Town annual report of Braintree, Massachusetts for the year 1869-1879, Part 32

Author: Braintree (Mass.)
Publication date: 1869-1879
Publisher: The town
Number of Pages: 838

USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1869-1879 > Part 32

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It is not to be inferred from this, that our teachers are, necessarily, an inferior class, deficient alike in ability and literary qualifications. On the contrary, they are generally intelligent, agreeable, and competent. But in their system of teaching, many of them are not up to the more modern and approved standard. They are inclined to follow too closely the old routine of text-book recitations, and to rest satisfied with that endless mouthing of words, without at- tempting to ascertain whether the pupils have any knowl- edge of their meaning and practical applicaaion. Of what avail is it, that a boy is taught arithmetic through all these years, learns all the rules by rote, and ciphers away as far as cube root, if he cannot step outside, and without book or teacher, measure a load of wood? What is the use of all this worry over grammar, if the pupil is never to learn to speak and write the English language correctly and with propriety ? A boy may be drilled for years by one of these routine teachers, to spell and define whole pages of long, jaw-breaking, unusual, and almost useless words, and yet completely break down and call for ssist- ance, on the meaning of the word "foregoing." Not long ago, a candidate for certain honors was handed a printed slip, on which was the following : "Give the principal parts of the verbs, lie [to recline,] sit, lay, and set." After ruminating, and corrugating his brows over it, for some time, he beckoned one of the examining committee to him, and asked in all simplicity, and with bated breath. the defination of the expression, "to recline," The ex. aminer DEclined to give the puzzled youth an answer.

It is hard to start some persons out of the old ruts. There are teachers who seem unwilling to admit there is a better way, a more rational and effective method of in struction than their own, approved and adopted by the leading educators of the land. They are reluctant to be- lieve, that in teaching children the alphabet and reading exclusively, by the old system, much time and labor are wasted, often worse than wasted. Experienced educators who have tested thoroughly the modern method, in the practical work of the school room, demonstrate to us what can be accomplished by it. They show that a child can be taught to read and write well, in from one to two years, and in four years, to write a good practical hand. Mr. Kneeland, agent of the Board of Education, in his in- teresting and instructive address to our corps of teachers, in October last, gave one or two examples illustrative of this point. If we can rely on what these educational experts tell us,-and one of the committee, at least, has witnessed ample verification of their statements,-there certainly must be a great saving of time and money in the system they advocate, and a glad relief from much that is tedious and unpleasant; especially from that hor- rible drawl and sing-song which children are generally allowed to fall into under the old method. But it may be urged that our teachers are not all acquainted with the im- proved system. Quite likely. But they might be, and ought to be, especially, since it is now attracting the at- tention of the ablest heads. An intelligent, progressive physician is never ignorant of any new and improved

remedy, nor of any new and improved method of practice. He has knowledge of both, even if he does not choose. to adopt either. It is the same in all professions and callings. Can an intelligent, progressive teacher do less?

We are advocating no radical change in our school system. Indeed, were it desirable, we are not prepared for it, at present. With others, we see faults in the system of instruction pursued in our schools, and like others, would strive to rectify those faults. We would be, in a measure, eclectic ; selecting what is best and most ap- proved in other methods, and incorporating it with what is best and most approved in our own. We would have

more Oral instruction in our schools. We would have the teachers frequently lay aside the text book, and out of an active, well-stored enthusiastic mind, discourse to, ques- tion, criticise, and drill her class on the subject of the lesson. Of course, an incompetent person, a "mere school keeper," will fail in every attempt of this kind. But in the hands of a real energetic teacher, it will put life and soul into a school, and turn out something better than bare machines-to grind out words. Object teaching should not be overlooked, especially, in the Primary Schools. Great importance is attached to this mode, as well as to the Oral, in our Normal Schools. It is a nat- ural and interesting way of teaching the little ones real things, instead of black signs of things, and of importing to them a world of useful knowledge in a very pleasant and attractive manner. It is an animating sight, to wit- ness a class of small children engaged in an exercise of this

kind, conducted by a live teacher. All areinterested, prompt, vigilant, alert, eager to catch the idea and to expess it ; delighted, apparently, to feel that now they are learning something worth the whtle, something they can understand, think of, and talk about. Even the partial adoption of these two systems, including some attention to the Phonic, or sound method, would, we are confident, greatly increase the efficiency of our schools. While it would not interfere materially with the present order of things, it would tend to raise the standard generally, place us on the line of progress and improvement, and enable us to draw from these several, widely approved sources their best light and help.

