USA > Massachusetts > Norfolk County > Quincy > Town annual report of Quincy 1865-1872 > Part 32
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abors under a serious disadvantage throughout the entire se. Two plans commend themselves to the Committee to rem- y this defect, one of which has been set forth in detail in our reports for several years, but thus far has failed to meet with the approbation of the people of that locality. We refer to the removal of the Neck School-house to some easily accessible point, or the erection of a new school-house at such point. This being done, these Primary Departments may be properly graded, and the mem- bers of these schools equalized. The other plan contemplates the establishment of a new school within the Point limits.
Thus far, the Committee have hesitated to form such new school, the number of scholars, at some seasons, scarcely seeming to war- rant it.
But since the recent act of the Legislature, authorizing towns to convey pupils, at the public charge, from one section of the town to another, the pupils of the Crane School may be so conveyed to the Point at a comparatively small expense, and thus one school be discontinued, except, perhaps, in the most inclement seasons, and, at the same time, give the members of the Crane and Wash- ington Schools the benefits of graded departments. We throw out these suggestions for the especial consideration of the two sections directly interested, hoping that they will have an opportu- nity to act in the matter at their next annual meeting.
We are still of opinion that the people of North Quincy have a right to demand an additional department, or, at least, further assistance in the Quincy Grammar School; but, with the present insufficient accommodations, the Committee have been unable to act in the premises.
Our suggestions in that respect in the last Report having been practically passed unheeded, the Committee to whom the matter of building was referred having as yet failed to report, and no other accommodations having been furnished us by those having the matter in charge, at the commencement of the year, your Com- mittee consolidated Primaries No. 2 and 3. Immediately on the abolition of the district system, finding the Washington Primary No. 2 and Coddington Primary No. 2 were so crowded as to ren- der due advancement an impossibility, we established a new line between the Centre and Point, for Primary School purposes only, in lieu of the old district lines ; and, taking nearly equal numbers
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from each school, re-established the school in Abercrombie's Hall, which we have continued through the year.
PRIMARY SCHOOLS.
Our Primary Schools, of which we have the same number as last year, are, almost without exception, in a satisfactory condition, far the larger part of them being in charge of the same efficient teachers as heretofore. In every case where changes have been made we have been fortunate in our selections. They are marked by almost uniform good order and energy, and in no instance during the year have we felt the necessity of a change in such new appointments. We have seldom closed a school year with more entire satisfaction with our Primary Schools than the present, even though we have added several teachers of inexperience.
Our regular teachers, retained from former years, have profi. by such experience, and, amid manifold discouragements, hav applied themselves with unabated enthusiasm to their seve duties ; and their labors have been rewarded with increas: success.
INTERMEDIATE SCHOOLS.
Our four Intermediate Schools have generally given full satisi tion, and have assured the Committee of the zeal and fidelity their teachers. Much good work has been done during the year and, as a whole, their advancement has been satisfactory.
ADAMS INTERMEDIATE.
This school commenced the year under its former teacher, M Emily A. Hardwick, and continued until after the March meeting, when the teacher voluntarily closed her connection with her school, and it came under the control of Miss Emily A. Dinegan, of this town, who graduated with honor from our High School.
Commencing under difficulties, and with little experience, the teacher found the first few weeks little more than a severe struggle for its control. Her untiring energy was not without its due reward, and the latter and larger part of the year it has shown a gradual advancement, both in study and discipline ; and the closing exami- nation furnished a record worthy of the ability of the teacher. .
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CODDINGTON INTERMEDIATE.
This school has continued under its former teacher, Miss Sarah L. Barnes, throughout the entire year. Good order and thorough instruction have been noticeable at every visitation ; and the closing examination convinced us that both teacher and scholars have been alive to their work.
WASHINGTON INTERMEDIATE.
