USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1868-1871 > Part 27
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42 | Part 43 | Part 44 | Part 45 | Part 46 | Part 47
At their Reunion in February last, they were favored with an Address of great beauty and appropriateness by John E. Tyler, M. D., of McLean Asylum.
PROMOTIONS AND EXAMINATIONS.
Regular class promotions are made in each Depart- ment near the close of the Summer Term.
The examination of applicants for admission to the High School, takes place at the High School Building, on the day next succeeding the Annual Exhibition of the school.
Each pupil brings from his last teacher a certificate, indicating that he has completed the course of study pre- scribed for the Grammar School.
When he enters the school-room for examination, he finds upon the desk he is to occupy, a slip of paper with
172
his number, and on which he writes his name and age This he retains until the result of the examination i known.
He is then furnished with sets of questions, designer to test his knowledge of the various branches taught il the Grammar School.
Sufficient space is left between the questions to con tain the answers, which the pupil is required to write ou in full.
These papers, to which is applied the pupil's number are carefully examined by the Committee and Principa. of the school, and the per cent of correct answers is com. puted, before it is known to whom they belong.
A Blank similar to the following is filled out by the Principals of the Grammar Schools for each graduate.
School.
Pupil,
Whole number in class,
Average per cent of Class in Scholarship,
Rank in the Class from Scholarship and Deportment,
Per cent obtained in Scholarship,.
Deportment, Habits in Study, .. Laboring under any particular disadvantages the past year. Principal. Somerville, July, 1869.
The Committee, having before them the pupil's an- swers to the proposed questions, and a statement of his standing in the school whence he came, are prepared to form a correct judgment respecting his qualifications and fitness for promotion.
We regard a written examination, carefully conducted,
173
fair test of scholarship. In every instance, at our last xamination, those pupils who stood first in their respec- ive classes, ranked the highest on examination ; and the ank by examination of all the applicants, corresponded, very nearly, to their rank in their respective schools.
Ninety-eight per cent of all the graduates from the Grammar Schools applied for admission to the High School, and ninety-two per cent of the applicants were admitted.
APPROPRIATIONS.
To meet the current expenses of the Schools for the year 1869, the town appropriated $45,350.
The expenditures from January 1, 1869, to January 1, 1870, were as follows :
Teachers' Salaries,
$31,312 54
Janitors'
1,460 00
Fuel,
.
2,812 38
Repairs,
2,421 35
Miscellaneous,
4,102 90
Insurance,
393 76
Superintendent's Salary,
1,500 00
$44,092 93
MORSE GRAMMAR SCHOOL HOUSE.
At a meeting of the Town, held on the 26th day of April last, $27,000 were appropriated to purchase land, und construct of brick, a Grammar School House in Franklin District.
The following named gentlemen were chosen a Build- ing Committee by the School Board.
Enoch R. Morse, George W. Durell,
Leonard Arnold,
Samuel A. Carlton.
174
A lot of land containing 32,320 feet, and situated o the corner of Summer and Craigie Streets, was purchase for 72 cents per foot.
A contract was make with Messrs. Barnard and Lar caster of Boston, to construct and complete the buildin ready to receive the school furniture, for $21,300. Thes gentlemen are fulfilling their contract to the entire sa isfaction of the Committee.
The building, which presents a pleasing appearanc from every point of observation, was designed by S. J. F Thayer, Esq., of Boston, who also superintends its con struction.
It is two stories high with a mensarde roof, and a base ment nearly out of ground. The basement contains the heating apparatus, a room for fuel, rooms for the janitor and two spacious entries for the pupils. Each of the two stories has two school-rooms thirty by thirty-five feet il area, and twelve feet eight inches high in the clear Communicating with the school-rooms there are conven ient clothes rooms, and closets for the teachers. The halls and stairways are light and spacious. The exhibition hall in the roof story is thirty-four by fifty-six feet, and eighteen feet high.
The building is fifty-three and one-half by sixty-five and two-thirds feet on the ground. Its front entrance is from Summer Street, and there are two side entrances for the pupils.
It is expected that it will be completed and ready for occupancy early in March next.
