USA > Massachusetts > Norfolk County > Quincy > Town annual report of Quincy 1873 > Part 8
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9
BY-LAWS IN RELATION TO HABITUAL TRUANTS AND NEGLECTED CHILDREN.
ARTICLE I.
Any child between the ages of seven and fifteen years, who may be found in any street or public place in the town of Quincy during school-hours, and not giving a satisfactory reason for his or her absence from school, shall be arrested by any truant-officer of the town, and taken to the school to which he or she belongs, and delivered to the teacher thereof. And any child who may be found absent as aforesaid a second time shall be deemed an habit- ual truant, and may be punished accordingly.
ARTICLE II.
The Board of School Committee shall assign some public institution of
10
instruction, or such other place as may be provided by law, for the recep- tion of children who are habitual truants, or who, by reason of the neglect, crime, drunkenness, or other vices of parents, or from orphanage, are grow- ing up without salutary parental control and education, or in circumstances exposing them to lead idle and dissolute lives. And any expenses incurred on account of such children shall be chargeable to the appropria- tion for the maintenance of schools.
HIGH SCHOOL.
It is evident that the general considerations offered in respect to the preparatory schools more particularly have a direct and immediate bearing upon the high school. Of course, but a very insignificant proportion of our pupils ever apply there for admission. Nine in ten of even the grammar- school graduates can not or will not stay longer at school. And this haste to be gone, and impatience of thorough preparation, affect injuriously those even who determine to partake the great advantages of two or three years more of study at that time of life when each year is of more value to the student than any two at another period. The consequence is, that they come imperfectly prepared to begin. Something of uncertainty and insecurity pervades their past. They feel a doubt themselves as to the stability of their foundation. It is necessary to go over it, and test it, strengthening and renewing it, before we feel safe to build on it.
Some have forgotten the methods, because they had never firmly grasped the principles, of their arithmetic; others. in losing the text of their books, have lost all they ever gathered from history ; but few have a formed and settled penmanship ; hardly one can spell correctly.
In order to keep our high school full, therefore, the standard of admission has been gradually reduced ; and some pupils are suffered there who might better be perfecting their arithmetic, and patiently amending their writing and spelling, than puzzling themselves with geometry and algebra, or play- ing with " natural philosophy, chemistry, botany, the civil polity of the Commonwealth and of the United States, and the Latin language."
In fact, the legal requirements as to high schools are altogether too mul- tifarious and sweeping, at least for our situation in this town. The only re- sult of the queer jumble of study prescribed by law for these schools is to render them superficial, and impress upon our system of education a stamp of pretension and veneering. An education based on a smattering of a dozen sciences tends to create a dishonest habit of mind and a dissipation of ca-
11
pacity for real study ; while it gives a false and deceptive appearance of acquirement.
But if it is desired merely to afford pupils a glance at topics which may hereafter interest them, and to point out future fields of study, it is perhaps skilfully devised. Not that the course in itself is not judicious, but that there is prescribed for three or four years what it should require six or eight to master thoroughly ; not that the path indicated is wrong, but that it is too far for our time. From long habit, or some other cause, it has not been usual to keep either boys or girls at school here after about sixteen years of age ; and the only result of insisting upon a higher standard of attainments as a prerequisite to admission has always been a steady falling- off in the numbers of the school. Now it has been considered, that, in our system of education, the predominant interest, after all, should be the great- est diffusion of benefits consistent with justice to the general design, and that it is better to teach a good many a good deal than to teach a very few a great deal. The high school, therefore, has been kept full at some sacri- fice to its more peculiar function, yet, at the same time, without such a degradation of the standard as to impair its general usefulness.
This compromise has been partly effected by selecting from the pre- scribed course of study some branches for careful and constant labor ; while others are treated more superficially and generally, or, in some instances, incidentally only, and in connection with other pursuits. By means like these, it has been possible to combine a thorough review and refreshment of the fundamentals of an English course with the more advanced mathematics, the elementary physics, and ancient and modern languages, which are more particularly appropriate to this school.
It is not thought necessary to amplify this Report by a particular refer- ence to each school by name, as has been usual heretofore. There have been few and unimportant changes in the teachers, and no such very strik- ing alteration in the character and conduct of any school as to call for special praise or blame. The relative merits and defects of the several schools do not seem to require an especial discussion at this time. But it is proposed to follow out more fully the scheme of inspection, which has been partially executed in the recent examinations, by asking the attention of the town to a brief review of the actual present condition of the study of the main elementary branches of a common-school education as it is pursued in the schools of the town. We venture also to suggest in some instances what we deem to be the full scope and intent which may well guide our efforts for improvement in future.
