USA > Massachusetts > Norfolk County > Quincy > Town annual report of Quincy 1850-1864 > Part 38
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We think it would be well if the School Committee of this town were always to apply this " twenty-five per cent." to the purposes above mentioned.
The Secretary of the Massachusetts Board of Education for 1861 says, that " under this section it becomes the duty of each town treasurer to open an account with the School Com- mittee, and to hold the funds received from the State subject to their order."
III. CHANGES OF TEACHERS.
There have been several changes during the year.
In the Point District, Miss M. A. Holbrook, formerly of the Neck School, was chosen by the Committee, at the beginning of the school year, to take charge of the Intermediate School, in place of the former teacher, who failed of a reelection. Miss Susie G. Baxter was elected to the charge of the Neck School.
In the South District, Mr. George M. Gage was elected, at the beginning of the year, to the charge of the Grammar School, in place of Mr. Stephen Morse, Jr., resigned.
In the West District, Miss Mary E. McGrath, of the Fourth
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Primary School, was elected teacher of the Intermediate School, in place of Miss Beal, resigned ; and Miss Caroline D. Fuller was elected to the charge of the Fourth Primary School, in place of Miss McGrath. At the end of the summer term Miss McGrath resigned, and Miss Caroline D. Fuller was ap- pointed teacher of the Intermediate School in her place. Miss Mary A. Spear was elected to the charge of the Fourth Primary School, in place of Miss Fuller.
In the North District, Mr. A. Sanford resigned about the middle of May last, and Mr. Alfred Bunker was elected to fill the vacancy. At the subsequent division of this school, Mr. Bunker became teacher of the Grammar School; and Miss S. M. Cummings, the former assistant, was elected to the charge of the new Primary School created.
In the Germantown District, Miss D. A. French was elect- ed, at the beginning of the year, to fill the vacancy caused by the resignation of Miss Drake.
IV. READING.
In most of the schools the reading is good. We would especially commend the pains taken by some of the Primary School teachers to teach their pupils to read understandingly, and with expression. The habit of good reading, carly ac- quired, is not easily lost. And, on the other hand, if children are allowed to fall into a monotonous and expressionless way of reading in their first schools, they find it extremely difficult to throw it off afterwards. In this branch, as well as in others, it is of the utmost importance for the Primary School teacher to lay a good foundation, that those who receive the children after her may have something whereon to build, and not be obliged to destroy the ill-laid structure, and begin anew. In some schools of the lowest grade we have listened to reading which, for elegance and general excellence of delivery, might well put many Grammar School scholars to the blush. In
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certain schools where the reading is in other respects satisfac- tory, there is a want of naturalness in utterance, which mars the otherwise pleasant effect.
We hold that in no case should pupils be allowed to read what they do not fully understand. Yet this rule is every day violated in our schools. This is partly owing to our defective text-books ; partly the fault of teachers, who are not sufficiently careful to make clear explanations of the text ; partly the fault of parents, who desire to have their children pass quickly from one book to another. Now and then you shall hear pupils spouting forth bits of Demosthenes, or of Cicero, or of Webster ; of whose meaning they have hardly the faintest conception. All this is mere " sound and fury, signifying nothing."
Notwithstanding these faults and deficiencies, we affirm that in general, in our schools, the reading is good ; and also that it is improving in excellence.
V. SPELLING.
A few years ago the schools were complained of as being de- ficient in spelling. Past Committees have exerted themselves to remedy the defect ; teachers have generally listened to their suggestions, and have seconded, and striven to carry out their wishes ; and now, although perfection is by no means reached, there is no branch of instruction of which we are able to speak with more pleasure and satisfaction than of this. In most of the schools it has become the custom, not only to recite the spelling-lessons orally, but to copy the words upon the slate, or blackboard ; and also to write words from dictation. These two methods of oral and of written spelling should be pursued conjointly. Neither is sufficient without the other. A pupil may be able to spell a word orally, and misspell it when told to write it. And the converse is true, though not so often true.
In regard to the important matter of definitions, we would
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simply say, that every word read and spelled should be under- stood, - not merely defined, but understood, - and in no in- stance should a teacher accept a definition as satisfactory which the giver of it does not understand.