We have given it the name of Morse Grammar School House, in honor of Enoch R. Morse, Esq., of the School Board.
175
TRUANCY.
Cases of truancy are frequently occurring, and we have o legalized means of preventing them.
We would recommend the appointment of five Truant Officers, one for each school district, as the most effectual emedy.
It is a sound maxim, that peace is best secured by a borough preparation for war. An efficient police force maintains the quiet of a city by preventing, rather than y quelling disorder. *
Pupils inclined to truancy, will be restrained by a nowledge that there are those who are legally appointed look after them, and to whom they will be held menable.
DISCIPLINE.
We are happy to report that the' excellent order so revalent in our schools, is secured mainly by mild measures. In many of them, instances of corporal pun- hment are extremely rare.
In 1843, Hon. Horace Mann, then Secretary of the oard of Education, visited Europe that he might make imself personally acquainted with their system of Public instruction. In his report published after his return, is his testimony : "During a period of six weeks, the reater part of which I spent in visiting schools in the orth and middle of Prussia and in Saxony, though I iw hundreds of schools, and thousands, -I think I may ty, within bounds, tens of thousands of pupils, - I never uw a blow struck, I never heard a sharp rebuke given, never saw a child in tears, nor arranged at the teacher's ar for any alleged misconduct. I heard no child ridi- led or sneered at, or scolded for making a mistake. o child was disconcerted, disabled, or bereft of his senses
176
through fear. The relation seemed to be one of duty fir: and then affection on the part of the teacher, - of affe tion first, and then duty on the part of the scholar."
With confident expectation, we look forward to th time, by no means distant, when the same may be sai of our own schools, and when the rod will be supercede by duty and love.
HEALTH OF PUPILS.
At certain seasons of the year, large numbers of pupil belonging particularly to the Primary and Sub-Gramma schools are absent on account of severe colds. If thes are induced by causes under our control, it becomes t to search them out and apply the remedy. We cannc be too cautious in this matter; for no amount of know edge within the province of the schools to impart, ca: compensate for impaired health and an enfeebled con stitution.
It was a maxim with Dr. Hosmer, father of the cele brated Harriet G. Hosmer, that " there is a whole lifetim for the education of the mind, but the body devolopes i: a few years, and during that time nothing should b allowed to interfere with its free and healthy growth."
Anything like a full discussion of this important mat ter is not compatible with the limits of this Report. Bu a very few and brief suggestions in relation to it, may not be out of place.
In cold and stormy weather, we have frequently seer children shivering about the school buildings before the doors were opened.
Our Regulations provide that the school-rooms shal be opened and that the teachers shall be present both morning and afternoon fifteen minutes, at least, before the time for the session to begin.
When the weather is cold or stormy, we would recom-
177
lend that the children be retained at their homes until hey will be sure of gaining admittance to their school- ooms.
The temperature of the school-room should be kept as quable as possible. When it is much above sixty-eight egrees, lassitude is induced, and the liability to take old increased. If it is allowed to fall much below that oint, then discomfort to the pupils will ensue. Since ur feelings are not always a sure guide in this matter, ve should frequently consult the thermometer.
A current of air of lower temperature than that in the chool-room should be most scrupulously avoided when he children are present.
" A draught is death's dart."
We should avoid it as we would the upas tree. Multi- udes of children, by sitting in currents of cold air con- ract diseases that terminate in death, or so impair their constitutions that they are rendered invalids for life.
In pleasant weather pupils should spend their recess in the open air. When the weather is cold, care should be taken, especially in the case of small children, that they are properly protected by outer garments before they leave the dressing-room.
In their absence the blinds should be thrown back to admit the sun, and the windows opened for a fresh supply of pure air.
PROSPECTIVE WANTS.
Our High School Building is becoming too strait for the school.
Nearly every available foot of space in the school-room is covered with desks, all of which have been occupied during the year.
14
178
Ninety per cent of the pupils who graduated at th Grammar Schools in July last, entered the High Schor in September.
Should only seventy-five per cent of the pupils no constituting the first class in the Grammar Schools be ac mitted to the High School next September, it woul cause an increase to the school of fifty pupils, after th graduation of the present first class.
