USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1873 > Part 6
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At present we are unable to discover wherein our course of study -so far as it applies to the primary and grammar schools- can be much improved. It must be apparent to all, however, that in school work, as in the operations of the various departments of industry, suc- cessful results, in carrying out any programme, can be secured only by a rigid compliance with the requisite conditions of success.
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We will enumerate, very briefly, some of these condi- tions.
MATERIAL WANTS .- The material wants of the schools must be well supplied. The school-rooms must be pleas- ant and attractive, well lighted and amply supplied with pure air of suitable temperature, so that pupils-free from all physical discomfort - may pursue their studies under the most favorable circumstances.
CO-OPERATION OF PARENTS .- Parents must cordially co- operate with those to whom they commit the education of their children. They must promptly furnish all need- ful appliances for the successful prosecution of school work, must labor assiduously to inspire their children with confidence in their school and with affection for their teachers. They must see that their children are constant and punctual in their attendance at school; for nothing so effectually counteracts the efforts of teachers and diminishes the effectiveness of the schools as the want of regular and punctual attendance. We cannot awaken and render permanent the interest of pupils in their respective studies, unless they are present at every recitation, master every difficulty as it presents itself in their course, and comprehend each principle in the order in which it occurs.
EFFORTS OF PUPILS .- Pupils by constant attendance, by patient study and close mental application, must faithfully perform their appointed tasks as they daily occur, and must ever yield a cheerful, prompt obedience to school requirements.
COMPETENT TEACHERS .- Teachers should be wise upon all subjects they are required to teach, and industrious in
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learning the best methods of imparting to others the treasures they have garnered. But the mere act of im- parting knowledge is not the most important part of their work. They must be educators as well as instructors.
They must not only impart knowledge to their pupils, but teach them also the art of acquiring it by their own efforts. Since the mind grows in breadth and power by the exercise of its own activities, they must assist their pupils by teaching them self-reliance and the best meth- ods for the development of their own latent energies.
As he is the greatest benefactor who assists others by conferring upon them the ability to minister to their own necessities, so he is the most successful teacher who edu- cates his pupils in a manner to render them most inde- pendent of his aid.
Too much assistance from without, removes the neces- sity for exertion and thereby tends to enervate : whereas the aim should ever be to invigorate by cultivating self- reliance and independence. Hence there may be too much teaching. Oral instruction may be in excess. With little personal effort, pupils can listen to the instruction of their teacher as to the "song of one who hath a pleas- ant voice," and derive but little practical benefit there- from.
A spirit of self-reliance is the very basis of all genuine development. Labor, by a providential arrangement, is an essential condition of real prosperity in any direction. Sir Walter Scott in writing to his son, said, "I cannot too . much impress upon your mind, that labor is the condition which God has imposed on us in every station in life. As for knowledge, it can no more be planted in the human mind without labor than a field of wheat can be produced without the previous use of the plough."
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A man of wealth deploring the inefficiency of his son, affirmed that it would have been vastly better for that son could he have grown to manhood without the expec- tation of a dollar, except as the result of his own industry. Inherited wealth, by removing from its possessor the stimulus to exertion, frequently renders him a dependent upon his fortune : whereas the man who has built up an estate by the exercise of his own energies, has - by that very exercise - developed capabilities which make him independent of his wealth.
Pupils, therefore, should never be mere passive recep- tacles into which teachers are to pour information, but active, earnest students. They must search for the hidden treasures. They should dig the wells from which are to issue the springs of knowledge.
PROPER USE OF TEXT-BOOKS .- The teacher's knowledge should extend beyond the narrow limits of the elemen- tary books of the schools, and his familiarity with the subjects taught should enable him to dispense with the text-book while conducting a recitation. No amount of knowledge, however, can supersede the necessity for a daily preparation for school work, including each recita- tion. Such preparation gives point and directness to the instruction imparted, and awakens an enthusiasm in the mind of the teacher which is soon communicated to his pupils. The fact does not escape observation, that our best teachers are the most faithful in this regard.
In consequence of the rigid adherence to text-books by many teachers, some educators discard them and substitute therefor the instruction of teachers. We would avoid both of these extremes, and pursue the medium course.
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A very large proportion of our knowledge of the thoughts of men and of past events must be gained from books. It must be regarded of great importance to pupils, therefore, that they be constantly and carefully instructed in the best method of gaining knowledge therefrom, through their entire course. As a means of education we can hardly over-rate the importance of having ever at hand for study, reference and review, carefully prepared text-books in which the subjects to be investigated are systematically arranged, and the defini- tions, rules and principles are clearly stated and illustra- ted in concise and appropriate language.
Oral instruction judiciously applied is invaluable to supplement and emphasize the written text, and to enliven the recitation ; but without the check and fre- quent reminder of the text-book, it is liable-like ex- tempore speech -to degenerate into looseness of style and inaccuracy of statement ; and the impressions which pupils receive from such instruction are usually vague and imperfect, and are soon effaced.
