USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1886-1887 > Part 6
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WILLIE H. SHAW.
REPORT OF SUPERINTENDENT.
MRS. BROOKS AND GENTLEMEN,
School Committee of Braintree :
The following report upon the public schools, covering the period of my connection with them, is respectfully presented. In what is here submitted, it is my aim to state briefly, and as justly as I may, the condition of the schools and the work in them, and to make such recommendations as to their needs and future manage- ment as my study and observation of them have suggested.
My first business, on assuming the duties of the position, was to acquaint myself, as fully as I could, with the character and work- ing of the schools. Hence, the most of my time, during regular school hours, has been spent in the school-room. It has been my purpose to become acquainted with all the pupils, so far as I could, that I might encourage them with the feeling of my personal in- terest in their work and welfare, and to adjust conditions so as to be most favorable to their progress. With this aim, my work in the schools has been chiefly oral. One written examination in the chief branches has been held in the upper three grades. It is pur- posed to conduct two such examinations each term, the results to be recorded and made the basis of criticism and suggestion as well as to form one means of testing the work.
I have instituted no radical changes in the general working of the schools as carried on under the previous supervision, feeling it to be better to move slowly and be sure of the wisdom of any con- siderable alteration of policy, before putting it into effect. While not confining myself to stated periodic visits, I have made it my practice to spend some time, usually a half-day, in each school, once in two weeks, but short visits have been more frequent As I shall become better acquainted with the schools and understand the conditions required to their fulfilment of the just demands of this community, I hope to do better work for them.
During the five months of my connection with them, the schools have been fortunate in their freedom from epidemics and any gen- eral calamity. The general attendance has been somewhat broken
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into by the frequent bad weather of the winter. In one or two of the upper grades the attendance is considerably below what it should have been. Children in the grammar and intermediate grades have less excuse for absence in unfavorable weather than those of the primary grades. Not a few parents are careless or indifferent to the evils of irregular attendance, children being al- lowed to stay away from school on trivial pretexts.
SCHOOL ACCOMMODATIONS.
As a general thing, the schools of the town are well accommo- dated. In the Union Intermediate the limit of accommodation is reached. Should the next term see an addition to the number of school children in this part of the town, as is probable from the important project of the Old Colony Railroad, the problem of am- pler accommodations must be met. The Grammar school-room is also quite nearly filled to its capacity.
I will call your attention to the need of another out-building at the Southwest School, a building of one apartment now serving for both sexes.
SCHOOL FURNISHINGS.
Suitable apparatus and appliances for study, reference, experi- ment, and illustration are an indispensable adjunct to any system of schools. An intelligent use of maps, charts, globes, and illustra- trative apparatus is one of the most valuable factors in education. The schools of Braintree are not as well equipped in this respect as they should be. The few old maps are almost wholly useless, while there are but one or two globes whose accuracy and conformity with present geographical distinctions afford any reliable aid. An outlay of $200 for these appliances would well equip the schools in this regard and yield a large income in increased efficiency. The primary teaching material which you ordered in the fall has very much lessened the task of the teachers and added new zest to the work of the pupil. A few books of reference in the grammar grades are much needed.
TEACHERS.
About two thirds of the present corps of teachers are residents of the town. From this circumstance the town obtains a better service in the lower grades, for the salaries paid, than it otherwise
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could. The policy of hiring home teachers, whose education has been obtained, in part, in the public schools, is a good one, PROVIDED their qualifications are such as to entitle them to their responsible positions.
It is a truth, now quite generally accepted, that a teacher should possess something more than a good education. Good scholarship and culture are indispensable, but natural tact, insight, training, etc., are quite as imperatively demanded. As a rule it ought to be maintained that no person should be employed as teacher of a public school who has not been specially trained for the work, and in the selection of teachers the standard of demand, and not supply, should fix the qualification. A large per centum of the teachers now employed have had special training. I find them faithful, conscientious, and desirous of improvement, responding cordially to my suggestions and directions. To promote profes- sional and general intelligence, and thereby increase their teaching power, the teachers have formed a Reading Circle, with meetings twice each month. The plan of work, in their line, embraces readings and investigation in the science, art, and history of edu- cation, with discussions and illustrations upon important points.
