USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1885-1886 > Part 5
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
80
one's rank is always to be regretted. If pupils, parents, and teachers, knowing of deficiencies, all unite in effort to hold pupils to their work, instances of degrading will become rare. To drop one study and take a partial course, although sometimes advisable, is to be deprecated. All irregularity tends to diminish interest in school work.
In Number, the first instruction should not only be adapted to the condition of the young children, but the best preparation for the work which is to follow. Children acquire the first ideas and processes very slowly, and should be allowed to advance only as familiarity with and facility in each step is acquired So much time is devoted to arithmetic that there is danger of its becoming distasteful, and the hour of study and recitation spent in going through the processes in a mechanical way, with no further interest than to accomplish the allotted task. This can be avoided only by making the work real and practical, - not so much book, - but something that has to do with real life. There are parts of arith- metic on which much time is often spent to little purpose, which could be left to advantage until the subject is again taken up in the latter part of the High School course, when with a knowledge of Algebra, Book-keeping, and Geometry, these topics would be readily grasped and mastered.
In Reading, I find good work in many of the schools. To read well, there must be an intelligent appreciation of the sense and spirit of what is read. If the children are taught from the start to read from the thought, and the exercise never allowed to de- generate into a process of mere word-pronouncing, an easy, natural utterance will become a fixed habit. I find many classes attempt- ing to read matter that is wholly beyond their comprehension. They have read the lower books of the series, and have been sup- plied with higher numbers, which are found altogether too hard. The old plan of keeping children a prescribed length of time in one reader, reading and re-reading until the matter is memorized and all interest is lost, too often leads to habits of inattention and carelessness. One series of books is not sufficient. The addi- tional sets for supplementary reading which you ordered in Sep- tember are doing excellent service, but they are not enough to meet the wants of the classes. There is need of several additional sets of easy reading suited to the capacity of each of the lower grades. It is interesting to notice the eager pleasure shown by
81
the children on receiving a supply of fresh reading books. Under the impulse of the freshly awakened interest, we find natural and animated tones taking the place of the halting, stumbling attempts to read the too difficult matter. The Animal Series are a special delight. The regular series of readers should be used for thorough drill in all that pertains to good reading ; the additional sets are for reading at sight, to extend vocabulary, to lead to ease and fluency, and to awaken an interest in reading. It is well to remember in this connection that there are possibilities in the school life of the children reaching far beyond the routine work of text-book read- ing, a work no less than inspiring the pupils with a genuine love for instructive books. The teacher should be a reader, acquainted with books, and competent to direct how and what to read.
The Public Library and the schools should have most intimate relations. I hope at no distant day to present to your considera- tion some plan for bringing the pupils of the High and Grammar Schools, at least, into closer relations with the library.
The supply of maps and books of reference is very limited in the school-rooms. These are important to enable the teachers to deal in the most practical way with the different subjects of study The ability to use intelligently books of reference and similar helps to knowledge, with the habit of so doing, is of no little importance as an educating influence.
Drawing is mentioned in the statutes as one of the regular branches to be taught in the schools. In industrial pursuits the advantage of even a moderate skill in drawing is beyond question. It is of value in all the mechanical trades, to say nothing of it as an element of culture, and the pleasure to be derived from a trained hand and eye. It will require no little attention on the part of the Superintendent and teachers to systematize the work in this depart- ment and bring about anything like satisfactory results.
Penmanship receives a due share of attention in most of the schools, and in some commendable results are reached. There is room here, however, for great improvement.
Some attention is given to Singing in many of the classes, but the efforts are confined to teaching by rote a few pleasing pieces. It would be time well spent if sufficient attention were given to secure some degree of vocal training and a knowledge of the sim- plest elements, with the ability to read music at sight. In no way can these results be so economically accomplished as in the public
6
82
schools. The excellent course of lessons in the High School by Mr. E. P. Hayward is a step in the right direction, and it is hoped that the instruction will be continued.
