USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1892 > Part 7
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added Mr. Dinsmore's salary of $50 per month at the Monati- quot School, which for five months amounts to $250. The amount of these extra expenses to February 1, 1893, is $1,933.05. It is unfortunate that some of this deficit could not have been offset by a small expenditure in the other departments. The following are some of the large bills which became necessary at this time: reference books for the High School, $107.18 ; physical apparatus for High School, $125.18; storm doors at the Pond Primary, $48.64 ; printing examination papers, $48.00 ; musical supplies, $85.68 ; Braintree Water Department, $95.54; rent of Winter building, $210; text books for the High School, $87.31, and painting the West Schoolhouse, $50. It will be noticed that the most of these bills are peculiar to this year, and that only about $1,300 were left to pay for text-books, stationery, incidentals and ordinary repairs of schoolhouses-a sum too small, as many of the books, and especially the readers, are in very poor condition and need renewing. The bill-book shows very little renewal of text-book for two or three years. It is gratifying to know that while our school population has increased 47, which together with many desirable improvements necessitates a greater expenditure for schools, the gain in valuation, amounting to $317,745, has more than kept pace with schools population and expenditure. The valuation of property in Braintree might be said to be $4,850,000, since the amount of Bank and Corporation tax received from the State would at the present rate of taxation require an increase of $630,000, if raised by taxation. Attention is invited to the statistics taken from the State School Report, by which it will be seen that the people of Braintree, with their excellent schools, are not taxed so heavily to support them as are those of surrounding towns.
PROMOTION OF PUPILS.
The question of determining the fitness of pupils for promo- tion from grade to grade is an important one. During the last few years this question has been much discussed by educators and schoolmen, and many changes have been made in methods
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of promotion. In 1891, the United States Bureau of Education issued a circular of information entitled, "Promotions and Exam- inations in Graded Schools." It was prepared by Dr. Emerson E. White, an educator eminently qualified for the work. His discussion of this subject is much valued, since it is based upon the opinions of our leading thinkers and upon statistics and school laws collated from the best schools in every State in this country. His conclusions concerning promotion examinations, Briefly stated, are as follows :
A coming examination largely determine the character of prior teaching and study. Few teachers can face such a test of their ability and teach according to their best judgment and pow- er. Studies are scanned for examination "points" and effort is concentrated on probable tests. Written examinations can not cover all the studies of the course, hence they may groove and narrow the work. Some of the best results of school are beyond their reach. Morals and æsthetics, skill and power and the school arts of reading, spoken language and music can not be tested in writing. Hence undue emphasis is placed on the per- centage branches ; and as the former are far more important than the latter, so scholars may pass successfully all school tests and fail to pass the tests of life. Per cents. and not a love of knowl- edge, often become the standard of pupils and teachers, and thus the great end of education becomes obscured. Promotion exami- nations serve as a spur to the ambitious and nervous pupils and not to those who need the spur. They tempt to dishonesty and much time and energy are wasted both in taking, and preparing . for, them. Much of the drill occasioned by such tests is justi- fied by no true end of teaching. It is, rather, subversive of it.
Many expedients have been used " to cure this brood of ills born of the examination system." Says Dr. White, " Why not remove the cause of these ills, and thus obviate the necessity of their correction ? Why not make the pupils' success in daily work the only factor in their promotion ?" Every competent teacher knows, as no one else can, the success of his pupils in their daily work. In all cases where other tests have failed, the judgment of the teacher has always been found to be correct. A. knowledge of pupils' acquisition is an integral and essential ele- ment of the teaching process and one of the conclusive tests of competency. Anything which adds to the dignity of the teach-
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ers' position increases their power and efficiency. Nothing can ever be gained by relieving them of their inherent duties and responsibilities. All good teachers are prepared at any time to express a judgment concerning the progress of their pupils. Such a record keeps itself and only needs to be recorded at proper intervals of time. It is a serious mistake to require a superintendent to give much of his time to a work which natural- ly belongs to others, especially where there is so much need of his attention to other matters.
Three-fourths of my predecessor's time must have been given to this work. Nearly fifty dollars was paid for printing exam- nation questions. Their results reveal nothing new to the com- petent teacher and their is sufficient evidence that they do not raise the standard of scholarship. Students who were denied promotion in June, were promoted in September on the judg- ment of the teacher, and in every case such scholars have taken high rank in their classes.