.
12
HISTORY.
The requirements of a good common-school education demand from the scholars graduating in our grammar schools a knowledge of the leading outline facts of the history of the United States. In times past, there has been apparent a disposition to overlook the importance of this branch of study ; and a tendency in this direction is yet noticeable in some of our schools. But it is no easy task to determine the kind and quantity of at- tainment which we ought to attempt ; and it is still more difficult to indi- cate the best method of teaching it. There is no text-book as yet which seems to combine all, and no more than all, of what we wish to teach our grammar-school scholars. Even if there were, we should not care to rely upon it. We do not want a bare recital of time and places, nor a dead compendium of facts, still less a sentimental romance, or an abstract phi- losophical disquisition. Children learn that which appeals strongly to their senses and imaginations, and they really retain little else. Now, between such an historian as Homer, and such an annalist as Rollin, there must be a middle way, which earnest and sympathetic meditation may discover. But even if it be impracticable to show "the very age and body of the time, his form and pressure," in a brief school-book ; even if it be hope- less to expect that our children can see in such a mirror some vivid picture of the living nien who have gone before them : still it is nevertheless the fact, that it is in some such a way that they must be taught to know them, or they never will know them at all. Though they tell you glibly enough the day Columbus first saw the new world, or the date of the Declaration of Independence, what does it profit them, if no idea, nor interest, beyond the number of the year, is bound up in their minds with these incidents ? We do not undervalue the accuracy which insists upon dates. Without such aids, the study becomes slovenly in the extreme ; but let us remember that dates are not history.
We would urge, then, that this study be approached in a somewhat more living spirit. Those men whose earthly work we wish to learn were once alive, influenced by much such hopes and fears as actuate our lives to-day. Try, then, to realize something of their real life and surroundings. Strive to impress upon their successors some actual, vital conception of the char- acter and motives, the aims, trials, and triumphs, of the men who settled this Western world. If this task be difficult, what honest and conscien- tious teaching is easy ? If it makes the teacher his own text-book, what true and genuine teacher, in effect, ever has any other ? Indeed, we will
13
say, once for all, that if teachers would earnestly and thoroughly prepare themselves for each day's work, patiently studying to so assimilate and master each subject as to present it perfectly clear and defined to the student, and unweariedly testing and trying for the straight way to the pupil's intellect, much greater things might be done in many things be- sides history. Let them cast away the text-book in school as a hinderance there, if a help at home, and teach from their own brains and energy. If the teacher himself learns to see the essential meaning of the words he re- peats, and forces himself to inform them with something of his own thought and vigor, the study of history will be a pleasure, not a task. Then the dismal heaps of dry bones which are tossed about dolefully enough by our boys and girls might once again be clothed upon with flesh, and take upon them a semblance of their old activity and life. Until then, we shall stumble along, as we do now, in a painful wilderness of barren fact and unsuggestive information.
GEOGRAPHY.
The Committee have not thought it expedient to make any change in the geographical text-books which have been in use in this town for many years, although they are marred by many and serious defects, for the simple reason that there seem to be no others which could be substi- tuted, that are, on the whole, any better ; and they have concluded that in this study, as, in fact, in all others, the particular text-book used is of comparatively much less importance than the method of imparting instruc- tion adopted and carried out by the teacher. Many of the details with . which school geographies are crowded are utterly valueless to the scholar for any purpose whatsoever ; and, with a mistaken view of securing syete- matic and logical arrangement of the books, many lessons designed for young beginners are utterly and hopelessly beyond their comprehension. To counteract these defects, intelligent labor must be expended by the instructors in teaching geography, especially to young pupils, apart from the text-books, and by original explanations and suggestions calcu- lated to awaken the interest of the scholars, and relieve the study from the monotonous dryness of which children so frequently complain. In many of our schools the good effects of such intelligent instruction are manifest ; while in some of them there is evident a painful lack of it. On the whole, however, the Committee feel satisfied that the results attained in this de- partment of study are as good as they ought reasonably to expect.
14
GRAMMAR.
