USA > Massachusetts > Norfolk County > Quincy > Town annual report of Quincy 1865-1872 > Part 9
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It was in former years too prevalent a custom to lay out for the little pupil, not work that he liked, but, almost of set purpose, work that he disliked ; to take it for granted in the beginning,
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that the schoolroom was of necessity a disagreeable place, and all school tasks necessarily disagrecable tasks ; and ever after, acting upon such a conception, to make the place and the tasks as distasteful as possible. Against such a method, a few traces of which still linger among us, we have made unceasing protest.
Nor have our efforts in this direction been altogether in vain. Among all our thirteen Primary Schools, there is not a single one with which we can declare ourselves really dissatisfied. In a few, indeed, notwithstanding many excellences, there still lingers some taint of the old treadmill system. Others there are,- and were it not for our unwillingness to make invidious distinctions, we should be glad to call them by name,- which we should have no fear to compare with any schools of the same grades anywhere.
At the last examination the schools were subjected to a severer test, we believe, than ever before. The examination was sys- tematized, and made searching and thorough, and each school was tried by nearly the same standard as every other of the same grade.
We gave an hour and a half to the examination of each Primary School, devoting about an hour to Reading, Spelling, Arithmetic, Gymnastics, Singing, and examination of Slates, and the remaining half hour to such general questions as these : " What is a window ?" " Of what is it made ?" " Where does the wood come from ?" " Mention some different kinds of wood," " Who is the President of the United States ?" " What is paper made of?" &c.
The reading was generally satisfactory. But there was a marked difference in this branch in the different schools. In some, the pupils read with perfect correctness, so far as pro- nunciation was concerned, but as if they had very little idea of what they were reading about. In others, the reading was natural and unforced, with an evident understanding of the subject matter. One school in particular we recall, with regard to which the Committee have at times felt considerable anxiety,
2
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but in which, at the examination, the pupils exhibited a most delightful degree of interest in the reading lessons, and under- standing of their meaning. Nor was the school less worthy of praise in its other departments.
How often must it be repeated that a few pages well read and perfectly comprehended are better than a dozen books read in the listless and mechanical fashion which we so heartily desire to supplant !
The very important branch of spelling was excellent through- out the schools of this grade.
The pupils generally showed that they had used the slates to good purpose. We saw much good printing and writing, and here and there a pretty fair specimen of drawing.
A great deal of the singing was executed with spirit and life ; although now and then was apparent a lamentable deficiency in this branch. We commend again the " Exercise Songs." Let there be as' many of them as practicable. The pupil acquires through them other advantages besides a knowledge of music.
The gymnastics in the Primary Schools as a whole are better than those in either of the other grades. We cannot help de- parting here from our usual rule of avoiding the personal men- tion of any school in the way of censure or praise, in commend- ing the surprising accuracy and beauty of the gymnastics in the Willard Primaries Nos. 1 and 2.
With regard to the general questions, which we have con- sidered one of the best tests to which we could subject a school, we can only say that on the whole the answers to them have fully equalled our expectations. And here and there we have been surprised and delighted by the eagerness manifested by the little boys and girls to tell us what they knew. We have seen almost every hand in a school instantly raised when a ques- tion was propounded on some simple subject, with which, it is true, every child ought to be acquainted, but which it has not always been the fashion to discuss in school, just because the subject was so simple, and had so evident a connection with the somewhat despised facts of every day life. We are quite as
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well pleased to have a boy tell us what the boots that his father works on are made of, or of what kind of wood the bench which he sits on is constructed, as to name the productions of Central Asia, or the kinds of trees that grow on Terra del Fuego.
We were gratified, with what a Primary School Teacher said to us lately, -that having on one occasion asked her pupils what a wheel is made of, and finding that they did not know, she refused to inform them, but told them they must as- certain for themselves. And so they went away and picked up the knowledge as they could, and in a day or two came back all fresh and eager with their answers. Will they ever forget what they thus learned ?