An important feature in the conduct of the schools is the Teachers' Meetings. These have been frequent, fully attended, and fruitful of results. Usually the meetings are in grades, at which some special feature of the every-day work of one grade is con- sidered. Teachers enter freely into the discussions, asking ques- tions, reporting difficulties met in their work, and expressing their own thoughts on subjects under consideration. Reports are made of methods and management observed in other schools recently visited, or of thoughts gathered from educational reading, and attention is called to special points which seem practicable for use in our own schools.
Educational Journals. - It is worthy of note that many of our teachers are subscribers to some educational journal. The pro- gressive teacher is interested by study and investigation to have a good knowledge, not only of each subject he is teaching, but also of the methods employed by others in teaching it. Next to observing the act of teaching a subject, there is nothing better than reading what others say about it. We have now journals which discuss every phase of educational work of the several grades, and no teacher who hopes to keep abreast of the times can afford to do without the inspiration and aid so easily available. While it is of prime importance that teachers be thoroughly in earnest and faithful in their work, it is also important that they be wise in a knowledge of the ends to be reached and the methods to be employed to reach the desired ends.
The schoolhouses are in most respects in a fair condition and will require no great outlay in the immediate future. In several of the rooms the furniture has been, at some time, subjected to great abuse, and is not now in suitable condition. During the next long vacation the desks in several of the rooms should be repaired, and newly dressed. This can be done at moderate cost. At the Union and Pond buildings the hard finishing woodwork should be dressed over, as a matter of perservation. This has not been done since the first dressing at the time they were built. In the Union build- ing the class-rooms are large and pleasant, but the halls and cloak- rooms, on the second floor, are of very narrow limits. This is unfortunate, for it is difficult to secure orderly general movements
S";
in so limited space, and to properly accommodate all with cloak- room conveniences. It would be easier to properly protect this property were the grounds enclosed by a fence. Open as they now are and made a play-ground by the boys of the neighborhood, it is not easy to secure the buildings from trespass and injurv. Provision should be made for completing the grading of the grounds at the Pond School during the summer.
The out-buildings, which were put in a neat condition in the sum- mer, have been generally well cared for. The furniture and sur- roundings of the children during their school life should be such as to favor neatness, self-respect, and purity, and to inspire a due regard for public property. Everything should be put in conven- ient and orderly condition, and required to be kept so.
Cases for Books. - Now that the books are owned by the town, there should be some provision made in each building for their proper preservation when not in use. A small case in each room would be more convenient than one large case designed to accom- modate the several schools in a building. Some of the rooms are already provided for, while others have no suitable place to keep the books. I would also call attention to the fact that not one of the schoolhouses is now provided with mats. In making up the estimates for the expenses of the coming year, I would respect- fully suggest that these several matters receive due consideration.
The following table of statistics shows a good per cent of attendance in a few of the schools ; in the High School, the average is quite remarkable, considering the long distance many have to go to reach the school. In several of the schools the average has been greatly reduced during recent months by illness among the children. In the matter of tardiness, the registers in some schools give a bad record. The habit of tardiness should be corrected. As a rule, children who can go to school can be there on time. To promote habits of promptness and regularity is an element of train- ing not to be overlooked by the teacher.
The evil of truancy is not prevalent in our schools. In the early part of the year a few boys caused some annoyance by frequent unnecessary absence, but the worst cases moved from town, and the others have become, through close following up, comparatively regularly in attendance.
An imperfect enrolment of the children of school age is so often made, it is gratifying to have a full and accurate record. This is
84
an important aid in carrying out the provisions of the statute in reference to school attendance. Our acknowledgments are due to the enrolment officer for a complete and painstaking enrolment. One table of results I append to this report.