The beneficial effects of a uniform course of instruction and dis- cipline is exemplified in this school. Laboring as it does under defects of grading noticeable more in detail elsewhere, with the ages of the scholars averaging less than that of any other Interme- diate School in town, it fully holds its relative rank, and shows a steady advance from each semi-annual examination. Miss H. A. French, its long-tried and devoted instructor, combines the rare qualities of gentleness, patience, and firmness, so necessary to entire success.
WILLARD INTERMEDIATE.
Near the commencement of the school-year, the Prudential Com- mittee deemed it advisable to transfer Miss Carrie L. Rideout, the former successful teacher of this school, to the Grammar Depart- ment ; and Miss Martha J. Veazie was employed to the vacancy thereby occasioned. By close application to her work, and a laudable determination to succeed, she overcame all obstacles, and gave us the assurance that, though several years absent from the school-room, she has not forgotten the requisites of success.
CRANE SCHOOL.
The Crane School (still ungraded) continued under the super- vision of Miss Walker until the summer vacation. The Committee were not confident that all had been done which they could reason- ably desire or expect ; though many allowances should be made in favor of a teacher in this school, its number of classes being nearly equal to its number of scholars. The Committee were fortunate in securing the services of Miss L. Jennie Butler, of Danvers, who, though inexperienced, entered upon her work with a tact, will, and energy that assured us of her certain success. But in a few weeks she felt it her duty to resign, much to our regret. After
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several ineffectual attempts to procure a teacher that we felt would meet with the approbation of the parents of this section, the Com- mittee decided to place a substitute there for a short time; and Miss Abbie C. Burge, of Hollis, N. H., was placed in charge of the school, and has been continued through the remainder of the school-year.
The order of the school since it came under her charge has been entirely satisfactory, and the earnestness of purpose manifested by the teacher has been highly commendable. We cannot close our report of this school without making the suggestion, that, in the opinion of your Committee, its members (at this time numbering but eighteen) would be greatly benefited by being placed in the nearest graded schools, where their energies will be quickened by laudable emulation, and their habits of thought and study improved by 'close contact with other minds. These scholars may now legally be conveyed at the expense of the town, without any cost to the parents ; and the town can probably make a contract for such trans- portation at less expense than will be required to continue this school. We hope, if this matter comes before the town at its annual meeting, the residents of this section will give it their careful consideration, and so act as to benefit the scholars belong- ing to this school.
GRAMMAR SCHOOLS.
But few material changes have taken place in our Grammar Schools during the year, the same efficient corps of teachers hav- ing been continued, with a few exception's. We shall speak of thete schools more particularly hereafter.
ADAMS GRAMMAR SCHOOL.
Ths school, under its experienced principal, Mr. Seth Dewing, Jr., so well known to the citizens of the town, and its former faithful assistant, Miss Carrie L. P. Torrey, has received, during the year, a valuable accession in its new assistant, Miss Carrie P. Barnes of Hingham. One of the greatest impediments to the complet success of this school is the extreme irregularity of at- tendance But, notwithstanding this, we feel that it has made a good degree of improvement, and in discipline and thorough schol-
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arship has maintained a good rank among the schools of the town.
Unfortunately, the principal was detained from his duties by illness during the last weeks of the term, and at the closing exami- nation, which threw an additional burden upon Miss Torrey, who, for nearly two weeks, labored with her own classes and those of the principal, and carried them through the examination.
CODDINGTON GRAMMAR SCHOOL.
If united and persistent labor are sure harbingers of success, the Coddington Grammar School, under its former teachers, Mr. H. B. Brown and Miss Annie L. Arnold, ought not to fail. This school, in the opinion of your Committee, wholly sustains its former repu- tation, and that of its teachers. Its closing examination was one of its best. The drawing exercises exhibited considerable genius.
WASHINGTON GRAMMAR SCHOOL.