I have aimed to establish confidence and cordial relations be- tween the teachers and myself, inviting their suggestions and opinions in the prosecution of our common work. As the head of the school forces under your control, it was my duty to gain the sympathy and co-operation of the whole corps, that I might the more effectively direct and oversee the work.
WORK.
I have found much good work in the schools, and now at the close of my first term with them, evidences of progress are appar- ent in all, in some markedly so. The reading in the grammar grades is not as good generally as in the other grades. As intelli- gent reading is a prerequisite to advancement in all branches, too much time and drill can hardly be given it. The supplementary reading provided is a great help, but a larger variety is needed. The plan of having the first classes in the grammar grades read what is afterwards to be studied as literature in the High School, will not only prepare the way for such study, but contribute much towards the forming and stimulating a taste for the better class of literary works.
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The poor spelling found too commonly through the schools is an urgent argument for more attention to the subject in the primary grades, and more frequent and systematic drill in the upper grades ; oral spelling, while not so effective as written, has advantages not to be overlooked. A judicions combination of the two methods, with words selected from every branch of study as well as the word-book, gives the best results. In writing, some very good work has been observed, but there is considerable room for improve- ment here. The charts on penmanship, obtained under the pre- vious supervision, are doing good service in bringing about system and uniformity in the teaching of this subject. The writing with slate and lead pencils in the primary and intermediate grades is, for the most part, good. I am convinced that an earlier introduc- tion of pen and ink into the course would produce better writers. In some schools writing with pen and ink is begun in the second year. While this would be too early for schools organized as those of Braintree, yet I believe a well-formed penmanship can be ac- quired before the pupil leaves the higher primary class. Short practice daily with pen and ink during the fourth year ought to accomplish this.
Language needs more attention, not so much in a technical as a practical way. Facility in the use of language is not attained through rules, but by practice. This practice, both oral and writ- ten, should be of daily occurrence through all the grades. Every branch of study should contribute its quota to this practice. Written reviews and exercises should be frequent.
In teaching arithmetic, geography, and history, difficulty is ex- perienced in selecting, from the amount of matter presented in the text-books, the essentials, and so arranging these as to preserve unity and avoid confusion of ideas. It is an open question whether we do not overload the minds of the pupils with princi- ples and facts, and defeat the very ends we seek. It seems to me our text-books would be healthier for some vigorous pruning.
There are a number of defects which act to the disadvantage of the schools, and, until remedied, must prevent their attaining that efficiency which they ought to reach. The grading in some is ir- regular, and, the classification is not close and uniformn. It is not an easy matter to secure proper classification, and once attained, it is difficult to preserve it. System and compactness are prime ele- ments of success in the business of the schools, just as in any other
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business. The East and Iron Works Schools - made up, the former of two schools. and the latter of three - do not in their present or- ganization permit that system and compactness which is so large an advantage in the Union and Pond Schools. Under such organ- ization, of three grades in a room, the work of the teacher is of course more difficult and less satisfactory. The union of these two schools in one building would permit a grading like that existing in the other graded schools, and greatly enhance their strength and efficiency. A new schoolhouse, located conveniently for the pupils of both sections, and away from the noise and disturbance of the constantly passing trains of the Old Colony Railroad, arranged for four schools, and otherwise properly appointed, would place these schools on an equal basis with those in the north and south part of the town. The sale of the old building and lots would, of course, somewhat lessen the expense of the new lot and building.
If the three small mixed schools, the Southeast, Southwest, and West Schools, could also be combined with some of the graded schools, the system would be quite compact and much stronger than at present. This plan is, perhaps, not practicable at present, but the gain thereby, both in efficiency and expense, will be apparent.
Another defect, which is lessening, is the differences in the work of similar grades, particularly in the primary. As much of the work in these grades is oral, text-books for the guidance of the teacher in selecting matter and adapting methods are very neces- sary. The books on language and number recently put into the hands of teachers of primary and intermediate grades will help towards uniformity in the work. The plans and suggestions pre- sented at the teachers' meetings also contribute to this end.