In the school-room, the important ends to be reached are " use- ful knowledge, correct methods of thinking and acting, and right training of the faculties." The child should receive a happy impression of school life, should find a pleasant, attractive place, with occupations so various as to keep the little hands and mind busy and interested, - occupations that tend to develop the percep- tive faculties, awaken thought, and lead to ready expression of thought. In all school work, in every branch of study, and in every recitation, the teacher should have in mind the end to be secured, and the most practical and the surest way to reach that end. There should be a wise discrimination between the impor- tant, what is to be mastered, and the non-essential points of every lesson. It is in the power of teachers to inculcate habits of civil- ity and politeness, to cultivate habits of punctuality, order, sys- tem, obedience to law, industry, and responsibility ; in short, to exert an influence which shall be a guiding power, not only in the school-room, but in all the relations of life. The future of those intrusted to our charge depends much upon the foundation of character and scholarship laid in the public schools. No pub- lic interest has a warmer place in the hearts of the people than the schools, and they demand on the part of all in any way connected with their management an earnest purpose to carry them to the highest point of efficiency. This will be the work of time, and can be accomplished only by constant and persistent effort.
Allow me, in closing, to express to you acknowledgments of gen- erous support and uniform consideration, and through you to thank teachers and all others who have aided my efforts by hearty co-operation and words of encouragement.
J. T. CLARKE,
Superintendent of Schools.
STATISTICAL TABLE OF THE SCHOOLS.
Whole Number
Registered.
Average Num- ber Belonging.
Average Attend-
Per cent of At-
Per cent of Ab-
Average Num-
ber of Tardi-
nesses to each
High School ..
106
67.92
67.07
98.75
1.25
.25
Pond Grammar ...
39
35.88
33.55
93.51
6.49
3.64
Intermediate:
41
27.40
24.28
88.61
11.39
1.26
66 1st Primary . .
32
26.48
22.85
86.29
13.71
12.84
66 2d Primary . .
67
48.80
40.06
82.09
17.91
4.24
Union Grammar ..
45
39.74
36.09
90.81
9.19
3.70
66
Intermediate .
40
32.25
28.92
89.68
10.32
5.44
1st Primary .
47
36.18
31.72
87.67
12.33
4.34
66
2d Primary .. ..
49
35.87
28.36
79.
21.
4.
Iron Works Grammar. .
43
24.30
23.42
96.38
3.62
7.
50
36.33
29.55
81.34
18.66
8.
. .
67
40.18
35.03
87.18
12.82
1.6
East Grammar.
26
24.45
22.07
90.27
9.73
5.83
Primary .
38
31.38
25.99
82.50
17.50
3.60
Middle Street
37
29.78
27.51
92.34
7.66
3.80
Southeast
18
15.12
13.90
91.93
8.07
1.20
South.
46
34.39
29.45
85.63
14.37
2.63
Southwest
21
13.21
12.16
92.05
7.95
2.17
West ..
23
11.95
10.09
84.43
15.57
3.83
Total .
835
611.61
542.07
88.63
11.37
. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
ance.
tendance.
sence.
Pupil.
Intermediate.
Primary .
. .
85
86
ENROLMENT, MAY, 1885.
AGES OF PUPILS BETWEEN FIVE AND FIFTEEN.
SCHOOLS.
5
6
Z
8
9
10
11
12
13
14
TOTAL.
Union
11
18
24
13
15
23
19
16
21
14
174
Pond
13
12
19
15
17
22
21
12
19
19
169
Iron Works
8
8
S
10
16
13
13
14
7
22
119
East®
8
10
8
4
11
8
6
9
13
5
82
Middle
2
7
6
4
7
4
4
7
7
7
55
South .
6
8
6
3
7
3
6
5
4
5
53
Southeast
3
2
2
1
5
2
3
2
2
1
23
Southwest
1
3
3
1
0
2
1
4
0
1
16
West
0
1
2
1
1
2
3
1
1
2
14
Total.
52
69
78
52
79
79
76
70
74
76
705
In the following course of study an outline is given of the amount and kind of work to be done in each grade, with sugges- tions to aid in the work assigned. The limits indicated, though not intended to be arbitrary, are thought to be what ordinary classes will easily reach. More minute directions and suggestions will be given in the class-rooms and at teachers' meetings, when comparisons of methods and results will be made. In the ap- pendix will be found some general suggestions applying to the work in all grades, and which should be consulted in connection with this course.
