USA > Massachusetts > Norfolk County > Braintree > Town annual report of Braintree, Massachusetts for the year 1894 > Part 9
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Much time has been lost between the grammar and high schools and again between the high school and academy, by the abrupt changes in methods of mental training and a lack of sufficiently stringent requirements in succeeding grades.
By unifying the courses of instruction in the grammar and high schools, by the aid of departmental teaching in the grammar grades, by which the system of instruction in any study is made continuous through a series of years, and by establishing the pre- paratory course in the high school, one year of time will be saved and a more effective preparation will be given.
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Yet, if pupils take this course and spend four years in the academy, or if they remain three years in the high school and then take a three years' course in the academy, as some are doing at the present time, to prepare for college, they will consume, in one case five years and in the other six, in doing what pupils in all good high schools are expected to do in four years. In the interests of both mental training and economy, pupils should, either prepare for college in the high school, as they can do now in four years, or they should be permitted to do this by way of the academy in the same time.
The reason for this is evident. Mental training depends, to a large extent, upon the activity and reaction of the mind upon properly related ideas, and the mind is being trained just in pro- portion to the continuous approach of this activity to the limit of mental capacity. If the degree of activity is any less than this, there is, in proportion, waste and dissipation and a consequent loss of permanent mental fibre. To deny this is to deny a science of education. Every student who is preparing for college or any vocation, should make the preparation, provided it be done well and with a proper regard for physical development, in the least possible time, if he wishes to acquire the mental power with which to compete successfully with his fellows. The pupil who consumes five or six years in accomplishing what he can do in four years, may be prepared to pass an excellent examination, but he will lack what is of highest value, mental energy and alertness. This will explain why the brightest pupils of a class are usually the youngest.
Pupils who purpose to spend two or three years in the high school and then enter the academy, knowing that they will be required in some cases to pursue the same studies there, do not attack them persistently in the high school. This not only en- genders habits of mental dissipation in these pupils, but the the same spirit permeates the whole student body. This is the most serious difficulty with which the teachers of this school have to contend. This difficulty would be avoided, if admission to any class in the academy could be made to depend upon actual attainment, and not upon time limits.
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I have purposely used the word " preparation for college," not because every student in the high school should prepare for col- lege, but because this seems to be the one reliable measure of the standard of attainment in high or secondary schools at the present time. The best pupils who complete any four years' course in the high school should have a mental equipment equal to that of a stu- dent prepared for college. To permit a lower attainment is highly detrimental to all interests, and an acknowledgment of inferiorty.
Much has been done to make the high school more valuable and attractive. The establishing of the business course of study, the large addition to the reference library, and the increased labora- tory facilities for teaching science, will do much to enhance its advantages. Two and one-half years ago the total value of its equipment could not have exceeded twenty-five dollars; at the present time its outfit cannot be valued at less than twelve hun- dred dollars.
The corps of teachers is earnest and efficient. The principal has entered most cordially and intelligently into the purpose of your Board to improve the school, and much of the success of its reorganization is due to his untiring efforts.
REORGANIZATION AND ENRICHMENT.
The reorganization of the school system since September, 1892, has been thorough and complete. At that time the schools of Braintree and South Braintree were reorganized, from rented and fire companies' halls and the town house, in the Pond, Union and Monatiquot buildings. This change permitted perfect grading in the elementary schools and afforded laboratory facilities for the high street school. In September, 1893, the pupils of the ungraded West school were admitted to the Pond and Monatiquot schools. This change was brought about by a desire on the part of the parents to secure for their children the advantages of graded schools. In September, 1894, the pupils of the Mayflower Park school were placed in the Pond and Monatiquot buildings. In November,
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1894, the pupils of the East, Iron Works and Middle street schools were all reorganized on the grade plan in the new Jonas Perkins building.
In September, 1892, the development of a course of systematic instruction in music was begun. In November of the same year, a system of calesthenics was introduced. In January, 1893, drawing was made a regular branch of study in all the schools. In April following, kindergarten instruction was made the basis of the elementary education. During the past two years, reading has been made, as far as expense in providing books would allow, to include what may be termed real literature.
Much has been done to develop interest and instruction in elementary science. Last April, Miss S. E. Brassill, supervisor of science in the Cambridge and Quincy schools, was engaged at private expense to deliver a course of lectures before our teachers. To aid in this instruction, collections of specimens are being arranged in the various schools. Mr. T. A. Watson has present- ed to the Monatiquot school a cabinet of minerals in a black walnut case, consisting of two hundred and seventy-five specimens representing the rocks of the world. Mr. Watson has also pre- sented thirty sets of thirty-five common rocks and minerals, to the Jonas Perkins school and one set to each of the Union and Pond schools. These rocks are for teaching purposes. All speci- mens of the same kind are placed in one case in which they may be taken from one room to another and distributed to the pupils for observation and study.
