USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1877 > Part 6
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Contributions by the city, raised by taxation in 1876 and 1877, $91,161 24
Accumulations thereto, being interest on investments and on deposits in savings banks, 2,797 96
A total of $93,959 20
Which has been placed in bonds of the city of Somerville, $92,500 00
Deposited in savings banks, 1,459 20
Making the total of, 93,959 20
Respectfully submitted.
NATHAN TUFTS, JOHN A. HUGHES, HENRY F. WOODS,
Commissioners.
ANNUAL REPORT
OF THE
SCHOOL COMMITTEE
OF THE
CITY OF SOMERVILLE,
AND THE
ANNUAL REPORT OF THE SUPERINTENDENT OF PUBLIC SCHOOLS,
1877.
CITY OF SOMERVILLE.
IN SCHOOL COMMITTEE, Dec. 1, 1877.
The following-named gentlemen were appointed a committee to prepare the Annual Report of the School Committee for the year 1877 : Messrs. Henry F. Spencer, Charles S. Lincoln, Enos T. Luce, and Horace Chapin, M. D.
Attest,
J. H. DAVIS, Secretary.
IN SCHOOL COMMITTEE, Dec. 29, 1877.
The Superintendent having presented his Annual Report, it was unani- mously accepted.
It was voted to request the City Council to print three hundred copies of the reports of the School Committee and of the Superintendent, inde- pendent of those printed with other reports.
Attest,
J. H. DAVIS, Secretary.
IN SCHOOL COMMITTEE, Jan 5, 1878.
Henry F. Spencer, Esq., Chairman of the Committee appointed Dec 1, having presented the subjoined Report, it was unanimously adopted as the Report of the School Committee.
Attest,
J. H. DAVIS, Secretary.
IN BOARD OF MAYOR AND ALDERMEN, Feb. 26, 1878.
Report accepted. Referred to the Committee on Printing with instruc- tions to cause the same to be printed in the Annual Report, and sent down for concurrence.
CHARLES E. GILMAN, Clerk.
Concurred in.
IN COMMON COUNCIL, Feb. 27, 1878.
SOLOMON DAVIS, Clerk.
SCHOOL COMMITTEE FOR 1877.
HON. AUSTIN BELKNAP, Mayor, ex officio. STILLMAN H. LIBBY, President of Common Council, ex officio. WARD ONE.
SANFORD HANSCOM, M. D. Term expires Dec. 31, 1877.
JOHN H. BUTLER
1878.
HENRY M. MOORE
66
1879.
WARD TWO.
CHAS. S. LINCOLN Term expires Dec. 31, 1877.
MICHAEL F. FARRELL .
1878.
DANIEL E CHASE
66
1879.
WARD THREE.
HENRY F. SPENCER . Term expires Dec. 31, 1877.
HENRY F. WOOD
66
1878.
JOSEPH P. WILLIAMS
66
66
1879.
WARD FOUR.
HORACE CHAPIN, M. D. Term expires Dec. 31, 1877.
COL. CHARLES F. KING
1878.
WALTER W. COLBURN Chairman. Secretary and Superintendent. JOSHUA H. DAVIS.
HON. AUSTIN BELKNAP.
SUBCOMMITTEES.
On the High School . . Messrs. SPENCER, CHAPIN, LINCOLN, BUTLER, KING.
On Schools in E. Somerville Dist . HANSCOM, MOORE, BUTLER. On Schools in Prospect Hill Dist. . 66 CHASE, FARRELL, LINCOLN. On Schoois in Winter Hill Dist. 66 WILLIAMS, SPENCER, WOODS.
On Schools in Spring Hill Dist. On Schools in W. Somerville Dist. . On Evening Schools
66 KING, CHAPIN, LIBBY.
CHAPIN, KING. COLBURN.
FARRELL, WILLIAMS, CHAPIN, BUTLER
LINCOLN, BUTLER, COLBURN.
HANSCOM, CHAPIN, KING.
MOORE, LIBBY, CHIASE, WOOD.
SPENCER, WOOD.
On Fuel
FARRELL, WILLIAMS.
()n Music
KING, HANSCOM, LINCOLN.
On Finance
SPENCER, CHASE.
On Heating App .: ratus
66 WILLIAMS, MOORE.
On Drawing
66 HANSCOM, LIBBY, COLBURN.
On Examination of Teachers
On Text-Books
On Repairs and School Furniture . On School Supplies
1879.