In arranging this course valuable suggestions have been received from several excellent courses of study of other towns and cities.
COURSE OF STUDY.
PRIMARY SCHOOLS.
FIRST YEAR.
Reading. From blackboard, chart, and one half of First Readers ; words at sight and in easy combinations, phrases and sentences, other than object words, by association and repetition. Teach chil- dren to look sentences through, then to read right off as if talking, thus securing an easy, natural expression.
87
Languuye. Cultivate power of expression. Lead pupils to tell what they know in correct language. Use and require complete sentences in asking and answering questions. Capitals, periods, question and exclamation marks.
Writing. Copy on slate, in script, words, letters, sentences, securing legibility as soon as possible.
Number. Develop idea of number, combinations (parts) from 1 to 10, using objects and numeral frame.
Drawing. Slate and blackboard, lines and combinations into plain figures. Drawing cards, first series.
Oral Lessons. On common objects, body, color, form ; morals and manners, physical exercises, memory gems, singing.
SECOND YEAR.
Reading. Finish First Readers ; supplementary reading. In- sist on clear and distinct utterance. Bring out the thought.
Language. Continue work of first grade; sentence writing, simple descriptions of objects, actions, and pictures ; spelling by sound and by letters words from reading lessons and from language of school-room.
Writing. On ruled slates or paper, copies of words and sen- tences, days of week, names of months ; names and address, with punctuation. Teach form of letters, position, and holding pencil. Number. Combinations to 20. Tables through 5; small columns added and subtracted on blackboard and slate.
Drawing. Continue work of previous year. Cards, first series.
Miscellaneous. Extend previous work: Animals, trees, coins.
THIRD YEAR.
Reading. First half of Second Reader, and suitable supple- mentary reading.
Number. Combinations to 50; writing and reading numbers to 1,000 ; mental examples ; slate and blackboard exercises ; have pupils make up examples. Teach inch, foot, yard ; halves, thirds, fourths, by objects only ; tables through 10; Roman numerals to L. Primary Arithmetic in hands of teacher.
Language. Different forms of sentences ; simple plurals, hy- phen, contractions. Review and continue previous work.
88
Spelling. Words from lessons ; keep list of mis-spelled words for frequent reference ; written more than oral.
Writing. On spaced paper copies from blackboard ; copy book, pencil, series B.
Drawing. Slate and blackboard ; cards, second series.
Oral Lesson. Points of compass ; valleys, hills, rivers, etc., illustrated by local surroundings ; maps of school-room and yard. Primary and secondary colors ; forms, qualities, trades and occu- pations. Review and extend body lessons.
FOURTH YEAR.
Reading. Complete Second Reader ; suplementary reading.
Number. Primary Arithmetic ; secure readiness in four simple rules ; short division only. Test preceding work and continue combinations. Notation and numeration to 10,000. Roman no- tation to C. Very simple concrete illustrations of fractions.
Language. Written exercises daily ; combine sentences, making little compositions ; preserve some exercises. Aim at following results : facility in oral and written expression of thought of what they read, in describing objects and actions, pictures, stories from pictures, etc.
Geography. Primary text-book, fifty pages; use globe and maps. Draw map of Braintree and of Massachusetts.
Spelling. Continue work of Grade III.
Writing. Spaced paper and copy book C.
Drawing. Cards, as in Grade III.
Oral Lessons. Bones of the body, color, forms.
FIFTH YEAR. - INTERMEDIATE.
Arithmetic. Elementary to p. 78, with much practical work outside of book; drill in mental exercises; addition of ledger columns ; notation and numeration to 1,000,000, Roman notation to D. Encourage original work in bills.
Reading. Third Reader and supplementary reading.
Language. Teach use of quotation-marks, apostrophe, comma after yes and no; continue previous work. Copy exercises into blank books.