The outlines and suggestive helps contained in this report are designed to aid the teachers in this respect. It is designed to add to these from time to time. While it is quite undesirable that the work in all like grades shall be exactly similar, with no room for the exercise of individuality, it is important that it be homogene- nous in range and quality.
SCHOOL DISCIPLINE.
One of the most striking proofs of the progress made in educa- tional ideas may be found in the present methods of school gov- ernment. The old order of iron-clad rules and appeals to right
.
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conduct through the less noble emotions has given place to the higher law of right action, through right motive, the incentive to self-control through the perception of its propriety, and love of its practice.
As an educational factor, it is paramount, for no school can be truly successful where this principle and practice are lacking. · The crucial test of a teacher's power as a disciplinarian is the degree of self-control his pupils attain under his direction and guidance.
I find the discipline of the schools generally excellent, the prin- ciples of true government being well appreciated, while the distinc- tion between liberty and license is generally enforced. .
But a few cases of discipline have thus far been referred to me.
PROMOTION.
The efficiency of schools depends, to some extent, upon how promotions are made. If pupils are passed on from one grade to another without regard to their fitness for promotion, the classifica- tion must suffer, and, as before noted, thorough classification is of great consequence. I think the point to be most insisted upon is not, has the pupil been over the ground laid out in the course of study ? but, is he qualified by mental development and intelligent accomplishment of the work in the lower grade for that in the higher? If I have the right idea of the graded school system, it is an arrangement to foster the gradual unfolding and growth of the powers of the mind. Hence, the principle of progressive de- velopment should govern promotions.
The trend, both of public opinion and of school practice, is to push pupils on through the grades as fast as possible, with little regard to the principle just stated, chiefly minding that the work of one grade be "gone over " in order to get into the next. Parents are anxious to get their children through the schools as early as pos- sible, and teachers feel they must crowd along their classes, whether the proper mind-growth is secured or not. As a consequence, mental strength, the power to think independently, to reason and generalize, are too often sacrificed. This lack of proper training is more apparent when the pupil reaches the High School, where he is placed face to face with great subjects in which he must think and reason and generalize in order to gain any truly valuable bene- fit from his course in that grade. Better, far better, a year, or
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even two years, later in getting through the schools, and make the preparation for the work of life more true and thorough.
I make the following suggestion upon this subject : An intelli- gent teacher is best qualified to pass judgment upon the fitness or unfitness for promotion of pupils under her instruction. At the close of the school year, let each teacher send to the Committee a list of all pupils who, in her estimation, are qualified for promo- tion, and also, one of those not qualified, and the reasons for her judgment in the latter case. These lists, together with the records of examination, would furnish reliable data for just decision.
In admitting to the High School, let similar lists be prepared by the respective teachers, and give their certified statements equal weight with the result of the annual written examination in decid- ing the question of promotion. This method, I am sure, would produce better classification, and make a vexed matter less trouble- some and unsatisfactory. The issuing of certificates of promotion to all pupils thus admitted would put the matter in a systematic form, and be an incentive to some who cannot take the High School course.
VOCAL MUSIC.
I desire to press upon your consideration the importance of the systematic teaching of vocal music in the public schools. By this I mean instruction, beginning in the lowest primary grade, and continued systematically through all grades. The increasing in- terest manifested in this branch of education, and the position it occupies in so many of the public schools of the State and country, are unquestionable proofs of its value and practical utility. Taught by methods similar to those employed in teaching reading, lan- guage, and numbers, it will afford a culture and discipline equal to anything presented by those branches, while as a relief and relax- ation from the ordinary school work there is nothing to compare with it. Aristides, the Athenian statesman and general, declared that music was " calculated to compose the mind and fit it for in- struction." If that were true of the crude art and cruder science of music among the Greeks, how much more so in these days of marvellous musical development ! As an experiment, and to see what could be done in this respect with a few minutes' attention daily, I last fall requested the teachers to begin the teaching of the scale.
