USA > Massachusetts > Bristol County > Berkley > Town annual report of Berkley 1854-1892 > Part 2
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9
DISTRICT No. 7. Prudential Committee, Alfred Case. Length of School, including the Summer and Winter terms was 62 months. Whole number of scholars 29. Average attendance 19. Both of these terms were taught by Sophia A. Townsend, of this town. This School has been kept decidedly quiet and orderly. The progress of the School, however, has not been so great as could have been desir- ed. As this School has been more or less for the last 5 or 6 years, been under the government and mental training of the same teacher, a change will not be improper, and may produce results which will be an advantage to the cause of education in this District.
6
The Statute, besides requiring a detailed report of the condition of the several Public Schools, also provides that the School Committee shall make such suggestions with regard to the methods of instruction, and the evils that exist in relation thereto, as will in their opinion best promote the prosperity of the Schools. We feel it our duty therefore to comply with this provision, and to submit a few sugges- tions upon some of the subjects there contemplated.
One evil that exists to a considerable extent, is that children are taught facts and not principles. If the lesson be committed to mem- ory so that the present recitation be fluent and correct, some teachers seem to think that all that is necessary has been done, and the object of the School attained, when in fact the scholar has received but little practical benefit. If the mind be crowded with facts to the exclusion of the principles upon which they depend, and which gives them their only value, if the scholars proficiency is measured by what he has done and not by what he understands, the very objects of the Common School are defeated-the pupil receiving neither intellectual discipline or that practical knowledge of the common branches of education ne- cessary for the performance of the ordinary business of life. Besides, such a course of instruction is productive of a positive evil; it has a tendency to create in the scholar a dislike, not to say a disgust for the School and his studies ; he receives no pleasure from what he does not understand, and the almost mechanical acquisition of rules and words, soon becomes monotonous and distasteful. This evil demands a speedy correction, for to the extent to which it obtains, just to that extent, so far at least as the habit of study and intellectual culture are concerned, the usefulness of the School is destroyed. Its remedy rests with the teacher. It is only by a correct appreciation on their part, of the true nature of education, and an earnest desire, and un - remitting efforts to faithlully discharge the duties reposed in them, that we can look for improvement of our Schools in this respect.
Next to the sacred influences of home, and of parental precept and example, the School is the place where the character, both intellectu- al and moral of the young is to be formed. The maxim that the teacher stands in the place of the parent is no legal fiction, but a truth, the importance of which cannot be too higlily appreciated .- He stands in the place of a parent, not only for the purposes of that government and discipline that is necessary for the regularity of the School, but for the higher purpose of training their minds to hab-
7
its of thought, and impressing upon them those virtues that are the ornament of human society. These are duties of no ordinary charac- ter, and in which not only the parent and child, but the whole com- munity are deeply interested. It must at once be obvious to every one, that in the selection of a teacher, too much care cannot be exer- cised. He is to be selected not so much with reference to the price he sets upon his services, as to his literary and moral qualifications, his faculty for imparting his own stores of learning to his pupils, his power to awaken in their young minds a love of learning, a laudable desire to excel in their studies, a lively sense of their accountability to a Supreme Being, aud a disposition to walk in the path of recti- tude. The services of such a teacher are valuable, and therefore, always command a corresponding compensation. The duration of the School it is true may be shortened, but it does not follow that it is, for that reason, less valuable, as its usefulness is not to be meas- ured by its length, but by the amount of real practical knowledge, mental discipline and moral culture that the young there receive .- Whether the School shall be an attractive or a repulsive place, de- pends almost entirely upon the teacher's aptness to impart instruc- tion, and to win the affection of his pupils.
