USA > Massachusetts > Plymouth County > Norwell > Report of the selectmen of the town of South Scituate 1869 > Part 2
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OCCUPATION.
BIRTHPLACE.
Jan. 7
John T. Talbot,
So. Scituate,
Shoemaker,
Ellen M. Torrey,
66
66
Farmer,
Bridgewater. Easton. So. Scituate, 66
April 6
Charles A. Southworth, Carrie F. Barrell,
Stoughton, So. Scituate, Hanover,
Shoemaker,
Stoughton. So. Scituate. Hanover. Hingham.
8
Joseph F. Turner, Nancy Maria Briggs, Edwin A. Turner, Eliza H. Corthell,
Randolph, So. Scituate, Scituate,
Trader,
So. Scituate. 66
Nov. 1 James E. Damon, Hannah M. Phillips,
Shoemaker,
Hanover. Marshfield. Hanover.
22
Robert Sylvester, Jr., Mary B. Turner,
Marshfield, Hanover, So. Scituate,
Ticket Mas'r
So. Scituate.
. .
22 Melvin Little,
66
Merchant,
Marshfield.
Laura A. Barker,
So. Scituate.
26
Alvin D. Vinal,
66 66
Shoemaker,
66
.6
26
Elwin M. Brown, Emily F. Damon,
.6
Trunkmaker
60
66
27 Frederic W. Clapp, Mary A. Lewis,
66
66
Merchant,
66
Framingham
29
Isaac H. Packard, Emma L. Stoddard,
66
Farmer,
So. Scituate. Boston. Ireland.
Dec. 24
John Johnson, Sarah Robinson,
16
Hartford, Ct.
66
So. Scituate.
March 8
Stephen Stetson,
Abby Knapp,
66
Trader,
June 7
Charles H. Damon, Emma Spear,
Bootmaker,
Walpole. Medford.
July 12
So. Scituate,
66
Vesta C. Paine,
Framingham So. Scituate,
Shoemaker,
66
30 George W. Goodrich, Ellen C. Welch,
1
27
BIRTHS, 1868.
DATE.
NAME OF THE CHILD.
NAMES OF PARENTS.
1867. Jan. 22
Lizzie F. Smith,
George and Eliza Jane. Nathaniel and
Jan. 6
Charles Herbert Hatch,
16
Irene Hayden,
17
Lucy Ann Leslie,
66
31
Florence Alma Torry,
Patrick and Mary Ann. George H. and Harriet. John H. and Anna A.
Feb. 5
Josie A. Prouty,
9
Jane Florence Richardson,
12
Edith Granger Ford,
66
18
Fannie M. Studley,
27 Eunice White Loring,
28
Jobe Lockwood Ellms,
March 1 Albert Irving Farrar,
William H. and Josephine.
15
Isabella Sylvester,
..
27
William Monahan,
Patrick and Mary. John C. and Sarah C.
April 6 66 7 66 8
66
13
15
Thomas J. Tolman,
66
25
Wilbur F. Jacobs.
Philip C. and E. Ellen. John H. and Caroline E.
May 66
4
8
John and Bridget. Charles H. and Clarintha V.
July 66
9
12 Anna Cora Thomas,
Stephen C. and Mandana Alpheus and Lucy Ann. John and Elizabeth.
Aug. 9 66 14
Charles Elmer Totman, Ernest Linwood Leavitt,
Charles M. and Matilda D. Jonathan and Rachel.
Sept. 7 Mabel Rose Hatch,
66
7 Winnifred Williamson,
Charles and Catherine.
Oct. 5 Henry Corthell,
Joseph H. and Mercy C.
66
23
- Hart,
Nov. 6
Lanty Thomas Gammon,
66 28
Green,
Alfred B. and Emily. Joseph T. and Nellie. Edward and Mary. James and Bridget.
28
Helen Eliza Nash,
Frank Herbert Brooks,
Elijah F. and Lizzie. Ezekiel and Lucy Ellen.
Lucy Ann Jane Gunderway, George F. Cowing, Nellie Gammon,
George C. and Lydia HI.
Morris and Margaret. Thomas J. and Harriet.
66
25 Lizzie. J. Spencer,
Thomas B. and Clara.
June 20
Thomas Edwin Waterman, Agnes Bridget Shay, Gustavus Elliot Litchfield, Anna Richmond Bowker,
Seth and Julia.
27
20 Edgar Ernest Gardner, Frank Lester Thomas,
Charles H. and Rebecca H.