Under the supervision of Mr. B. T. Hillman, assisted by Miss Dora A. French, the Washington Grammar School is making commendable progress. Considering the ages of the pupils and the want of desirable grading in the lower departments (of which we have spoken elsewhere), we feel that this school is doing a good and faithful work. The exercises at the closing examination were praiseworthy, and convinced us that its instructien is highly prac- tical. We desire to see a greater confidence in their own ability and opinion on the part of many of these pupils. More decision and self-reliance would give an improved character to this school.
Its artistic reputation is well sustained.
WILLARD GRAMMAR SCHOOL.
The Willard Grammar School commenced the year with its suc- cessful principal, Mr. Granville S. Webster, assisted by Miss Carrie L. Rideoute, formerly of the Intermediate Department, and by their combined efforts the school took an advanced position, and won for itself and its teachers an enviable reputation. In those studies that go to make up a substantial education, the Wil- lard School has few, if any, superiors. At the close of the summer vacation, we received with regret the resignation of the principal,
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who was called to a more lucrative position elsewhere ; and the Committee secured the services of Mr. David A. Caldwell, of Boston, a teacher of unquestioned ability, keen perceptions, and excellent judgment, under whose supervision the school fully sus- tains its well-earned reputation.
QUINCY GRAMMAR SCHOOL.
This school labors under great disadvantages, when compared with the other Grammar Schools of the town. Partaking of the nature of an Intermediate and Grammar School combined, with no assistant, though the classes are numerous, with accommodations inadequate to the wants of the school, yet a decided improvement is manifest in many of the classes. An enthusiasm has of late been infused, attributable in no small degree to the energy of the teacher, Mr. Lewis F. Hobbs, who has diligently and earnestly labored to raise its rank during his long connection with the school. The exercises of the semi-annual examinations were quite satisfactory. We think the study of grammar should receive increased attention. We regret the low rate of attendance.
HIGH SCHOOL.
This school commenced the year under favorable auspices, with Mr. H. A. Keith, as principal, and Miss Annette E. Long, assist- ant, both having been formerly connected with the school. Noth- ing occurred to interrupt its rapid progress until the end of the summer term, when Miss Long tendered her resignation, having been called to a more remunerative position. By this resignation the classes under her charge suffered a heavy loss. Miss Long retired with the confidence and esteem of her pupils, and all who have the good of the school at heart. After some necessary delay the Committee employed Miss Louise J. Davis, of Haverhill, for the vacant position, and she is still retained. We believe that the instruction of this school is of a superior order, and are convinced that it is of a more practical nature than in some former years.
We would not be understood as reflecting upon the ability of its former instructors, but as expressing our firm belief that the change in the course of study is attended with good results. We still question whether further attention to the higher English studies may not be desirable.
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READING.
This subject, upon which are found occasion to comment some- what severely in our last Report, is still deserving of our further attention. We are aware that many of our teachers have applied themselves with renewed energy to this subject during the year, and with gratifying results, while in some of our schools we find little encouragement in this direction. We have noted an undue hesitancy on the part of many, and even among the older pupils of our higher departments. This we attribute to the want of suffi- cient practice in reading, more attention being given to reciting occasioned by continued drilling on a few selections, until the. same are committed to memory. While we believe that elocu- tionary effect can only be given, and ease and freedom of expres- sion acquired, by perpetual practice upon pieces thoroughly studied and even learned, yet we feel confident that one of the most im- portant elements of successful reading is a familiarity with, and ready mastery of, words and sentences in all their many and varied combinations. Nothing becomes more absurd than a futile attempt to give dramatic effect to a selection over which the reader hobbles with unsteady and uncertain gait. It can but be noticed, even by the casual observer, that as our classes advance in literary attainments, they seem to lose much of the interest in reading and naturalness and power of expression that they possessed when in the preparatory departments. What is the cause of this falling off? Is it for want of attention to the subject, because regarded as relatively of minor importance? May it not be occasioned by the almost incoherent manner in which pupils are allowed to recite rules, definitions, and explanations, with little regard to rhetorical pauses or grammatical construction ?