With regard to Geography, we repeat that we do not care to have any geography studied in the Primary Schools excepting that which may be learned orally. Of such let there be plenty. We were glad to find less ignorance on the part of the pupils with regard to the geography of their own nation, town , and State, than formerly.
THE INTERMEDIATE SCHOOLS.
There are four schools of this grade. One of them has but one class : the others have two classes cach.
. At the last examination we gave half a day to each of the Intermediate Schools. In examining in Reading we used the regular text-books, but in Geography, Arithmetic, and Spelling we gave out questions, examples, and words prepared by our- selves.
Each school appeared to have its strong point. This in one was reading, in another arithmetic, in a third geography. In certain of the schools the reading was by no means what we could desire. In one, however, it was almost perfect. And we would say here, with regard to the reading books, that if any selection occurs in the course of the books too difficult for the pupils' comprehension, we would rather have it altogether omit- ted, than read mechanically and without understanding.
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The spelling was satisfactory. The written spelling, consist- ing of words and sentences given out by dictation, and written upon the slate, was generally well done.
The questions in mental arithmetic were generally correctly answered, while the examination in written arithmetic in some ( ises was all that could be desired. We are more than ever convinced of the advantages of our system adopted two years ago, of requiring from the intermediate pupils a full knowledge of the " Four Rules."
Considerable improvement has been made in the method of studying Geography in these schools. We were glad to find that some of the teachers have been thoughtful enough to adopt the course of making selections of the more important portions of the book, instead of giving the whole of it to be learned. We desire to call the attention, not only of the Gram- mar but also of the Intermediate teachers, to the method of teach- ing Geography suggested by one of the Grammar teachers in the Appendix to this Report.
We must say a word here of the evil practice of mere learn- ing by rote, which obtains more generally perhaps in the study of geography than in any other branch. Few persons are aware of the amount of matter which may be, and is repeated by the child without any understanding of it. An amusing instance of this is given in an article in an English Journal, quoted in a late number of the Massachusetts Teacher.
" The best recorded illustration of sensational learning is given by the Rev. Mr. Brookfield, H. M.'s Inspector, in his official report for 1855-6. Mr. Brookfield called upon two children, aged about eleven years, ' who did their arithmetic and reading tolerably well'; to write down the answers of the church catechism to two questions. It must be observed that they had been accustomed to repeat the catechism during half an hour of each day, in day school and sunday school, for four or five years ; and the following is what they wrote : -
" ' My duty toads God is to bleed in him to fering and to
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loaf withold your arts withold my mine withold my sold and with my sernth to whirchp and to give thinks to put my old trast in him to call upon him to onner his old name and his world and to save him truly all the days of my life's end.'
"Again : ' They did promis and voal three things in my name first that I should pernounce of the devel and all his walks pumps and valities of this wicked wold and all the sinful larsts of the flesh.'
" Mr. Brookfield remarks very justly that the error is not a mere matter of spelling, not a phonetic expression of ideas that are understood, but that it involves absolute non-apprehension of the meaning of the passages."
Something of this method of " sensational learning" lingers still in our schools, less than formerly, - but still something. Children not only in intermediate, but in grammar schools, will give you without error the definition of a river, that it is " a stream of water flowing through an open channel," but cannot tell for the life of them what an " open channel " is. And at the very last examination, we found scholars who recited very glib- ly that " a hemisphere is half a sphere or round body," but when asked what they meant by " sphere," could not answer. It had never entered their heads that the words " round body," are set down as a definition of the word " sphere." We cannot help attaching some blame to teachers for such errors as these.
The Gymnastics are not so good in these Schools as in the Primaries.
In other respects, and on the whole, the Intermediate Schools have made commendable progress during the past year.
THE GRAMMAR SCHOOLS.
We gave one whole day to the examination of cach of the four larger Grammar Schools, and three quarters of a day to the smallest. Except in Reading and History, the examination
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was conducted wholly outside of the text-books. Questions were prepared in spelling, written and oral, in oral arithmetic ; in the various departments of written arithmetic, in physiology ; and geographical questions on the elements, and on the several countries of the world. And, notwithstanding marked failures here and there, we can fairly say that the schools passed this searching ordeal with great credit.