Under the division of duties during the past year, the examina- tion of all the schools in grammar was assigned to me. As a general conclusion from my observations during that time, I am compelled to say, that, although there is abundant evidence of much honest labor and drilling on the part both of instructors and scholars, yet, as now taught in our schools, English grammar is a singularly unprofitable branch of in- struction. The children are indeed taught the names of the parts of speech, and are drilled to parse the words of an ordinary sentence, - in the better schools they may even attain to some slight knowledge of analy- sis. I am, however, wholly unable to see that this labor at present results in any thing more than a dry, useless, and unattractive mental dis- cipline. This I do not understand to be the object of a common-school education, in which utility is the one end which should always be kept in view. The studies pursued in our common-school course should be so pursued that they may result in something of direct use in the ordinary lives of New-England men and women. The study of grammar ought to be as useful when tried by this test as that of arithmetic or reading, and more useful than geography or history. As now conducted, however, I greatly doubt whether one child in one hundred derives any practical benefit from it, or ever applies those rules and principles, an acquaintance with which has been acquired with such infinite pains. In this respect an immediate reform is called for.
The object of studying English grammar is to learn how to speak and write the English language correctly. This certainly is as directly useful a thing as any man or woman can possess ; for the power of writing a sim- ple letter or statement of facts in tolerably correct language, and in a legi- ble hand, cannot but always stand any one who possesses it in good stead. Judging by the examination papers of the candidates for admission into our high school, it is an accomplishment rarely, if ever, attained in the grammar-school course. I would by no means seem to imply that the schools of Quincy are in this respect below the average. I do not think that this is the case. The fact is, nevertheless, apparent, that the study of grammar, as now pursued, wholly fails to accomplish its object. It fails also, not because too little, but because too much, is attempted. The the- ory of a science is taught, and the practice of a thing is neglected.
I would respectfully unge that a new system ought to be adopted to secure a better instruction. More time - a great deal more time during,
15
at any rate, the last year of the grammar-school course - should be devoted to that practice which alone enables any one to put his thoughts on paper, either correctly or legibly. The copy-book should be abandoned ; and the scholars should be taught to apply the rules they have learned by putting their own ideas into language in legible characters. Nor, in doing this, is it necessary to ask of them dissertations on abstract subjects. Ambi- tious attempts of this character are the bane of the common-school educa- tion : the best instruction, on the contrary, is apt to be that which is least pretentious. Half of the labor now expended in mastering abstract rules would produce accomplished penmen ; and any child who can talk can, if the pen is familiar to his hand, with but little practice, learn to write what he thinks. As good an exercise both in writing and in grammar as can be devised, and the one in use, as I remember, in my own school-days, with boys of ten and twelve years old, is to cause the most advanced class to write each day a sort of record or diary of what each member did or saw during the previous day. In this way, a practice in writing and spelling is combined with the necessary and unconscious application of the principles of grammar. Such an exercise would, in my opinion, greatly tend to ad- vance the standard of our common-school education as regards utility in subsequent life, and might lead children of even tender years to suspect that the study of English grammar is something besides a merely vexa- tious puzzle.
ARITHMETIC.
While we are pleased to say that the progress in this branch of study compares favorably with that of former years, we cannot refrain from ex- pressing our opinion, that the results are far from satisfactory. We be- lieve the general system of teaching this branch to be very defective, if not wholly wrong. We feel confident that much better results are attain- able, and ought to be attained, than at present, and that, too, with great saving in the expenditure of educational power.
As the value of this study, whether for use or discipline, depends upon the clearness, accuracy, and thoroughness with which it is learned, every principle should be so perfectly understood as to be readily applied to ex- amples selected or made up by the teacher, differing from those in the text-books. All the fundamental principles of arithmetic should be so thoroughly mastered, that the scholar can apply them, not only with uner- ring certainty, but with the rapidity of thought itself. Merchants and
.
16
bankers demand for accountants ready reckoners. Our schools ought to produce them, not as mere exceptionals, but in the main.
To remedy, in part at least, what we conceive to be defects in the pres- ent system of teaching this branch of study, we venture the following sug- gestions, not by any means as a perfect system, but as an aid to better results : -
(1.) Let the whole system be taught and learned from principles, and not from rules : the former teach to think, the latter only to repeat. If the scholar understands the principle, he needs no rule. If he does not un- derstand the principle, the rule is nearly worthless to him. Scholars should not be required to explain their processes by the formula as laid down in the text-books, but should be allowed to explain them in their own lan- guage, especially after those processes are well understood, and made fa- miliar by practice.
