USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1895 > Part 15
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Advanced Zoology
5
3
Microscopical Technique. Histology. Embryology. Physiology and Anatomy of Vertebrates. Sketches and diagrams. Lectures.
Analytic Geometry
10
2
Course not determined.
Astr'n'my
5
5
Mathematical Calculations, Practical Observations. Diagrams, Essays. Supplementary reading.
Book- keeping
10
5
Thorough Review of III. year work. Banking. Advanced work in Busi- ness Papers and Correspondence. Offices conducted by students. Nat- ional Bank. Wholesale and Retail Business. Freight, Commission, and Real Estate Offices.
Comm'rc'l Law
10
2
Drawing
10
2
Advanced work in I. II. and III. year. Subjects as a preparation for Future Work in the various Arts and In- dustries.
French
10 4
Work of III. year continued. Outline of French Literature. Conversa-
tion.
Geology
5
5
Local Geology. Field work. Dynami- cal and Historical Geology. Essays and diagrams.
German
10
4
Selected Texts. Composition work. History of German literature.
Latin
10
4
Ovid. Virgil. Latin Composition. Sight translation. History of Ro- man Literature.
Manual Training
10
6
Course not determined.
Mech'ical Drawing
10
3 Course not determined.
Reference Books.
Qualitative Analysis. - Stoddard. Introduction to Study of Chemistry. - Remsen.
Physics .- Hall & Bergen.
Reference Books.
Analytic Geometry .- Wentworth. - Nichols.
Elements of Astronomy .- Young.
Book-keeping .- Williams & Rogers.
Commercial Law .- Williams & Rogers.
French Composition. Parts VI. and VII. - Grandgent.
French Classics.
Compendium of Geology .- Le Conte. First Book in Geology .- Shaler.
German Classics. German Composition .- Harris.
Virgil's Æneid .- Greenough. Latin Composition .- Collar.
47
E- SCHOOL DEPARTMENT.
FOURTH YEAR. CLASS IV.
ELECTIVE STUDIES .- Concluded.
SUBJECTS.
MONTHS.
No. REC.
CHARACTER OF WORK.
TEXT-BOOKS.
Solid Geometry
5
5
Lines and planes in space. Dihedral and Polyhedral Angles. Polyhedron, Cylinder, Cone, Sphere. Original work.
Solid Geometry .- Wells. 66 -Wentworth.
Stenog- raphy
10
5
Continuation of III. year work to gain accuracy and rapidity. Extracts from Orations and Lectures. Practical exercises of every variety.
Practical Shorthand .- Chandler. Key to Practical Shorthand .- Chandler.
Trigo- nometry
5
5
Trigonometric functions. Functions of Acute Angles. Right Triangle. Functions of general angles. Oblique Triangle. Practical appli- cations. Original work.
Trigonometry. - Wells. 66 Wentworth.
Type- writing
10
3
Review of III. year work, with special reference to accuracy and speed. Drill work of all kinds. Practical exercises.
Compendium of Typewriter Practice.
NOTES. - Only one foreign language may be begun the same year.
Any elective of any year may be taken in a later year.
Diplomas are given to those only who satisfactorily complete the full course of study. Fifteen periods of prepared work and five of unprepared work, a total of twenty periods of recitations each week during the course of four years, are required of all pupils. No pupil is permitted to take more than the required amount of work unless his record in scholarship warrants the increase.
Pupils who do not take the required amount or kind of work are classed as specials.
Double periods are assigned to laboratory work on certain days. This in- crease in periods is offset by exemption from study in preparation. To counter- balance the small amount of time devoted to studies which are strictly classed as unprepared, as preparing notes for ethics or memorizing exercises in elocution, an unprepared recitation will be occasionally assigned in prepared subjects.
Pupils beginning a study represented in more than one year, must take the number of periods required the first year.
There must be a sufficient number of pupils desiring a certain elective before a class is formed in it.
In June of each year pupils will be asked to choose electives for the following year.