VI. ARITHMETIC.
At the last annual examination of candidates for admission into the High School, the examination in Arithmetic was generally very unsatisfactory. But few of the applicants wrought out more than half of the examples proposed, while some did nothing, or next to nothing. It was evident to the Committee that there was a great defect somewhere. The Grammar School teachers have been made aware of this ; and, we think, have all been endeavoring, during the past year, to raise the standard of Arithmetic in their schools; requiring of their pupils more diligent and more thoughtful study in this branch.
It has been the custom to require pupils to finish the study of Mental Arithmetic in the Intermediate Schools, and not allow them to take up the study of Written Arithmetic until they enter the Grammar Schools. From this practice several evils have resulted : -
First, - the scholars in the Intermediate Schools are made to solve and recite mechanically many examples which they cannot understand. Not a few of the problems in the latter part of Colburn are above the comprehension of most of the pupils in the Intermediate Schools. That this is so we have the testi- mony of some of the most successful Intermediate teachers.
The second evil is that pupils have to wait so long before beginning the study of Written Arithmetic. Mental Arith- metic is a necessary, but, as generally conducted, a dreary and uninteresting pursuit ; and only those who have carefully ob- served can tell with what eagerness those boys and girls who have been long confined to it look forward to the time when
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they can " do sums" on the slate. Besides, we hold that, for the sake of their quicker and surer progress in Written Arith- metic, pupils ought to be taught how to perform examples in the four ground rules before entering the Grammar Schools.
The third evil is that scholars in the Grammar Schools are deprived of the study of Oral Arithmetic at an age when they very much need it. In this connection we quote the words of that distinguished educator, George B. Emerson, in his Intro- duction to the latest edition of Colburn. He says, " This book ought not to be used with beginners only. Its effects upon those far advanced is even better and more striking. It might be continued, with the greatest advantage, till the end of every course of instruction, and, if so continued, would have the constant effect of sharpening the perception, and vary- ing the ability of analysis, of giving perfect readiness in the solution of all common problems, and of fixing the habit of clearness, quickness, and accuracy in the process of exact reasoning."
For these reasons we desire that in future the pupils of the Intermediate Schools shall complete a portion only of Colburn's Mental Arithmetic in the Intermediate Schools ; and shall per- fect themselves in Addition, Subtraction, Multiplication, and Division, as performed on the slate ; and that Oral Arithmetic shall be regularly taught in all the Grammar Schools.
VII. ENGLISH GRAMMAR.
" English Grammar is the art of speaking and writing the English language correctly." Such is the statement at the beginning of our Grammars. But what children graduate from our Grammar Schools able to speak or write the English lan- guage with perfect correctness? How many can write a letter without grammatical errors ? As far as book knowledge, and what is termed " parsing" are concerned, the progress of our schools in English Grammar has been quite satisfactory. And in respect of a real acquaintance with the principles of Gram-
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mar, there has also, we must say, been improvement during the past year. Teachers have endeavored, more than formerly, to make their pupils understand what they learn. And we believe that nothing has been of more advantage, in this regard, than the practice of writing " compositions." Accustomed for a year or two to this exercise, graduates of our Grammar Schools will not be likely to commit so grave an error as to write the pro- noun I as a small letter. We are sorry to say that we have found it so written in papers of applicants for admission to the High School.
VIII. GEOGRAPHY.
A great deal of Geography is taught and studied, but com- paratively little learned, in our schools. The truth of this statement will not be doubted when we affirm that some es- teemed, good scholars in the upper classes of the Intermediate Schools have not been able to tell whether they live in the Eastern, or the Western Hemisphere; whether Quincy is in Europe or America ; - nay, when they do not recognize an island when they see it. And here again we distinguish be- tween book knowledge and scientific knowledge. Doubtless, in most of our schools the pupils are well drilled in the ques- tions and answers of the book, and can make good recitations therefrom ; but, in the greater number of cases, these same pupils are lamentably ignorant, not only of some of the first principles of the science, but of the relative situation of states in their own country, and of towns in their own State. What avails it to know the capital of Madagascar, if the child is ignorant of the exact situation of Washington, and its distance and direction from Quincy ; or knows not whether rivers flow into the ocean or out of it ! And here we cannot but remark the pleasure with which we listened, (not long ago,) to a recitation of the boundaries of Quincy, and the names of the towns in Norfolk County.
