit of this subject, a
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more minute and careful examination of the condition of the ยท schools, as to minute particulars, has been made than is usual, as the files of the Committee will show.
Among other things, it has appeared that there is a great dif- ference in the space, in the text-books, gone over in classes and schools of equal grade. This we deem to be a defect, and to remedy it and obtain a substantial uniformity, meetings of the teachers in each grammar district, and of all the teachers, in general convention, have been held, for consultation and sugges- tion to the Committee in regard to the proper limits of study, and reports of the proceedings have been made, which we have now under consideration.
This attempt at uniformity will, we think, commend itself to every one, and we conceive it to be essential to the attainment of success in our labors.
It can hardly be expected that the details of any proposed plan will be here given; yet, in consideration of the very gen- eral interest excited, and the desire of the Committee to inform those whom they represent, in general terms at least, in regard to some of the operations deemed necessary in the practical application of the adopted rule, it may be remarked that, it is believed there should be daily advance lessons, reviews and back-reviews in the various studies pursued, commencing at proper intervals from each other-the advance, or new lessons, being of moderate length, and the reviews and back-reviews more extended, so that, within short periods of time, the two reviews will meet each other and extend to the advance lessons.
These two reviews should not commence so distant from each other and from the advances as to cover matter of which the pupils have not some some fair memory. The result will be that the scholar will have his lessons firmly fixed in his memory, with comparatively little labor, if the advance lessons are properly learned. The advance lessons will give him his first knowledge of the subject matter; the reviews will take him over the same ground before his memory is very defective, and
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give some degree of permanence to his impressions; while the back reviews will tend to firmly establish in his mind that with which he is already conversant.
It is well known to parents and teachers, that some repetitions are required in exercises given to children, and that the doctrine of " line upon line and precept upon precept," cannot be quite dis- regarded. If, however, the reviews are very distant from the advance lessons, they will, unless in remarkable cases of memory, appear very much like new ones, and require almost as much labor as in the first instance. This is especially true in those branches where the new lessons do not necessarily involve a knowledge of the previous ones, say in History, Geography, and the like, as compared with some branches of Mathematics, where a knowindige of the previous steps is absolutely necessary to any advance.
It is evident that the very common practice of spending the last three or four weeks of a long term in Reviews for the first time, in preparation for examination, is objectionable, imposing unnecessary labor on the student by reason of loss of memory, and crowding upon him in rapid succession long lessons that appear almost new. Reviews also at the close of each week of five days' studies do not seem to entirely meet the case, for still at the close of the term it is usually found necessary to take up much time in going over the whole ground again - compelling the scholar to complete the term in order to reap the advan- tages of the lessons already studied.
By the daily recitations in advance lessons,-reviews and back-reviews, however, many difficulties are obviated, - the memory is fixed, and the student is ready, at limited periods, to pass to his promotion ; or, if for any reason he abruptly leaves his class or school, he carries with him a knowledge of what he has studied. Of course, when the advance lessons are reached by both reviews, a new starting point must be found. A fit teacher will not be destitute of judgment nor entirely wanting in administrative ability.
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With these remarks, somewhat extended by reason of the supposed novelty of the subject, and in answer to repeated inquiry, we close, only adding that, if our success in the promo- tion of the cause of education among the Youth of this town bears any proportion to our sense of its importance, the labor will not have been altogether in vain.
Respectfully submitted, ISAAC STORY,
Chairman of Special Committee on Individual Promotions.
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THE CURRENT EXPENSES.
It is believed that no apology will be asked because of the circumstance that the current expenses have exceeded the ap- propriations. When appropriations were asked a year ago, the estimate was based on then existing prices of material and labor. Does any reader of this Report need the proof that almost every article of sale, and every kind of labor, costs more, in most particulars a great deal more, than it cost a year since ? But school-houses and fences must be repaired, no matter what the cost of lumber, paint, and labor. The Com- mittee feel assured that the explanation of the excess of ex- penditure over appropriations will be so obvious to every citizen, that no complaint will come from any quarter. The Committee have made every practicable endeavor to economize, and repairs have been made only as the public good seemed to demand.
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