USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1891 > Part 9
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necessary. Desks and furniture should also be dusted daily, not by the teacher or by chosen pupils, but by the janitor. The suggestion that there should be a woman to clean each school every day is a good one. By such an arrangement the janitor would be free to attend to the heating, ventilating, cleansing of the basement, and general care of the premises. It is to be assumed that the janitors are still to remain directly responsible to the principals of the build- ings. Windows should be cleaned once each month, and oftener if necessary. The cleanliness of the school-rooms enters so powerfully as a factor into the training of the children to habits of neatness and good breeding, it is such an excellent object lesson to those who are to grow up to be the care takers of the homes, especially the house- keepers, and the lack of cleanliness so strongly counteracts the efforts of the teachers to secure cleanliness of person and clothing on the part of the children, and especially neutralizes all the influences to cultivate the moral and æsthetic tastes and faculties of the children, and is such a cause of discouragement to a refined woman who strives to furnish all the means and influences for refining the sensibilities, that it is confidently hoped that the City Government will provide the necessary help and the adequate compensation for bringing about this most desirable end. By so doing, the administration which has accomplished this change will merit and receive the lasting gratitude of a small army of earnest teachers and an appre- ciative community.
THE SCHOOLS.
The year just closing has seen great activity in school matters. Never in my experience here has there been greater demands upon the several committees and the superintendent. Forty-three changes of teachers have been made, either by resignation or transfer These, with the opening of new schools, necessitated many new appoint- ments. The organization of new school districts, the assignment and transfer of teachers and pupils, and the equipment of these schools with supplies has been a great tax upon the time of the com- mittees. The size of the High School and the difficulties in its classification, the absence of the principal, the resignations and selection of new teachers, permanent and temporary, has demanded much time and attention. Considering all the conditions, we may say that commendable work has been done. No deviation has been
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made from the course pursued during the previous year. No changes in the work or the instructors took place previous to the summer vacation. Progress along the whole line was made up to that time. Since September the absence of directors of drawing, and physical culture have made considerable difference in those departments, and we cannot say that, as a whole, progress has been made in these par- ticulars. The falling off has necessarily been in the schools where new teachers are employed. Many of the schools have kept up the physical exercises with enthusiasm, but the drawing has suffered decidedly thus far. The delay in opening the Pope and Glines schools occasioned great inconvenience, and greatly hindered the progress of the work in those districts. None but those intimately connected with the work can realize how great a cost in the instruc- tion and the administration of the schools such delays are. Surely the experience of this year, added to that of the Morse and Highland school improvements, should furnish valuable lessons for the future. In other respects the work has progressed steadily.
The contemplated changes in the course of studies for the primary and grammar grades retarded the issue of outlines and postponed the regular grade meetings, which should have taken place during the early months of the school year. But no delay in the regular work has been allowed. Change can now be made with- out disturbing progress, which is a desirable condition. The teachers will be supplied with the outlines of studies immediately after the vacation.
CHANGES IN THE COURSE OF STUDY.
A comparison of the new course with the last one printed in 1886 will show considerable change in detail; but in view of recent work done leading up to it, nothing radical has been attempted, and very little deviation will be made from what we are now doing. A course of study is necessarily a thing of life, so to speak. It grows year by year as the conditions of the schools change and the possi- bilities of progress demand. It will be found impossible to keep within strict bounds of the work laid down year by year, and it will be found necessary to act upon another course in the near future.
An attempt has been made to co-ordinate the several subjects of instruction, for it is only in this way that it is possible to include in the course all the material that ought to be used as means of instruc-
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tion and training, and it is only by studying subjects in their relation that a child is able to make practical the fundamental truth of all knowledge. Between the actual fields of the several thought studies there lies a broad border territory, into which related knowledge stretches out, mingling and intermingling its elements into a perfect network. Not only is it impossible to draw absolute boundary lines, but such a process would fatally sever the vital connecting arteries that supply the life of the system. By recognizing this inter-relation, the studies may be so taught as to reinforce each other, and the facts acquired under one branch may harmonize and confirm what is learned in another. Thus many topics in elementary geography depend upon and grow out of the elements of botany, mineralogy, physics, and chemistry ; the legitimate work in geography embraces these subjects. Mathematical and commercial geography cannot be separated from form, geometry and arithmetic; and drawing is a comprehensive band which binds all together. Political geography is current history, and is inevitably linked with history and political science. Arithmetic is closely allied to form and the various branches of science. Language, including reading and composition, must have for a basis the thought studies which embrace all the knowledge of which language and drawing are forms of expression.
