USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1883-1884 > Part 6
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Vocal Music.
The general experience is that music exerts upon the mind a re- fining, elevating influence, does much towards toning down the rough, boisterous spirit which many children have, and is an impor- tant aid in the discipline and moral education of a school. Proper training in vocal music strengthens the vocal organs, including the lungs, and so improves articulation, enunciation, and expres- sion as to make better readers and speakers. It is doubtful if any one accomplishment affords greater pleasure to its possessor, to the family, not unfrequently to a community. Often, skill in music secures to its possessor a large salary.
With this view, Mr. E. P. Hayward has been engaged, for one dollar per lesson, to give a few weekly lessons in music to the High School scholars. The committee hope the plan will meet with such general approval that it will be considered advisable to continue these lessons at least during one term of the year.
Other qualifications being equal, the committee think they would be justified in selecting for our schools, teachers who could give instruction in vocal music. Nearly all teachers agree that some attention to drawing and music does not diminish the scholar's in- terest or hinder his progress in the three R's. It seems certain that before many years music will be considered and taught in this country as an essential to sound education, an important factor in arousing mental activity and securing mental discipline, and that teachers, educators, will see the propriety of giving it a fixed and prominent place in all the schools.
TEACHERS AND TEACHING.
In our schools twenty-five years ago, if a scholar was able to stand up and recite verbatim his assigned lessons, answer the teacher or committee any question for which an answer might be found be- tween the covers of his book, he was looked upon as an extraor-
82
dinary scholar, and the teacher of course was a paragon. Illus- tration of the lesson in various ways, extemporized problems, etc., the teacher seldom or never troubled himself or herself about.
The reaction which has taken place in some localities from the old method of memorizing all a book contained to the absolute non- use of books is very undesirable.
The effort of the committee is to have teachers pursue a con- servative, progressive course and to a considerable extent the plan is being successfully carried out. For instance : when the child first enters a school, instead of the never-ending repeti- tion of a, b, c, the teacher is expected to place a word upon the board, and illustrate the word, if possible, by a picture upon a chart or blackboard, or by the object itself. In this way, and by frequently taking up the letters, the child will learn to read in much less time than formerly. From this method also comes broader thought. The child early learns to think of something more than the forms of the letters and words, connects them with what they represent, and, naturally, has many thoughts therewith,- a process of mind which will continue to develop in all of the school- life, and in all of the after-life.
During the past year much has been said and written upon the subject of teaching. The air has been full of theory. Doubtless there is virtue in all methods, from the Socratic to the Pestalozzian ; but who- what teacher - is perfectly satisfied with any plan of instruction yet presented? Does not the experience of the last half-century prove that there is no " only royal highway to learn- , ing" ? Has not education been secured in the absence of all theory, as well as by every variety of theoretical application ?
President Eliot says, " The very word ' education ' is a standing protest against dogmatic teaching. The notion that education consists in the authoritative inculcation of what the teacher deems true may be logical and appropriate in some places, under some circumstances, but it is intolerable in public schools, from primary to professional."
The teacher should study, as the gardener studies plants, the child's nature, try to discover its individualities, inherent charac- teristics. Let there be in teaching vigor, newness, acuteness, in- genuity. After paying due attention to all the fundamental facts in a particular study, making proper obeisance to its maxims, seek to inspire the pupil, by fresh application and illustration, with deep
83
interest in its principles. The skilful teacher will give to study its proper surroundings, and so enliven dry and hard studies as to make them alluring and delightful.
We believe that, on the whole, we have a corps of conscientious, capable teachers, devoted to the highest good of their pupils.
Let them try to make study more attractive, more practical, prompt their scholars to generous rivalry, that all may be stimu- lated to exert themselves to an extent that will moderately tax their abilities. Then the children will not only make rapid prog- ress, but they will make it without brain-ache or heart-ache.
To this end much extemporizing of school topics, oral instruction, is well. Let teachers be less confined to text-books, draw out ideas, and not words, create thought, introduce collateral facts, and show what range may be given to a subject.
The teacher who best does all this will be most successful.
DEPORTMENT.
Often we hear it said, " Children are not so respectful as they used to be." A late writer remarks, "In the increasing activity of our people, in the intensity of our haste to be rich, we cannot wait to be respectful. Parents once brought up their children ; children now bring down their parents. Formerly, the traveller, in passing the school play-ground, was saluted by deferential bows and courtesies ; now, the hat adheres to the head as firmly as the scalp, and the traveller is happy if he can dodge between the snow-balls which fly around him like bombshells from a Malakoff." There may be considerable truth in all this, though we know of many very respectful and polite young people. We urge upon teach- ers the importance of securing proper deportment on the part of their scholars when in and about school, and of inculcating and enforcing, so far as possible, a code of street ethics.