The extent to which text-books shall be used, must be left largely to the judgment of teachers. By a careful preparation for each day's duties, they should qualify themselves to make a judicious selection of what is most important for their pupils to know,- what they should carefully treasure up in the memory and what demands only a cursory perusal, -that they may not employ their time and exhaust their energies upon matters of secon- dary importance, but, under proper guidance, concentrate them upon those which are essential and fundamental.
It is in just this particular that many teachers are liable to failure, and to it we respectfully invite their special attention.
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To measure accurately the capacity of children at different stages of their advancement, and to discriminate wisely in selecting and assigning their work, are the most essential and difficult lessons for teachers to learn. Many teachers, and especially young and inexperienced teach- ers, over-estimate the capacity of children : consequently with the kindest and best intentions they are liable to make unreasonable demands upon them, and to assign lessons disproportionate to their ability. Through a lack of proper discrimination in the selection of lessons, ener- gies are exhausted by comparatively useless labor upon matters of minor importance, which should be directed to those of more vital moment. .
If pupils are injured by study, are over-worked in ful- filling the requirements and in meeting the demands of our system of instruction ; or if pupils of average ability and industry fail to accomplish their work in the time prescribed, the fault, we think, is not in the system or its rightly interpreted requirements; but mainly in its mis- application consequent upon the deficiencies specified.
MEMORIZING .- The memory ranks high in value among our intellectual endowments. It is a rich treasury to those who have industriously gathered into it the accu- mulations of years. Like every other faculty of the mind it is strengthened by judicious use. The more we. commit to it, and the greater our drafts upon it, the more promptly does it respond to our demands. It retains with marvelous tenacity whatever is carefully committed to it in childhood and youth.
Rules, statements of established principles, definitions of technical terms, and whatever may be regarded as the foundation and framework of our knowledge of language and the sciences, should be memorized with great care,-
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usually, in the precise phraseology of the text-books, - and, by frequent reviews, indelibly stamped upon the memory.
In such recitations, however, the teacher should con- stantly address himself to the understanding of his pupils and exercise great care in guarding against a mere repiti- tion of words without wisdom.
The minds of pupils should always be disabused of the idea that they study to recite merely. They should be made to understand that the recitation is only a means to a much more important end : that they study to know and recite in order that the teacher may determine how well they have succeeded in comprehending the subject of their lesson, and how faithfully they have committed their knowledge to memory ; and, by his illustrations and explanations may improve their understanding and ren- der more permanent their impressions.
Pupils may not always fully comprehend the language in which rules and principles are stated, at the time they commit it to memory ; but a clearer understanding of the principles involved will dawn upon them as they advance in their course.
As a rule, knowledge should precede the act of memo- rizing, - the principle should be understood before the precise language by which it is stated is committed to memory. It often happens, however, that the hidden meaning of a principle is best revealed by the very effort of the mind requisite to commit its statement to memory. Bacon says, "Men believe that their reason is lord over their words, but it happens too that words exercise a reciprocal and reactionary power over the intellect. As a Tartar's bow they shoot back upon the understanding."
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ORDER OF DEVELOPMENT .- Those who direct the education of the young and stimulate their progress, should studi- ously observe the natural order of development and adapt their instruction accordingly.
"To everything there is a season." There is work especially adapted to every period of a pupil's advance- ment. As, in the spring time, plants that come first to the surface demand the first care, so those qualities of mind soonest developed should receive the earliest cultivation.
Children are acute and accurate observers. They judge of character and arrive at conclusions as by intuition. Their faith is proverbial; without questioning, they receive, upon trust, the statements of those in whom they confide. Their curiosity and spirit of inquiry prepare them to receive with interest and pleasure the instruc- tion of their teachers. They memorize with great facility and often with positive pleasure, and what they carefully commit to memory is firmly retained.
Nature would seem to indicate, therefore, that the appropriate work of children, early in their course, is to gain a familiarity with objects about them and to treas- ure up knowledge for future use. Since, however, their mental vision has only a narrow range and their knowl- edge of most subjects, when first.presented to them, is of necessity limited, they must learn many things of which they can have but a partial understanding. They must often be taught the manner of doing before the reason for the process can be understood.
Childhood is not the period for teaching the analytical and philosophical. Reason and judgment mature slowly. Studies, therefore, which require, largely the exercise of these faculties, should be reserved till a later period in the
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pupils course. In the lower classes, for example, we would have the fundamental rules of arithmetic taught without minute explanations of the principles involved. We would have children, in these classes, learn mechanically the art of adding and subtracting, of multiplying and dividing with rapidity and accuracy, reserving analysis and the explanation of principles till a later period when they will be readily comprehended. In teaching lan- guage, including technical grammar and rhetoric, we would make our advances harmonize with the capabili- ties of pupils,- giving to practice great prominence in the lower classes. We would introduce theories and technicalities slowly and gradually and always in accor- dance with the progress of pupils and the development of their understanding.