HIGH SCHOOL.

This school has pursued the even tenor of its way, through the year, under the care of its able and well known Principal, seconded by his faithful and experienced Assistant. If fine scholarship and ability to teach were alone sufficient to raise a school to a high standard of ex- cellence, then doubtless, we should be able to report a High School that could be favorably compared with the best in the State. But a prime requisite of all work is suitable material to work with. In this school there isa pre- scribed course of study. It is based on the presumption that every one who enters the school has been previously trained to habits of study and thought ; that he has a cor- rect knowledge of reading, writing, arithmetic, grammar, and geography, Now, it is well known that many apply

for admission, and some are admitted, every year, who are not prepared by previous training, to enter with profit on the curriculum of this school. We contess it-too often we furnish the Principal with poor material. Our excuse is, such as we have we give him. Of course, he cannot go back to the A B C of these elementary studies. Such instruction belongs to the lower grades, and cannot be expected in this schocl, without an entire change in its character and design. Parents do not seem to understand this, when they complain of neglect of these branches in the High School.

At the examination of candidates for admission to this schoo, in June, there were forty-nine applicants. Ten printed questions, on each of the four required subjects, were successfully placed before them. They were allow- ed from an hour, to an hour and a half, to write out an- swers to each set. The questions were neither obscure nor puzzling, but plain, simple and practical. It was agreed to admit all who should reach an average of 60 per cent. of correct answers. That is considered very low everywhere. A computation was made, and only five out of the forty-nine, were successful. The required general average was then lowered to 50 per cent., and twelve were admitted. This result needs no comment from us. It tells its own story. We allude to it here, unpleasant as it is. and ungracious as it may seem, simply because we think the citizens of the town ought to be apprised of everything that concerns their educational interests. The remedy for these short-comings is mainly in their hands,

not in ours. One thing we would say with emphasis ; this sending pupils to the High School to study Latin, French, and Geometry, before they are well grounded in the el- ementary branches of English education, is simply pre- posterous, an injury to both themselves and to the school.

The committee have frequently expressed the wish among themselves, and also, occasionally, to the Principal, that he would devote more time and attention to composition and elocution. It is still their wish. The importance of a thorough and persistent training in these two subjects, especially the former, cannot be over esti- mated. If "The pen is mightier than the sword," most certainly should the young be instructed in the art of wielding it with some degree of skill and effect. But it is no more than just to add that this work should not be left to the High School to initiate. It should be com- menced in the lower grades, even the lowest, and contin- ued systematically, up to the highest. This learning to write in early childhood, and to express in written characters its simplest ideas and impressions of objects and scenes around it, is one of the best features of the advan- ced methods of teaching. Still, we insist that more atten tion should be given to these branches in this school. At present they are almost entirely neglected.

The time devoted to the examination of this school, at the close of the term was too short to enable the committee to arrive at anything like a critical estimate of the

proficiency of the pupils in their several studies. To attempt to examine such a school in one short forenoon, of course, can amount to but little more than a mere form An entire day would not be too much for such an under taking. The exhibition in the afternoon was a pleasant entertainment, creditable to those engaged in it, and apparently gratifying to the large audience present.

GRAMMAR SCOOLS.