We do not think there is any reason to apprehend that during the past year, the teachers have not been faithful, and most of them effi- cient, and could their services be always secured, perhaps the fore- going remarks might be to some extent gratuitous, but as every sea- son introduces some new teachers, the importance of care in their se- lection cannot be too frequently or strongly expressed. In this con- nection there is one matter to which we call the attention of those, who may act as Prudential Committees. It has been usual for such Committees to defer the selection of a teacher, until a very short time before the commencement of the School; the candidate often presen- ting for examination, only on the Friday or Saturday next preceding the Monday on which the School is to commence. This is a serious neglect. As the Winter Schools do not usually begin till about the first week in December, all the available teachers are by that time engaged, so that unless the person selected by the Prudential Com- mittee be employed, the commencement of the School may be post- poned for several weeks, to the great inconvenience of the District, and even the chance of having no School. at all, be incurred. The general Committee, may therefore, in some cases feel constrained to
8
.
approve a candidate as a teacher, when had there been more time, they would have advised the selection of some other person. This difficulty can easily be avoided by selecting a tcacher some weeks at least before the time when the School is to commence, so that in case the Committee are not satisfied with his attainments and qualifications in every respect, they can withold their approbation without serious inconvenience to any one.
But the prosperity of our Schools does not depend entirely upon the teachers. On the contrary he can do but comparatively little good, unless he is cordially sustained by his patrons. It is not doubt- ed but that every parent feels the deepest interest in the education of his child. But it is feared that this interest is not always manifested in such a manner as to produce the most beneficial result. The in- fluence which he can exert upon the child, not only as relates merely to his conduct while at School, but whether he shall derive the fullest advantages from his attendance, may be of the most salutary charac- ter. It was the remark of Cousin, that " as the teacher is, so is the School," however true this may be, it would be a greater truth to say that "as the parent is, so will be both teacher and School."- Children are close observers, every act, every expression of their su- periors, is instantly seized upon and copied. Hence the parents, opinion of the teacher, of his method of instruction, his mode of gov- ernment, in short of the discharge of all his duties, as well as the general usefulness of the School, and the studies there taught, will be the belief of the child. His mind is but the mirror in which are re- flected the opinions of others, and not reflected only, but like the im- age upon the polished plate of the artist they remain fixed there, on- ly in a less shadowy and unsubstantial manner. While therefore, no occasion should be permitted to pass without reminding the child of the educational advantages he enjoys, and the necessity of their im- provement to his future usefulness, happiness and welfare; there should at the same time be instilled into his mind a love for his teach- er, regard to his wishes, and a cheerful obedience to his commands. The child should be the last one before whom any defect, real or sup- posed in the qualifications of his instructor, or in the discharge of his duties should be named. While it cannot tend to any good result, it inevitably leads to one of a contrary nature. The moment he enter- tains the idea that his teacher does not stand in favor with his pa- rents, that moment the teacher's influence is gone, and his usefulness
9
at an end. If, for instance, it is known to the parents as a fact, that there is not that degree of discipline maintained in the School that is desired, instead of increasing the difficulty by expressions derogatory to the teacher, their whole influence should be exerted to produce a more favorable state of affairs, by impressing the mind of the child with the necessity for proper and orderly behavior, and any opinion as to the teacher's defects, in this or other particulars, should with all kindness, be expressed to him and not to the pupil. It is believed that most of the serious difficulties in the Public Schools may be traced to the unguarded expression of parental opinion in the pres- ence of the scholars. Happily, however, these difficulties have for a number of years been few, and confined to a single District.
One method by which parental influence can be readily and power- fully exerted is by visits to the School room. This cannot but be productive of good results. Its effects will be felt by both teacher and pupils, impressing upon the one a lively sense of the importance of the trust reposed in him, upon the other the interest felt in their wel- fare, thus stimulating both to greater exertion, the one to impart and the other to acquire knowledge. The time that it will require can- not materially interfere with the occupations of business, and if it did, it is no valid objection. If an hour or two spent in the different Schools, by some one of the parents at a time, and at short intervals, will even in the smallest degree contribute to the prosperity of Schools, then that time could not be more profitably employed. Neither the artizan, the farmer or the merchant, fail to keep a strict watch over those whom they employ in their several occupations ; every thing that is done by them is made the subject of strict scrutiny to the end, that it may be faithfully done. But the teacher once employed, is rarely visited by those who have, and who should feel that they have the deepest interest in his success. With few exceptions the inmates of the School room are rarely encouraged by the presence of the inhabi- tants of the District, and then " like angels visits," they are " short and . far between."