From a consideration of such facts many cities and towns have recently changed their methods of determining fitness for promotion. It is seen that promotion examinations are the relic of a time when teaching was not ranked as a profession. Chel- sea, Boston, Cambridge, Somerville and Brookline, nearby .; and among some of the larger cities beyond New England, Brooklyn, Washington, Cleveland, Indianapolis and Cincinnati, now pro- mote pupils on the judgment of the teacher and with excellent results.
After a careful consideration of this matter during a period of four months, the following scheme of promotions was unani- mously adopted :
SEC. 1. Promotions of pupils from grade to grade in all the schools shall be made according to the judgment of the teacher, under the direction of the Superintendent. Both intellectual ability and amount of knowledge acquired shall be considered.
SEC. 2. As a basis for this judgment, it shall be the duty of every teacher, at the close of each period of four weeks be- ginning with the school year, to make and record deliberate judg- ments of each pupil's fidelity and progress in all branches of study, when possible, as determined by the teaching processes of instruction, drill, and examination, both oral and written. The
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estimates shall not be based upon daily marking, deportment or stated examinations ; but the teacher may keep such memoranda of pupils' work as are deemed necessary. The teacher shall, at the same time, record the number of each pupil's half-day absences and tardinesses, and estimates of deportment, industry and health.
SEC. 3. The estimates shall be made upon a judgment of Excellent, Fair, and Poor, and it shall be recorded by the initial letter of one of these three words.
SEC. 4. It shall be determined by the Superintendent how much of the records described above shall be kept by the teach- ers of the first and second grades.
SEC. 5. Promotions shall be made regularly at the close of the school year, but it is expected that the teachers will report to the Superintendent the names of any students who in his or her judgment may be able to do the work of a higher grade, and upon the recommendation of the Superintendent and with the consent of the parents or guardians, such pupils shall at once be promoted.
SEC. 6. When any parent, guardian or pupil questions the judgment of a teacher concerning promotions, written notice of the same shall immediately be given to the teacher or Superin- tendent. The Superintendent shall examine into the facts of every such case thoroughly and carefully and make a decision concerning it. If his judgment is questioned the matter shall be taken before the School Committee for final decision. 4
SEC. 7. It shall be the duty of the Superintendent frequent- ly to examine the teachers' estimates and to approve the same in June. He shall give teachers such instruction and advice in es- timating the progress of their pupils as will secure requisite uni- formity. No promotions shall be made without his consent.
SEC. 8. It shall be the duty of the teacher or principal to send notice to the parent or guardian of any pupil whose progress, industry, deportment or attendance is considered unsatisfactory, and to continue to send notices as often as once in four weeks, while such a condition exists. Such notices shall state the con- ditions.
SEC. 9. When any teacher thinks that any of her pupils have not been properly prepared in a lower grade, or that they are not doing satisfactory work in the grade. to which they have been promoted, she or he shall report the same to the Superin- tendent who shall investigate the matter very carefully. When the principal and Superintendent think that the work of another grade will be more beneficial to any pupil, the pupil shall be placed in such other grade.
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SEC. 10. It shall be the duty of every teacher to preserve in a book kept for the purpose, a list of all questions used in formal tests and reviews.
The above scheme of marking, recording, and promoting pupils is a substitute for sections 35 and 40 inclusive, in the " Rules and Regulations of the Public Schools."
By this scheme, arithmetic, language, and geography are not the only factors in determining fitness for promotion, but the pupil's effort, industry, deportment, age, health and attendance must be considered. Instead of preparing pupils to pass examina- tions, the teacher must qualify them to do the work of a higher grade. This test will be more just than any which can be im- - posed by written examinations. No injustice can be done the pupil as he is granted the right of appeal from the judgment of the teacher to the Superintendent and the School Committee, The teacher will not waste time in determining whether a pupil has a standing of 69.5 per cent. or 69.8 per cent. The teacher will continue to give examinations, but they will be given to as- sist the teaching and at such times and in such a way as to har- monize with the regular work. The Superintendent will continue to give them, not in a mechanical way, but so as to stimulate and assist both teachers and pupils. No time will be spent in making out report cards which are never read. No report will be good report. This will add force to the special reports which the teacher is required to send to parents in all cases of deficiency. If parents know at once when pupils are not obtaining satisfactory results, many misunderstandings at the time of promotion will be avoided and those who would not have been prepared, will be qualified for promotion. The teacher will, upon request, send to any parent a report of a pupil's success. This scheme of promotion, prior to its adoption, was submitted to some of the leading educators of Massachusetts, and in every case it was heartily approved.