In reading, there is room for considerable improvement. While we heard much good reading, there was comparatively little of the force, liveliness, and spirit which distinguished many of the schools of lower grade. We gladly make exceptions to this statement, and declare that some of the grammar pupils read in a manner that could hardly be surpassed. But we must unhes- itatingly affirm that in no one Grammar school was the average reading as good as was the average reading in more than one Primary school.
The oral spelling was almost perfect. The words had been selected at random, and the schools bore the test well.
The written spelling was not so good, but still very fair, - much better on the girls part than on the boys. Some of the dictated letters were perfect. We trust that the time will speedily arrive when not only the upper, but the lower classes in every Grammar school will be able to write a simple letter without errors.
The examination in oral arithmetic was fair, and that in written arithmetic the best passed for several years. Regard- ing this as one of the most important branches pursued in the schools, we prepared our questions and examples with care, and made a pretty thorough investigation of the attainments of the several classes ; and the results have rather exceeded than fallen short of our expectations. Many of the operations in arithmetic become of immediate practical use in almost every walk of life, and it is a matter of imperative necessity that the main principles of this study be clearly understood by every graduate of a grammar school. Within the last
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few years has been effected a great change in the methods of instruction in this study. The wisest instructors now teach the principles first, and merely use the rule as a convenient way of expressing the application of the principle. And while far- ther advancement is by no means undesirable, we have many reasons to be proud of the position which the majority of our Grammar School pupils occupy in this branch.
In the study of Grammar, there has been manifest improve- ment. Some of the teachers have managed to shake them- selves quite free from the trammels of text-books, and to aim at direct practical results. We found a general readiness to detect and correct ungrammatical words and phrases. There is altogether less " parsing," and committing of rules than there used to be. It is n't of very great consequence whether or not a pupil can give the rules for the form of the plural, if he can give the correct plural of every word that he has to write or speak. Habit will do more for him than any committing of rules. Hundreds of children who never looked into a " Gram- mar" will correct ungrammatical phrases as fast as one can utter them. All the book grammar that a pupil in these schools needs to know, he can learn within a few months.
Some of our teachers have announced their wise intention of requiring their pupils to keep a regular account of all the in- correct phrases that they hear uttered by their companions ; not only in school, but outside. We commend this experiment not only to the Grammar, but to the Intermediate, and even to the upper Primary Schools.
There is improvement in Geography too. Our miscellaneous questions were generally readily answered, evincing no small amount of careful and intelligent study. And yet it is rather a pity that there are pupils in these schools who are without clear ideas of some of the elementary geographical definitions.
We found the pupils generally well acquainted with the por- tions of history which they had read.
The study of Physiology has been but lately introduced.
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We intend that it shall be more thoroughly pursued here- after.
The writing-books we found very neat. It is to be feared, however, that pupils are still allowed to hold their pens in awkward and constrained positions.
We are glad to be able to announce that all the Grammar Schools, excepting the Willard, are now supplied with musical instruments. The Washington and Quincy Schools have lately purchased, and now own, the one a piano, and the other a cabinet organ. The Adams School is part owner of a piano, and the Coddington School hires one.
The examination of the Grammar Schools and of the High School in Gymnastics was on the whole unsatisfactory. Pupils should go on improving in this as well as in other branches. As it is, they often rather fall back after leaving the lower schools. There is no necessity of maintaining, at this late day, the wonderful benefit of these exercises to every school. We must desire in future a more rigid adherence on the part of the High and Grammar School teachers to Chap. VII. Sect. 20, of Rules and Regulations.
We saw some good specimens of " Compositions." The least satisfactory were those written upon some abstract subject. In an exercise of this sort, the pupil should write what he knows, not what he does not know. We deprecate the custom of trying to manufacture fine sentiment, and high-sounding phrases upon some well-worn theme. We want nothing of this kind in our schools. Let the pupil tell, and tell often, in plain lan- guage, and that his own, what he has seen, or heard of, or read about.