After the Summer examinations, and the subsequent one of candidates for the High Schools, it was felt by the committee that something ought to be done to increase the efficiency of the Grammar Schools. Holding, as this grade does, a place in our system second to no other in importance ; closely linked, as it is, to the very exis- tence of the High School ; and being in fact, the popular grade, beyond which the great majority of our youth do not go ; it seems to them an imperative duty to strive to raise its standard, and to make it, not only a suitable feeder to the High School, but a reservoir itself, from which all classes might obtain, an education adequate to the ordinary requirements of a respectable business life. That has been their aim. They have insisted on greater thoroughness and exactness in teaching, and urged the importance of frequent exercises in penmanship and composition. In filling vacancies they have exercised their best judgement, and selected the ablest teachers ob-

tainable with the means at their disposal. The commit- tee make no claim of infalibility. They are liable to err like better men. But in the one case-about which so much has been said-of selecting a teacher, and induct- ing her into one of our Grammar Schools, they confidently affirm the belief, that there is not an un- prejudiced, intelligent person in town, knowing all the facts and circumstances of the case, who would consider them deserving of censure for the course they pursued, or of having either their judgement or their motives called in question. They did only what honor, justice and law required.

The schools, however, have been as successful as could reasonably be expected, under the circumstances. There have been obstacles to contend with. In a locality already alluded to, contain bitter and unjust prejudices, unfavorable home irfluences, and a deluge of reckless, irresponsible talk, have not tended to aid the cause of education,-much less that of good morals and good manners. Still on the whole the schools have done , ordinarly well. But that is not enough. The people ought not to be satisfied with that. These are very important schools, and the aim should be to raise their standand and increase their efficiency. To do this, only sound scholars should be employed to teach them ; well-read, accomplished, English scholars; thoroughly conversant with every subject to be taught and fully trained in the best modes of instruction. Then, whether the High school continues to live and flourish, or is sup-

planted by the Thayer Academy, we shall have three schools, in which the mass of our youth may receive a good practical education. But we have not sufficient means to enable us to inaugurate this good work. The small compensation of $400 a year would be no induce 1 ment to such a teacher. Twice that amount might. To take this step forward and meet this extra demand, would be, it is believed, a real economy in the end, and an immediate and lasting benefit to the many who are obliged to limit their school advantages to this grade.

UNGRADED SCHOOLS.

There are six of these schools, small in number, for the most part, but generally well taught. It may be that two or three of the teachers adhere rather tenaciously to the old beaten track, but they have worked faithfully, and with a fair degree of success. One teacher formed at the be- ginning of the year, a class of five members, of an average age of ten years, and has taught them English Grammar exclusively by the Oral method. No text-book was used either by teacher or pupils. We wish all doubtful minds

could have witnessed the closing examination. It was highly satisfactory, clearly showing, that one year of such instruction was fully equal, in practical results, to that of four, by the old method. There was positive evidence of this in the school-room. The, teacher alsoaffirmed it. This single example plainly indicates what might be done

in all our schools, with young learners, as early as they are able to read understandingly. In another and much larger school, the teacher, without professing to instruct orally, often does so teach, as it were, instinctively ;- apparently, because she can't help it. Real, natural teachers often do so. Drones never do. They never venture outside of the hive of the text-book,-except when they are driven out and extinguished. From this unpretending, ungraded school came the pupils, whose papers, at the examination for the High School, reached the highest percentage of correct answers of any that were presented. ;

TEACHERS.

It is generally conceded by those most capable of judg- ing, that there is no calling more important or more deserving of respect and chnsideration than that of a well- trained, competent and conscientious teacher of the young. Within the last half century, many eloquent words have been spoken and written on this subject by some of the most learned and gifted minds of the time and country. A distinguished preacher, author and : philanthropist, whose name is as "familiar as household words," and whose memory is cherished and reverenced in both hemispheres, thus writes: "There is no office higher than that of a teacher of youth, for there is nothing , on earth so precious as the mind, soul, character of the child. No office should be regarded with greater respect.