Much is being done to unify the instruction and to avoid the sharp divisions between the grades, espically between the. gram- mar and high schools. At the beginning of the present school year, instruction in algebra was begun in the two highest grades of the grammar school, and the elements of Latin were taught in connection with English grammar. These changes are based upon the soundest educational philosophy. All things can be best taught in their natural and logical relations
Algebra and advanced or applied arithmetic are taught together more easily than either alone. They correlate naturally and are mutually helpful. How little there is in elementary language teaching that is not common to both English and Latin. The
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grammars are so nearly alike that one is a constant interpretation of the other. All language has been developed by natural growth from the beginning, the same as any living organism. Much of the English language is derived, directly or indirectly, from the Latin, hence derivation of forms and meanings of English words is more easily understood by this correlation.
By these changes, we shall not teach less of arithmetic and English grammar, but we shall teach them more thoroughly; and they will possess an added interest for the pupils, because taught in their natural relations, and will give a much better preparation for advanced work in the upper grades. There is universal com- plaint of the insufficient preparation of pupils for high schools. The chief reason for this is that instruction in high schools needs to be based upon properly correlated instruction, which should have been commenced in the lower grades. A strong proof of the desirability of these changes is the increased interest of the pupils in arithmetic and English studied in connection with algebra and Latin. It is very apparent that in the natural correlation of studies, is an avenue of approach to more effective work and a great saving of time in the upper grades of the public schools.
At the beginning of the school year the departmental organiza- tion of instruction was introduced into the Monatiquot grammar school, and at the present time it is being established in the five upper grades of the Jonas Perkins school. This work was under- taken after the most thorough investigation and preparation, cov- ering more then a year's time. The departmental organization may be briefly described as follows : Each teacher, instead of tak- ing absolute charge of one room and teaching the many different subjects studied by one class, is required to teach two or three branches which are closely related, to some or all the classes of the whole school. It is merely the extension of the high school organization of instruction down through the grammar grades.
There are many things which commend highly this system of instruction. It unifies both discipline and teaching. The best dis- ciplinarian and the best teacher must, from the nature of things, establish standards for the whole school. No other system so thoroughly tests the poor teacher and compels her to improve. The experience of the pupils is broadened. They are required to
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adjust themselves to a number of teachers instead of one. They become accustomed to various methods of questioning and are impressed with a variety of personalities. If one teacher fails to reach and move a pupil, other teachers may reach him. Teachers will not possess the same opportunity of considering the failures, of predecessors but will profit much from their own experience in successive grades. This will become a powerful factor in unify- ing the work in any subject through a series of years. After the first year, teachers will loose no time in becoming acquainted with new pupils and their attainments.
President Eliot says : " From the extension of this principle in American schools much is to be hoped within the next ten years, particularly for the teacher. To teach one subject to pupils of different stages, adapting the instruction to their different ages and capacities, watching their development and leading them on with due regard to individual differences, through four or five years of con- tinuous progress, gives an exhaustible interest to the teacher's function. To master one subject so as to be able to give both elementary and advanced instruction in it, is for the teacher himself a deep source of intellectual enthusiasm and growth. Real scholar- ship becomes possible for him, and also a progressive intellectual expansion through life ; for only progressive scholars can maintain for many years the mastery of a single subject. Careful obser- vation seems to me to give assurance that exceptional teachers, both men and women, already possess this mastery, and that what remains to be done is to make the exception the rule." I might also add that the enthusiasm and conscious increase of power through mastery, becomes an active and vital force in con- trolling pupils.
Many people suppose that this system of teaching is detrimental to discipline. This is only apparent in exceptional cases. Our grammar schools have never before been developing so much in- dependent self control in the pupils. Permanent incentives and motives to right conduct are taking the place of the personal power of the teacher. I will admit that those pupils who have gone to school possessed with the thought that the most valuable service of the teacher is to restrain them from mischief, do not appreciate and readily adjust themselves to the higher plane of
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school life. Of course, there are problems connected with this system, but they are no greater than in any other form of organ- ization, only new. Our teachers have never manifested a stronger desire to master more thoroughly the subjects which they teach, nor have the pupils been more genuinely interested in their work, than at the present time. I am fully persuaded that no other agency has come to our schools whose development betokens more for their improvement than this system of departmental teaching.
Much has been done during the year to develop the closest pos- sible connection between the kindergarten work of the lowest grades and the regular primary work which immediately follows. Already the work in numbers, form, color and language are con- tinuous from the beginning, and the highly developed mental and physical activities of the children are beginning to manifest them- selves in the following grades. A careful study of the question of promotions has been made, and arrangements have been estab- lished whereby all children will begin with kindergarten instruction and be advanced in proportion to their development and needs.