There is a principle involved in making a course of study, one which underlies any scheme or system of education, which must not be overlooked in considering the work of the schools, but which is often overlooked when we are prescribing the subjects that embrace a course of study, and that is the development of power or the training of the faculties. The acquirement of knowledge is nothing if it has not developed the power and love of acquiring more, and making use of what is known. The completion of the studies of geography, history, arithmetic, etc., so far as learning is concerned, is vain if there has not been developed symmetrical and well-balanced mind. The details of a course of study are immaterial in comparison with the spirit of work, the love of research, power of application, the method of study, the proper use of books, and all the facilities for procuring knowledge.
How many men owe their success in life to the stock of knowl- edge they learned in school? No, it is not how much or what a child learns, but the discipline he underwent in learning. How many of us would be willing to go through life with only the knowledge we
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learned at school ? No, it is the power and desire for acquiring more. It is, then, not what we learn, but how.
I enter into no contest with those who wish to prescribe what should be taught, provided they do not limit me to narrow fields, but leave me free to teach according to right principles and methods.
We should, therefore, lock upon the subjects in the course of study as material which the teacher may use in training the minds of the children and helping them to become self-teachers. Right habits of observation, study, reading ; simple practical methods of acquir- ing, or recording, or storing away knowledge ; right thinking, accurate discernment of the truth, a discriminating judgment, good taste, ready expression, and use of knowledge are the things to be looked for in the way of results.
In issuing the course of study it is proposed to preface each subject with a few suggestions on the general principles, aims, or methods to be kept in view. These may be of interest in this con- nection.
NATURAL SCIENCE.
In my last annual report I discussed at length the object and necessity of this subject as a part of the elementary school curriculum. We have put into the hands of the teachers suggestive outlines for guidance in this work. Many of them have undertaken its introduc- tion, using the limited time assigned to it in our time schedule. Some very excellent work is being done, especially in the primary grades. Teachers have reported to me that it is an inspiration to many children, and has awakened an interest that was hardly dreamed of. Other cities around us are making great progress in this de- partment, some even having appointed specialists as supervisors. I announced the principles upon which this and other subjects claim admission to a course of study, one of which I will here repeat as a text for what I wish to use, from the pen of an eminent specialist, and which I will leave with you as the only contribution to the subject in this report.
"Among the studies that ought to be pursued in school are those which throw the greatest amount of light upon the environments of life, in order that the education of the school may be continued by these environments in after-life," says Professor W. S. Jackman, of Cook County Normal School.
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" Natural science, concerned largely with the earth and the tiny things it supports, affords the earliest school only dried means of introducing the child to his earthly habitation. The life, health, and happiness of the individual is dependent upon his knowledge of the things about him, and upon the understanding that he has of their relation to each other and to himself. This knowledge and appre- hension of relations can only be acquired by actual personal contact and experience with the things and forces which make up and govern the universe.
"The final motive for the study of science is to bring the pupil by degrees to a strong personal realization that he is the focus of innumerable forces about him, which so bear upon him and so limit his life and comfort as to render the knowledge of how they may be resisted, guided, and controlled an absolute necessity. Life, ulti- mately his own life, is the great centre of all his interest in the world. And this motive will co-ordinate his interest in nature exactly with his interest in his own existence. This will give him life in the broadest and best sense, which is the ultimate aim of all education. Thus science instruction takes its place in the common schools with a motive at once pure and beneficial, and with an irresistible appeal to all to become life-long students. All phenomena of earth and air are pregnant with deepest interest when one finds himself threatened through his ignorance and his inability to interpret them ."
The vital importance to man of a thorough knowledge and un- derstanding of the elements of science and the phenomena and forces of nature has been forcibly and beautifully pictured by Professor Huxley, thus : "Suppose it were perfectly certain that the life and fortune of every one of us would one day or other depend upon our winning or losing a game of chess. Don't you think that we should all consider it a primary duty to learn, at least, the names and moves of the pieces ; to have a notion of a gambit, and a keen eye for all the means of giving and getting out of check? Do you not think that we should look with disapprobation, amounting to scorn, upon a father who allowed his son, or the state which allowed its members, to grow up without knowing a pawn from a knight? Yet it is a very plain and elementary truth that the life, fortune, and the happiness of every one of us do depend upon our knowing something of the rules of a game infinitely more difficult and complicated than chess. It is a game which has been played for untold ages, every man and
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every woman of us being one of the two players in a game of his or her own. The chessboard is the world, the pieces are the phenom- ena of the universe, the rules of the game are what we call the laws of nature. The player on the other side is hidden from us. We know that his play is always fair, just, and patient. But, also, we know to our cost that he never overlooks a mistake or makes the smallest allowance for ignorance. To the man who plays well the highest stakes are paid, with that sort of overflowing generosity with which the strong shows delight in strength; and one who plays ill is checkmated, without haste, but without remorse. My metaphor will remind some of you of the famous picture in which Retzsch has depicted Satan playing chess with a man for his soul. Substitute for the mocking fiend in that picture a calm, strong angel, who is playing for love, as we say, and would rather lose than win, and I should accept it as an image of human life."