(2.) No time should be spent - wasted - in preparation for what is termed brilliant or showy recitations. Too much time is often wasted, not only in learning to repeat rules, but also in performing examples contained in the books. As ciphering in itself is a mere mechanical process, impart- ing no real discipline, no time should be wasted in this after enough exam- ples have been performed to illustrate and teach the given principle.
+
(3.) No one branch in the whole routine of common-school education should be taught more independently of text-books than arithmetic. We do not mean by this to discard the use of text-books altogether. They have their appropriate spheres of usefulness. The fault is, they are too much and too frequently relied upon by teachers as the chief means, in- stead of the mere adjuncts, of teaching. They are the mere artificial ma- chinery, which, without the aid of the skilful operation, will invariably produce imperfect results, - the mere skeleton, which it is the province of the teacher to animate with life.
(4.) The teacher, in presenting his subject to his pupils, should not only be possessed of a perfect knowledge of the subject himself, but should be so thoroughly armed with illustrations and examples as to enable him to impart in the clearest manner that perfect knowledge to others. He should never pass from one subject to another until the former is well and thoroughly mastered. By pursuing the above methods, we confidently pre- dict that far better results will be attained with great saving of time.
On behalf of the Committee,
JOHN QUINCY ADAMS, Chairman.
17
TEACHERS.
The following is a list of teachers employed during the school year : -
HIGH SCHOOL.
Mr. H. A. Keith, Principal ; Miss Sarah L. Barnes, Assistant.
CODDINGTON SCHOOLS.
Grammar. - Mr. H. B. Brown, Principal ; Miss Carrie P. Barnes, Assistant.
Intermediate. - Miss Ida Edwards.
Primary No. 1. - Miss Lizzie E. Morse.
Primary No. 2. - Miss Julia E. Underwood.
Primary No. 3. - Miss Florence B. Howland.
ADAMS SCHOOLS.
Grammar. - Mr. Seth Dewing, jun., Principal; Mr. A. H. K. Blood, succeeded by Miss Harriet M. Burroughs, Assistants.
Intermediate. - Miss Emily A. Dinegan.
Primary No. 1. - Miss Mary E. Dinegan.
Primary No. 2. - Miss Eliza C. Sheahan.
Primary No. 3. - Miss L. Annie Williams.
WILLARD SCHOOLS.
Grammar. - Mr. S. C. Higgins, Principal ; Miss Thomas, Assistant.
Intermediate. - Miss Martha A. Veazie.
Primary No. 1. - Miss Emeline A. Newcomb.
Primary No. 2. - Miss Ada E. Locke.
Primary No. 3. - Miss M. A. Spear.
Primary No. 4. - Miss E. F. Cole. .
WASHINGTON SCHOOLS.
Grammar. - Mr. Isaac F. Hall, Principal ; Miss Amelia G. Mead, succeeded by Miss Bosworth, Assistants.
2
18
Intermediate. - Miss A. P. Robbins. Primary No. 1. - Miss Elgina M. Plummer. Primary No. 2. - Miss S. Addie Souther.
QUINCY SCHOOLS.
Grammar. - Mr. Lewis F. Hobbs.
Primary No. 1. - Miss Cora I. Young. Primary No. 2. - Miss Lizzie A. Flint.
CRANE SCHOOL.
Mixed. - Miss Stella M. Stinchfield.
WOLLASTON SCHOOLS.
Intermediate. - Miss Harriet H. Morse. Primary. - Mrs. Lydia L. Follett.
HIGH SCHOOL APPLICANTS.
The following is a statement of the number of applicants for admission to the high school, and of the number admitted. Minimum standard of attainments, sixty per cent. Whole number of applicants, July 15, 1872, was 35 ; admitted, 26, as follows : -
Admitted.
Adams Grammar School,
4
Coddington, "
9
Willard
66
1
Washington 66 66
5
Quincy
3
Wollaston 66
3
Private
1
26
In addition to the above 26 admitted, 5 were conditionally admitted.
19
Supplementary examination, held Aug. 31, 1872. Whole number of applicants, 8 ; admitted, 4, as follows : -
Admitted. 1
Coddington Grammar School,
Willard
0
Washington
66
0
Quincy 60
3
Crane
66
0
4
3 more were afterwards admitted, making the whole number admitted, 33.
FINANCIAL.
Appropriation by town (teaching and fuel), $21,000 00
State Fund,
345 40
Coddington Fund,
75 00
Amount appropriation (teaching and fuel),
$21,420 40
Expenses of teaching,
$17,726 72
" fuel,
1,060 00
" horse hire,
13 50
Amount expended,
$18,800 22
Less than appropriation,
$2,620 18
INCIDENTAL EXPENSES.