CONCLUSION.
At the present time our school system possesses many features which should make us hopeful of the future. Perfect classifica- tion in a large well ventilated building with a rural environment, is an ideal condition. Much has already been done to unify the whole course of studies. The benefits of kindergarten instruction as a basis for primary work, are becoming apparent. A primary teacher has recently told me that the kindergarten pupils in her school were already one year at least, in advance of other child- ren, and that the difference was most marked in the important lines of development, such as self control power; to observe, ex- press, appreciate and understand ; manual dexterity, etc. The elements of music, drawing, science and literature are becoming an integral part of the instruction in all the grades, and yet the three R's are not being neglected. I have been recently told that
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a parent, at one time a teacher, was visiting the schools in a neighboring community and there saw what seemed to her to be very successful work in numbers. She thought how delightful it would be if the school children of Braintree could do as well. Returning home, she immediately visited our schools only to find the children of the same grade doing much better number work than that she had just seen. If one should make careful inspec- tion in other branches, I believe he would find equally as good work being done.
But we must not stop to contemplate, with any satisfaction, past accomplishments. The work which we have done, only reveals more clearly our present opportunities and needs. £
Much has been done to enrich the instruction, but a great deal more is needed. We should strive to make the total environment of the pupils contribute its full share to their development.
The expanding life of children, like that of the growing plant, absorbs and feeds upon that which is nearest and best prepared. Schoolhouses and play grounds should be models of art. Flowers and shrubbery should beautify the grounds, and paintings and sculpture should adorn the walls. I have hope that our teachers will all seek to interest in these things all those citizens who love the town and take an interest in its future welfare and that we shall see a good beginning made along these lines before the close of the present year. Can we not interest some of our clubs and societies in this work? I know of no more fitting way to express one's generosity. Do we fully appreciate the universal truth which underlies Hawthorne's beautiful story of the "The Great Stone face ?"
We should strive to develop in the children a sympathy for, and interest in, all things about them. They should be taught to inter- pret all natural phenomena, including animal and plant life and the rocks. We should establish in their minds, ideals of social sub- ordination, common human interests and economic justice. This would include a knowledge of society, government, industry and commerce. It would, also, include respect for others and due consideration for their feeling and rights. The past century has been characterized by the development of personal freedom. I suggest that the coming century will see the development of
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personal duties, a thing equally as important. The wisest economy dictates this policy. People are possessed and controlled by ideals acquired in childhood. If a small fraction of the money and interest now spent for the support, repression and reform of criminality and inefficiency in adults, were used in enriching the lives of children, the next generation would render this expendi- ture unnecessary. There is a great deal more to an ideal citizen than a knowledge of reading, writing and numbers. Is it reason- able to expect our schools to stand still while everything else is advancing? As life and industry are much more complicated now than formerly, so must education be organized to prepare for them. At all times we must shut out from the school every- thing that is coarse and harmful to character, and make it a place of such purity and neatness that people, who are desirous of bringing up their children with the utmost refinement, will not hesitate to send their children to them.
Teachers, as a whole, can and should realize more fully the wonderful power of a rich, appreciative and sympathetic person- ality in controlling and developing children, and that this person- ality comes only from real scholarship and refinement. Of all parties to a school, I believe that children fail least. Lack of in- terest, and all that follows it, can in most cases be attributed to the fault of some one else, perhaps parent or teacher. A mischievous
boy once came home from school and told his mother that he could not behave improperly now because the new teacher was so kind to him. There is a whole system of educational philosophy underlying this statement. Teachers must have good intellectual habits, as well as love and sympathy. Children will not learn to observe ac- curately, to reason clearly and to think independently, if their teachers do not appreciate the value of these powers. They must be able to understand and appreciate children, and feel what a delicate task it is to aid in developing and nourishing their lives. The best teachers are distinguished by these qualities.
Many teachers, parents, and pupils need to realize more fully the oneness of their interests. It would be of great advan- tage to the schools if teachers would more often seek opportu- nities to develop this thought. Good schools react helpfully in many ways. Careless and thoughtless criticism can do more harm
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than the most meagre financial support. What a boon it would be, not only for the schools but for the town, if at our town meetings questions, prompted by a genuine interest in their welfare and im- provement, would give us opportunity to explain more fully our purposes and plans. I cannot but feel that personalities should be ignored in dealing with such an important matter as public education.
Many of the things which have been done during the past two years in reorganizing the schools become a necessary basis for im- provement along the lines suggested here, the greater enrichment of the course of study and the unification of the instruction. By the wise and vigorous policy which your Board has pursued in the past, I am persuaded that the development of these interests will be rapidly realized. In pointing out these desirable improvements, I have not been actuated by a spirit of criticism. It is my purpose only to unify and concentrate our purposes and aims upon those things which will make the work of the schools more valuable.