No change of courses will be allowed during the year, except for urgent reasons, and then only by permission of Superintendent and Principal.
48
ANNUAL REPORTS.
LATIN HIGH SCHOOL.
While our attention is naturally turned to the English High School as an illustration of the advantages resulting from a division of the High School, we must not lose sight of the gain accruing to our educational system in the superior opportunities that the pupils of the Latin School enjoy as a result of the change. This gain is not found wholly in a return to a single session, nor in the reduction in the number of pupils to that of twelve years ago. Its two hundred and seventy-five members are all fitting for college. They are ani- mated by a common purpose, and stimulated to constant efforts by the desire to attain the standard of excellence required to reach their goal. Classes and divisions from the outset and in all studies are no longer handicapped by the sluggishness or indifference of those not in training for higher educational work. Both teachers and pupils realize the advantages of the changed conditions. Already it is apparent that better work is being done, and more rapid prog- ress made than ever before. The Somerville High School has always been conspicuous for the excellence of its college preparatory work, and it is saying much to remark that in the future it will surpass all previous records.
Under the management of the efficient Principal whose indefati- gable labors and unfaltering courage have maintained the standard of the school amid obstacles and discouragements that would have dis- heartened most men, and aided, as he will be, by the experienced assistants who have shared with him the burdens and the successes of the past, our citizens may rest assured that the Somerville Latin School will accomplish all that the most sanguine may expect.
It is interesting to note in this connection that the average age of the sixty-four grammar school graduates who entered the Latin School in September, was four and one-half months less than that of the one hundred and ninety-one graduates who entered the English School, the former being fourteen years and nine and seven-tenths months, and the latter fifteen years and two and two-tenths months.
It is apparent to all that college-bound pupils should begin their preparatory work, in Latin at least, at an earlier age than fourteen years and ten months. Upon this point there is practical unanimity of opinion among educators. How to secure this desideratum is a question to which our attention should be given at an early day. It can be answered only in one of three ways, - Latin must be intro-
49
E-SCHOOL DEPARTMENT.
duced into our grammar schools, at least, as an optional study, or the grammar school course must be shortened, or pupils must be admitted to our Latin School from the eighth grade. Without stopping to discuss the question, we may venture the opinion that the last method is preferable. If we should take the relative num- bers entering the two schools this year as a criterion, each grammar school would suffer annually the loss of eight pupils, if the Latin School were open to members of the eighth grade. This would not materially affect the grammar schools, while it would give the college- bound youth an opportunity to gain a year by taking a four-years' high school course, or, if circumstances rendered it necessary, it would afford the chance of more gradual preparation during a five- years' course.
The course of study in the Latin School as at present arranged is as follows : --
COURSE OF STUDY IN THE LATIN HIGH SCHOOL.
FIRST YEAR. Latin .- First lessons with translations of easy Latin prose, and introduction to Cæsar.
Mathematics .- Elementary algebra through quadratic equations. History .- Ancient history with historical geography.
English .- Introduction to English literature with special study of works of American authors. English composition.
SECOND YEAR. Latin .- Easy Latin prose, with four books or less of Cæsar's Gallic War. Latin prose composition.
Mathematics .- Plane geometry.
English .- English literature, including part of the works pre- scribed in the admission to college.
English composition.
Either Greek,-First lessons, with translation of easy Greek prose,-
Or German .- First lessons, with translation of easy German, German conversation, and written composition.
Elective French.
THIRD YEAR. Latin .- Selections from Sallust, Nepos, and Cæsar. Æneid, five books. Latin prose composition.
Mathematics .- Review of Plane geometry, with original problems.
50
ANNUAL REPORTS.
History .- History of Greece and Rome. Ancient geography.
English .- English literature, including part of the works pre- scribed in the requirements for admission to college. English com- position.
Elective physics .- Elementary principles with experiments, and a course of laboratory exercises Friday afternoons during the year.