10 Emma G. Litchfield,
John W. and Sarah E. George B. and Louisa J.
Oct. 28 1868.
George Bridges Ellms,
Andrew S. and Mahala D. David B. and Lavina S. George and Mary Ann. Samuel and Eunice. Lincoln and Sarah J.
Charlotte Sylvester.
#
28
DEATHS, 1868.
DATE.
NAME.
AGE.
BIRTHPLACE.
DISEASE
Jan. 15
Jane Barrell,
80
So. Scituate,
Dropsy. Consumption.
Feb.
22 Ichabod Sylvester,
74
66
66
66
10 Jacob Damon,
53
66
Typhoid Fever.
March 3
Thomas Ruggles,
75
66
Apoplexy.
June
8 Sarah M. Freeman,
.
Sutton,
Diabetis and Liver.
16
Martin C. Glover
72
Needham,
66
28 Phobe Power.
71
July 13 John Damon,
72
Scituate,
Cancer.
66
13 Rachel Cushing,
87
So. Scituate,
Old Age.
..
17 Sarah F. Ford,
13
Inflam. of Bowels.
Oct.
25 Mary Newcomb,
79
66
66
Old Age.
Nov. 3 Lucy Damon,
94
Hingham,
Conges'n of Lungs.
66
17 Emily James,
49
So. Scituate,
Tumor.
66
17 William Studley,
59
66
Liver Complaint.
66
26
Warren F. Freeman,
23
66
66
Consumption.
Dec.
3 Mary Wilder,
58
66
Hanover,
Stoppage.
6 Nancy Ellms,
68
Scituate,
Typhoid Fever.
66
9
Alpheus F. Prince,
6
Tumor
19
Lewis Groce,
73
....
...
Sept. 14
Florence A. Torrey,
7 m.
66
Cholera Infantum.
9 Sally Ewell,
75
66
Old Age.
8 Emma D. Jones,
20
So. Scituate,
Fever.
5
Lloyd G. Henderson,
31
66
66
Consumption.
13 Estes Kimball,
61
Apoplexy. Fits.
29
SCHOOL REPORT
OF THE
TOWN OF SOUTH SCITUATE
$
FOR 1868 -- 9.
-
31
REPORT.
In offering their Annual Report to the town, the School Committee could not, perhaps, do better than to give a general statement of the present condition of the schools under their charge, and then simply urge upon all inter- ested, and upon parents especially, a perusal, or re-peru- sal, of former Reports, and there leave the matter for the present year, and thus save the labor and expense of pre- paring and publishing a new one. Those Reports con- sider about all the subjects of practical importance in re- lation to our schools and their interests, that the present committee could present in a volume. In looking hastily over a few of them, we see that they are wise and valua- ble in their general treatment of the subject of common school education, and in their various criticisms, suggestions and recommendations. It is to be feared, however, that they have not always had that careful and appreciative reading, from many, that they have merited ; and that not a few of them have been thrown aside as worthless, soon after their reception, without even a single considerate and thorough perusal-the general fate, perhaps, of most pub- lic documents in all places. It is quite probable, too, that the present Report will meet with similar neglect, as there is no special reason why it should be better dealt with. Still, for the important interest which they represent, these
32
Reports all have a claim to the most careful attention- especially of all parents, whose children are yet in the schools.
But there must needs be a Report, we suppose, each year, on the principle of "line upon line, and precept upon precept," and for the sake of the impression it is desirable to make in the interest of the schools. Passing over, then, various important topics treated of in the Reports before referred to, we shall confine ourselves in this Report, mainly to a consideration of the general wants of our schools, particularly in reference to instruction and gov- ernment, hoping thus to stimulate their friends to a new interest in them. These schools are all, of course, far be- low our ideal, but we, nevertheless, consider them in a fair condition-in as fair a condition, perhaps, as we have any good reason to expect them to be, under existing circum- stances. Some of them, justice requires us to say, are in excellent and satisfactory condition. We think it not ad- visable to speak particularly of any of them, to avoid the charge of invidiousness and partiality, and the actual con- dition of a school does not always indicate, as some secm to think it does, the special merits or demerits of a teacher. Various outside influences aid very much in giving char- acter and reputation to a school, whether good or bad- and the influence of parents especially.