SCHOOL COMMITTEE FOR 1878.
HON. GEORGE A. BRUCE, Mayor, ex officio. LUTHER B. PILLSBURY, President of Common Council, ex officio.
WARD ONE.
JOHN H. BUTLER Term expires Dec. 31, 1878.
HENRY M. MOORE
66 1879.
SANFORD HANSCOM, M. D.
66
66
1880.
WARD TWO.
MICHAEL F. FARRELL
Term expires Dec. 31, 1878.
ENOS T. LUCE
1879.
CHAS. S. LINCOLN
66
1880.
WARD THREE.
HENRY F. WOODS .
Term expires Dec. 31, 1878.
JAMES P. WILLIAMS
66
66
1879.
SELWYN Z. BOWMAN
66 1880.
WARD FOUR.
COL. CHAS. F. KING .
Term expires Dec. 31, 1878.
WALTER W. COLBURN .
1879.
REV. CHAS. M. SMITH
66
66
1880.
Chairman. Secretary and Superintendent.
HON. GEORGE A. BRUCE.
JOSHUA H. DAVIS.
SUBCOMMITTEES.
On the High School . Messrs. LINCOLN, BUTLER, BOWMAN, SMITH, LUCE, PILLSBURY.
On Schools in E. Somerville Dist.
On Schools in Prospect Hill Dist.
BUTLER, MOORE, HANSCOM. FARRELL, LUCE, LINCOLN.
On Schools in Winter Hill Dist. 66 WILLIAMS, WOODS, BOWMAN, PILLSBURY.
On Schools in Spring Hill Dist. 66 KING, SMITH, COLBURN.
On Schools in W. Somerville Dist. . On Evening Schools 66
On Examination of Teachers 66
On Text-Books
On Repairs and School Furniture 66
On School Supplies
On Fuel .
On Music 66
On Finance
BUTLER, LUCE.
On Heating Apparatus 66 MOORE, BOWMAN.
On Drawing
COLBURN, SMITH, KING.
FARRELL, WILLIAMS, BUTLER, COLBURN.
LINCOLN, BUTLER, COLBURN.
HANSCOM, KING, LINCOLN. MOORE, LUCE, WOODS, COL- BURN, PILLSBURY.
WOODS, KING.
WILLIAMS, FARRELL.
KING, HANSCOM, LINCOLN.
66 HANSCOM, COLBURN, SMITH.
REPORT.
IN accordance with the requirements of law, the School Com- mittee most respectfully submit their sixth annual report of the condition of the several schools of our city. The report of the Superintendent, which is also herewith submitted, is so full in detailed statements and valuable suggestions that we deem it necessary to speak only in general terms.
We think we may safely say that our schools have taken no steps backward during the past year, but have maintained that high posi- tion of excellence which they have so long occupied. The teachers have been faithful, painstaking, and earnest in their work. The City Council has been generous in its appropriations, and the inter- est of our people in school education has not apparently decreased. It is very gratifying to know that the pinching hard times have not very sensibly diminished the numbers in attendance, and that so many children are still sent to school when their labor is greatly needed by so many parents.
Your committee, in view of the continued prostration in the busi- ness of the country, have striven to keep the expenses at the low- est possible point consistent with the well-being and efficiency of our schools. Many of the rooms are in need of maps, charts, apparatus, and school appliances, which would be of very great ser- vice in imparting instruction, and which we have not purchased, but which should be supplied as soon as the financial condition of our city will permit it to be done. As yet we have not deemed it necessary or wise to reduce the salaries of our teachers, which it is believed are not now higher than the salaries of teachers in other cities maintaining schools of as high a standard as ours. As is the teacher so is the school. The most costly buildings, the most ex- pensive and perfect school appliances, avail us nothing unless we have teachers. Good teachers are always in demand, and the best
112
can be obtained and kept only by paying salaries equal to those paid by other cities.
School education is a progressive science. Our best and most thoughtful educators differ widely in opinion as to the branches which should be taught, the amount of time which should be bestowed upon each, and as to the manner and methods of instruction. Pub- lic sentiment upon educational topics also changes from year to year, and new demands are being constantly made upon our schools. These demands for several years have been for more practical studies.