PHYSICAL TRAINING.
We are accustomed to consider the educational values of a sys- tem of teaching in the light of knowledge and power, -that is, the amount and character of the knowledge acquired, and the devel- opment of the faculties to be trained. Correspondingly, we may measure the value of physical training by the growth of structure and the development of faculty.
It seems that these two considerations are of value ; but it should not be necessary for me to discuss the first, since development of strength and symmetrical growth may fairly be taken for granted. "Gymnastics become pedagogical when the movements become mani- festations of the power of the mind to govern the body." The pupil must form a clear idea of what is to be done before doing it. A clear thought before action is the essence of training; this is pedagogical. It corresponds with every other work of the school that has educational value, whether of instruction or training. The exercise trains per- ceptive thought and expression. The movements that we see are the evidence of movements that we do not see. The inner results, the development of faculty in joints, muscles, nerve filaments, nerve centres, brain cells, and will power, are indicated by what we observe in the action and life of the children. I have witnessed the attention, the alertness, the watchfulness, thoughtfulness, promptness, energy,
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vitality, exactness, and willingness of the pupil during the physical drill, and in other departments of the school work.
A test of the value of any feature of education is its influence upon the child in other lines of work and in conduct generally. Its effect is to be seen in the position, whether sitting, standing, or walk- ing, and in the general pose and carriage of the body. A test of educational value is interest. I have noticed that the children are interested. Let me simply mention some of the features of the system that make it interesting : First, every movement has a name, and can be called for and recognized; the children know what each movement is designed to accomplish; they learn something of physiology in connection with it; they appreciate the value of the physical drill; the exercises call for constant attention ; they are constantly varying, - never following in the same order ; there is a continuous expectancy of something new. The movements, and especially the marching and forming, or, I might say, the crystalliz- ing into various shapes during the drill, is pleasing ; and if an inspection day comes, the day will make a good show. I can testify that the teachers are interested. I have seen this in the teachers' meetings week after week, where they take the lecture on the theory and philosophy of the system, and go through the drill which they are to use in the schools. They testify to the benefit it has been to them physically ; they comprehend the reasons for every movement; they have a system that enables them to keep the class under com- plete control; they can by command bring about any movement or arrangement they wish ; they can drill upon any exercise that will remedy any defect. For instance, certain bodily or physical defects are common to children, such as toeing in, or an awkwardness in standing. There are exercises that can be employed to correct these faults, which the teacher can use repeatedly. Individual cases can thus be reached. The teachers feel that they are getting results. They have a system that can be used in a class-room with any grade of pupils that does not require apparatus, and that does not need music.
PROMOTIONS.
Our present system of promoting from grade to grade gives good satisfaction. We are able to determine at any time how many are fitted for advancement to the next grade, and to promote deserving
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pupils during the year. We are also able to report at any time how the individual pupils stand, and to explain what their merits and de- ficiencies are. The system has revealed the fact that there are each year in every school certain pupils who have not been able to com- plete the course, and are not qualified to attempt the work of the next grade. Our practice is to report such to the local committees, and the result is that, on account of age or other considerations, most of the doubtful ones are moved up " on trial," which means that they are to continue to struggle, or float along, as the case may be, dis- satisfied with themselves and with education in general, a drag upon the classes, a burden and cause of anxiety to the teachers, and the occasion for the parents to find fault with the whole institution.