It will be seen, therefore, that there is an immediat and urgent demand for additional High School accommo dations, adequate to the wants of our rapidly increasin; population.
A new school-house will soon be needed in the vicinity of Prospect Hill school-house, as all the rooms in tha building are occupied, and some of them are crowded to excess.
A large tract of land situated between Cross and Wal nut Streets, and extending from Broadway to the Lowel Railroad, is being covered with dwellings, and is des tined to be occupied very soon by a dense population for whose accommodation a school-house will be needed at a point central between Prescott and Forster school- houses.
MUSIC.
Instruction in Vocal music has been given during the year by Mr. S. D. Hadley, and also by Mr. S. Henry O. Hadley, a graduate of our High School.
A lesson one hour in length, has been given each week in the High and Grammar Schools.
The interest of former years, in this important and de- lightful branch in our system of education, has been well sustained.
179
TEACHERS.
Having witnessed through a series of years the fidelity nd devotion of our teachers, and their promptness in onforming to the wishes of those on whom devolves the esponsibility of giving direction to their efforts, we can peak of them only in terms of high commendation.
Having passed through a similar experience, we know heir perplexities, and are in full sympathy with them in Il their efforts. In speaking of them and their duties, herefore, our words will fail to do justice to our emotions hould they convey any impression but that of our high- st consideration and regard.
Teachers, such are our convictions of the sacredness nd importance of your work, and so great is our solici- ude for its successful prosecution, we feel constrained to counsel you with great earnestness to a more devout and entire consecration of yourselves to your high vocation, o go forth each day under a new inspiration, and with a 'eal worthy of those whose influence is to extend far into he unknown future, and whose work is for immortality.
Labor earnestly to render yourselves in all respects an example worthy of imitation. Strive to be what you would have your pupils become ; for most assuredly you vill witness in them a reflection of your own character.
In their presence be hopeful, cheerful, enthusiastic, kind, courteous. Let no storm-clouds dim the brightness of your school-room. Utter words of kindness and their echoes will be harmonious. No words of inspiration are more sure of fulfilment than these. "With what meas- ure ye mete it shall be measured to you again."
Always appeal to the higher motives. Pursue towards your pupils, at all times, such a course as will commend itself to their better judgment, when they become wise and thoughtful men and women.
180
Permit yourselves under no provocation to give utte ance to a word respecting your pupils, that will tend degrade them in their own estimation, or the estimatic of their associates. Better far to maim the body than wound the immortal spirit. Strive rather to cultivate i them feelings of self-respect, and inspire them with co. fidence in their own capabilities. Their way may b long and dark before them. They will need to be girde with all the courage and spirit God has given them, fc life's conflict.
Should it ever become your duty to inflict punishmen first chasten your own spirit, and let it be manifest to th child, that you are impelled to the act by a kind regar for his welfare, and remember that where there is jud cious management, such an occurrence is of rare necessity
Since the calling of teachers involves such vast respon sibilities, they need to be most thoroughly furnished, an liberally endowed by nature and by culture, and shoul realize most deeply the importance of the interests com mitted to their keeping.
At a time like the present, when science is making sucl rapid advancement, and new paths of literature are open ing on every side, and the spirit of the age calls into vig orous exercise all the powers of thought, how importan that those who are so largely to influence the rising gen eration, who are to put their impress upon the yielding mind, and heart of youth, should fit themselves by a lib eral education, a many-sided culture, and a thoroughly practical and disciplinary training for such great respon sibilities.
There exists, indeed, the necessity of a natural taste and fitness for teaching, else the most extensive acquire- ments will be of little avail. No one can hope to succeed in any department, without the requisite natural endow- ments, as well as all needful acquired qualifications.
181
To be a skillful physician requires not only a thorough nowledge of physical science and the human system, hich is the result of study, but quick perceptions, a ten- er heart, and an innate love for the human race, the fts of nature.
So a good teacher needs not only to be instructed in 1 science, to know all the wisdom of the ancients, and l the theories of his own time ; but he must have a tience that never fails, a moral force that cannot yield, nd above all a hearty love for those committed to his tre, and an earnest desire to instruct them in true wis- om, and to lead them to its source.