Your committee, also, believing that perfection in school work can only be obtained by examination, investigation, thought, and comparison of views, have had under consideration and are still considering the question whether the course of study and methods of instruction in our grammar schools can be improved. It is claimed by some that too much importance is given to mathemat- ics ; that it is made too prominent; that much of the time now spent in arithmetic might be more profitably employed on other studies, especially in view of the fact that a large majority of our children obtain all their school education in those schools.
A recent visit to some of the schools in the city of New York, and inquiry into their workings, convince us that we could adopt some of their ideas to our own advantage, and one of the points is this : the city of New York provides everything for its pupils. It is the experience of the board there that it is economy, on the whole, to do this, as the percentage for books, pencils, rubber, slates, and all the school supplies is so small when put in one's tax as to be practically no great affair after all, and the children actu- ally take better care of books the property of the city than they did when required to furnish them themselves. A child leaving school returns the book, which is immediately issued to a new scholar, and a record of the date and condition of the book is made by the teacher.
We suggest this plan for the consideration of the coming Board of School Committee for the ensuing year.
The purposes of our system of education and the best means of accomplishing them should ever have prominence, not only in the minds of those to whom are intrusted the management of our schools, but also of those who may directly or indirectly partake of its benefits. And this leads to the inquiry as to what those pur- poses are.
113
Without undertaking to define the word " education" in its broad- est signification, or formulate a comprehensive system, it is safe to say that the principal objects of our school system should be,
First, To furnish to the mass of our pupils such a class of knowl- edge and education as shall best qualify them to enter upon the various pursuits and duties of life.
S-cond, To provide such means of culture and discipline as can be made possible in the period allotted to study, without trenching upon the more essential branches.
As a large proportion of our children do not, from one cause or another, avail themselves of all that our public schools afford, it is of prime importance that the course of study and instruction should be so devised that the most can be made of the time which this large number may be able to spend in school. However desira- ble it may be that pupils shall pass through all the different grades, it is a fact that must not be ignored that of the whole number who enter the primary classes, only one fourth graduate in the gram- mar, and only one fourteenth in the High School. If this be an evil, it is one that does not suggest an easy solution. It becomes, then, our paramount duty so to adjust our system that the wants of this larger number should be provided for.
To prescribe such a course of study as shall perfectly meet the various wants and conditions of the community as now con-tituted, would require consummate skill, such, indeed, as few of our most experienced educators possess, and in the discharge of the duties of the Board of School Committee, questions like the following con- stantly present themselves : -
1. Have we such a course of study and method of instruction as furnish to the pupils the greatest amount of benefit, having re- gard for their wants in entering upon the practical duties of life ?
2. Are the methods of study now required such as assure the best means of acquiring an education ?
3. Are our teachers at fault, either from incompetence or neglect of duty ?
4. Are we at fault from failing to provide suitable appliances, or to offer proper encouragement to our teachers, or by imposing on them unnecessary rules and restraints ?
The course of study pursued in our public schools is similar to that of many of the cities and towns in the commonwealth. The law prescribes the branches in which they shall furnish instruction.
8
114
In arranging the order in which those branches shall be pursued, and the methods of instruction and study by which the pupil may be able to master those branches, much time has been spent and much division of opinion exists.
Now, the importance of the different branches may be deter- mined by considering, from a practical standpoint, the uses to which they may be put by the scholar in his intercourse with the world ; these must be considered essential.
While we may. like our fathers before us, regard " reading, writing, and arithmetic " as the most important and useful to our youth to aid him to make his way in the world, it is fortunate that there are so few who are compelled to confine themselves to so narrow a standard of education. In this view other sources of knowledge are made attainable, and furnish the means of a broader culture.
The study of language and its uses, in connection with gram- mar, has received much and deserves still more attention. It is of the first importance in the development of the mind from infancy till our education may be said to be complete. The power of expression in correct language, written or spoken, can be made serviceable in all the walks of life, and implies, not merely knowl- edge and culture, but intellectual force. Nor is language to be studied by the mere technical rules of grammar, but in connection with any source of knowledge which may be deemed profitable to the pupil, of every grade. In this important study the teacher has his duty to perform, during every hour spent in the school-room, by his own correctness of speech and in directing his pupils in the use of language, and in the reading of such authors as shall tend to establish correct habits of speech, as well as to increase his fund of knowledge. The grammar may be brought to our aid, but with- out becoming familiar with the language used by our best speakers and writers, and without recurring to the purposes for which the Grammar was intended, the scholar will labor in vain.