Either Greek,- Selections from Anabasis and Hellenica and other Greek prose. Greek prose composition,-
Or German .- Translation of simple German prose and poetry, with conversation and written composition.
Elective French.
FOURTH YEAR. Latin .- Virgil, Ovid, and Cicero. Latin prose composition.
Mathematics .- Algebra reviewed and completed to satisfy require- ments for admission to college.
English .- English literature, including the remainder of the works prescribed in the requirements for admission to college, Rhetoric and English composition.
French .- Translation of simple prose and poetry, with conversa- tion and written composition as a preparation for translation at sight of simple French into English, and English into French. French grammar. Elective advanced French.
Either Greek,- Six books of Iliad and Odyssey. Selections from Herodotus. Greek prose composition in connection with the Anabasis,-
Or German .- Selections of prose and poetry with conversation and written composition.
NOTES. - There is practice in sight reading in all the languages each year.
Advanced French, advanced German, advanced mathematics and chemistry may be substituted for a part of the Latin, a part or the whole of the Greek.
Special courses are marked out to meet the wants of those pupils who desire special preparation for special courses for college or for professional schools.
The regular time for completing the course is four years. Pupils, at the request of their parents, can make the work of each year easier
51
E -SCHOOL DEPARTMENT.
by taking five years for the course. Those who are capable and have good reason for shortening the time of preparation are allowed to complete the course in as short a time as their ability will permit.
The object of the school is, primarily, to furnish a suitable prep- aration for those pupils who desire to pursue either a regular or a special course of study at higher institutions of learning, but the school is open to all pupils who wish to take the courses of study offered.
CARE OF SCHOOLHOUSES.
When the last revision of the city ordinances was made, the janitors of schoolhouses were placed under the election and control of the Committee on Public Property. Previously they had been responsible to the School Board, as is the case in most towns and cities. The change has not been advantageous to the schools. The efficiency of the service has not been increased. The local School Committee are in constant communication with teachers and with schools, and to them the janitors should be responsible. Any needed criticism now reaches the ultimate authority in a very roundabout way, and reforms and changes are often slow in coming and unsatis- factory in character.
The school janitor is a very important element in the management and comfort of a school. If affable, competent, obliging, industrious, and possessed of the instinct of cleanliness, his school building is a delight. But if grouty, disobliging, and without faith in the attribute that is next to godliness, as is too often the case, he becomes a burden, and his building a disgrace. Most of our school buildings are fairly well cared for. We have some model janitors. Other buildings are sadly neglected, and dusty walls, soiled paint, uncleaned floors, and littered yards proclaim neglect or incompetency. Sug- gestions from the Superintendent are received as from one who is not minding his own business. I have found teachers sweeping their schoolrooms, and am told that in one building, at least, it is a com- mon occurrence. In some localities, and at some seasons, primary rooms, if no others, should be swept daily, and the rules, which are generally interpreted in letter and not in spirit, should be changed to give principals authority to require this. More scrubbing and cleaning of floors and furniture should be done. Three or four times a year, and in some localities once a month, will not be too often for thorough cleansing. Paint, varnish, whitewash, cost little and may
52
ANNUAL REPORTS.
be made greatly promotive of health and comfort. Then, too, many of our schoolhouse yards reflect somewhat on our sense of the pro- prieties. The surroundings of every school building should teach lessons of thrift and neatness, if not of beauty. The yards should be provided with curbing, and unused portions should be grassed over, walks should be bricked or concreted, shrubbery and flowers should be cultivated, and the entire premises should exhibit care and taste, and be made to minister to the æsthetic sense.
THE WORK OF PRINCIPALS.
The Principal of a school is a most important factor in its success. He gives it tone and character. His influence is felt alike by teachers and by pupils, and reaches out beyond the schoolhouse doors.
All principals are responsible for the general good order of their schools, for the proper assignment of new pupils, for the conduct of children on school premises, for the care of all school property, for the correct keeping of registers and the compilation of returns there- from, and for the standard of attendance, punctuality, and decorum maintained.