The teachers are not ignorant of the defects here mentioned,
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and many of them have sought to remedy them. Much atten- tion has been given of late to map drawing; and there is no surer way of fixing the situation of towns, rivers, states, &c., in the memory. The best text-books in Geography are unsat- isfactory, and a remedy must be found in constant explanation, and in outside oral instruction. A great deal in the text-books may properly be omitted.
We must in justice add, that Committees have been partly to blame for the deficiency in Geography, by requiring too close an adherence to the text-books.
IX. WRITING.
Marked attention has been given to this branch, during the past year. The writing books have, generally speaking, been neatly kept ; and not a few of them are, from beginning to end, excellent specimens of penmanship. Two almost universal evils we would notice : a bad posture in writing, and a bad manner of holding the pen. We would have every teacher insist that his or her pupils shall sit perfectly erect, and hold the pen properly. The habit of sitting upright while writing will be likely to cling to one through life, and, in many cases, will prove of no little physical benefit to the writer.
Of late every pupil in the Primary Schools has been required to possess, and to use daily, a slate. In this way the little children are amused, interested, and instructed, and their other- wise unoccupied moments filled. They learn to print, to write, to draw ; and more easily learn to spell. The best slate is the " Boston Primary School Slate ;" with letters, geometrical fig- ures, and pictures on the margin.
When children first begin to use the pencil they should be taught to hold it in a proper manner.
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X. HISTORY.
Chapter 38, Section 1, of the General Statutes, reads as follows : -
In every town there shall be kept, for at least six months in each year, at the expense of said town, by a teacher or teachers of competent ability and good morals, a sufficient number of schools for the instruction of all the children who may legally attend public school therein, in orthography, reading, writing, English grammar, geography, arithmetic, the History of the United States, and good behavior. Algebra, vocal music, drawing, physiology, and hygiene; shall be' taught by lectures or otherwise, in all the public schools in which the School Committee deem it expedient.
The clause which we have italicized was inserted by the Legislature of 1857. By some oversight no special notice has been taken of it in regard to our schools. The History of the United States will be taught, henceforth, in all our Grammar Schools.
XI. GYMNASTICS.
Near the beginning of the school year the Committee voted that Gymnastics should be taught as a regular exercise in all the schools.
It is quite possible to carry the practice of Gymnastics to an extreme. It is, however, no longer a theory, but a proven fact, that a moderate and wise use of them in the schools bene- fits the pupils both physically and mentally. They relieve and refresh the mind, and render it better able to accomplish the work required of it. They strengthen the muscles, and fit them to perform with precision and accuracy their various functions. They give a healthier tone to the whole system. And, besides all this, they tend to cheer and enliven the heart.
In some of the schools the pupils are taught to perform their gymnastic exercises with the exactness of a military drill. It should be so in all the schools. In this way is more thoroughly developed the sense of the beauty and fitness of order.
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XII. SINGING.
Singing also has latterly been required to be taught in all the schools. This subject has been alluded to at length in former Reports, and it is not necessary to enlarge upon it here. We cannot say too much in commendation of the practice. The tendency of engaging in well-selected songs is to stimulate the mind, to purify the heart, to arouse all the better feelings of our - nature.
In many of the schools, " exercise-songs " have been intro- duced, - songs in which the pupils perform certain motions expressed by the words. " The Farmer" is one of the best of these. We have also witnessed with much pleasure the per- formance of " Johnny Schmolker," by which the children are taught the names and uses of several musical instruments.