Can instruction in this branch be systematized ? We venture to say that it can be, and suggest that it should be taught with reference to the three following objects : First, " The ability to utter written language with fluency and correctness ; second, the acquisition of knowledge and mental discipline ; third, the power of expressing thoughts and emotion by inflection, emphasis, and the tones of the voice." These should be pursued in the order here named. The first, which may well be termed the mechanical
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department of reading, is the foundation of the second, the second of the third.
The full, clear, and perfect enunciation of the sound in every syllable of a word, and the ability thus to utter with fluency the successive syllables in a sentence, constitute the true foundation of all good reading. This ability thus to utter should be perfected as far as possible in our Primary Schools, for if defective there, the defect can never afterwards be wholly cured. If properly attended to in the Primary Department comparatively little atten- tion to this mechanical utterance will be required in the rest of the course, although it should never be lost sight of till the full course be completed.
The second object has reference to the acquisition of knowledge and to mental discipline. These should be the prominent features of this exercise throughout the whole Intermediate and at least the first half of the Grammar School course. Here the pupils should be required to understand thoroughly what they read, be able not only to define perfectly all the words in the lesson, but also to comprehend and explain the full meaning of the author, the very thoughts and sentiments expressed ; yea, more,-if any moral or scientific principle be expressed, they should be taught thoroughly to comprehend and explain that principle.
Hence the necessity of furnishing them with such exercises and such only as they are able fully to comprehend.
The third requisite has reference to the highest department of reading, and but comparatively little attention should be paid to it till at least one half the Grammar-School course has been completed.
SPELLING.
We feel constrained to say that this branch of instruction has been too much neglected in all our schools - in some to a lamenta- ble extent. "As spelling is not the chief end of man," as this exercise is not productive of any great intellectual discipline, we do not require, nor even expect the pupils will be able to spell all the hard words in our language, but for the sake of decency, they should be able to spell with accuracy all the words most commonly used. As a general rule, those who are defectively taught in the
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first department of reading are apt to be poor spellers, while those who are thoroughly taught in that department are usually good spellers.
Instruction in this department, as soon as the pupil has obtained a full, clear, and perfect knowledge of the sounds of syllables and is able to write, should be confined almost exclusively to written exercises, for it is in writing that defective spelling mostly appears. Spelling should be particularly attended to in written abstracts of lessons, dictation exercises, and composition.
These combine intellectual discipline with an accurate knowl- edge of the orthography of our language.
PENMANSHIP.
This branch of instruction has been, in general, too much neg- lected, although in some schools we have seen very commendable progress, and some very excellent specimens of penmanship. We are aware that the art of writing does not contribute largely to in- tellectual development ; but then, as it is so frequently called into requisition in after life, every pupil should possess the ability to write a neat, legible, and rapid hand.
ARITHMETIC.
The examinations in this branch of study, have almost without exception been very satisfactory in all the schools. There have, perhaps, been less failures in this than in almost any other branch of study. Perhaps the greatest defect in this branch is a want of a thorough, accurate, and ready knowledge of the tables of numbers. We hope, however, to see this remedied. Some of the schools have made the tables a matter of continued study until almost every member can recite them at random with ease and accuracy. We hope this good example will be well followed.
GEOGRAPHY.
The progress in this branch of study has been very commend 1- ble. The examinations have, on the whole, proved highly satisfac- tory. Some specimens of map-drawing were very excellent. The instruction in this branch has been more of an oral nature, and
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less confined to text-books. This we believe to be progress in the right direction. Let us have still more of it in the future. Text- books are indeed convenient and perhaps useful auxiliaries in the study of geography as well as in other branches, but text-teachers are far preferable. Pupils in this branch should be taught more by topics, more of the earth in its physical character and natural features, as affecting climate, soil, productions, commerce ; as affecting the character, habits, and pursuits of the people ; as affecting the progress and development of the different nations in the arts of civilization and refinement ; more of it as the planet on which we live, and less of the mere abstract names of countries, cities, mountains, rivers, bays, and islands, etc.