DISCIPLINE.
The school should be so governed or managed that there shall be nothing in the conduct of either teacher or scholar to prevent the highest practical realization of the design of the school, viz., the ." education of the scholar. Order, system, quiet, obedience, and deference on the part of pupils are plainly necessary in the prose- cution of school work, and in every school there should be so much of discipline as in volves these as results. The discipline of a school
·
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is the exponent of the relation between the teacher and the schol- ars. This relation should be like that of the " kind, judicious par- ent in the family." So that the practical question for teachers, in every case, must be, "Do I act toward my scholar as I should act, if kind and judicious, toward my child?" And, on the other hand, the scholar should ask, " Do I act toward my teacher as I should toward my kind and judicious parent?" The teacher is bound to exercise both kindness and judgment. In dealing with any case of disobedience or insubordination, the scholar should be brought to a convictiom of his wrong by the dispassionate state- ments and reasonings of the teacher, applied with that kindness and gentleness of spirit which touches his heart, because it assures him of a real charity and consideration. No mere reproach, no harshness or roughness of manner, and, above all, no coarse or de- grading epithets should be applied by a teacher.
As a rule, we think, our teachers maintain discipline in their schools upon the plan here indicated.
TRUANCY, TARDINESS, AND ABSENTEEISM.
Despite the efforts of committee and truant officers, truancy, tardiness, and absenteeism continue to interfere with the usefulness of our schools. However, we have reason to believe they have prevailed much less this year than heretofore, especially in some sections of the town.
The committee do not desire to go, and thus far they have not gone, to the extremes which the law allows for the control of absentees and truants. But it is certainly a question of very grave importance whether the committee should not enforce the provisions of the statutes, - send them to schools especially pro- vided for such, - rather than allow so many to grow up in igno- rance, seldom or never attending school. 1
Frequently many of these children are not sufficiently well clothed to appear at school, nor can they be unless furnished by the Overseers of the Poor.
No school can make the progress it might unless its members promptly and regularly attend. The child who is late disturbs the school, and commences his day's work at a great disadvantage.
If parents could only feel the importance of this subject, they might do much to remedy the evil. Ought they not to co-operate with teachers and committee in whatever is for their children's
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good? Ought they so readily to assent to their desire to remain away from school for imaginary sickness, play, or the thousand- and-one excuses which children make ?
There are cases where parents are to some extent dependent upon the services of their children for part of a day or year. Many parents, no doubt, regret this necessity ; but whatever the circum- stances may be, are parents reasonable when they suppose that the children whose attendance is so irregular can hold a creditable position in their classes?
Should not such scholars be content to occupy the places they make for themselves, and drop into the classes for which they are fitted ?
To allow promotion in these cases would be not only unjust to the scholar's class, but, what is of greater weight, though less frequently understood, unjust to the scholar himself. .
EXAMINATIONS.
For several years there have been in our schools at stated times both oral and written examinations. At the close of the fall and winter term, a private examination, oral, is made of all the classes below the highest. At the close of the spring and summer term, there is a public oral examination of the first class ; also an exhibi- tion. In all grades below the High School, these written and oral examinations, with the teachers' daily records, determine the stand- ing and promotion of the scholars. If, at any time there appears to' have been injustice done, an average of ninety per cent in recitation during the first four weeks of a term assures the promotion of the scholar.
For many years, admission to the High School has been deter- mined by a written examination ; impartiality has been secured by placing upon the papers, instead of names, numbers, assigned by a third party, generally the principal of the school. Perhaps the result of this method is not always just, though the method is readily seen to be impartial. It is not always that one can write what he knows as well as he can tell it. A very scholarly gentleman, connected with the schools of Boston, recently. said that an examination for promotion wholly written does injus- tice to some and is a hindrance to the progress of the school. Your committee have many times considered whether some method better than the present might not be agreed upon. Here-
86
after, the daily records of the grammar schools will go far to decide doubtful cases. That these records may be reliable, great care in marking is expected of the teachers.