XIII. GENERAL EXERCISES.
Under this head we include all " object-teaching," and all general oral instruction. In the Primary Schools a great deal of time should be occupied in this way. An immense field is here opened to the instructor, over which she may lead her little pupils, to their delight and benefit ; and, moreover, not to the detriment, but rather to the fartherance, of their regular text- book studies. If the observing faculties are fairly awakened at an early age, they can hardly fall asleep again. It is one spe- cial duty of the teacher to excite and increase the uatural crav- ing for knowledge, - the principle of curiosity. Let scholars be taught the meaning of everything they see, the materials of which common objects are made, and the like, and they will learn faster, and with more interest, what is set down in the books for them to learn. Some of our schools are very fair examples of this system.
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XIV. DEPORTMENT.
The laws require that " good behavior " shall be taught in all the public schools of the Commonwealth. The condition of our schools in this respect is generally satisfactory. Not only should pupils be taught proper habits and respectful demeanor, but the principles of good breeding should be instilled into their minds. They should be so taught that they will behave well out of school, as well as in school. Of course teachers cannot do everything in this matter, but they can do much.
XV. IRREGULARITY OF ATTENDANCE.
Our schools are more or less afflicted with this evil. We know perfectly well that some parents need their children's labor during the warm months ; but we are persuaded that, with few exceptions, persons in straitened circumstances will find that whatever present loss they incur in sending their children con- stantly to school will prove their future gain. A child kept away from school for any considerable time forgets his studies, and loses his rank ; and so must be kept at school a year or two longer than would have been necessary had he attended reg- ularly. Whatever business one proposes to engage in, a com- mon school education is invaluable ; and opportunities lost in early life cannot easily be regained. We are glad to see so many laboring men who are sensible of this, and who are re- solved that their children shall enjoy what they were deprived of, - a good common school education.
XVI. TRUANCY AND ABSENTEEISM .*
This town has its share of Truants and Absentees from school. The West District, especially, has suffered from these
* In preparing this portion of our Report we have derived much assistance from the very full and complete Reports upon this subject prepared by John D. Philbrick, Esq., Superintendent of the Public Schools of Boston.
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evils. At one time a knot of idle boys used to gather around the schoolhouse known as the Fourth Primary, and disturb the pupils within. Once they went so far as to burst the door open, aud throw a large stone inside. But this District is not the only sufferer. Probably in every District in town there are some Absentees or Truants. These things call for a remedy. And a remedy has, at last, been found. And not only so, but it is made imperative upon every city and town in the State to adopt it.
Until 1862, the adoption of the laws respecting Truants was left optional with the cities and towns of the Commonwealth. The language was, " Each city or town may, &c." By the following Act, approved February 14, 1862, the word " may " was changed to " shall," thus making it obligatory upon cities and towns to carry out its provisions.
GENERAL LAWS. [CHAPTER 21.]
AN ACT amending the Statutes relating to Habitual Truants. Be it enacted, &c., as follows :
SECTION 1. The fourth section of the forty-second chapter of the General Statutes is hereby amended, by striking out the word "may," and inserting instead thereof the word " shall."
SECT. 2. The fifth section of the same chapter is hereby amended, by strik- ing out the words "availing themselves of the provisions of the preceding section."
It remained, however, to define more clearly the offence of absenteeism. This was done by the same legislature (1862) who, without farther amending or repealing any part of the existing Truant law, enacted the following : -
GENERAL LAWS. [CHAPTER 207.]
AN ACT concerning Truant Children and Absentees from School. Be it enacted, &c., as follows :
SECTION 1. Each city and town shall make all needful provisions and arrangements concerning habitual truants, and also concerning children wan-
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dering about in the streets or public places of any city or town, having no law- ful occupation or business, not attending school, and growing up in ignorance, between the ages of seven and sixteen years; and shall also make all such by-laws respecting such children as shall be deemed most conducive to their welfare and the good order of such city or town; and there shall be annexed to such by-laws suitable penalties, not exceeding twenty dollars, for any one breach ; provided, that said by-laws shall be approved by the Superior Court sitting in any county in the Commonwealth.
SECT. 2. Any minor convicted of being an habitual truant, or any child convicted of wandering about in the streets or public places of any city or town, having no lawful occupation or business, not attending school, and growing up in ignorance, between the ages of seven and sixteen years, may, at the discretion of the justice or court having jurisdiction of the case, instead of the fine men- tioned in the first section, be committed to any such institution of instruction, house of reformation, or suitable situation provided for the purpose, under the authority of the first section, for such time, not exceeding two years, as such justice or court may determine. [Approved April 30, 1862.]