GRAMMAR.
This study has until quite recently been regarded as the dullest and of the least importance of any in the common-school course, and we have no doubt that as formerly taught through the dry and technical medium of abstract rules and definitions, this con- clusion was a natural consequence. The mass of matter required to be committed to memory was meaningless to the average of young minds, and became a mere act of memory when unaccompa- nied by practical illustrations. In teaching the rudiments of grammar we have strongly favored oral instruction, with copious illustrations from the common sentences of every-day life, requir- ing the pupil to make gradual increasing and continued applica- tion of principles and rules, making that practical which before was merely abstract. We find no difficulty in making a recitation in grammar as interesting as any study of the Grammar-School course. Although in some instances classes have fallen below the standard to which they should have attained, yet on the whole the examinations in this study have proved quite satisfactory. We here venture to suggest that more attention be given to the principles which lie at the foundation of the structure of our lan- guage, and less to mere abstract rules. Principles are the founda- tion of language, as well as of every science, art, profession, trade ; rules are but the varied application of those principles. Prin- ciples are comparatively few, while rules may be exceedingly nu- merous : one principle may be the foundation of a thousand
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rules. Whoever thoroughly understands the principle, at once be- comes master of all these rules without being obliged to commit to and retain in memory all their empty forms. Let the princi- ples be first thoroughly taught, and the varied application of those principles will naturally suggest the rules. If grammar be the science of language, as well as the art of writing and speaking it correctly, let it be so taught.
EVENING SCHOOLS.
We have already adverted to the evil effects of removing chil- dren from school at too early an age, - some, even before entering the Grammar Department. Let us be fairly understood in this matter. We impugn the motives of none for so doing ; nor do we charge any lack of what, in their judgment, constitutes a due parental regard for the welfare of their children. All do not ap- preciate the advantages or the benefits of education alike. But we do insist thas it is the duty of every parent and guardian to give this subject his careful, candid, and deliberate consideration. Whatever may be the motives of some- and we leave it to them to determine - we are aware that many are compelled by circum- stances of necessity to remove their children from school at a much earlier age than they otherwise would do. Their daily labor, as soon as they are able to work, is needed for their support. This is indeed a great misfortune. Many of these children are pos- sessed of good natural abilities, and are, perhaps, as ambitious to learn as those in more favored circumstances. Shall these chil- dren, at so early an age, be thrown upon the community, thus un- provided and uncared for? Shall we not make some further suitable provision for their continued education and improvement, and thus, as far as possible, shield them from bad surrounding influences ? Confined, as many of them are, during the day, to hard physical labor, they must and will have some recreation, some change. They are social beings. Their evenings are unem- ployed. They must and will have their social evening gatherings. Where shall these gatherings be? If not in places suitably pro- vided for their continued education and improvement, why, then, either in the public streets, in places of amusement, or, it may be, in places of a still more questionable character.
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Besides the children above referred to, there are many adults whose early education (from circumstances perhaps beyond their control) was too much neglected. These now feel the necessity of at least a thorough review, if not still further advancement in those branches of instruction which are of a practical business nature. We are of opinion, therefore, that evening schools should be established, and made available in all parts of the town, to adults and others, above the age of twelve years. These schools, if suitably established and properly conducted, must and will be productive of great and permanent benefit to all parties concerned. The branches pursued therein should be purely of a practical busi- ness nature, and these should be practically taught.
As many of our teachers can doubtless be induced to conduct these schools for a moderate compensation beyond their stated salaries, the expense of thus keeping them will be comparatively small. In our judgment the sum of six hundred dollars is all that will be required. We are aware that this will be an experi- ment; but the same experiment has been tried in many of the cities and towns, not only of this Commonwealth, but also of other states ; and has, in every instance, we believe, proved an entire success ; and we see no good reason why it may not prove equally successful here. We therefore respectfully recommend an ap- propriation of the sum of $600 to be set apart, and expended for the above purpose.
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