Geography has hitherto occupied a prominent place in our gram- mar schools. It is pursued during the period of six years, mainly by the text-books. This involves a large expenditure of time, dur- ing which the mind is taxed by the arbitrary exercise of the mem- ory, in committing facts too meagre in detail to create any degree of interest, or form lasting impressions ; and it may be questioned whether the study thus pursued may not frequently be the means of fixing errors in the mind, when the geography of the world is constantly changing.
115
While the text-book should ever be the companion of the pupil, and while certain principles and facts may be regarded as indispen- sable, is it wise, either for the purpose of exercising the memory, or the acquisition of dry statistics, to subject the pupil to a task that must become irksome and depressing in its influence ?
The same objection may be made to this method in the study of history. As a means of cultivating the memory, and obtaining a knowledge of past events, the results accomplished are too meagre by the present method to compensate for the amount of labor and time expended. There are other objects in this study which demand consideration, viz., the cultivation of the power of narrating events, or presenting statement of facts in a clear and concise manner and in proper language ; the inculcation of a love of history ; the direct- ing of the pupil in his course of reading, and in advising him what and how he shall read.
The habit established by such a course of instruction must be of incalculable benefit. It cannot be doubted that pupils will exhibit much greater zeal if made to feel that a broader field of knowledge is open to them.
It has been claimed that the system of education established in this commonwealth is so inflexible that it does not give to the teach- ers sufficient freedom of action. and hence their efforts are ham- pered and their efficiency weakened. There may be some ground for this complaint. Every teacher of experience has a preference for certain methods of instruction. To be subjected to many restric- tions tends to dampen his energies and impair his usefulness. Would it not be better, instead of limiting the amount of work in the various branches, to specify the studies that are to be pursued by the different classes for the year, merely fixing the space within which an examination shall be make? Such a course would seem to stimulate the energies and ambition both of teacher and pupil. The teacher will thus more readily feel his responsibility for the result of his labors, and occupy a more independent position in the practice of his profession.
Every teacher must feel that his experience has more or less qualified him to perform his duties in his chosen profession, and that his judgment is entitled to some special consideration.
It is important that teachers should thoroughly comprehend the particular work which the rules may impose, and keep constantly in view the objects which, by our course of study, are sought to be
116
accomplished. If, however, they are to be held to the full measure of their responsibility, it is but just that a certain measure of free- dom in the selection of methods should be accorded to them. The true test of ability should be the results which are produced, and by these results are we to determine the confidence to which our instructors are entitled in the community.
HIGH SCHOOL.
The increase in the attendance at the High School, which has now almost reached the point of limit in its accommodations, is exceedingly gratifying to those of us who have watched the growth of the school from its small beginning ; and the high rank our grad- uates have taken in the examinations for Harvard College is a source of pride, as giving evidence that those we have chosen as instructors have been well selected. The question will, notwith- standing, obtrude itself whether our High School does for the scholars all it should do. Feeling that there was a growing senti- ment in the community, that for those whose opportunities for cul- ture and knowledge would practically cease on their leaving the school, and that a more intimate acquaintance with business matters and the duties of the counting-room than has heretofore been afforded was desirable, the Board decided upon the " Business Course," which was commenced on the reassembling of the school after the last summer vacation. That it was in some measure to be an experiment, but one which a large majority of our citizens hoped would be successful, is unquestioned. The brief period of its operation affords but slight basis to form an opinion as yet as to its ultimate success, but we believe it entirely practicable, and that it may be made an element of strength to the school, while in no sense will it detract from the efficiency of the instruction in the more advanced departments.
Perhaps a step further in the same direction would be no less desirable, and that is, in making the studies more "elective, , especially in the case of the girls in the last year. Many of them do not expect to become teachers, but all should by that time have formed a taste or come to some decision as to what they propose to do, and to many a course of instruction in bookkeeping would be far more valuable than Greek or geometry. We do not wish to be thought as speaking disparagingly of either of the studies
117
named, but feel that time is sometimes spent on them which might have been more profitably employed.
The plan of confining the instruction in French to one teacher is shown to have been judicious, giving a greater uniformity of pro- nunciation ; and while this reason would not hold good in Latin, we think the best interest of the school would be advanced by adopting the plan as far as possible, and we might enumerate other studies which would come under the same rule, but not in so marked a degree.