I wish to express my appreciation of the interest and fidelity of all the teachers and the universally kind consideration of parents and citizens. I am deeply grateful for the genuine interest which your Board has taken in the success of the schools and the cor- dial support which you have given me at all times.
The special report of the principal of the high school, a list of its graduates, and the program of graduation, and statistics of enrollment, attendance, etc., in the schools, follow this report.
Respectfully, IRVING W. HORNE,
Superintendent of Schools.
BRAINTREE, Jan. 28, 1895.
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REPORT OF THE HIGH SCHOOL.
At the request of the superintendent I make the following re- port of the recent changes in the High School and of its present condition :
Early last summer the committee adopted for the school a course of study by which some freedom in choice of studies is allowed to scholars. The scope of this course will be seen from the following, which, with a few changes recently made, is a copy of a small pamphlet issued last June for those parents who had scholars in, or about to enter the High School.
BRANCHES OF STUDY.
The School Committee voted that the following studies be taught in the High School, beginning September 4th, 1894 :
Arithmetic,
Chemistry,
Algebra,
Botany,
Geometry,
Physical Geography,
Trigonometry,
Astronomy,
Book-keeping,
Physiology,
Greek History,
Commercial Law,
Roman History,
Commercial Geography,
French History,
Latin,
English History,
French,
American History,
Greek,
Civil Government,
Music,
English Composition,
Drawing,
Rhetoric,
Penmanship,
English Literature,
Elocution.
Physics,
With the approval of the Committec changes will be made in this list as required.
REGULATIONS.
The following regulations regarding these studies have been adopted :
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1. A scholar may with the consent of parents and approval of the principal of the school, choose from this list such studies as seem desirable, provided such choice does not interfere with the program of daily recitations as arranged by the teachers.
2. The teachers shall not be obliged to form a class with fewer than eight pupils.
3. At the end of each half year a certificate will be given to each pupil for each study pursued with satisfactory results during that half year. A half years' pursuit of a study consists of one hundred recitations or their equivalent.
4. When a pupil has received eighteen or more such certificates- a diploma of graduation will be given, which shall contain an exact. list of the studies that have been pursued and state the length of time devoted to each.
OUTLINES OF COURSES.
To assist those pupils who, on entering the High School, may be in doubt as to a proper choice of studies, the following courses are outlined :
One year in the High School devoted to Latin, algebra, arith- metic, and English composition, will fit the average pupil for the Thayer Academy.
Four years devoted to arithmetic, algebra, geometry, history, geography, physiology, Latin and English, will fit for the State Normal schools those who wish to become teachers.
Four years devoted to history, English, French, Latin, arith- metic, algebra, geometry, trigonometry, geography, physics and chemistry, will fit pupils for the Institute of Technology.
Four years devoted to English, French, Latin, Greek, algebra, geometry, trigonometry, physics, chemistry, astronomy and his- tory, will fit pupils for Harvard or any first-class college.
Four years devoted to history, English, French, arithmetic, algebra, geometry, trigonometry, and physics, will fit pupils for the Lawrence Scientific School of Harvard University.
For those whose formal education will probably end with the High School the following list of studies to be pursued for either three or four years, is recommended as a course that will not only
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afford information and training of practical use in business life, but will give a good general education : arithmetic, algebra, geometry, book-keeping, history, civil government, commercial law, physiology, English composition and literature, rhetoric, physics, Latin and commercial geography.
Pupils in all courses will receive instruction in music, drawing, penmanship and elocution.
This course has been in force now five months. There was no difficulty in starting it and it works smoothly. I think this method has been at work too short a time to pass judgment upon its merits or demerits ; but so far as can be seen it works most admirably. It is a step- a stride-in advance of the former method of a fixed course to which, without consideration for his natural adaptation or inclination, every student was to be moulded. This method, moreover, is in accord with the ideas of many of the leading, conservative educational men of to-day. The method of certification, as outlined in number three of the regulations, will commend itself to those who have had any experience with the usual method of promotion from class to class. Usually the work of a scholar in three or more studies (generally three) has been lumped together at the end of the year, and unless he has been especially deficient in one study he is passed along to the next class ; but, if deficient in two studies, he has been dropped and has received no credit for the one study in which he had done good work. By this method of certification, the work in each study is considered upon its own merit, without any reference to work in any other study, and the scholar gets credit for what he has done well-no more and no less. Then the diploma (see Regulation No. 4), having written upon it exactly what the scholar has studied and the length of time the study has been pursued, will be worth literally its full face value, and will not be such a glittering generality as is the conventional, oft-times fulsome diploma.
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