Although this was adding to their alreally well-filled programme,
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and some declared themselves utterly incapable of teaching even the scale. yet with a spirit which I here gladly commend, they took hold of the work and labored according to my suggestion. It gives mne pleasure to state that some very encouraging results have been attained. A number of the teachers have taken so much interest in the subject as to attend a course of lessons in Boston on methods of teaching it. I earnestly recommend that in the estimates for the next year's school expenses a sum for the purchase of music books and charts be included. With these helps, a few minutes' daily work will produce many beneficial and pleasing results. The services of a special teacher, who would give one or two lessons we kly in each school, these lessons to be repeated by the teacher, would give system and direction to the work. The function of the schools is to give the fullest and roundest training they can to the faculties of the child. Are they fulfilling their obligation if they neglect the musical faculty ?
HOME READING.
Bacon has said that "reading maketh a full man." A higher authority than the distinguished philosopher has told us that, "As a man thinketh so is he." As reading largely determines the thinking, it is important that what is read should be elevated in tone and profitable for thought. To guide a child's thinking is one of the highest privileges and mot imperative duties of the parent and teacher. Every available means to this end ought to be em- ployed. The trustees of the library having given extended priv- ileges to the teachers in taking out books, this valuable source of improvement may be brought to bear more directly upon the public schools. I have asked the teachers to make lists of books in the library most suitable for the reading of the pupils, and to encour -. age their use by occasional talks and exercises upon what has been read. The hearty interest and co-operation of parents in this respect would have a decidedly good influence upon the schools. Collateral reading widens and enlarges what is done in the school- room, and fosters that best and truest education, self-education. A variety of books on geography and history, for this kind of read- ing, would be a useful addition to school facilities.
LITERATURE IN THE HIGH SCHOOL,
begun systematically last fall as a study, has been taken up with that interest an l enthusiasm which are manifest in all the work of the school. The plan pursued thus far is the study of a few au-
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thors as models, to form the ground-work and establish intelligent habits of reading, and standards of taste and comparison. Ameri- can authors, only, have as yet been studied. It is purposed to spend the larger part of the next term upon English authors. I would recommend that some approved handbook of literature be adopted, to serve as a guide in the study, this to be supplemented by as much collateral rea ling as is practical. In the science work, ad litional apparatus and renewal of some of the old is needed for fuller experiment and illustration.
TEMPERANCE PHYSIOLOGY.
In accordance with the statute of the State, "instruction in phys- iology, with special reference to the effects of stimulants and nar- cotics," is given in the schools. The instruction is not as syste- matic or thorough as is desirable, yet I think the children gain a fair knowledge of the subject, and are warned of the dangers in the use of liquors and drugs that stimulate and stupefy. The subject demands much illustration and careful working out. Teachers have little time for illustrative experiments, and only one or two the requisite skill for illustration by blackboard or paper drawings. Charts are an indispensable means to the proper pres- entation of this important branch. A set of charts for each of the large schools might be purchased at small expense.
It is not to be forgotten that there is a higher end in temperance . education than the teaching to avoid the vice and misery of indul- gence in stimulants and narcotics. It is the training of the moral nature of the pupils, so as to develop that strength of character which resists temptation to indulgence in any form of evil. The development of such character is the highest product of education, and its attainment the best and surest safeguard to society. In developing moral character, that training is the best which, as far as practicable, causes the child to form his own moral laws from the . facts which contain them. Mere preaching is valueless. A story, a reading, the events of everyday life, furnish the best material for developing the judgment of the child. Skilful questioning will bring out thought and decision upon actions under consideration, and this decision, generalized, gives a rule of conduct. The child thus becomes his own law-maker ; and, having made the law him- self, he understands it, and obeys it more willingly because it
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appeals to his reason, instead of being arbitrarily forced upon his will. But, of all lessons, the best is the living lesson - the ex- ample of the teacher. " In all the ages of our life," says Fénelon, " example has a most wonderful power over us; but in children it can do everything."
IN CONCLUSION,
I wish to urge a liberal policy in the management of the town's chief interest - its public schools. Let them be liberally supplied with all truly helpful and practical aids in the prosecution of their great work. Give them freely of your interest and thought ; help them by your just and intelligent criticism ; fix a high standard of efficiency and urge them steadily towards it. Make the compensa- tion of those in the school service as liberal as that paid in any other business for like efficiency, and demand from all, from primary teacher to superintendent, their very best efforts, and be satisfied with nothing less.