The first minds in the community should be encouraged to assume it. Parents should do all but impoverish them- selves, to induce such to become the guardians and guides of their children." That this just encomium of the true teacher's vocation was not meant to include every tyro, fresh from school, without experience, and without knowl edge either of the proper management of a school, or of the approved methods of teaching, is evident from what the same author remarks in another connection : " Educa- tion is a sham and a cheat, unless carried on by able, accomplished teachers." If it be true-as all the lead- ing educationists, from Horace Mann down to the pres- ent day, have regarded it as being-that this business of teaching deservedly holds a high rank among the learned professions, it is, consequently, as true, that no one can adequately fulfil the duties of this offire, without some special preparation for the work. To become a legit- imate and successful practitioner of law, necessitates some- thing beside a High School or College diploma. To be- come a skilful boot or dress maker, one has to devote months and years of labor to learning how. His experi- ence is his stock in trade. It is for that he demands a fair compensation.

We are aware that the vocation of the teacher is not generally regarded in this light. It seems to be thought that anybody may become a teacher-anybody whose attainments are just in advance of those taught ; who can manage to keep her charge in the school-room. and hear the usual quota of word-recitations. But it is a most

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serious mistake,-one we seldom see made in ordinary business affairs. A man, without professional training or experience, ignorant alike of anatomy and medicine may put out his sign, and advertise himself as an M. D. Will a sane man employ this person in his family, in case of typhoid. compound fracture, or amputation ? But it might be urged in behalf of this quack, as it is sometimes in fa · vor of an inexperienced teacher ; "Don't be hard on the poor fellow ; he iikes doctoring ; give him a chance ; he will improve by and by and become skillful by practise and experience." Possibly he may. But what of the

poor sufferers during all this long and painful process of of experimenting ! We do not say that no one should ever be employed as teacher as teacher who has not had some training in the ordinary work of the school-room. But we do say that choice of such a candidate should be made with caution, and only when circumstances seem to require it. We believe in an adequate preparation for any work before the work is begun, and not in disabling deficiencies at the start, which, it is HOPED, will be made up and remedied, at last, by years of experimenting at the public expense. Teachers have their Training Schools like students in other professions. The State, in her wisdom and generosity, hos furnished the Normal School, free to all who are disposed to avail themselves of its ad- vantages. But even Normal Schools cannot manufacture . good teachers-ont of wood. The pith of the matter must be in the individual. It affords us pleasure, how- ever, to be able to say, that some of our best teachers,

probably never saw the inside of a Normal School, never had any special professional training, but have trained THEMSELVES up to their present state of excellence, by observation and experience, by study and self-discipline, Real teachers, like real poets, are born -- not made.

The true teacher teaches less by rote than by a kind of inspiration. He breathes into the minds of his pupils something of his own love of learning, and by his own energy and enthusiasm, awakens kindred feelings in their breasts. The ends that such a teacher aims to accomplish are not to skim over the greatest number of pages, nor to crowd in the greatest number of words and figures ; but to draw out, to develop the faculties of the pupil-to teach him to use his own mind. The true teacher is always a learner-is never satisfied with the present attainments. The latest thought on the subject of Education, the vari- ous modern theories, plans, and methods of teaching, now engaging the attention of the ablest minds, are, of course, familiar to him.

In other professiods it is customary to form associa- tions for social intercourse and mucurl improvement. They hold regular meetings, where papers are read and subjects of general interest discussed. We wish we could report the existence of such an association of teachers in this town. We wish we could report that any of our terchers had attended a single Teachers' Convention, or Institute during the year. Is it to be attributed to a gen- eral lack of interest in their work, that these important matters are neglected.

" As is the teacher so is the school." One of the Agents of the Board of Education, in quoting this com- mon remark, aeds : " I think this is also true-as are the School Committees of the town, so are the schools of the town." This is simply shifting the responsibility from one party to another, and, at the iast analysis, fixing it upon the voters of the town. We accept the situation.