€
Again, the punctuality of the scholar in his attendance, depends in some instances almost entirely, and to a great degree in all, upon the parent. The want of punctuality is an evil of the most serious char- acter in whatever light it is viewed, and it is one that has prevailed during the past winter to a considerable extent, though perhaps not more than in previous years. The loss of time at School, is a for-
10
feiture without redemption. In the vicissitudes of life, fortunes may be lost, but the hardy hand of industry can create them anew ; but the absence of a child from School, or his tardy attendance, involves an item of loss, that neither labor or skill can repair. What Spring is to Autumn, youth is to manhood, and if the seed time be neglected, it will be in vain to look for a harvest, except of thorns. Besides the disastrous effect that it has upon his studies, it has a tendency to es- tablish a habit of negligence in the pupil, and want of punctuality in other respects, and there is no habit of a decidedly vicious character, that is more to be deprecated. Of all the business qualifications of a man, none stard higher than punctuality to inspire those with whom he may deal, with confidence in the performance of his engagements. Its necessity cannot therefore, be too early or strongly impressed up- on the mind, but every tardy attendance of the child upon the School, permitted by the parent, is only a lesson tending to foster one of an opposite character, which, when once established, is rarely shaken off, but will cling to him through life like the poisoned shirt of Nessus, and in some respects will be about as uncomfortable.
We cannot close this report without asking attention to the School houses. The prosperity of the School depends in no small degree up- on the comfort and convenience of these. If the place where children are assembled for the purpose of instruction, be in such a condition that it is a physical hardship to be confined in it, an aversion to the School will be the result. Children do not reason so finely, as to draw a distinction between the School room and the School-between the instruments of education, and the ends to be attained from them, but treat the whole matter collectively, and wonderful indeed must be their thirst after knowledge, if for its sake, they can patiently submit to the physical suffering, either directly or indirectly inflicted upon them, by confinement in a crowded, ill ventilated room. Although some of the rooms, particularly those in Districts No. 3 and 4 are sufficiently well ventilated, by reason of divers holes and crannies through the wall, the ill adjusted doors and windows that afford in- gress, not only to the wind, but to the snow and rain ; yet unfortu- nately this is avoiding one evil, to fall upon another of equal magni- tude. One almost immediately produces a paralizing effect upon the mental faculties, both sooner or later produce some of the " ills that flesh is heir to," with as much certainty as in any case, effect follows cause. In the School Houses in the Districts above referred to, the
11
gelid air pours in upon the scholars through various small openings, and some of them not very small, while their feet are immersed in a substratum of air, at or below a freezing point, that flows in under the ill jointed doors. To make the extreme parts of these rooms any- thing like comfortably warm, a large fire has to be kept in the stove, to the great inconvenience of those whose seats are in the immediate vicinity. In fact, these houses afford no inapt illustration of the dif- ferent zones, particularly the torid and frigid, while the seats might have been serviceable in the days of the Inquisition, as instruments of torture. In District No. 4, not only the rain penetrates the room in various places, in quantities that would satisfy the most ardent ad- mirer of the " water cure," but the roof is so defective that the snow came through it and accumulated between that and the ceiling, pene- trated through the plastering as it melted, and dripped into the room. The interior of this house is in a deplorable condition, alike disgraceful to the scholars that perpetrated, and the teachers that permitted the mischief. It is however the work of years, the genius of no single generation of boys would have been adequate to the task. Its walls, like those of the chambers of imagery that the prophet saw in a vision, are " portrayed round about with every form of creeping thing and abominable beast," while the desks are tattoed with carv- ings and inscriptions that would disgrace the " secret cabinet" of the Musee Barbonico, at Naples. Such a state of things, ought at once so far as possible to be remedied. Though it may not be practicable or even necessary to build new houses, yet those that are defective, should be repaired and improved to such an extent, as will make them not only comfortable and convenient, but decent.
