USA > Massachusetts > Plymouth County > Plymouth > Town annual report of Plymouth, MA 1875-1879 > Part 22
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All these books are brief in statement, simple in style and easily comprehended by young persons. The schol- ars are to be encouraged to read and investigate beyond the limits of the text-books ; and their judgment is to be brought into activity with much more solicitude than their memory. An effort is to be made to make this not a study of war alone, but a study of the natural develop- ment of society, A weekly lesson in the geography of the country, the history of which is being studied, will be required. With the exception of a general summary at the close of the course, the study of English Litera- ture is to consist wholly in reading the best writings of the most distinguished authors, and in the acquisition of all the collateral information necessary to a just appre- ciation of the books required to be read, including a weekly lesson in English Grammar. This training is to take the place of all memorizing of books about the history of English Literature, written by learned men, and beyond the powers of young scholars to appreciate. It is all to be original work on the part of the scholar under the guidance of a skilful teacher. In such prac- tice, continued for four years, a scholar must acquire the power of directing his own mind, of forming his own judgments concerning the merits of any book which may engage his attention. This must be a much more valu- able acquisition than any that can come from committing to memory text-books of Rhetoric, or volumes of ready- made criticism.
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In reference to Science, the practice in the High School has been, during the first year, to take up Physics and Chemistry, using as text-books the Science Primers ; a larger work on Physics occupied the second year ; Chemistry and Physical Geography were the studies of the third, and Geology that of the fourth year. In this arrangement, it was found that the sciences taught were not closely enough related, and, consequently, covered, or partially covered, too large a field, and that reviewing in one year what had been done in the preceding was impracticable. It was, there- fore, decided to contract somewhat the course of study in Science, and, in rendering it more specific, to make the scholar's knowledge more exact and thorough. For this purpose, the department of Physics, the most important of the Sciences, was fixed upon as the one to which all attention should be given during the course of four years at the High School. For the future, a very simple text book will form the basis of instruction for the first year ; for the second, a more advanced one, including what was in the smaller and something more, of course ; the third and fourth are to be occupied in the same way, until, finally, by reviewing and advanc- ing, the scholar finishes his course, and, it is to be hoped, acquires some completeness of knowledge. Throughout the course of instruction, every principle is to be illus- trated by experiment, so far as time and instruments on hand will permit. This programme does not forbid an
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occasional side issue into related sciences, the general principles of which must be understood, in order to do justice to the science which forms the basis of the course. The end always to be kept in view in this scientific training is to increase the interest in all natural phe- nomena, to sharpen the observing powers, and to cultivate self-reliance in the scholars.
In the re-adjustment of the prograinme, great import- ance has been given to Geometry ; it is to be studied in each of the years of the course. The conviction that it was necessary to concentrate attention on specific studies for a long time, in order for young persons to get any trustworthy knowledge, rendered the rejection of the other branches of Mathematics, with the excep- tion of a little Algebra, unavoidable. Geometry is the basis of all exact science, and, excepting Arithmetic, the most useful to all classes of men. This justifies the time given to it in the present arrangement. No text-
book is used in the first two years ; and the only time required of the scholars is the recitation hour. No exact and formal demonstration is sought after, but the truth contained in a proposition is brought out by any means at hand, chiefly, by inspection. All technical terms are introduced as they are needed ; no memor- izing is possible. Teacher and scholars seem to be greatly interested in the process, and this appears to be the natural way to approach the subject. As schol- ars very soon acquire the little Geometry applicable in
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the beginning of Physics, it is quite easy now to talk to them intelligibly on the subjects of their lessons.
There is nothing taught in the schools that has cost so much trouble and produced so little result as English Composition. It is attended to so little in schools gen- erally, that teachers seldom seem to think it necessary to qualify themselves in any special manner to give instruc- tion in the art of writing our own language. It costs, too, a great deal of work outside of school hours, maling a difficulty not easily overcome. Add to these hin- drances the fact that almost all young scholars look on this work with a certain dread, and put off to the last moment any task of this kind, and bestow upon it the least amount of application, and we have reasons enough for its general neglect. The matter is so organized now, however, in all of the schools that it is to be hoped that satisfactory results will soon appear. In all the schools above the Primaries, the teachers will give the subject the most careful attention ; in the Grammar Schools, it must receive systematic treatment, and in the High School it occupies a place so prominent that a failure to meet the requirements can scarcely occur. Now that this machinery is all fairly in motion, it seems impos- sible that the results should disappoint any reasonable expectation.