STUDY OF LANGUAGE .- The study of language, by what ever names we may characterize it, transcends in impor- tance every other study of the schools, and addresses itself to teachers of every grade and to pupils of every age. It cannot be entered upon too early, pursued too industriously or continued too long. Impressed with its importance, educators are giving to it greater prom- inence in each department of the public schools, and the demand is daily becoming more urgent for improved text-books and methods of instruction in this important branch of study.
No other accomplishment can compare in value with the ability to use language with accuracy, appropriate- ness and fluency. The ability to communicate to others all the various and ever varying shades of thought and emotion by spoken or written language, is one of God's greatest and best gifts to man.
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Müller in his "Science of Language," says,
"The science of language gives us an insight into that which, by common consent, distinguishes man from all other living beings ; it establishes a frontier between man and the brute which can never be removed. We cannot tell, as yet, what language is. It may be a pro- duction of nature, a work of human art, or a divine gift. But to whatever sphere it belongs, it would seem to stand unsurpassed - nay, unequalled in it -by anything else. If it be a production of nature, it is her last and crowning production which she reserved for man alone. If it be a work of human art, it would seem to lift the human artist almost to the level of a divine Creator. If it be the gift of God, it is God's greatest gift ; for through it God spake to man and man speaks to God in worship, prayer and meditation."
It is by no means complimentary to our methods of instruction that so large a proportion of pupils study the grammar of our own rich and beautiful language with aversion, and not unfrequently with little practical bene- fit; whereas this most important study should be the most interesting also in every school as it is already in many schools.
In the past, we have had too much theory and too little practice. Technical grammar, including parsing and analysis, has doubtless received undue attention, and too little importance has been attached to the practical application of the principles and theories involved. The present danger is that we shall oscillate to the other extreme, - that in attempting to avoid Charybdis. we shall fall upon Scylla; whereas the medium course should be pursued. In this connection we would strongly em- phasize the common apothegm, " In medio tutissimus ibis."
In teaching the young we can never disjoin theory and practice except to the injury of the pupil. In every study therefore they should be combined, but in proportions varying with the advancement and capabilities of the
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learner. The study of grammar as a science treating of the laws of language abstractly, may be pursued with in- tense interest by mature minds ; but mere abstractions are meaningless to a child and must ever fail to awaken his interest.
It frequently happens that persons become so familiar with the science of grammar, that they can detect the slightest error in the structure of language, can analyze and parse the most difficult sentences with great accu- racy, and yet acquire but little skill in the use of lan- guage either spoken or written. But this inability is not the result of any defect in the science, nor should it be urged as a reason against the study of technical grammar in the schools, since it is not the province of any science to impart skill to execute, but rather to teach the learner how to do, and to inform him when his work is well performed.
One may be well versed in the science of music and yet be unable to execute a single tune by voice or in- strument. A mathematician may be an adept in the science of navigation but a novice in its practical appli- cation. Skill in any department is obtained by constant and long continued practice. Facility in the correct use of language spoken or written, results, not from knowl- edge alone, but from constant use in accordance with the rules of grammar and the usage of those who are regar- ded as the best models.
What is needed therefore in our schools in connection with the study of language, is not less of science, but more of practice, so that, while pupils are acquiring a knowledge of grammar, they may secure also the ability to use language with accuracy and facility.
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We cannot commence too early to teach children to express their thoughts in appropriate language. As soon as they can write words they should begin to copy and construct sentences. Exercises in composition cannot be too frequent, and should receive a larger share of atten- tion in every class in the High and Grammar schools. It is desirable that the exercises at the annual exhibitions of these schools, should consist more largely of original essays.
REVIEWS .- We cannot emphasize too strongly the im- portance of frequent reviews. Nothing stamps so indeli- bly upon the memory the knowledge acquired as frequent repetition. Every recitation should commence with a hasty review of the previous lesson. At the begin- ning of each week the work of the preceding week should be reviewed. At the beginning of each month also, the work of the previous month should come under observa- tion. Especially at the commencement of the school year each teacher should refresh the recollection of his pupils upon the work of the preceding year.
Teachers should endeavor to remove from their minds the idea that their individual classes are independent sections ; and that the prescribed pages of new work assigned them is all that they are responsible for. They should take a broad view of the work to be accomplished, and educate their pupils with reference to their entire course-the past as well as the present and future.
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MANNERS AND MORALS .- Teachers are to cultivate in their pupils good manners, and to give instruction in morals in accordance with the requirements of the Gen- eral Statutes, Chapter 38.