Geography. Complete primary text-book. Outline map of New England States.
89
Drawing. Drawing Book No. 1 ; extra work on paper and black- board.
Penmanship. Short Course Nos. 3 and 3}. Ink.
Spelling. Word Book to Lesson 80.
Physiology. Bones of body, muscles, skin.
Oral Lessons. Form, color, shades.
SIXTH YEAR. - INTERMEDIATE.
Arithmetic. Elementary to p. 115 ; special drill in common and decimal fractions and simple examples ; daily exercises in prac- tical ; mental examples ; addition of ledger columns.
Reading. Advanced Third Readers, Primary History of the United States, and supplementary reading.
Language. Review previous work; teach comma after address and words in series ; preserve in exercise books simple reproduc- tions, dictations, short stories, etc. ; simplest form of letter writing.
Geography. Large text-book, essential facts only ; simple definitions ; North America, United States, with map drawing ..
Drawing. Drawing Book No. 2 ; extra work on paper.
Penmanship. Short Course, Nos. 4 and 5.
Spelling. Word Book, Lesson 80 to 145.
Physiology. Review work of Grade V. ; organs of sense. Oral Lessons. Continue form ; color.
SEVENTH YEAR. - GRAMMAR SCHOOL.
Arithmetic. Written Arithmetic to percentage ; aim to cultivate reasoning faculties ; reach results mentally as far as possible.
Language. Language lessons ; parts of speech, gender, number, and case ; comparisons ; analysis of simple sentences ; dictation of various exercises to show uses of common punctuation ; letter writing, business forms, telegrams ; compositions from schedule of topics ; paragraphing. Secure order and neatness in work.
Geography. Review, and advance to p. 82 ; map drawing.
Reading. Fourth Readers and supplementary reading.
History. United States to period of Revolution.
Physiology. Review ; the heart and circulation, the lungs and respiration.
Drawing. Books Nos. 3 and 4 ; construction.
Penmanship. Books Nos. 3 and 4, large series.
Spelling. Pages 43 to 91, Word Book.
90
EIGHTH YEAR. - GRAMMAR SCHOOL.
Arithmetic. Percentage to cube root ; reviews.
Language. Analysis and construction, with diagrams ; principles of syntax, voice, mood, and tense ; auxiliaries. Make every lesson contribute to correct language. Dictations, reproductions, abstracts, and compositions.
Reading. Fourth and Fifth Readers, with suitable supplement- ary reading.
Geography. Complete text-book ; general reviews by topics.
History. To present time ; reviews.
Physiology. Digestive organs, the nervous system, fermentation, distillation, narcotics.
Drawing. Books Nos. 5 and 6 ; construction.
Penmanship. Books Nos. 4₺ and 5.
Spelling. Word Book from p. 91.
HIGH SCHOOL.
DAILY SESSIONS FROM NINE TO TWO.
First Year. - First Term.
Algebra, Language, Rhetoric (American authors, one lesson a week throughout the year), Physical Geography.
Second Term.
Algebra, History of England, Physics.
Second Year. - First Term.
Geometry, General History (American authors, one lesson a week throughout the year), Chemistry.
Second Term.
Book-keeping, General History, Civil Government.
Third Year. - First Term.
Physiology, English Literature, Astronomy and Geology (Famil- iar Lectures).
Second Term.
Botany, English Literature, Arithmetic.
91
Pupils of the first and second years who expect to leave school can take Arithemetic with senior class.
Compositions and declamations, monthly, three years.
Writing, weekly, three years, copy books, Nos. 6, 7, and 10. Drawing, weekly, three years, books Nos. 7, 8, and 9. Latin, elective, three years. French, elective, two years. School drill in mental arithmetic in general exercises.
Rhetorical exercises with reference to authors.
APPENDIX.
GENERAL DIRECTIONS.