Beyond the discharge of these duties and the instruction of their own classes, principals of small schools, who have no assistants, are expected to do very little. But five-eighths of the grammar and primary school children of Somerville are in buildings under the charge of Supervising Principals, each of whom has an efficient assistant in his room. Under the rules he is required "to teach twelve hours weekly, ten of which must be in the ninth grade." More than one-half of his time is therefore left free for other duties. Chief among these is the work of supervision, confined principally to a single large building, three only of our principals having other buildings, in any sense, under their charge. This supervisory work is highly important, and supplements very materially that of the Superintendent. Our city is now so large, and the demands on the time of that official so great and varied that he cannot give that close and detailed observation and examination of individual teachers and schools, their spirit and methods, that they need. Hence supervising principals are virtually assistant superintendents. They have been chosen not only for their qualifications as teachers, but with their
53
E - SCHOOL DEPARTMENT.
fitness in mind for the larger and equally important work of guiding, nstructing, and inspiring other teachers under their direction. Under ideal conditions the principal of a large school has the entire con- fidence and respect of his assistants, who co-operate not only with him but with one another in everything that promotes the common interests. He is a student of educational problems. His knowledge is founded on true pedagogical principles. He knows the best method of teaching every subject. He possesses tact and kindliness in suggestion. The frequent teachers' meetings which he calls are uplifting and helpful.
His moral power and influence are felt in every department and by every child. He is in close sympathy with children and with parents. He has the very desirable power of putting himself in the place of the child and of the parent, and looking at things from their point of view. Hence he is considerate of the rights of all, and takes large views of the relations of schools to the public. He is artful and happy in settling questions of authority or discipline that in- evitably arise between teachers and pupils and parents. Affable and self-possessed, he is not ruffled or impatient. While executing all rules and orders of his superiors, he is governed by their spirit rather than their letter. In all questions that arise, the best interests of the individual child furnish the criterion of his judgments. On him largely depend questions of promotion and classification. He pushes on the capable ones, encourages the slow, and sees that the un- fortunate have special assistance and consideration. The school feels his individuality, and takes on characteristics that he gives it. It is safe for the boys to follow his example in all respects. He realizes his power over the future of the young, and fulfils his tasks in the light of grave responsibilities. Somerville is indeed fortunate in having so many principals that possess to so great extent the ideal qualifications.
PATRIOTIC INSTRUCTION.
Prominent among the Acts of the Legislature of '95, affecting schools, is a law requiring school committees to provide for the uninterrupted display of the United States flag, upon or within schoolhouses while schools are in session. On the strength of legal opinions that the law is mandatory in spirit, if not in letter, the
54
ANNUAL REPORTS.
attempt has been made to conform to this requirement. The most of our school buildings have been provided with flags by the gener- osity of public-spirited and patriotic citizens or the contributions of equally patriotic children. Many of these flags have been in use several years, and are so worn as to be unserviceable. A few buildings are still unprovided with staffs. No provision has yet been made in any building for the interior display of the flag required by law. There being no fund under the control of the School Board that can legally be applied to this purpose, requisitions upon the Public Property Committee of the City Council were duly made to supply our needs. Lack of funds has prevented their honoring our requests, and hence compliance with the law has been only partial.
Heretofore our custom has been to display the national emblem only upon the anniversary of some event memorable in the history of our nation, state, or city. On these flag-days, occasion has been taken to inculcate lessons of patriotism drawn from the events com- memorated. The flag salute has been given and fealty pledged to the government symbolized. Interest in these flag-days and the exercises accompanying them was general, and frequently intense ; and as far as the cultivation of the spirit of loyalty and patriotism in the pupils of our schools is concerned, good work was being accom- plished which, it is safe to say, has received no impetus by the daily display of the flag. The symbol of our government, like that of our religion, may become so common as to lose its significance.
