USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1876-1877 > Part 4
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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 onfidently 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 aud 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-
61
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 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
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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.
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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 office, 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 e mploy, this person In his family, in case of typhoid. compound fracture, or amputation ? But it might he urged in behalf of this quack, as it is sometimes in fa- vor of an inexperienced teacher ; "Don't be hard on the pont fellow ; he likes doctoring ; give him a chance; he will improve by and by and become skillful bv 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,
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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.
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" 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 «gront books.".
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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 lone, 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 roadily perceived that the requirements of
68
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, G. H. ARNOLD, FISKE BARRETT, J. M. CUTTING,
School
Committee.
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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 ..
53
63
51
61
24
31
0
0
5
5
45
45
POND GRAMMAR.
38
50
32
45
0
0
0
0
43
54
42
42
POND INTERMEDIATE
44
45
38
39
0
0
0
0
4ª
54
32
32
POND PRIMARY
56
47
41
33
0
0
0
0
43
51
3.3
32
UNION GRAMMAR.
25
38
22
0
0
0
0
4ª
54
42
42
UNION INTERMEDIATE. .
36
40
32
34
0
0
0
0
4ª
52
32
32
UNION PRIMARY . .
62
55
45
44
0
0
0
0
4ª
5₺
32
42
IRON WORKS GRAMMAR. . .
57
45
473
38
6
5
0
0
51
42
32
IRON WORKS INTERMEDIATE ...
34
44
28
39
0
0
0
0
43
4ª
51
32
32
IRON WORKS PRIMARY ...
67
62
39
38
0
0
0
0
4ª
54
42
42
EAST. . .
47
54
32
34
0
0
1
0
4
54
32
32
MIDDLE
28
14
173
103
0
0
1
1
4
5%
32
32
SOUTH EAST
. .
· ·
21
23
16
17
2
1
0
0
4ª
54
32
32
SOUTH ..
25
18
20
14
0
0
0
0
43
54
32
32
SOUTH WEST.
20
18
14
13
5
3
J
1
0
43
5
32
32
WEST ..
· ·
. .
· ·
·
· ·
·
.
51
51
46
41
2
2
0
0
32
32
-
70
SCHOOLS.
$140
$140
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