Reading. In reading sentences, the thought should be in the mind before the words are uttered. Phonic exercises are to be used to secure clear articulation. Attention should be given to all new and difficult words of a reading lesson before reading, and that pupils thoroughly understand what is read. Naturalness is secured by much easy reading. Constant attention should be given to proper position and holding the book. Good reading involves the ability to comprehend the thought of the author and the mas- tery of the vocal organs ; hence, no training can be successful which does not embrace both the thought and the expression of the thought.
Language Lessons. Cultivating the power of expression and accustoming the pupil to the use of good language are to be a daily exercise, systematic and progressive. Every branch of study contributes materials for lessons in language.
Arithmetic. In the fundamental processes of arithmetic, thoroughness is indespensable. Objects are presented to the senses of the child to secure clear ideas of the numbers, and to suggest by proper handling of the objects the desired mental results. Exercises, both oral and written, should be given daily until pupils become accustomed to compute rapidly and accurately. Principles should be illustrated and made clear by problems solved by the pupils before the subject is taken up in the text-book.
The Primary History is to be used as supplementary reading in the sixth grade, to familiarize pupils somewhat with the vocabu- lary of history before taking up the subject as a study. Do not
-
92
dwell upon minor points ; make leading facts stand out in bold relief. Encourage outside reading. Create, if possible, a taste for histor- ical literature. Discourage verbatim recitations.
Geography. An intelligent knowledge of geography cannot be acquired by merely memorizing geographical details. The facts relating to form, motions, surface, climate, distribution of animal life, the manners, customs, occupations, governments, and relig- ions of men, to be remembered, must be made real and interest- ing by association. Map drawing is to be used as a means of aiding to fix in the mind essential facts.
Penmanship. Copies on blackboard or slate should be in con- formity to the system of penmanship in use. Neatness and pre- cision should be insisted upon in all written work. To give ease · and freedom of movement, frequent drills in ovals, slides, etc., are important. Insist upon correct pen and pencil holding at all times.
Physical Exercises, in some form, should be given near the middle of each half session, in all the elementary grades. To be of bene- fit, they should be brief and lively, performed with precision and uniformity.
Memory Gems. Once a month, require pupils to commit to memory a choice selection of prose or poetry, brief, suited to the age and capacity, and worth remembering.
Text-books are valuable as aids and guides, but the subject is to taught rather than the text-book. Printed questions aid the pupils in learning lessons, calling attention to most important facts and principles, but in recitation the skilful teacher will not be con- fined to them. Skill in questioning is an important element in a good teacher. From the lowest to the highest grade instruction . should be made practical, and every subject real by vivid illustra- tion, so far as practicable by visible objects.
93
RULES FOR THE GOVERNMENT OF THE SCHOOLS.
SCHOOL YEAR.
SECTION 1. 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.
SESSIONS.
SECT. 2. The schools are to kept on the first five secular days of each week, and at no other time.
School hours shall be from nine to twelve o'clock in the morning, and from half past one to four in the afternoon.
In extremely inclement weather the schools may have but one session ; yet, if possible, the teacher must consult the Superintend- ent or local committee.
PUNCTUALITY OF TEACHERS.
· SECT. 3. Teachers must be at their school-rooms fifteen minutes before the time of opening the school in the morning, and com- mence and close the school at the prescribed hour, the record of attendance to be made at the time of opening.
DEVOTIONAL EXERCISES.
SECT. 4. The morning exercises in all the schools shall com- mence with the reading of the English Bible by the teacher, with- out comment.
SUSPENSION OR ABRIDGMENT OF SESSIONS.
SECT. 5. Teachers shall not suspend their schools, nor change the school hours, except by permission of the Superintendent or local committee ; nor must any recess exceed fifteen minutes ; neither shall any pupil be deprived of a recess as a punishment.
PUPILS TO LEAVE THE SCHOOL GROUNDS.
SECT. 6. Teachers shall require pupils, when dismissed, to leave the schoolhouse and grounds immediately, and proceed to their homes, unless otherwise ordered by their parents or guardians.