We saw many specimens of map drawing. ' We cannot for- bear making special mention of the maps drawn upon the board in the Crane, Quincy, and Washington Schools. In the latter room, moreover, were some exquisitely drawn snow crystals, and forest leaves ; also a ship under full sail, - in almost all par- ticulars accurately executed.
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We have little complaint to make, at present, with respect to the order of these schools. Most of them are governed without much apparent effort on the part of the teachers. Let us only add that in our judgment the school entries and stairs ought to be as free from unnecessary noise as the schoolroom itself. We admired the orderly entrance of the pupils of one of the schools, marching regularly to their seats to the sound of the piano.
MIXED SCHOOL.
The one Mixed School in town must have a word of separate mention. Its teacher, with pupils ranging from five to fifteen years, teaching all. the branches from a Primary to a Grammar School, has an arduous task ; but the school is in fine condition, and few of its pupils need fear comparison with those of corre- sponding grades in other parts of the town.
THE HIGH SCHOOL.
This school, notwithstanding its change of teachers, still pur- sues its quiet and regular work undisturbed. The class of candidates which presented itself last summer, was, on the whole, better prepared than any of its immediate predecessors ; and the school never passed, we think, a more creditable exam- ination than the last.
In the school are four classes ; and the following is the course of studies : -
First Year - First Term : Latin, Algebra, History. Second term, Latin, Algebra, History.
Second Year -First Term : Latin, Book-keeping, History . Second term, Latin, Geometry, Physical Geography.
Third Year - First Term : Latin, French, Philosophy . Second term, Latin, French, Physiology.
Fourth Year - First Term : Latin, French, English Litera- ture. Second Term, Latin, French, Botany.
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English Grammar, Written Compositions, Declamations by the Boys, Reading, Spelling, and Constitution of the United States, throughout the course.
Greek - elective.
We were much pleased to see, at the examination, two num- bers of a small paper prepared by some of the girls in the school. Such immediate and practical application of study is of immense benefit. Let it be encouraged by the teachers and by all the pupils.
A set of miscellaneous questions, prepared by the Principal, and answered by the pupils, met with our entire approval.
The Gymnastics in this school are defective. The singing is fair, - not quite what we have a right to expect from a school · of this grade.
We hope that not long hence we shall be enabled to divide the school into two departments : an English and a classical.
MUSIC.
We have already alluded to the condition of the singing in the several schools. Some of our teachers are not singers, and so we cannot expect a uniform excellence in this branch. We incline to the opinion that it would be advantageous to the schools to employ a regular music teacher, who should visit and instruct the several departments at stated intervals. Such an arrangement would involve a very slight additional expense.
We would here call the attention of parents to the fact that two singing books, viz : the " Day School Bell," and the " Golden Wreath," are included in the list of text-books pre- scribed by the Committee ; and that each pupil is expected to be supplied with a copy of whichever of these the Sub-Committee may direct.
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TRUANCY AND ABSENTEEISM.
The evil of truancy has been greatly diminished since the passage of the truant laws two years ago ; and only two or three cases have been reported to us during the past year.
The schools continue to suffer very much, however, from ir- regularity of attendance. It is vain to multiply words upon this matter ; but we are persuaded that the more hearty co- operation of parents with the board would secure greater con- stancy and punctuality on the part of pupils, and thereby en- hance the well being of the schools. We are well aware that certain parents are to some degree dependent upon the labor of their children ; but this cannot be predicated of any consid- erable portion of the children in the town ; and we fear that trifling causes are not unfrequently allowed to prevent a pupil's regular attendance upon his school.
We desire to impose no onerous or impracticable requirements. We have at heart only the well-being of the schools, and we would again kindly urge all parents to join with us in our efforts to secure greater regularity of attendance.
EXPENSES OF THE SCHOOLS.