To develop these peculiar gifts to their highest capa- ilities, should be the aim of every one who undertakes to rear the tender thought," and no means should be eglected in securing the desired end.
To teachers we must look mainly for whatever of ex- ellence we may desire in our schools. Whenever a eacher is fired with enthusiasm for his work, his spirit ill be infused into his pupils. A live teacher will make live school. A teacher cannot be deeply interested in ny branch of study, without exciting a similar enthu- asm in his pupils. He is their model, their example. Whatever he firmly believes and enthusiastically teaches ecomes their creed.
The character of a school depends not merely upon the xtent of the teacher's knowledge, and his skill and en- ausiasm in imparting it, but mainly upon what he is.
Personal character carries with it weight ; and hence, oral force, broad culture, and refinement of tone and ought, are among the most essential elements in one ho devotes himself to this most noble and holy calling. he fountain must not only be full, but its waters should e pure. How important therefore that teachers should rive to make their lives pure, their example worthy
182
of imitation, and their characters such as to inspire tl trust, the respect, and the love of their pupils.
NORMAL SCHOOLS.
To those who design to become teachers, and who de sire to secure a high rank in their profession, we would commend the superior advantages arising from a cours of study in our State Normal and Training Schools.
We cannot appreciate or commend too highly the ac vantages of the course of study pursued in our Hig! School. But our pupils necessarily graduate just at th time when by mental discipline, they are prepared to pursue study to the best advantage, and at an age when mere passive receiving ceases, and the real work of sell culture and world-knowledge begins.
A thorough understanding of science, and a lively ap preciation of books and their uses, demand a mature age and minds which previous mental discipline has prepared therefor.
Normal Schools afford an excellent opportunity to con- tinue the education which the High School so admirably commences but necessarily leaves incomplete. They aim to give to their pupils a wider experience in thinking and observation, and to teach them how to use the book lore laid up in the store-houses of the mind, and how to communicate their knowledge in the happiest manner to others.
What before had been dimly perceived is enlightened, and what had faded from the memory, is brought forth with new power and meaning. They secure a fuller de velopment of mind, a wider scope of experience and a deeper comprehension of the magnitude of the teachers' work.
183
Many of the exercises of these schools, are especially irected to cultivating a taste for teaching and develop- ig, not only the mental, but also the moral qualifications equisite in a good teacher. They aim not merely to in- truct in all useful knowledge, but by a practical appli- ation of all their teachings, and by the training exer- ises which form a part of their discipline to give that peculiar direction to the mental and moral forces which must be brought into the teacher's vocation.
Should the discipline of the schools fail to accomplish hese results in their pupils, then by timely advice they revent many young persons from engaging in a pursuit which would be mere drudgery to them.
While we do not claim that Normal schools make per- ect teachers, or that no teacher can obtain the highest position without them, we still think they go far towards accomplishing their purpose. They inspire their 'pupils vith a sentiment of the sacredness of the teacher's voca- ion, and call forth an enthusiasm which no general course of study could arouse.
By order of the Committee,
J. H. DAVIS, Superintendent of Schools.
Somerville, Feb. 1, 1870.
PRIMARY SCHOOLS.
Our schools of this grade number twenty-one, the list having been increased by two the past year.
Children remain in these schools ordinarily about three years, or until they learn to read with a good degree of fluency, to spell easy words readily, and are familiar with he Roman Numerals, the Abbreviations, Punctuation Marks, and Tables for the simple rules of Arithmetic,
184
The result of the recent examinations was highl gratifying. All the commendations contained in the fu and able report of the schools of this grade, last yea will apply to them with equal emphasis at the presen time. We think all the Teachers are faithful and zealous and many of them from long experience, have acquire! a skill in the management of children, truly surprising
By proper discipline, we may retain a lively sympathy in youthtul hearts and pursuits as years pass on. deem it worthy of remark, that one of our most suc cessful, and enthusiastic, and we think we may say pop ular teachers in this department, has been constantly em ployed in our schools, ever since the Town was incorpo rated in 1842.