The written examinations required in the grammar and lower grades are valuable, in that they require activity of mind during the examination, encourage the good scholars, and incite the poorer to greater effort, show their knowledge of the subjects, and assist the teacher in discovering whether his instruction has been faulty in' any respect. Thought, language, and memory are cultivated, and, if all possible care is taken to make the papers appear well, there will be improvement in punctuation and penmanship.
COMMITTEE MEETINGS.
That they might the better accomplish their work, the committee have generally met on the first Tuesday of each month, and have had a number of special meetings ; usually the meetings have been well attended. Several times the teachers and committee have held joint meetings, with the view of discussing any and all school mat- ters, and of reading essays upon school topics. The attendance has been remarkably good. Believing they may lead to increased esprit de corps, stimulate the committee to greater interest and ac- tivity, and result in much good to the schools, we trust these meet- ings may be continued.
SUSPENSION OF SCHOOLS ON ACCOUNT OF DISEASE.
Usually, the committee have cousulted the town's Board of Health and the attending physicians whenever contagious diseases of malignant type have, or appear to have, invaded the schools, and have endeavored to pursue a prudent course às to their super- vision. If it seemed probable that such diseases would be taken, or " spread," by the attendance of children from infected families, the committee were entirely willing to suspend the school or schools so endangered. Often, however, parents become so alarmed as to withdraw their children from school, and then let them run at large in the streets, stores, and other places, where they are as likely to take the diseases as in the school-room, and not unfrequently are quite careless as to how much they expose themselves and, ultimately, their children .- The Board of Health, physicians advising them, forbid children and adults, belonging to families in which there is any malignant disease, going among
87
other people ; and the School Committee forbid such children enter- ing school, and so instruct the teachers. With such limitations, it does not often seem necessary to close the schools.
If the schools, should be closed whenever there are a few severe cases, or whenever there are numerous lighter ones, many years they would not be open half the time.
T. H. DEARING,
For the Committee.
APPROPRIATIONS FOR SCHOOLS.
Schools
$8,300 00
Dog tax
407 54
State school fund
225 69
Town school fund
300 00
Incidentals for schools
300 00
Incidentals for schoolhouses
300 '00
Refurnishing room in East .
350 00
Refurnishing room in Union
325 00
Repairs on South Schoolhouse
100 00
Repairs on Southwest Schoolhouse
100 00
Painting schoolhouses.
500 00
$11,208 23
EXPENDITURES FOR SCHOOLS.
Schools
$9,188 90
Incidentals of schools .
429 93
Incidentals of schoolhouses.
178 94
Furnishing new room in Union
298 06
Refurnishing room in East .
357 42
Repairs on schoolhouses
86 96
Repairs on Southwest
103 50
Painting schoolhouses
485 00
$11,128 71
Balance of appropriation unexpended . $79 52
ESTIMATES FOR ENSUING YEAR.
Support of schools
$9,200 00
Incidentals for schools ·
300 00
Incidentals for schoolhouses
.
.
.
300 00
$9,800 00
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RULES FOR THE GOVERNMENT OF THE SCHOOLS.
The school year shall consist of forty-three weeks, including three vacations, viz., one week at Thanksgiving, one week at Christmas, and one week at Fast; and shall commence the first Monday in September.
The schools are to be kept on the first five secular days of each week, and at no other time.
Teachers must be at their school-rooms fifteen minutes before the time of opening the school in the morning, and commence and close the school at the prescribed hour, the record of attendance to be made at the time of opening.
The morning exercises in all the schools shall commence with the reading of the English Bible by the teacher, without comment.
School hours shall be from nine to twelve o'clock in the morning, all the year ; from one to four in the afternoon, between the first of November and the first of April, and from half past one to half past four the remaining time of the year, unless otherwise ordered by the committee.
Teachers shall not suspend their schools, nor change the school hours, except by permission of the committee ; nor must. any recess exceed fifteen minutes ; neither shall any scholar be deprived of a recess as a punishment. 1
Teachers shall require scholars, when dismissed, to leave the schoolhouse and grounds immediately, and proceed to their homes ; unless otherwise ordered by their parents or guardians.
No teacher is permitted to perform any work not belonging to the duties of the school in school hours.
Teachers shall see that their rooms, grounds, and all that per- tains to the school premises are kept neat and in good order during term time.
Whenever any school taught by a male teacher is in the same building with other schools, said teacher shall be regarded as the principal of said schools for the purpose of having general over- sight of the buildings and grounds, and the other teachers shall be regarded as assistants.