I take this opportunity to thank you cordially for your courtesy, support, and personal kindness to me in all our relations since I assumed the position to which you called me
C. L. HUNT.
SCHOOL STATISTICS.
Whole Number
Enrolled.
Average Mem-
bership.
Average Attend-
anee.
Per cent of At-
tendanee.
Average Attend-
anee Last Year.
Per cent of At-
tendanee Last
Year.
High School.
77
76.67
75.25
98.1
67.07
98.75
Union Grammar.
66
Intermediate .
44
36.93
32.83
SS.9
28.92
89.68
66
1st Primary . .
47
35.41
30.96
87.4
31.72
87.67
66 2d Primary
62
34.86
29.68
85.1
28.36
79.
Pond Grammar.
37
33.31
31.04
93.2
33.55
93.51
66
Intermediate .
34
30.30
24.80
S1.8
24.28
SS.61
66
1st Primary . .
31
28.37
24.47
86.3
22.85
86.29
2d Primary . .
77
50.70
42.25
83.3
40.06
82.09
Iron Works Grammar.
41
30.35
27.80
91.6
23.42
- 96.38
66
Intermediate.
39
34.14
28.80
84.3
29.55
81.34
66
Primary .
58
39.
35.50
91.
35.05
87.18
East Grammar Intermediate.
21
19.94
17.57
88.1
22.07
90.27
66 Primary .
48
32.13
28.88
89.9
25.99
82.50
Middle Street.
52
29.66
27.38
92.4
27.51
92.34
South .
47
38.09
35.09
92.1
29.45
85.63
Southeast
14
11.42
10.02
87.7
13.90
91.93
Southwest
22
13.66
12.50
91.5
12.16
92.05
West. ..
19
15.50
12.86
82.9
10.09
84.43
Total
817
629.30
564.57
89.71
542.07
88.63
·
. .
.
. .
. .
. .
. . . .
. . .
.. .
....
.
.
.. .
.
. .
. .
47
38.86
36.89
94.9
36.09
90.81
112
113
SUMMARY OF STATISTICS.
Population of the town, State census, 1885 . 4,040
Number of children between five and fifteen years of age, school census, May, 1886 681
Total number of pupils enrolled in the public schools during the year 817
Number under five years of age .
5
Number over fifteen years of age
64
Average membership .
629
Average daily attendance .
568
Per cent of attendance .
89.71
REPORT OF BOOKS AND SLATES IN SCHOOLS,
FEBRUARY, 1887.
Text-books
2,838, estimated value . . $1,374 00
Supp. Reading .
570, estimated value . .
178 00
Slates
515, estimated value . 20 00 ·
Miscellaneous books
56, estimated value . 14 00
ON HAND.
Regular text-books
198, estimated value . $90 00
Miscellaneous books .
29, estimated value . ·
10 00
Slates
15, estimated value 75
4,221
$1,686 75
Estimated value of pencils, crayons, paper, etc., on
hand
$155 00
SUGGESTIVE OUTLINES FOR TEACHERS' USE. STUDY OF UNITED STATES HISTORY.
HISTORY OUTLINE. PART I. 1st Grade - Grammar.
Periods (Blackboard). - 1492-1607, Discovery. 1607-1775, Settlement. 1775-1789, Revolution. 1789 -. Constitution. (Pupils write and rewrite until learned.) 9
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Topics. - 1st Period.
Northmen ? Where from ? Why no records ?
Mound Builders. Antiquities. Indians.
Discoverers.
Spanish.
Discoveries.
French.
Time.
English.
Claims. (Trace on map.)
Dutch.
Settlements. (Locate.)
Trace discoveries, voyages, etc., on map. Make blackboard drawing. Pupils read from different books. Call for facts addi- tional to those of text-book. Teach carefully the geography. In- cite to research by questions and discussions. Review often. Con- duct recitation independent of text-book.
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