How are these cases to be explained, and what can be done for them ? A careful investigation has revealed several causes, viz .: 1st, poor or irregular attendance resulting from (a) sickness, excusable ; (b) lack of interest at home ; (c) truancy. 2d, inability to do the work ; (a) lack of effort; (b) deficiency of faculty; (c) partial lack of faculty. These subjects might be discussed at length, and might be subdivided, showing many more classes. There are reasons enough : it may be the result of poor teaching, lack of facilities, or want of system. The fact is that every school has some unfortunates who do not grade up to the standard. If the cause is in poor teaching, the remedy is very plain; improve it. If it is a defective system, change the system. If the pupils are deficient in faculty, if they are inattentive, lack interest, they should be reached in some other way. If they are truant, have some institution at hand to take them. This seems simple enough in theory, but we must do something more than theorize. The specific treatment of all these cases should be deter- mined by individual examination by a commission of experts; and, manifestly, it would be inappropriate to enter into a discussion at length in such a report as this. There are some remedies that have been applied elsewhere, and which, I think, are perfectly feasible here. Every grammar school should have at least one ungraded class, composed of the pupils of several grades who have been left over, or for any other reason are deficient in their scholarship. Pupils might be assigned to this class on trial, and be reinstated whenever they show their worthiness. It would probably be a small class, as there would be a natural desire to get out of it, and a fear of getting into it, thus stimulating good attendance, good behavior,
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and good effort. Such a class would need a strong teacher. No apprentice or substitute would do. There are now several districts where vacant rooms could be fitted up for this work, and I com- mend the subject to the local committees for their consideration.
There is, perhaps, another solution which might reach another class of backward pupils, and that is by broadening the course of study to meet the needs of individuals. This would necessitate a modification of the present programmes and method of classification. Many minds are working upon this problem. Many devices have already been put into operation, and some not without results. The most successful thus far is the provision for manual training, which has been proved efficient in awakening dormant powers. We have talked a long while on this subject, and have passed many resolu- tions, but very little has yet been done. Manual training has long since passed the experimental stage. Not only is it an integral factor in a complete system of schools, valuable for the average boy . or girl, but it has stimulated the dullard and averaged up the back- ward ones.
There are many children to whom certain studies come exceed- ingly hard. This can be easily explained from the standpoint of psychology. The human mind has faculties varying greatly in indi- viduals, the development of which gives us the linguist, the scientist, the mathematician, the musician, the philologist, the artist, etc .; or it may produce the various successful business capacities, the poli- ticians, etc. Likewise the memory, which has been regarded as one faculty or power of the mind, is now recognized as being in different individuals memories. There is the memory for form, the memory for number, for color, for sounds, for words, for faces, etc. Now, all these facts must be taken into consideration and be provided for in our education.
If a child does not develop under our course of instruction, possibly it is because the right materials have not been found to call into activity the faculty or the elements of power lying dormant. The science of education has demonstrated that all minds may be trained, that children deprived of most of their senses may be de- veloped through one or two remaining avenues to the mind. Surely pupils capable of attending the common schools can be reached in some way.
The ordinary school curriculum is based upon the study of arith-
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metic. Schools are graded mainly upon that subject. If a child cannot do his arithmetic, he cannot be promoted. It is regarded as the most essential knowledge and the most valuable study for mental develop- ment. It is now denied by many educators that arithmetic deserves such consideration. Is it not possible that a person may successfully live in this world and know practically very little beyond the four fundamental rules? And is it not possible that some other subjects may be used as the means for the development of all the faculties of the mind, so that a man may have a liberal and symmetrical edu- cation and be no mathematician at all ?
The same may be said of any other one of the principal studies of the elementary school, excepting reading. This is of practicable value, but this is an art, and not knowledge, -a means of getting knowledge. In brief, the avenues to practical knowledge are numer- ous, and the material for the development of the mind is inexhausti- ble, and not limited to any traditional studies. Commonly, it is possible, after the rudiments of knowledge have been acquired, for a specialist to attain a wonderful intellectual development, and become a well-educated man by pursuing a single department of knowledge.
Consequently, it is maintained that children who are not success- ful with the ordinary course of studies may be reached and advanced by means of other studies not commonly embraced in the curriculum. This is one argument in favor of manual training, and it is equally strong in favor of elementary science.
I believe that when we find that arithmetic, or geography, or grammar fails to fit a child for promotion, we err by continuing to use that study as a means of training ; better to employ something else. This has been tried in individual cases; it would merit a wider application.
The elective principle, which is gaining such headway in educa- tional thought and practice, is at the basis of this idea, and it cannot be gainsaid. This has a wider application than a scheme for reach- ing the backward pupil, that is, backward in the three R's. It also opens a possible way for the broader education of the ablest pupils, by introducing work enough to keep them employed, by affording them the opportunity of taking up studies for which their powers and advancing years make it necessary for them to pursue. Our work is laid out in amount to meet the requirements of the average pupil. Every class contains pupils who have to loaf a considerable portion of
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the time. These scholarly children are capable of advancing faster, will probably pursue advanced courses of study, and should begin early to lay the foundation for it.
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