Finally, education is the developement and cultivation of the intellec- tual faculties and moral sentiments. This is the high office to which it is ordained, and the acquisition of knowledge is only valuable as it promotes to this end. If when the mind is most susceptible to im- pressions, either good or ill, the habit of attention, a love of knowl- edge, the principles of piety, justice and sacred regard to truth, with all the kindred virtues, be not impressed upon it, it will be as vain to look for their developement in mature life, as to seek for the harvest in autumn, when the seed time has been neglected. It is in early life by impressing upon the mind,
" The generous inclination, the just rule,
Kind wishes, good actions, and pure thoughts."
12
That the whole character of the future man for usefuluess to himself and others, is to be determined. The generation now in its youth, is soon to succeed to all the privileges and duties of citizens, and whetli- er these shall be discharged for the common good with intelligence and integrity, depends entirely upon the education, moral and intel lectual that the young now receive. By this the great events of the future are to be shaped, their history will be read with emotions of joy or sorrow, as this shall have been fostered or neglected. To form a community that shall march forward in the path of industry and honor, we must begin at the fountain of youth-we must act upon the principle that led the artist whose works still challenge the admira- tion of the world, to begin his art back to the very grinding and mix- ing of his colors, so that no unskillfulness in this should dim the splendor of his creations. Of all the means that contribute to this end, the Common School is the greatest, because it is universal, because upon it is the sole dependence of more than nine tenths of the chil- dren, because it gives them the earliest direction, and an impulse whose force is never spent. Hence every thing relating to the Pub- lic Schools-to their prosperity, to the qualification and selection of teachers, to the condition of the places where instruction is given, the evils that exist in the methods of instruction, and the means by which they can be avoided, all merit the most careful consideration, not of parents only, but of every party to the social compact, and this must be our apology for the length of the foregoing report.
All of which is respectfully submitted by
D. S. BRIGGS, ALDEN B. CHACE, Committee. M. M. ANDROS,
Berkley, April 7th, 1856.
The foregoing report having been presented and read in open town meeting by the Committee, voted to accept the report by the town.
Attest, EPHRAIM FRENCH, Town Clerk.
April 7th, 1856.
REPORT
OF THE
SCHOOL COMMITTEE AND TREASURER
OF THE
TOWN OF BERKLEY.
-
1860-61.
-
TAUNTON: PRINTED BY C. A. HACK, 7 UNION BLOCK. 1861.
School Committee's Report.
The Superintending Committee respectfully submit the follow- ing, as their report of the condition and success of your Public Schools, during the past school year :--
The school in the Center district, (No. 1) was taught by Miss Martha E. Mason. Length of school, in summer, 2 1-2 months ; in winter, 2 months. Whole number attending school, 18 in sum- mer, 23 in winter. Average attendance in summer, 14 1-2; in winter, 18. As teacher, she performed her duties to the entire satisfaction of the Committee. The order and appearance of the school were admirable. The scholars were quiet and studious, and the examination at the close showed progress. Both teacher and pupils merited high commendation.
Burt's Corner school (district No. 2) was taught, in summer, by Miss Emily A. Leach. Length of school, 2 1-2 months .- Whole no. of scholars, attending, 40. Average attendance, 34. This school has some restless and troublesome scholars, requiring to be managed by a firm hand. The progress of the school was materially hindered by the prevailing disposition for idleness and disorder which occupied much of the time and attention of the teacher in endeavoring to correct. The school cannot be regard- ed as a very successful one.