TEXT BOOKS

"Great books are great evils." The general truth of this aphorism is more apparent perhaps, in school books than in any other, We might add that too many books are great evils. Everybody has heard of the maxim : "Beware of the man of one book." This is an "age of print", and of profusion of books, and it requires much wisdom and experiene to make a judicious selection for schools. Some of our school books are altgether too large and diffuse for general use. Under an ordinary teacher, not one in ten will ever master them, or get any. thing more than a smattering of their contents. The pu- pil's memory is often crammed promiscuously with huge pages of important and unimportant matter, while in the end, it retains but little. Such a learner is seldom accu- rate or confident in anything. "One book," concise and comprehensive, thoroughly mastered and well digested, would be of greater benefit to him than a wholo library of "great books."

The legislature of 1876 passed the following act in relation to Text Books in the Public Schools; "If any change is made as provided for in section second of this act, cach pupil then belonging to the public schools and requiring the substituted book, shall be furnihed with the same by the school committee at the expense of said town or city."

The subject of geographies came before the committee early in the year. It was a vexed question from the first owing to the diversity of books in the schools, also to a general dissatisfaction with the one last introduced and approved. Finally, it was decided by a vote of two-thirds of the entire Board, to substitute, by degress. a new book. This change was commenced at once. But at last, on ac- count of several month's delay and embarrassment, oc- casioned by the Agent's failure to fulfil his agreement, and for other reasons, the committee, at their recent meeting in February, voted unanimously to reconsider the action whereby the new books were substituted, and to remove them at once from the schools. That has been done, and the books so disposed of as to occasion little or no expense to the town or to individuals. The committee also voted, without a dissenting voice, to re-adopt War- ren's School Geographies, as the approved text-books in that branch of study. As this is not really a change in books, it will not be considered as coming under the pro- vision of the Act quoted above.

It will be readily perceived that the requirements of

that Act amount to a partial adoption of the system of free text-books,-a system that has been fully introduced in several towns and cities of the Commonwealth, with great favor. It is spoken of by those who have tested the plan, as economical and convenient, and in various ways advantageous to the general interests of the schools.

SOUTH SCHOOL-HOUSE.

The ground immediately around this building needs considerable filling and grading to protect the underpin- ning, and keep out the cold. Sufficient material for the work can be easily obtained from the unsightly knoll in front of the house.

The committee would recommend that the sum of fi ty dollars be appropriated for that purpose.

N. R, WHITE, NOAH TORBEY,

S. W. HOLLIS, School

G. H. ARNOLD,

FISKE BARRETT, Committee.

J. M. CUTTING,

GRADUATES OF THE HIGH SCHOOL.

OF THE CLASS OF 1877.

HENRY T. ANGLIM.

ANNA T. BARRETT,

CHARLES W. HOLLIS,

HERBERT C. KEITH,

KATIE B. MILES, GRACIELLA P. RANDALL,

CHARLES G. SHEPPARD, HERBERT W. WHITE, A. JENNIE WILLIS.

Statistical Table of the Schools.

No. of Scholars.

Average Attendance.

No. over 15 Years.

No. under 5 Years.

Length of Terms. -

Wages per Month.

Summer.

Winter.

Summer.

Winter.

Summer.

Winter.

Summer.

Winter.

Summer.

Winter.

Summer.

Winter.

HIGH. .

POND GRAMMAR.

POND, INTERMEDIATE

POND PRIMARY

UNION GRAMMAR. . .

303

UNION INTERMEDIATE.

UNION PRIMARY . . .

IRON WORKS GRAMMAR.

472

IRON WORKS INTERMEDIATE ...

IRON WORKS PRIMARY.

EAST .. .

·MIDDLE .

SOUTH EAST

172

10₺

SOUTH. .

. .

SOUTH WEST.

WEST

. .

SCHOOLS.

$140

ANNUAL REPORT

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Town annual report of Braintree, Massachusetts for the year 1869-1879, Part 32

Author: Braintree (Mass.) Publication date: 1869-1879 Publisher: The town Number of Pages: 838

Author: Braintree (Mass.)
Publication date: 1869-1879
Publisher: The town
Number of Pages: 838