Patriotism is but one of the many elements of character, the building of which is the chief work of the teacher, and the object for which schools mainly exist. In the language of the statutes of the Commonwealth, " it shall be the duty of all instructors of youth to exert their best endeavors to impress on the minds of children and youth committed to their care and instruction the principles 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 virtues 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-men- tioned virtues to preserve and perfect a republican constitution and secure the blessings of liberty as well as to promote their future
55
E -SCHOOL DEPARTMENT.
happiness, and also to point out to them the evil tendency of the opposite vices."
None of these virtues can be developed by perfunctory school exercises. The living example and unconscious influence of the teacher, the atmosphere of the schoolroom, the order and discipline in its daily routine, the unvarying trend of its instruction and man- agement, - these are the agencies which, uniting with the influence of the home, will produce the virtues on which the welfare and prosperity of the State depend.
It would be strange indeed if any child born within sight of Bunker Hill, and nurtured among the historical associations of Somer- ville, were without the instincts of patriotism. But even among us the virtue needs to be stimulated, developed, and established on true fundamental principles. No true patriot is a law-breaker. Obedience to parents, respect for the authority of the teacher, cheer- ful compliance with rules, loyalty to the school, regard for city ordinances and the rights of others, - these things come within the comprehension of children and should be insisted on as the founda- tion of true patriotism. The child should be taught that resistance to the teacher's authority is disloyalty to the State,- the source of that authority. It is along these lines that the virtue of patriotism is developed. Without this insistence on the practice of civic virtue within the range of school life, the instruction in history, the stories of the glorious deeds of the fathers, a comprehension of the manifold blessings and rights and privileges which the government secures to every citizen,-all these will be but ephemeral in their influence. And what is true of one is true of all. It is virtue as a practice, not as a sentiment or a theory, that crystallizes into character.
THE SCHOOLS AND THE PUBLIC LIBRARY.
What a child reads is more important than what he studies. The power to read is not an unmixed blessing. Better read nothing than to read bad books. Better be without the power to read at all than to have the character corrupted by pernicious literature. If the schools are to give the ability to read, they are under moral obliga- tion to teach also what should be read. Their work is but half done until a taste for good reading has been cultivated. If the graduates of the public schools carry nothing out from them but a love for what
56
ANNUAL REPORTS.
is pure and refined and elevating in literature, we need have no anxiety for their future.
Two things must be done if we would accomplish this all-im- portant object. First of all, the books provided for use in the schoolroom should in their style and subject matter be attractive, stimulating, and inspiring. They should be classics. They should be not only worth reading but worth remembering. From the great field of literature, selections - not excerpts merely - are available at little expense, and adapted to all ages. These should be provided in abundance and variety. They should be read by the teacher to the pupils at times. They should be read by the pupil and studied by him under the direction of the teacher, until their beauty and worth are appreciated and felt.
Our schools lack in their supply of this kind of literature, and more abundant provision should be made for their needs in this re- spect. But so crowded is the curriculum of the schools, and at the best so little time can be given to them in reading, that not much will be accomplished in the direction desired unless teachers have the power and opportunity to direct and control the reading of children in their homes. Pernicious literature abounds. It is dis- tributed on street corners, it is paraded in shop windows, it is cir- culated by stealth, it finds its way into the home and into the school, it is even permitted by injudicious parents. The evil is wide-spread and powerful. Only the strength of public opinion, as yet unformed, can prevent its extension. If it cannot be supplanted, the ground can be preoccupied. Reading tastes and habits once formed are un- changeable. The school and the home must therefore unite in creating a love for good reading in the young.
In this work our most powerful ally is the Public Library. It fur- nishes a practically inexhaustible supply of good books, many of which are to be read only in maturer years. To teach the child how to use the library, to show him what books and what authors to choose, to give variety to his selections, to see that he reads thought- fully and in moderation, to secure from him abstracts or reviews of what he has read,- this is a work that no one can do as well as the teacher. Recognizing these facts the School Board has emphasized this duty of teachers in the regulations of the public schools. The trustees and the librarian of our recently re-constructed Library are anxious to extend its influence by giving teachers and pupils every
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