MUSICAL AND VOICE CULTURE.
No more important step has been taken by the School Committee than that of providing for systematic instruction in
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music. This branch of study is so common now that a school system without it cannot commend itself to the intelligent parent seeking a place of residence. The influence of singing upon the voice, health and character of children cannot be over estimated. I will call your attention to the following :
MR. I. W. HORNE, Superintendent of Schools :
I have endeavored to present music in the schools of Brain- tree in such a manner as to help the other work. The essential aim in the work is to develop that part of the child's being which has reference to its musical faculties, a knowledge of pitch inter- vals, a sweet quality of voice and rhythm. The means used to accomplish these ends, quicken perception and memory ; and attention, alertness and punctuality are the unconscious results.
Grades 1 and 2 are now familiar with the scale and some easier intervals. Grade 2, in advance of above, sing simple melodies at sight in keys of C and G. Grades 3 and 4 sing at sight melodies in keys of C, G and D. Grades 5 and 6 sing in all simple keys and have begun two part songs. Grades 7 and 8 sing in all keys and two part songs. This year, the High school and grade 8 have been combined at the Monatiquot and now sing three part songs.
From a musical standpoint, the gain has been satisfactory. The quality of tone has been made sweeter and finer. One of the teachers of the fourth grade told me recently that she had noticed a marked improvement in several of her boys' voices in reading. In one room several nasal voices have been helped by giving more open tones. We have very few monotones who cannot distinguish a difference in pitch. These are not hopeless cases ; in a short time a knowledge of, and ability to produce, the scale will be acquired. The majority of the children have a decided taste for music, and there are some very rich voices. From a physical standpoint, the position and control of the breath required must be very healthful. The late Morell Mackenzie, the eminent throat specialist, says, " The teaching of singing in childhood is likely to prove highly beneficial, especially in cases where there is a tendency to delicacy of the lungs. By the health- ful exercise of these organs in singing the chest is expanded, the muscles of respiration are strengthened, and the lungs themselves are made firmer and more elastic. The rare occurrence of pul- monary disease among singers is well known." He considered as an error the doctrine which has been almost universally held that boys should not be allowed to sing while the voice is chang- ing. Out of 500 choir boys examined by him at this period only in 17 per cent. was the voice really " cracked." From a moral
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standpoint, the little songs sung in the course are most carefully chosen as regards sentiment and purity of language, which must have an elevating influence.
Schumann says : "Without enthusiasm you can never ac- complish anything correct in art." Certainly the teachers and pupils have had enthusiasmn, and it is due to their faithful co- operation that the advance in music has been made.
Respectfully yours, CARRIE FOLLETT SPEAR, Supervisor of Music.
31st January, 1893.
PHYSICAL TRAINING.
Education is a physical as well as a mental and moral devel- opment. A sound and vigorous mind demands a healthy body, and a strong and well developed physique is the best safeguard against vice and crime. Early in the school year the School Committee made provision for the systematic training of the body. The Swedish or Ling system of gymnastics, in use in the public schools of Boston and surrounding cities, was adopted, and Mr. Frank W. Brett, Principal of the Monatiquot Grammar School, was engaged to deliver before the teachers a course of lectures. The teachers heartily seconded this movement, and generously gave their time after school to the work. Mr. Brett presented the subject in such a judicious and masterly manner and the teachers were so careful in its use, that it has been re- ceived with hearty approval. The recess has been omitted in some schools and shortened to an intermission in others. "By this system every child is exercised under supervision in a thorough manner. Not only. the active boy, who would naturally get exercise enough in his boisterous games at recess, and come puffing back to work ready to take first rank in his class, but the dull, quiet boy, who hardly ever plays or does anything with energy, and the pale, faithful girl receive the same life-giving animus, and are awakened thereby to a brighter, fuller activity, and all this in much less time than has for years been given to recess."