All of our present teachers, we think, are competent in- structors of their pupils, in the various branches of educa- tion which they are required to teach ; and they all seem to be conscientiously and faithfully devoted to their noble calling. Some of them have been teachers for several years and have secured an admirable reputation for com-
33
petency and success ; but others of them are quite young and inexperienced, with a reputation still to make. If this latter class, however, can only learn to govern as well as they already teach, they will yet take rank in the first class of their profession ; nor should they be disheartened or discouraged, by the various obstacles they meet with at the beginning, but resolve upon overcoming them all, and succeeding ; and all interested in the schools, parents and others, should extend to them friendly sympathy and aid.
All of our teachers have not given universal satisfaction, and perhaps only two or three, if any, have done so ; nor was it reasonable to expect that they would, when they were engaged. Teaching is an experiment with most young men and young women who enter the profession, and they have to learn wisdom by experience and by the things which they suffer, if they learn it at all. Some never do learn it, so as to become good teachers and good disciplinarians both, and happy are they, and the schools which they burden, if they early awake to the conscious- ness that they have mistaken their calling, and so abandon it for one to which they are better adapted. But some will succeed admirably after several successive failures ; and if any have the natural and acquired qualifications to make good teachers, there is so much need of them, that they should persevere till they become so, in spite of the "lions" that may be in their way. Nor should any district urge the removal of such teachers till they are thoroughly tested and proved to be essentially wanting. To give up one young teacher for another, is, in most cases, to try the same unpleasant experiment over again, and to keep the school in a continual state of excitement and demoraliza- tion. The ingennous and promising young teachers that
34
have taught one term, will generally be much more valua- ble for future terms, and they who instigate their removal, often have reason to regret it, for their children's sake, for years to come. No district will be likely to have a good school, that is constantly calling for a change of teachers, seldom obtaining one that satisfies, and thus getting so un- enviable a reputation, that a first-class teacher would avoid it. The school committee is sometimes expected to see that a good school is made out of the most heterogeneous and discordant elements and materials, evoking order from confusion, as by a magic wand, or a miracle. But the best thing, and the chief thing, any committee can do, is to ob- tain good teachers-teachers fully qualified for their pro- fession by education, by character, by manners, and by their general moral and social influence. Without such teachers, good schools are not possible ; and in their ab- sence, no committee visitations, criticisms, examinations, or authoritative requirements, will avail much. Teachers that need looking after and aiding continually, in order to keep their schools in a good and prosperous condition, had bet- ter give up their profession, after a fair trial, or wait till they become more mature and competent, before they un- dertake to occupy such a responsible position. Few school committees, who have other pressing occupations upon their hands, can devote much of their time to the schools ; and they could hardly afford to do so, if they could com- mand the time. Our schools are so far apart, that unless each member of the committee keeps a horse, or a veloci- pede, or possesses a Weston's pedestrian qualities, his bills at the livery stable will be likely to far exceed his receipts for his services, if he makes many visits a term.
But whilst the essential thing for the school committee
35
to do, is to procure the most competent teachers, it should be considered by all interested, that such teachers are not always available. We have several times tried in vain to get them from the Normal Schools ; one reason is, that more attractive towns secure them, and often by the pay- ment of larger salaries than our town offers. These in- fluences draw away from us some of the most admirable teachers, who were born and educated here ; and there is, perhaps, no year in which we do not lose one or more of our best ones, whom we would very much like to retain. This condition of things, all can see, must cause the committee much anxiety and trouble, and sometimes necessitate their acceptance of teachers, mainly because they are available, and not because they are just such ones as are wanted. And here the obligations of parents may be appropriately commented upon, for they can certainly do much if they will, to make it pleasant for good teachers to remain with us, when we are fortunate enough to pro- cure them. A good and faithful teacher, competent and apt to teach, and possessing a eommanding, elevating, and molding influence, which a true and noble character and life give, is a treasure in a district which parents cannot too highly prize, and their relations to such an one should be the most kindly and helpful, that she may not be "home- sick" and soon seek a more congenial place. Some pa- rents pursue an opposite course from this, and begin their criticisms of a new teacher as soon as she appears in their midst ; and their comments upon her methods of teaching and government, often based upon the partial or false rep- aesentations of their children, are unjust, cruel and even untrue, and such as are calculated to injure and sometimes break up the school. But this should not be so.