The languages taught in the High School receive each just double the time given to any other branch, and
.
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this, although apparently out of proportion, is unavoid- able, if that is to be accomplished which all may reasonably expect, which is the power to read these languages, with tolerable ease, at sight.
Wherever text-books have been thrown aside in the new arrangement of studies, the design of the change was to throw more responsibity upon the teacher ; to render it necessary that more thought should be put into the work of teaching ; that the work assigned should be adapted to the capacity of the class ; that mechanical treatment of the subject should be avoided, and that a more personal interest should be put into the instruction. I have no doubt that these things will be accomplished by removing the text-books from the hands of the schol- ars. Of course, this arrangement will make a demand for greater intelligence and more preparation on the part of the teacher. To meet, in some measure, this increased demand, a meeting of the teachers of the town has been established, to take place twice a month, at which ques- tions pertaining to science, after previous investigation, are discussed, and their relation to the work of the school-room pointed out. For the present, the various topics of Physical Geography are under investigation, and as this science is most intimately connected with sub- jects which occupy the attention of teachers every day, they must already realize how advantageous it is to keep abreast of the science of the day, which is expanding in all directions, and absorbing more and more thought.
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As soon as a new subject of study is required, the leading facts and principles of Astronomy may engage our attention. Latitude and Longitude, the changes of the seasons, the phenomena of the daily revolution of the earth, the causes of the tides, ought to be explained more or less fully to the children of our schools, so that they may not grow up in ignorance of the most common, yet most wonderful facts of daily life. To meet these questions in school as occasions arise, requires unusual attainments in the teacher.
Animal and Vegetable Physiology would amply repay the teacher for any time spent in getting a knowl- edge of the leading features of the structure and life of animals and plants, as these furnish daily opportunities for attractive discussion wherever there are children.
Civil History is a never-failing storehouse of knowl- edge of the most various character, which the well- informed teacher can always turn to profitable use.
All these great departments of learning may, in their- turn, come up for discussion at these meetings, and serve as subjects of private investigation at home. Of course, these studies will extend beyond the limits of any brief text-book which may be found convenient for occasional use. The zeal with with the teachers, thus far, have used the books of the Public Library, guarantees a thorough treatment of any subject which may hereafter engage their attention.
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I feel the liveliest interest in these meetings, because I see in them a promise of security against the unreason- ing conservatism of the unprogressive teacher ; and because I see in them the possibility of improvement in the character of the instruction given in the public schools.
CHARLES BURTON,
Supt. of Schools.
The School Committee deem it unnecessary to add but little to the detailed and exhaustive report of the Superintendent of Schools.
It will be seen that the school appropriation is over- drawn one hundred and nine dollars and eighty-eight cents.
It became necessary during the year to enlarge the school building upon the South Pond road, at the south part of the village, and one hundred and seventy-five dollars was spent for that purpose. This outlay was not anticipated, or provided for, when the estimate was made up for schools at the annual meeting.
We append the expenditures for schools the past year, and recommend that sixteen thousand dollars be appropriated for the support of schools for the current year.
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EXPENDITURES ON ACCOUNT OF SCHOOLS FOR THE
YEAR 1878.
Teachers and superintendent $13,698 60
Repairs . 985 75
Care of buildings.
475 88
Enlarging school houses and furniture for same.
1,066 33
Fuel
625 02
Books and apparatus .
1,068 57
Printing
47 50
Horse hire
193 00
Incidentals. 72 78
$18,233 43
Overdrawn in previous years
307 71
$18,541 14
Amount to credit of schools
18,431 26
Overdrawn.
$109 88
The School Committee hereby adopt the fore- going report of the Superintendent of schools as the report of the School Committee.
WM. H. WHITMAN.
GEORGE A. TEWKSBURY,
LEMUEL BRADFORD, 2d,
School
CHARLES B. STODDARD,
Committee.
F. N. KNAPP,
JAMES D. THURBER,
PLYMOUTH, March 3d, 1879.
NON-CIRCULATING
H. Ra
W ELLS BINDERY INC. ALTHAM, MASS. NOV. 1960
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