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DRAWING.
The work in drawing has, hitherto, been meagre, irregular and unsystematic. Among all the studies taught in our school, there is none more important than drawing; none contributes more to the harmonious development of the pupil's powers. It is a most expressive language and it is equally useful to all occupations. It trains the hand, develops the perceptive and representative mental faculties, and cultivates a taste for the beautiful. Important as drawing is in its educational value, it is preliminary and essential to the introduction of elementary science into the lower grades. Miss Elizabeth J. Hilles, a gradu- ate of the State Normal Art School, and highly recommended by specialists in drawing, is working with the teachers in this department, and in a few months an excellent system of draw- ing will be established in our schools.
COLUMBIAN EXPOSITION.
Strenuous effort is being made to have exhibited at the World's Fair at Chicago during the coming summer, samples of the work in the public schools. We are unfortunate in this respect. Much of the work which will attract most the notice of educators has not been developed in our schools. These are drawing, kindergarten, manual training, domestic science and nature studies. However, it was thought best to present at this exhi- bition, the written work of our pupils. Much time is being given, both by teachers and pupils, to the preparation of this work. The written papers will be bound in about five separate volumes and labeled so that one visiting Chicago from this town may have an opportunity of comparing our school work with that from other schools.
THE TEACHERS.
The most important factor to be considered in any school report is the teaching force. Ralph Waldo Emerson says, "I do
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not care to ask what branches my daughter shall study, but only to whom I shall send her to be taught." The character of the teachers is reflected in the pupils. During five hours each day for five days in the week are gathered around them the children whose habits and characters are being forever fixed. How important it is for the teachers to have generous, sympa- thetic, rich and earnest moral natures ; and all their methods of teaching should be permeated by this spirit. President Garfield said, that a bench in the wilderness with Mark Hopkins on one end and himself on the other would be a sufficient college for him. If I were to determine the relative importance of a teach- er's qualifications, I should place character first, culture or scholar- ship second, a knowledge of educational principles third, then a knowledge of methods ; and yet a teacher without a knowledge of methods cannot obtain the best results. There is no greater need among teachers than a higher appreciation of the beauties of thought and its expression. The critical essays in the Forum at the present time repeat this fact again and again. Appreci- ation of the beautiful and true in thought and literature can be acquired only by careful reading and critical study of the best models. The people of Braintree may be congratulated upon the excellent character of their teachers. They are earnest, faithful and in love with their work. The large majority govern and in- spire by sympathy and example and not by the rod. It is grati- fying to know that many of our teachers are pursuing special lines of study beyond their school work. In most of the schools, the methods of discipline are such as to teach the scholars, not only to be governed by the teacher, but what is more important, to govern themselves.
TEACHERS' MEETINGS.
Dr. J. M. Rice, in his essays in the Forum, repeatedly states that he found upon his tour of investigation in the public schools of this country, that the schools had advanced in proportion to what had been done towards raising the standard of the teachers. Here the most important work of the superintendent must be
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performed. His greatest instrumentality for improvement is the teachers' meeting, in which the principles of education may be studied and their application may be discussed. Our inspiration must come from the great masters such as Froebel, Rousseau and Pestalozzi; our art is an important one, and the clay which we are moulding has a delicate texture and is of a fineness bespeak- ing eternity. The Committee have made provision for meetings of all the teachers, or any part of them as often as may be necessary or convenient, and the teachers have shown their in-' terest in their work by willingly giving their time. These meet- ings rightly used, will have a great influence on the schools.
TEACHERS' LIBRARY.
Provision has been made for the purchase of a small pro- fessional library of books and papers especially helpful to teach- ers. This library will become one of the most important factors in improving the quality of instruction. It will be under the care of the superintendent who will circulate the books and papers among the teachers and direct the use of them. The fol- lowing have been selected :
Elements of Pedagogy, Emerson, E. White, LL. D.
Courses and Methods, John T. Prince, Ph. D. Leonard and Gertrude, John Henry Pestalozzi. The Education of Man, Friedrick Froebel.