Amount appropriation,
$4,500 00
expended,
4,583 73
Excess of appropriation, $83 73
*
ESTIMATED EXPENSES OF SCHOOLS FOR THE YEAR 1873.
For salaries of teachers,
$22,400 00
" fuel, 1,600 00
" incidental expenses, 4,000 00
And your Committee herewith respectfully recommend the above-named appropriations.
20
NEW HOUSES.
Your Committee are of the opinion that the $30,000.00 appropriated last year for building two new school-houses is insufficient to complete, fur- nish, and equip the same ; that at least $10,000.00 additional will be re quired for the above purposes. They therefore recommend and respectfully ask this additional appropriation.
JOHN Q. ADAMS, Chairman,
ASA WELLINGTON, Secretary,
H. FARNAM SMITH, HENRY LUNT,
C. FRANCIS ADAMS, JUN.,
CHARLES L. BADGER,
School Committee of Quincy.
SCHOOL STATISTICS FOR 1872-3.
Number of children in Quincy between the ages of five and
1,279
fifteen years, May 1, 1871, as per Assessors' enumeration, Number of children in Quincy between the ages of five and fifteen years, May 1, 1872, as per Assessors' enumeration, Increase,
1,587
Number of schools,
27
Number of pupils in all the schools,
1,730
Increase from last year,
90
Average attendance in all the schools,
1,136
Percentage of attendance,
83
Number of teachers,
32
Classification of schools.
No. of teachers.
High School,
1
2
Grammar Schools,
5
9
Intermediate Schools,
5
5
Primary Schools,
15
15
Mixed,
1
1
-
27
32
308
21
HIGH SCHOOL. .
Number of teachers,
2
Number of pupils,
95
Increase from last year,
18
Average attendance,
57
GRAMMAR SCHOOLS.
Number of schools,
5
Number of teachers,
9
Number of pupils,
486
Increase from last year,
37
Average number of pupils in each school,
97
Total average attendance,
342
Average attendance in each school,
INTERMEDIATE SCHOOLS.
Number of schools,
5
Number of teachers,
5
Number of pupils,
377
Increase from last year,
145
Average number of pupils in each school,
47+
Total average attendance,
176
Average attendance in each school,
36
PRIMARY SCHOOLS.
Number of schools,
15
Number of teachers,
15
Number of pupils,
998
Increase from last year,
141
Average number of pupils in each school,
66++
Total average attendance,
586
Average attendance in each school,
40
MIXED SCHOOL.
Number of schools,
1
Number of teachers,
1
Number of pupils,
17
Decrease from last year,
8
Average attendance, 12
GENERAL TABLE.
Names of schools.
Names of teachers.
Whole number 1st term.
Average attend- ance 1st term.
Whole number 2d term.
Average attend- ance 2d term.
Per cent 1st term.
Per cent 2d term.
Whole No. days school during year.
HIGH SCHOOL.
( Mr. H. A. Keith, Principal . ....... Miss Sarah L. Barnes, Assistant ..... .
62
55
63
59
95
95
204
ADAMS SCHOOLS.
Mr. Seth Dewing, jun., Principal .. .... Mr. A. H. K. Blood, Assistant, suc- ceeded by Miss Harriet M. Bur- roughs ..
104
79
99
81
76
82
204
Grammar
Intermediate.
Miss Emily A. Dinegan
53
39
52
44
74
85
209
22
Primary No. 1 .
Miss Mary E. Dinegan
66
47
64
53
72
83
209
Primary No. 2.
Miss Eliza C. Sheahan ...
53
39
55
44
73
80
209
Primary No. 3 .
Miss L. Annie Williams
89
51
56
39
58
70
207
CODDINGTON SCHOOLS.
Grammar
( Mr. H. B. Brown, Principal .. Miss Carrie P. Barnes, Assistant.
92
74
94
91
80+
97
209
Intermediate
Miss Ida Edwards
54
39
35
28
71
80
207
Primary No. 1
Miss Lizzie E. Morse
35
25
46
40
72
87
208
Primary No. 2
Miss Julia E. Underwood
59
39
55
45
66++
70
209
Primary No. 3
Miss Florence B. Howland .
34
28
29
25
82
86
209
WILLARD SCHOOLS.
( Mr. S. C. Higgins, Principal. ....
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.