36
Teachers, school committee, and parents all have their rights and duties, and they should all confer and co-operate together for the welfare of the schools. None of them should feel that authority resides in them alone, or that they are above criticism and correction, but welcome both from any competent and honest persons. It does no good, but much harm, for parents to stand apart from teacher and committee, and grumble and find fault to each other and to their neighbors,-especially before their children. If a teacher be in fault, either in her mode of teaching or of government, as is, of course, often the case, let her be seen, reasoned with, and, if need be, expostulated with ; and if her fault, after being proved or admitted, cannot be corrected, let the committee be consulted, and, if a recon- ciliation cannot be made, let there be a peacable separa- tion - let the teacher depart. No teacher will be sustained by any wise committee, when clearly proved to be incompe- tent to teach or govern a school of her charge, and no wise parents can fail to have any real neglect or abuse of their children corrected, if they only go in a sensible and orderly way to work to secure their end. If parents side with their children in their complaints and grievances, and con- demn the teacher, without knowing all the facts in the case, or withdraw their children from the school, all must see that the result can be only evil. We hope, therefore, that all parents who see serious defects in teachers or their schools will get more and more into the practice of consulting with those teachers in a friendly way, and, if necessary, with the school committee, with a view, not sim- ply to condemn those defects, but to remedy them, and to make the schools as unobjectionable and perfect as possible. If this course be pursued it will evidently reflect much
.
37
credit upon all concerned, and all our schools will soon manifest the wisdom of it in their greatly improved condition.
The matter of government is usually the most trouble- some one, especially in the case of young and inexperienced teachers ; and too much, in this respect, is often exacted from them. Some parents find it very difficult, if not im- possible, to govern three or four of their own children, less or more, at home, and they often give up the endeavor in despair, leaving them to their own wayward wills and ways ; but they seem to expect that even a young lady, not yet out of her teens, will govern a school-room full of pupils in the most admirable and perfect manner, and as gently as an angel would. But how unreasonable this is - and with such children as some are! Children that are not well- behaved at their homes can hardly be expected to be so at school, it is so contrary to their chronic habit. Allowed to be daily impudent and insolent to their parents, it will be dificult for them not to be so to their teachers.
The question of corporal punishment in schools is receiv- ing a new discussion in our day, and it looks, at present, as though it might soon be legally abolished. But, without expressing a decided opinion upon this subject, we are free to say that we should prefer teachers that could govern well without the rod -if we could but find them. There is, indeed, now and then, a teacher that can do this, having the commanding personal influence that enables her to secure the most perfect order by her simple magnetic influ- ence and word ; but such teachers are almost as rare as angel's visits are said to be, "few and far between." We wish we could find enough of them to put into all our
38
schools ; but, as we cannot, we must do the best we can with such materials as we have.
Corporal punishment is quite liable to be abused, and often is abused, both inconsiderately and rashly; but, to take the right to use it from a teacher, would often render her almost powerless to secure conformity to her essential rules. And yet, some parents, who often thus punish their children themselves, and sometimes too impulsively and even cruelly, make bitter complaints if they get half as severely punished at school. But whipping in school is like war in a nation - if you go into the custom at all, you may go farther than you mean to at first, and there will be no holding up till one or the other party succumbs. Shall it be the teacher, the disobedient pupils coming off victori- ous, with flying colors and a flourish of trumpets ?- their parents jubilant with them. If so, that school is thoroughly demoralized, and it will be difficult indeed for it to be again brought into a healthy and prosperous condition. Parents, then, who use corporal punishment themselves, and advo- cate its use in schools, as nearly all do, should not interfere if the rod does sometimes fall rather heavily upon their children. Of course, if it be cruel and injurious, and dis- proportioned to the offence for which it is inflicted, inter- ference in the orderly and effective manner before suggested, is just and proper, and it is their duty to correct the evil ; but a slight punishment is often worse than none. Still, the teacher who uses the rod should always use it thoughtfully and discreetly ; and it will be better if she dispenses with it, except in extreme cases, and simply holds it in reserve as a dernier resort. The fear of it is said to work admirably at times ; and, if this could be made a general substitute for actual inflictions, it would be well for all interested
39
But love is better than fear, and wisdom better than the rod. Happy is that teacher who has them both, and the school that can secure such an one ! But " order is Heaven's first law"; and it should be the first law of the school-room, and vigorously enforced, in one way or another-though always kindly.
There is one of our schools that we shall probably be excused for singling out for special commendation on account of its new school-house, which should not go unno- ticed. This school has hitherto, for a few years, at least, had rather an unenviable reputation, but it has redeemed itself now, and seems in a fair way to illustrate the Savior's saying, " the last shall be first," though we trust it will never be true of any other of our schools that " the first shall be last." But if some of those who stand high at present do not look well to their laurels, they will be very likely to be shorn of them, for this new aspirant for honor of being " the model school " is certainly advancing towards it. This is partly owing to its new and beautiful school-house, and to its pleasant location. It is no marvel that there could not be a good school, even with good teachers, in such an old, dilapidated building as the for- mer one was, and in such an unsightly place in the woods, where " the laws of disorder " were so repellently illustrated. But, in their new school-house, the children seem to be new beings, and with their new and excellent teacher, whom they were for- tunate to secure, they are going on finely ; and their parents, and the whole neighborhood, seem to have had their interest in the school wonderfully revived-just pride in their improved condition and prospects serving as a stimulant.