94
PRINCIPALS.
SECT. 7. When two or more schools are in one building, the teacher of the highest grade shall be regarded as the principal of said schools, subject to the general direction of the Superintendent and Visiting Committee, for the purpose, of having general over- sight of the buildings and grounds, and the other teachers shall be regarded as assistants. He shall. prescribe such rules for the use of the yards and out-buildings as shall insure their being kept in a neat and proper condition, and shall be held responsible for the observance of the regulations of the Committee relating to school buildings.
ROOMS, GROUNDS, ETC.
SECT. 8. Teachers shall see that their rooms, grounds, and all that pertains to the school premises are kept neat and in good order during term time ; and no teacher is permitted to perform any work not belonging to the duties of the school in school hours.
SUSPENSION OF PUPILS.
SECT. 9. For violent or gross opposition to authority, or when the conduct of the pupil either in or about the building is such that his example is injurious to the other pupils, the teacher may sus- pend such pupil ; but the case must be reported forthwith to the Superintendent or local committee for advice and direction, and at the same time notice must be given to the parent or guardian.
SUBSTITUTES.
SECT. 10. No substitute shall be placed in a school by a teacher without the approval of the Superintendent or subcommittee.
VENTILATION.
SECT. 11. Teachers shall take special care at all times that their rooms are properly ventilated. When there is no other efficient means for ventilation, the windows shall be thrown open for a few minutes at each recess, so as to change the air of the school-room.
DAILY RECORDS AND EXAMINATIONS.
SECT. 12. Daily records of recitations in arithmetic, grammar, history, and geography shall be kept by the teacher.
95
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 Superintendent, Com- mittee, or parents of scholars above primary grade.
Whenever any pupil shall unnecessarily be absent from the examination of his or her school, such pupil shall not be permitted to re-enter any school in town except by consent of the Superin- tendent or subcommittee.
ATTENDANCE.
SECT. 13. No child shall be admitted to our schools under five years of age. All pupils must attend the schools to which they are assigned, unless otherwise directed by the Committee.
PROMOTIONS.
SECT. 14. Pupils may be promoted at the commencement of any term, provided the parents are willing, and the pupils 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.
No scholar shall be degraded or put into a lower class without consent of the Superintendent with the concurrence of the Committee.
DAMAGE.
SECT. 15. Any damage done to a schoolhouse, the furniture, or any part of the premises, must be paid for by the parent or guar- dian of the child or children doing the damage.
GRIEVANCES.
SECT. 16. Whenever any parent or guardian shall feel aggrieved by the conduct of any teacher, the cause of grievance must either be removed by a private interview with the teacher, or be reported to the Superintendent or local committee.
TEXT-BOOKS AND SUPPLIES.
SECT. 17. Teachers shall exercise proper care of the text-books and supplies furnished their classes, and pupils must be held strictly accountable for all damage done to the same. Text-books shall be.
96
labelled " Property of the Town of Braintree," before taken from the Superintendent's office, and shall be numbered and charged to the pupils to whom they are loaned. Pupils may take the books home for study, with the consent of the teacher, but not to retain them during vacation. At the close of the year, teachers shall make careful returns to the Superintendent of the number and con- dition of these books.
REGISTERS.
SECT. 18. The school register prescribed by the statutes of the Commonwealth shall be faithfully kept, and at the close of the financial year of the town, shall be returned, duly filled, to the office of the School Committee.
TEXT-BOOKS.
SECT. 19. The text-books used and the studies pursued in all the public schools shall be such ouly as have been prescribed or assented to by the Committee.
VIOLATION OF RULES.
SECT. 20. Any violation of these rules by a teacher shall be considered sufficient cause for dismissal.
JANITORS.
SECT. 21. The janitor's duties shall consist in keeping the school- room well heated, swept and dusted twice each week, the out-build- ings 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 out-build- ings to the Superintendent or local subcommittee, and shall receive such compensation as may be agreed upon.
١
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.