For violent or gross opposition to authority, or when the con- duct of a pupil either in or about the building is such that his ex- ample is injurious to the other pupils, the teacher may suspend such pupil ; but the case must be reported forthwith to the commit-
89
tee for advice and direction, and at the same time notice must be given to the parent or guardian.
No substitute shall be placed in a school by a teacher without the approval of the subcommittee.
Teachers must use such means as they have for ventilating the rooms.
Four times a year, in the last month of each half term, all the classes in all the schools above the grade of primary shall have written examinations by the teachers, and the examination papers shall be kept on file for the inspection of the committee, or parents of scholars above primary grade.
Daily records of recitations in arithmetic, grammar, history, and geography shall be kept by the teacher.
No child shall be admitted to our schools under five years of age.
All scholars must attend the schools to which they are assigned, 1 unless otherwise directed by the committee.
Whenever any scholar shall unnecessarily be absent from the examination of his or her school, such scholar shall not be permit- ted to re-enter any school in town except by consent of the sub- committee.
Any damage done to a schoolhouse, the furniture, or any part of the premises must be paid for by the parent or guardian of the child or children doing the damage.
No scholar shall be degraded or put into a lower class without consent of the committee.
Scholars may be promoted at the commencement of any term, provided the parents are willing, and the scholars are able to recite in the lower class, also, till the lessons which were passed over in the promotion be made up. But each case must be decided by the committee.
In extremely inclement weather the schools may have but one session, yet, if possible, the teacher must consult the committee.
No books or papers are allowed in the schools but those pre- scribed or assented.to by the committee.
Whenever any parent or guardian shall feel aggrieved by the conduct of any teacher, the cause of grievance must either be re- moved by a private interview with the teacher or be reported . to the committee.
Any violation of these rules by a teacher shall be considered sufficient cause for dismissal.
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The janitor's duties shall consist in keeping the school-room well heated, swept and dusted twice each week, the outbuildings in a clean condition, the cellars and yards free from rubbish, and the snow promptly removed from all walks and steps. He shall immediately report any damage to schoolhouse or outbuildings to the subcommittee, and shall receive such compensation as may be agreed upon.
COURSE OF STUDIES. SECOND PRIMARY SCHOOL. FIRST YEAR. September to February.
Words, letters, and numbers on the board and slates. Com- mence Primer, Drawing on slates, Objects and Colors.
February to July.
Primer, Spelling, Drawing; writing letters, words, and num- bers on slates and on the board ; Colors and Objects.
SECOND YEAR.
Second Reader, Spelling ; write sentences, drawing on slates and boards ; learn numbers, punctuation-marks, chapters, objects, and colors ; Supplementary Reading ; Singing a daily exercise ; Desk book on miscellaneous subjects.
FIRST PRIMARY SCHOOL.
FIRST YEAR.
Third Reader, Supplementary Reading, Spelling ; commence Primary Arithmetic and Writing Books ; Drawing on board, partly in colors ; write long sentences weekly ; Desk book on misecl- laneous subjects.
SECOND YEAR.
Continue last year's work; take Fourth Reader, Geography, Intellectual Arithemtic, Supplementary Reading ; Singing and Gymnastics, general exercises through the year ; Desk book on miscellaneous subjects ; short Compositions monthly.
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INTERMEDIATE SCHOOL.
FIRST YEAR.
Intermediate Reader, Spelling (from Speller and Reader), Sup- plementary Reading, Writing, Intermediate Arithemtic, Geogra- phy, Language (Swinton's Primer), and Drawing. Abbreviations, Composition, Mental Arithemetic, and Gymnastics as general ex- ercises through this and the next year. Desk book on miscellaneous subjects.
SECOND YEAR.
Continue and complete studies of last year ; take Fifth Reader, Supplementary Reading, Large Geography, Desk book on miscel- laneous subjects ; Writing three times a week, Drawing twice. Written examination once a term. Drawing twice a week through this and the following year. Written abstracts twice a year.
GRAMMAR SCHOOL.
FIRST YEAR, - FIRST TERM.
Reading, Spelling, Arithmetic, Grammar, Geography, Supple- mentary Reading, and Writing three times a week.
SECOND TERM.
Previous studies continued. Add United States History, Com- position monthly.
SECOND YEAR.
Studies of last term of last year continued ; Arithmetic to Cube Root, finish Grammar and Geography; Mental Arithmetic and Gymnastics, general exercises for both years ; Desk book on miscel- laneous subjects ; Language upon the boards weekly or oftener.