SECT. 10. It shall be the duty of the president, professors and tutors of the university at Cambridge and of the several colleges, of all preceptors and teachers of academies, and of all other instructors of youth, to exert their best endeavors to impress on the minds of children and youth committed to their care and instruction, the prin- ciples of piety and justice, and a sacred regard to truth ; love of their country, humanity, and universal benevolence ; sobriety, industry and frugality ; chastity, moderation and temperance ; and those other vir- tues which are the ornament of human society and the basis upon which a republican constitution is founded ; and it shall be the duty of such instructors to endeavor to lead their pupils, as their ages and capacities will admit, into a clear understanding of the tendency of the above mentioned virtues. to preserve and perfect a republican consti- tution and secure the blessings of liberty as well as to promote their future happiness, and also to point out to them the evil tendency of the opposite vices.
Education, in its most comprehensive signification, is not the training of the mind alone,- but the harmonious development of our entire being. Hence, when we have labored with great fidelity to develope the intellect and to increase the intelligence of our pupils, our work is but partially accomplished if we have failed to cultivate their moral nature,- if in consequence of our influence they have not higher purposes for good and greater strength to resist evil.
We are not to labor to produce good scholars merely, but good citizens. The great want of the nation is not learned men, but good men and true. A leading engineer says, "When I wish for competent agents to superintend works for which I am responsible, my greatest difficulty is to get good men. I can find twenty who know enough for every one whom I can certainly trust."
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We should seize upon every favorable opportunity to inculcate moral duties by precept and example, and should labor most zealously to discourage tendencies in a wrong direction.
"The spring time of our years Is soon dishonored and defiled, in most, By budding ills that ask a prudent hand To check them."
The following brief extracts are from a most admirable address by Rev. Dr. A. D. Mayo before the National Educational Association on "Methods of Moral Instruction in Common Schools."
" The problem before the common school teacher in America is to hold before the child, by precept and example, in the most practical way, that Christian morality which is essential to high character in a true American man or woman, and a good citizen of the United States.
" The fundamental method of moral instruction is to place in every school-room a teacher who is the incarnation of a profound, wise, and inspiring Christian morality. Every method presup- poses a living soul at the centre of operations, without which it is but a dead machine cut off from its motive power.
, " It is all the more true, because we are now forgetting it, that 10 person can become a fit teacher of American children without a deep, patient, enthusiastic love, founded on a religious faith in their spiritual nature as children of God, their moral obligation to God and man and the mighty issues, public and private, in- volved in their coming life.
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" It is unnecessary to tell a people whose hearts are yet thrill- ing with the great International Jubilee, that Music is one of the most subtle and powerful methods of moral instruction. There is nothing in this world like the singing of children ; and no- where do children sing as in our common schools. Marry our highest moralities to childhood's music, and young America may yet sing itself within sight of the millennium in this New World."
With many thanks to you, gentlemen, for your uniform kindness and constant co-operation with me in my work this report is respectfully submitted.
J. H. DAVIS,
Superintendent of Public Schools.
December 31, 1873.
ANNUAL REPORT
OF THE
TRUSTEES OF THE PUBLIC LIBRARY,
OF THE
CITY OF SOMERVILLE,
FOR THE YEAR
1873.
CITY OF SOMERVILLE.
IN BOARD of MAYOR AND ALDERMEN, March 9, 1874.
Referred to Committee on Printing, with full powers, and sent down for concurrence.
CHARLES E. GILMAN, Clerk.
IN COMMON COUNCIL, March 16, 1874.
Concurred in.
SOLOMON DAVIS, Clerk.
THE FREE PUBLIC LIBRARY.
THE Board of Trustees, elected by the City Govern- ment on the 21st of October, 1872, met November 14th, following, and organized under the By-Laws prepared by a Committee, appointed by the town of Somerville, April 29th, 1871.
The Committee on Building caused a room in City Hall to be suitably fitted up for the reception of books, and for the accommodation of the patrons of the Library.
The Book Committee began at once the work of se- lecting books, and with the valuable help of the Libra- rian, Isaac Pitman, Esq., whose services were rendered gratuitously, were enabled to open the Library for the delivery of books to the public, on the first day of May following.
The number of volumes at that time was 2,386.
Additions have been made from time to time, until the present number is 3,907.
Of these, 715 have been given by 36 doners, whose liberality has been acknowledged by letter of thanks, and by publication in the Somerville Journal.
A list of books called for, and not in the possession of the Library, has been kept by the Librarian, and such of them as were approved have been purchased and placed on the shelves.
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The amount of money passed to the credit of the Library, is $7,623.89 ; as follows :
Appropriation previous to 1872, $2,237 76
of 1872, . 1,139 33 ·
City Appropriation for 1873,
4,000 00
Donations of Messrs. Haskins & Cummings, 100 00
Catalogues and Fines,
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