It was taught in winter by Mr. Philander Bryant. Length of school, 2 3-4 months. Whole number in attendance, 46 ; averag- ing 38. The winter term brought some new clements of trouble into the school. At the outset, there was an understanding on
4
the part of the scholars, that, whatever might be done, no corpor- al punishment would be inflicted. This unwise announcement rendered it much more difficult to manage the school. However, for a few weeks, nothing very serious occurred, and some work was done. Particular classes appeared to be getting along quite well. At length, the spirit of disorder assumed the reins of gov- ernment. The teacher, without much reluctance, yielded to the usurpation, and thus ended the usefulness of the school. There may be materials which are absolutely ungovernable in this school, but this we can hardly believe. We are more inclined to the be- lief that a capacity to govern has been wanting. Whoever takes charge of this school with this in possession, and having also an aptness to teach, will meet with fair success, unless there should be improper interference on the part of parents. This district has expended fifty dollars, mostly in repairing the interior of their school house, during the past year.
The school in the Bridge district (No. 3) was under the charge of Miss Charlotte E. Dean. There was no public school in sum- mer. Length of school, 4 3-4 months. Whole number of schol- ars attending, 25; averaging, 21. This school was closed during a storm, much to our regret. But, from previous visitations, and our knowledge of the school, and of the ability of the teacher, we consider the school as satisfactorily successful. The absence of a class of advanced scholars was noticeable. An increase of its num- bers might be beneficial to this school.
Timothy Hollow school (No. 4) was kept by Miss Emily A. Leach. (No school in summer.) Length of school, 4 3-4 months. Whole number of scholars, 17. Average attendance, 13. This school is decidedly too small to realize the benefits which might otherwise, under other circumstances, be reasonably hoped for .- The emulation evinced in larger classes in other schools, is want- ing. Should the scholars of this school be blended with the sur- rounding schools, it would, we think, be greatly to their advan- tage. The general success of the school we consider as not being equal to the expectations of parents or Committee.
5
The Assonet Neck school (No. 5) was in charge of Miss Ellen F. Rounds, (Mrs. E. Belcher.) Length of school, 3 months .- Whole number attending, 30. Averaging, 25. The school was quiet and orderly at the visitations. It is believed some degree of advancement was attained.
The winter school was confided to Mr. Alden B. Chace. Length of school, 3 months. There were 33 scholars attending school, with an average of 28. This school has long sustained a high reputation, and we are happy to say that under the management of Mr. Chace, its former standing has been fully maintained. The girls belonging to this school acquitted themselves particularly well. We consider it the best school in town. This district con- tributed the board of the teachers, thus lengthening out the school which otherwise would have been short.
The school in S. East district (No. 6) was kept, in summer, by Miss Cordelia B. Eaton. Length of school, 2 months. 22 schol- ars attending. Average attendance, 15. In winter, by Mr. Abi- athar Dean. Length of school, 4 months. Whole number of scholars, 23. Averaging, 22. Both of these teachers exhibited a very commendable degree of diligence and fidelity, in their efforts to govern and instruct their pupils, and their success was as great as could reasonably have been anticipated. In writing, improve- ment was very manifest. Evidence of interest in their studies, and earnest application, were not apparent on the part of pupils. The school requires an efficient teacher and good disciplinarian.
The school in the N. East District was kept by Miss Jane C. Burt. Length of school, 3 months. Whole number, 35. Aver- age attendance, 26. At all the visitations, excellent order pre- vailed, and the recitations indicated careful and accurate prepara- tion by the scholars. Miss Burt, (Mrs. Wrenches) has retired from the school service, leaving behind a fair reputation as a teacher, especially as a disciplinarian.
Walter D. Nichols, a member of the Committee, took charge of this school during the winter term. Length of school, 3 1-4 months. Whole number in attendance, 44. Averaging, 34 .-
6
His faithful and skilful efforts were appreciated by scholars and parents. Everything within and without the school-house was pleasant and harmonious ; order and industry prevailed from the beginning to the end of the term. As a necessary result, good proficiency was made in the various studies pursued. We con- gratulate the district on the improved condition of the school ; and as an important means of still further improvement, we would respectfully suggest the erection of an attractive house suitable to the wants of the school.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.