Our Teachers are now paid at the following rates per annum : -
High School Principal, Assistant, 425
·
$ 1,150
Adams, Coddington, Washington,
and Willard Grammar School Principals, 900
Quincy Grammar School Teacher, 800
Grammar School Assistants, 300
Intermediate School Teachers,
325
Primary School Teachers, who have taught in Quincy at least one year, 300
Primary School Teachers who have taught in Quincy less than one year,
275
Mixed School Teacher, 325
.
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The following table will exhibit the rates contemplated, to meet the requirements of the teachers; and also the entire amount needful for the ensuing year.
1 High School Principal, at $ 1,200, $ 1,200 00
1 66 Assistant, at $ 450, 450 00
4 Grammar School Principals, at $ 1,000, 4,000 00
1
Teacher, at $ 900, 900 00
3
Assistants, at $ 325, 975 00
4 Intermediate School Teachers, at $ 350, 1,400 00
10 Primary School Teachers, at $ 325, 3,250 00
3
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at $ 300, 900 00
350 00
1 Mixed School Teacher, at $ 350, Cost of fuel last year, 958 62
$ 14,383 62
Whence it is to be inferred that an appropriation by the town of $ 14,400 will enable the Committee to meet all neces- sary expenses for teaching and fuel for the ensuing year.
CONCLUSION.
. Summing up the results of our individual and general exam- inations during the year, we can fairly report evident progress on the part of the schools. They are, it is true, by no means what we wish them to be. People are only beginning to find out how to teach children ; and it will be a long time before what is best in each, will be culled from the several systems of education, new and old, and formed into one perfect whole. But in the present stage of advancement in the science, we are not at all ashamed of the specimens of Public Schools which the town of Quincy has to offer.
We do verily believe that it is unnatural to force children to
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attend school. They ought to love to go, and the difficulty as a general rule lies not with them, but with the whole system of education. The time will come when education will be made so attractive that pupils will thoroughly enjoy the scenes and occupations of the schoolroom.
A marked spirit of harmony has prevailed at the meetings of the Board during the year. Whatever measures we have adopted have been adopted with scarcely ever a dissenting voice. And we believe we may fairly affirm that we have never hesitated to do whatever has seemed to us for the well-being of the schools, regardless of opposition, nor heeding the criticism of those who were unable from any cause to appreciate our motives, or understand the reasons for our action.
We do not claim that we are infallible, that we may not have made mistakes. We only fearlessly claim this : That it has been our steady aim to fulfil our humble but no less impor- tant duties in such a manner as would best enhance the interests of the Town we have had the honor to represent. If we have been able by our words, work, and influence, to instil into the minds of our fellow-citizens any portion of the spirit which breathes in the following noble words of America's foremost educator, Horace Mann, we may flatter ourselves that our year's labor has not been wholly in vain : -
" The common school is the greatest discovery ever made by man. In two grand, characteristic attributes, it is supereminent over all others : first, in its universality, for it is capacious enough to receive and cherish in its parental bosom, every child that comes into the world; and, second, in the timeliness of the aid it proffers, its early, seasonable supplies of counsel and guidance making security antedate danger. Other social organizations are curative and remedial ; this is a preventive and an antidote. They come to heal diseases and wounds ; this to make the physi- cal and moral frame invulnerable to them. Let the common
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school be expanded to its capabilities, let it be worked with the efficiency of which it is susceptible, and nine tenths of the crimes in the penal code would become obsolete ; the long catalogue of human ills would be abridged ; men would walk more safely by day ; every pillow would be more inviolable by night ; property, life, and character held by a stronger tenure ; all rational hopes respecting the future brightened."
Per order of the Board.
JOHN D. WELLS, Chairman.
HENRY BARKER, Secretary.
FEBRUARY, 1866.
APPENDIX.
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EXTRACTS FROM TEACHERS' REPORTS.
Believing that the experience of a practical instructor might furnish some useful hints and items of interest in addition to those which the study and observation of the Committee have suggested, the Chairman of the Board adopted the plan, at the close of the past year, of sending circulars to the several teachers, requesting them, besides making the numerical state- ments from which the General Table at the end of this Report is compiled, to answer the following questions : -
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