A few weeks since, the teacher and pupils of this school, in the Fourth District, with a few friends, projected a social enter- tainment, with a gift tree, laden with many enticing presents for distribution, for its centre of attraction ; and many of the
40
children and youth prepared themselves to do their part towards making the evening pleasant, by the speaking of various single pieces and dialogues, and the occasion was one of much interest and pleasure to the school-room full of neighbors assem- bled. But we can only add here, that this is a good example for other districts to follow ; and we are pleased to learn that Mr. Joseph Corlew, of the First District school, has had two attrac- tive and successful exhibitions during the winter, by which he has raised the handsome sum of seventy dollars ($70), which he, and his pupils who assisted him, have generously appropri- ated to the purchase of a melodeon for the school-room. And we suggest whether it would not be well for other teachers to go and do likewise, so as to have the refining, elevating influence of good music, instrumental and vocal combined, in their schools? Let there be this new interest manifested in all our districts for the coming year, all interested classes heartily and earnestly co-operating, and great improvement will be made in every school.
The new school-house in the Fourth District is not only an ornament to that district, and a great aid to the school, but an honor to the town, which so promptly and generously voted to erect' it. In behalf of the district, the committee thanks the town for its ample and unrestricted appropriation ; and we think the architect, Mr. I. H. Cushing, of Hingham, is deserving much credit and honorable mention for the skill and fidelity, as well as perfect honesty, which he has manifested in its crection, giving, we believe, entire satisfaction to all interested. A statement of the cost of the lot and building will be found in its appropriate place - the Selectmen's Report.
In conclusion, we would suggest to the town, that the school- houses in the second and third districts very much need painting ; and we think it will be economy to have the matter attended to at the carliest practicable time. The school-house in the Sixth District also needs new flooring and seating, with some other
41
minor improvements, and we trust that the town will vote the necessary appropriation for this needed work; and that all our school-houses will be kept in such good condition, all specially interested co-operating to this end, as to reflect credit upon the town.
W. H. FISH, JAMES SOUTHWORTH, SAMUEL WATERS,
School Committee.
L
42
FINANCIAL REPORT OF SCHOOL COMMITTEE FOR 1868-9.
Dr.
To balance from last year ..
$28 50
Cash from S. Bryant for schooling
2 55
Town of Abington for schooling. 9 75
66 State School Fund.
131 26
.. Town appropriation. 2,050 00
$2,222 06
Cr.
Teachers' wages for Summer schools $1,138 00
Winter schools 799 00
Making fires. 7 00
Wood and fitting. 214 06
$2,158 06
Balance unexpended
$64 00
Summer Term, 53 Months.
No. 1. Joseph T. Corlew $165 00
.. 2. Mary E. Ramsdell
165 00
6 6
3. Martha A. Gilman .. 165 00
4. Emma A. Sylvester, 21 weeks 126 00
66
5. Martha W. Brooks.
154 00
6. Fidelia L. Howland
154 00
Harriet A Holbrook. 3 months 90 00
" 7. Mary P. Howland, 23 months 75 00
Anna M. Pratt, assistant. 44 00
$1,138 00
Winter Term, 33 Months.
No. 1. Joseph T. Corlew
$112 00
2. John A. Coffey
112 00
3. Mary P. Howland. 112 00
4. Martha A. Gilman, 15 weeks 120 00
“ 5. Martha W. Brooks.
105 00
66 6. Anna Gay. ..
105 00
( Nancy Donnell.
105 00
7. Anna M. Pratt. 3 weeks .. 6 00
Elizabeth Cushing, 11 weeks 22 00
$799 00
Joseph T. Corlew, making fires
3 00
Martha W. Brooks, ..
4 00
$806 00
1,138 00
$1,944 00
66
43
Wood and Fitting.
No. 1
$36 87
19 37 2
3
28 12
21 75 4
5
$29 50
6
30 50
7
47 95
$214 06
JAMES SOUTHWORTH.
SOUTH SCITUATE, March 1, 1869.
For the Committee.
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