History of Education, F. V. N. Painter, Physiology, Dalton. Quincy Methods, Lelia E. Patridge.
Child and Nature, Alexander E. Frye. Methods in Geograghy, Charles F. King. Talks on Teaching, Francis W. Parker.
Practical Hints, George Howland. American Teacher. Popular Education. Primary Education. Journal of Education. New York School Journal.
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To these will be added from time to time as they are needed, a few of the best and latest educational publications. Dr. W. T. Harris, U. S. Commissioner of Education, has presented to this library nearly a full list of the valuable publications of the U. S. Bureau of Education. Mr. T. A. Watson has presented a Guide to the Geology collection in the Museum of the Society of Natural History, Boston ; also copies of the same to the refer- ence libraries of the High, Iron Works and Monatiquot Gram- mar schools, and an unabridged dictionary to the Iron Works Grammar school. Miss Helen A. Nevers has presented "A Year Among the Trees," by W. Flagg.
HIGH SCHOOL.
There is a strong desire on the part of the committee to ex- tend the usefulness of this school. It is now located in commo- dious and convenient apartments, the teaching force has been in- creased, nearly one hundred dollars have been spent for new text- books, it has been supplied with a reference library costing more than one hundred dollars, and more than one hundred and twenty- five dollars have been paid for physical apparatus. Mr. C. E. Stetson, the principal, has, at the request of the committee, ar- ranged and presented a new course of study. The course has not yet been fully agreed upon ; but the committee are considering carefully the needs of the school, its relations to Thayer Academy and how both can be most useful to the town of Braintree. Mr. T. A. Watson has presented to this school a valuable terra cotta bust of Homer, a copy of the original by Phidias, which he pur- chased in Copenhagen, Denmark.
The members of the graduating class of 1892 were :
Gertrude M. Borden, Grace M. Cobb, Mary E. Donahue, Mabel C. Dyer, Fannie Ellsworth,
Theresa G. O'Rourke,
John F. Dee,
Benjamin Hawes, Jr.,
Nelson E. Hayden, Sanford W. Hobart,
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Mary A. Havey, Catherine M. McDonnell,
Elizabeth B. Pray,
Henry M. Hollis, Joseph F. Mohan, Frederick T. Sampson,
Philip H. Sullivan.
The order of exercises at the Town Hall, June 23, was as follows :
Motto : "Certum Pete Finem."
Declamation
Eulogy on Massachusetts
Benjamin Hawes, Jr.
Recitation
. Catherine M. McDonnell.
The Rival Minstrels
Composition
Grace M. Cobb.
Singing Oh, the Foaming Sea Misses Borden and Dyer, Masters Dee and Sullivan.
Recitation
Mary A. Havey.
Le Grillon
Reading .
Gertrude M. Borden.
Rome and Carthage
Recitation The Little Martyr of Smyrna
Mary E. Donahue.
Singing Not a Ripple on the Stream
Composition
Our Native Town Sanford W. Hobart.
Composition The Class Prophecy Theresa J. O'Rourke.
Declamation The Death Bed of Benedict Arnold Nelson E. Hayden.
Composition
The Future American Girl Bessie B. Pray.
Singing
My World Edna M. Goullaud.
Philip H. Sullivan.
:
The Knapp Trial
Declamation
PRESENTATION OF DIPLOMAS,
The Class History
The Death of D'Assas
Declamation
John F. Dee.
Misses Borden and Dyer.
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NEW SCHOOLHOUSE.
I cannot state too forcibly the need of different arrangements for the schools of East Braintree. There are now two separate buildings. This arrangement prevents improvement in classifica- tion and organization. The lowest primary roon at the Iron Works School, now contains fifty-four students, and it is a ques- tion of only a short time when more room will be necessary. This building is so poorly supplied with light that it must be very injurious to the pupils' eyes. On cloudy days in winter it is difficult to read during the last half of the afternoon session. The rooms are low and cheerless. The building is located so near the railroad that the schools are much annoyed by pass- ing trains. Æsthetical culture is impossible in this school, with its present surroundings. The building cannot be sufficiently warmed during the coldest weather. The ventilation is so poor that no child should be required to breath its vitiated atmos- phere. A letter to the Chairman of the School Committee makes this evident :
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