We are pleased to note in certain departments the discarding of the text-books, and teaching. not exclusively the letter of the lesson, by having a class recite verbatim what is set down in the book, but by familiar example and in the teacher's own language imparting the necessary information. This manner is, to our minds, of greater benefit to the learner than that of following too closely the let- ter to the detriment of the spirit of instruction. We could wish the plan more fully practised in the grammar schools.
The several members of the High School committee were ap- pointed to specially look after certain studies, by visits from time to time, and marking the results. and they report a good degree of progress in the several departments.
The general good order observable is creditable to both teachers and pupils, and gives evidence of a judicious supervision on the one hand, and a ready compliance with the regulations so necessary to the maintenance of a proper discipline on the other.
We most earnestly urge upon the city authorities early action in the matter of grading and grassing the lot on the sides and. rear of the High School building. It has too long remained an eye-sore. and the reasons for further delay heretofore given would seem to be substantially removed now ; and the lot should be put in as good condition in all its area as the front approach, which is all that could be desired.
The wisdom of keeping the High School hall for High School purposes is manifest, and we trust that its lease for other than such purposes may be forbidden. The increase of room required for the Business Course obliges one of the lady teachers to go to the room in front of the hall for her recitation-room, and indiscriminate occu- pation of the hall cannot but be objectionable.
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HEALTH OF THE PUPILS.
A strong, well-developed, and healthy body is not only essential to the comfort and happiness of the individual, but also to a high degree of mental development.
The men and women who enjoy life the most, who are successful in their undertakings, and who are consequently the most useful in society, generally possess a good degree of physical endurance and vigor.
As such has ever been, and from the nature of our physical being must ever be the case, it follows that the consideration of plans for the protection of the health, and for the more perfect development of the body, should receive due regard at our hands.
Every observant person can but have been impressed with the apparent difference in the health and bodily development of the young men and women who come here from Europe to settle in our. midst, and the natives of our own land.
We know that writers upon health and the development of the bodily powers have attributed this mainly to the difference in cli- mate and food, too often leaving out of consideration what is of equal importance, daily exercise out of doors ..
Each of these may and probably does contribute to the result. The climate we cannot change ; and we have no direct control over the quantity and quality of food eaten by the school children. We can by example and advice only, influence them and their parents in this respect ; but in regard to exercise we have control during school hours. Are the children, especially those in our primary schools and in the lower classes of our grammar schools, allowed a sufficient amount of exercise ? They are by nature, while awake, and in health, constantly in motion. This is a law of their being, which cannot be set aside or trifled with if we would preserve the health of our children.
We know how desirous most teachers are to have the deport- ment of the pupils such as to meet the approval of the committee and the community ; and how, in order to accomplish this, some of them are obliged to keep the children very quiet all the time, for- getting that really good discipline and success in teaching can only be attained while the requirements in the school are in harmony with nature's laws.
119
We do not mean by this that the teacher should not have per- fect control over the pupils, so that by word or look they will instantly ohey, but that he should ever keep in mind the law of their physical being.
Good discipline in school is absolutely necessary to the highest success in teaching, but this can be accomplished by any teacher. who is a good disciplinarian, without subjecting the pupils to rules and regulations injurious to their health. We are happy to bear witness to the thoughtfulness of some of the teachers in this respect. and have in mind one or two schools which are models as regards this matter, and hope that the number will be greatly increased.
Under fourteen years of age, boys and girls are about equal in their capacities for acquiring knowledge, and generally, as the girls up to that age have been allowed the privilege of daily exercise out of doors, the health of both sexes is good. Careful comparisons which have been made in height and weight between school children of this age in England and Germany, and those of the United States, show that the children of our country are equal in size to those of Europe. After this age, the boys continue, as a rule, in as good physical condition as before, and graduate from school in the possession of tolerable health and a fair amount of bodily strength, which may be attributed, in part at least, to base-ball playing. foot-ball matches, or other games which require exercise in the open air. In this way, the boy preserves his health, in- creases his physical powers, and develops into a symmetrically formed and healthy man.
How is it with his sister, who, when young, enjoyed out-door sports with him, and competed successfully for the honors and prizes of the schools? Does she grow up to womanhood in the possession of good health ?
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