- This act being passed in explanation and enlargement of the 4th and 6th sections of chapter 42 of the General Statutes, is virtually a substitute for those sections ; and the 5th section of the same chapter, amended as aforesaid, reads now as follows :
"The several cities and towns shall appoint at the annual meetings of such towns, or annually by the mayor and aldermen of such cities, three or more persons, who alone shall be authorized, in case of violation of such by-laws, to make the complaint and carry into execution the judgments thereon.
But the law was not yet found satisfactory, since it did not state with sufficient exactness who should have jurisdiction under it. The Legislature of 1863, therefore, passed the following Amendment : -
GENERAL LAWS.
[CHAPTER 44.]
AN ACT in addition to an Act concerning Truant Children and Absentees from School.
Be it enacted, &c., as follows :
SECTION 1. Either of the justices of the police court of the city of Boston, and any judge or justice of any police court, and any trial justice in this state
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shall have jurisdiction within their respective counties of the offences described in chapter two hundred and seven of the acts of the year eighteen hundred and sixty-two.
SECT. 2. Whenever it shall be made to appear to any such justice, judge, or trial justice, acting within his jurisdiction, upon a hearing of the case, that there is good and sufficient reason for the discharge of any minor imprisoned for either of such offences, he may issue such discharge under his hand upon such terms as to costs as to him seem just, directed to the person having the custody of such minor, and upon the service of the same on such person and payment of costs required, said minor shall be discharged.
SECT. 3. This act shall take effect upon its passage. [Approved February 27,1863.]
Clearly, therefore, it is rendered obligatory upon every city and town to pass by-laws respecting Truants and Absentees from school ; and also to appoint three or more Truant Officers. They have only to determine what by-laws they will adopt, and what persons as Truant Officers they will appoint.
In accordance, then, with the vote passed at the last Annual March Meeting of the inhabitants of Quincy, referring this matter of Truancy to the School Committee, we do hereby recommend, -
1. The passage of the following
By-Laws concerning Truants and Absentees from School.
Every child in the town of Quincy, between the ages of seven and sixteen years, who shall be an habitual truant from school shall be punished by a fine not exceeding twenty dollars, to be recovered to the use of the town of Quincy, on complaint before the trial justice in Quincy; or by confinement in the State Reform School at Westborough, for a term not exceeding two years at any one time.
Every child in the town of Quincy, between the ages of seven and sixteen years, who shall not attend school, and not be engaged in any regular and law- ful occupation, growing up in ignorance, shall be punished by a fine not exceed- ing twenty dollars, to be recovered to the use of the town of Quincy, on complaint before the trial justice in Quincy; or by confinement in the State Reform School at Westborough for a term not exceeding two years at any one time.
2. The appointment of one Truant Officer for each School District.
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XVII. VACCINATION.
The 8th section of chapter 41 of the General Statutes reads thus : -
The School Committee shall not allow any child to be admitted to or con- nected with the public schools, who has not been duly vaccinated.
This law should henceforth be rigidly enforced in Quincy. *
XVIII. HIGH SCHOOL.
The course of studies in this school, as at present arranged, is as follows : -
First Year.
1st Term. Algebra, Arithmetic, Greene's Analysis. 2dl Term. Algebra, Physical Geography, Greene's Analysis, English Composition.
Second Year.
1st Term. Latin, Geometry, History.
2d Term. Latin, Geometry, History.
Third Year.
1st Term. Latin, French, Philosophy.
2d Term. Latin, French, Philosophy, Physiology.
Fourth Year.
1st Term. Latin, French, Botany. 2d Term. Latin, French, English Literature, Mental Phi- losophy.
Compositions and Declamations during the course.
Greek is also taught to those of . the pupils who desire to study it.
* See page 39.
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Some changes will probably be made in this programme. We deem it advisable to quote here the 2d section of chapter 38 of the General Statutes.
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