GRAMMAR SCHOOL.
EXTRA YEAR. September to December. .
Complete studies of previous year, and take Bookkeeping and General History. Drawing through the year.
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December to February.
Bookkeeping continued ; Commercial Arithmetic and Corre- spondence, General History, Physiology and Hygiene.
February to April.
Continue studies of last half-term, except Physiology and Hy- giene ; take Physics.
April to June.
Continue studies of last half-term, except General History and Physics. Take Astromomy, Geology, Select Readings, Writing, Language, Spelling, and Mental Arithmetic weekly for the year ; Desk book on miscellaneous subjects.
. . Grant diploma.
HIGH SCHOOL.
FIRST YEAR, - FIRST TERM.
Language and Algebra. Writing and Drawing, weekly class exercises through the year; Written and Mental Arithmetic, Reading and Spelling, weekly general exercises through the year.
SECOND TERM.
Algebra, General History and Language,
SECOND YEAR, - FIRST TERM. General History, Natural Philosophy, and Civil Government.
SECOND TERM.
Geometry, Astronomy, and Chemistry.
Weekly class and general exercises as last year.
THIRD YEAR, - FIRST TERM.
Trigonometry, Physiology and Hygiene, and Geology.
SECOND TERM.
Bookkeeping, Botany, Political Economy, Morals and Manners. Composition and Declamation monthly for three years. Physical Geography, for the first year, elective.
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Latin for three years, elective. French for two years, elective.
The course of study in the mixed schools will be the same as in the graded, except the extra-year studies in the grammar schools.
TEXT-BOOKS OF THE BRAINTREE SCHOOLS, AUTHOR- IZED BY THE SCHOOL COMMITTEE.
HIGH SCHOOL.
Walton's Arithmetic, Robinson's Algebra, Davies' Geometry, Davies' Trigonometry, Swinton's History, Boyd's Rhetoric, Warren's Physical Geography, Messerve's Bookkeeping, Wood's Botany, Steele's Chemistry, Geology, Philosophy, Physiology and Hygiene, and Astronomy ; Martin's Civil Government, Smith's Drawing, Payson's D. and S. Writing, Keetel's French Grammar ; Robinson Crusoe, Contes Merveilleux, Allen's Latin Grammar, Latin Reader, Cæsar, Virgil, Worcester's Dictionary, Lippincott's Pronouncing Gazetteer of the World, Thomas' Pronouncing Diction- ary of Biography and Mythology.
GRAMMAR, INTERMEDIATE, AND PRIMARY SCHOOLS.
Swinton's Spellers, Franklin Readers, Franklin Arithmetics, Reed & Kellogg's Grammar, Swinton's Language Primer, Har- per's Geographies, Anderson's United States History, Smith's Drawing, Payson, D. & S. Writing books, Desk books and Supple- mentary Reading of various kinds and grades, Worcester's Dic- tionary.
STATISTICAL TABLE OF THE SCHOOLS.
Average number belonging.
Average attendance.
Average per cent.
Number under 5.
Number over 15.
Length of school in months.
Wages per month.
High .
68.6
66.59
97
0
42
10
45 00 female.
Pond Grammar.
41.7
37.6
90
0
3
· 10
60 00
Intermediate .
27.95
24.3
.87-
0
0
10
32 00
First Primary . ..
31.25
27.3
87+
0
0
10
32 00
Second Primary
47.8
40.4
85-
0
0
10
32 00
Union Grammar.
25.715
24.882
97-
0
2
10
60 00
Intermediate .
35
31.475
90.
0
0
10
32.00
First Primary .
30.28
26.3
86+
0
0
8
32 00
Second Primary .
46.5
35.25
76-
2
0
10
32 00
Iron Works Grammar. .
25.27
23.37
92+
0
1
10 :
60
00
Intermediate
39.12
34.86
89+
0
0
10
32 00
Primary . .
57
51
89+
0
0
10
32
00
Middle Street.
24.75
20.57
83++
0
1
10
28 80
Southeast
15.7
12
70
0
0
10
28 00
South .
36.45
30.45
81-
3
0
10
32
00
Southwest
16.63
15.22
91+
0
1
10
32 00
West .
15.375
13.625
88+
2
0
10
24 00
East Grammar .
26
23
88+
0
2
10
45 00
66
Primary .
33.75
27.6
81+
1
0
10
32 00
.
86.7
8
52
$140 00 male.
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