To one having the tact to manage and a heart to love children, the Primary school is a delightful place ; but a teacher who cannot love children, had better make up her mind to pursue some other employment. Her labor is unsanctified, and will exert a baleful effect upon the hearts and lives of her pupils. The school-room should be a sunny spot where all is cheerfulness ; and the source of light and happiness must be the large, loving heart of the teacher.
Unreasoning little children, full of animal life, are very difficult to govern by harsh treatment, but their hearts are singularly open to appeals of affection. Once gain their love, and obedience becomes not a task, but a pleas- ure to them.
The great secret of the success of a good teacher of children, lies in a loving spirit, and a mild, firm treat- ment of them, leading them quietly by the higher mo- tives of love.
All children are not equally attractive, as all flowers are not alike beautiful. But the true lover of nature, will find something to admire in every flower that blooms,
185
o one having the true instincts of a teacher will discover omething of interest in every child.
The affections of some children, develop slowly with the most fostering care, owing perhaps to unfavorable in- luences out of the school room ; but as sure as the most tardy seed germinates in the light and warmth of the summer sun, so surely will love and kind treatment work upon the heart of the most obdurate child, and ex- pand its life into gentleness and beauty.
O. S. KNAPP, Chairman.
SUB-GRAMMAR SCHOOLS.
There are now twelve schools of this grade, one having been added to the list the past year. They contain about one-fourth of the pupils in all the schools, and occupy a very important place in our system of public instruction.
Probably there are no two years in the entire course, more important than those spent in this department. Children are then just at an age when their minds are peculiarly susceptible and pliant, and when habits are readily formed and firmly fixed.
We labor therefore to secure the most skilful teachers for this department, and we are happy to report that they are doing their work faithfully and well.
Special attention is given to the development and cultivation of the voice in reading, to spelling and defin- ing, Mental Arithmetic, and Written Arithmetic through the Simple Rules, the elements of Geography, and to forming correct habits in writing.
The recent examinations indicated faithful instruction, and commendable industry on the part of the pupils, and were in a high degree satisfactory.
186
In every instance, the order was unexceptionable. most of the schools, the reading was excellent, conside. ing the age of the pupils. In a few instances there wa want of flexibility of voice, and the style was labored an. measured, the result, probably, of an extra effort to s cure distinctness of articulation.
We were greatly pleased with their promptness an accuracy in their spelling exercises. In some of th schools there was not a failure, and in several the failure did not exceed four per cent.
The proficiency of all the schools in Arithmetic and Geography fully equalled our expectations.
To those Teachers who, perhaps unconsciously to themselves, manifested a degree of nervousness over the failures of their pupils, we would say, that we do not ex- pect perfect recitations at all times in any school. Every one, at all conversant with schools, knows that as striking contrasts are often witnessed in the same school on dif- ferent days, as in different schools on the same day ; and hence we form our opinion of their merits as we do of human character, not by any isolated event or exhibi- . tion, but by their general tenor, and prevailing tenden- cies.
We much prefer that pupils should never fail, and we think that great pains should be taken by teachers so to adapt their questions to a child's capacity, as to remove the necessity of failure.
It is often unpleasant to witness the immediate effect of failure upon a child, and painful to consider what may be the ultimate consequences of a habit of failing.
We have witnessed how a well disciplined army is de- moralized by defeat. But the recitation seat is the child's battle-ground, and victory or failure here leaves its im- press upon his character. Success inspires confidence, and this in turn insures success.
It has passed into a proverb, " He is most likely to
1
187
Iwin, who thinks he will ; " and it is equally true that he eis most confident of victory who is oftenest victorious.
The Roman Legions, having never sustained a defeat, regarded themselves, and were regarded by their enemies gas invincible.
We should omit no opportunity to inspire children dwith the feeling that they are' fully equal to the duties assigned them.
E. R. MORSE, Chairman.
GRAMMAR SCHOOLS.
The general condition of these schools is nearly all that could be desired; great excellencies, were found in some, marked deficiencies in none. The examinations showed that teachers and pupils had labored diligently and faith- fully. The thoroughness with which the studies had been pursued, and the quiet self-reliance of the scholars were highly gratifying. In several cases the pupils requested that the examination should be continued even after the other schools had been dismissed.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.