USA > Massachusetts > Norfolk County > Quincy > Town annual report of Quincy 1879 > Part 9
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necessary sense-products (ideas) are in the mind, can lead pupils to compare and combine them. Teaching can do no more than this. If the child sees and hears words alone, then the sense- products are words alone. To reason or imagine without ideas is as impossible as it is to build without materials. From a comprehension of these facts spring all true methods of teach- ing. The chief barrier to their general acceptance is the ancient superstition that there is some mysterious power in words when once learned to create ideas, or, in other words, to perform the functions of the senses. Empty words to fill them- selves with ideas! As if the worker in clay fashioned pots, and waited until the rainbows filled them with gold ! Reverse this order, and all that is claimed for natural teaching would instantly begin. It may be asked, " If these principles are so simple, and are supported by such high authority, why are they not well known to the thousands of intelligent teachers in this State ?" I will answer indirectly by stating a fact. Until within a short time the best standard works upon education were not to be found on the richly loaded shelves of the book-dealer in our American Athens.
I repeat that I am simply trying to apply well-established principles of teaching, principles derived directly from the laws of the mind. The methods springing from them are found in the development of every child. They are used everywhere except in school. I have introduced no new principle, method, or detail. No experiments have been tried, and there is no peculiar " Quincy System."
The main purpose of my work, then, has been to teach teachers to apply the science of instruction. Not one step in advance can be taken beyond which they know and do. Meetings of teachers have been held quite often. The books upon teaching have been furnished. I have taught classes almost every day. Methods have been followed step by step by criticism and teaching on my part from their inception until some definite results were attained. By constant examinations weaknesses in the work are found and traced to defects in teaching. I have tried hard to show teachers that they depend entirely in build-
I68
ing the mind upon the knowledge of their pupils, and that any step in advance of that is injurious. Teachers have had plenty of time to do work thoroughly, without regard to courses of study or comparative examination. Although it does not seem possible for teachers to be more eager for knowledge than those under my instruction, though they have received criticism gladly, and have striven earnestly to overcome faults, yet our progress has been of necessity very slow. But I trust it is that slow growth which is natural to good and permanent develop- ment.
Any efficient plan of supervision required a complete revolu- tion of primary teaching. No other grade can compare in im- portance with this. Defective treatment of the little ones re- sults in permanent injury. A primary class poorly taught are so seriously crippled in all their future attempts at learning that teaching, however good in higher grades, can never overcome the defects. Indeed, one great reason why such pitiful results are attained in the Grammar and High School grades is owing to the fact that most children are spoiled for learning in the primary school. The usual treatment of young children in school is unnatural and almost barbarous. Instead of turning the full, freely flowing current of their active, buoyant lives upon the new work and into the new world found in the school- room, all this is repressed, and an unnatural, artificial routine begun. Countless children hate school because their cheerful lives have thus been turned into the dull, intolerable treatment of school. I believe that a great majority of the children of the poor people leave school at an early age from dislike alone. With all the abounding riches of nature at command, it is en- tirely possible for good teachers to save every child from igno- rance who enters the school-room. They can be led to love na- ture, books and study with an earnestness and energy that will never leave them throughout the school course. For this work, unequalled in importance and influence by any other, there must be teachers who are artists, - artists in mind and soul-building. They should be cultivated, refined, educated. They should have a deep and abiding love for children, and a thorough training in
169
all the wonderful details of child growth, in the laws and methods under which the faculties develop. Such qualifications are rare, and, when found, of almost priceless worth.
To meet this high demand in the best possible way our limited means allowed I established, four years ago, with your approval, a class for the training of primary teachers. Graduates of the High School and others have studied and practised the art of teaching during the fall terms of sixteen weeks. In the fore- noons of four days in the week they observe and teach under the direction and criticism of the different primary teachers in · town, changing places so as to come under most of these teachers in turn. The teachers send me each week a careful report and criticism of the pupil teachers whom they have directed. After- noons the class meet at the Coddington School. The pupils of the three lowest grades are divided into small groups of five or six, and one is assigned to each member of the class, who gives lessons that have been previously prepared. These lessons are criticised by the regular teachers and myself. Sometimes a pupil teacher gives a lesson before the whole class for criticism. On Fridays the class visit different schools in town and write de- tailed reports of all they see and hear. They are required to · learn to write and draw upon the blackboard, to perfect them- selves in phonic analysis and all matters of skill that are indis- pensable to a good primary teacher. Four times in the week, after the regular school hours, I have given lessons in psychol- ogy and the principles and practice of teaching. These lessons have been attended by many of the teachers. Once a month each member of the class receives from me a criticism with marks of standing. If the mark falls below a designated num- ber, it indicates my opinion that the recipient cannot make a good teacher and has leave to withdraw from the class. Some of the young ladies supplement the course by remaining in dif- ferent schools during the year, or until they can be recom- mended for positions. Nine are now at work in this way. There have been in all fifty-seven members of the class, - six in 1875, eight in 1876, nine in 1877, and 34 in 1878. Twenty-eight have taught in the town schools, thirteen are now teaching here.
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Most of the remainder have taught or are teaching successfully in other places. The work of the pupil teachers, although at first of little value, has been on the whole a great help in many directions. Bad effects have been avoided by thorough prepara- tion of lessons and careful oversight. With so many workers much individual attention could be given to dull pupils. The duty of direction and criticism has led teachers to see in others their own faults, and heightened their self-respect by feeling more deeply the importance of their office. The best result of the Training Class has been to make available a number of ex- cellent teachers to fill the often-occurring vacancies. Instead of paying a teacher a regular salary, and in addition training her to teach school at the expense of the little ones, that work is done beforehand. It may be well to add that the entire expenditures for the Training Class during the four years do not exceed forty dollars.
It is easy to understand the necessity of connection and harmony in all mechanical processes. A watch manufactory without an expert to direct the fabrication of the delicate parts and their combination into a finished whole is an unheard-of thing. Of how much more importance is the oversight of mind- building, especially when a pupil passes successively under the instruction of eight or ten different teachers. The danger of disconnection, of advancing too rapidly, of changing the general plan, of not using that which has been laboriously taught, can- not be exaggerated. It very often happens that a teacher's best work is utterly ruined by the failure of the succeeding teacher to use and build upon the foundation laid with so much care and pains. The taking of a short step beyond the comprehension of children will cause any bright, earnest class to sink into dull-
ness. It is impossible for me to describe in this brief report the disastrous effects that lack of connection is sure to bring about. The course of study, teaching and supervision should lead to a constant, uninterrupted growth into knowledge and skill, and a break or failure anywhere is like throwing out of gear some part of a complex machine. A supervisor should
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instantly detect mistakes of this kind and cause them to be remedied. This I have tried to do.
It is difficult for me to state the results thus far attained with any degree of definiteness. The work, as yet, lacks that round- ness and finish which I hope to see it gradually approach. But still there is much real gain to report, and I place first in the list of good results already obtained, an earnest, enthusiastic corps of teachers, who are faithfully applying what they know of teaching, and zealously striving to learn more of the great art. Sixteen teachers of the number who were teaching when I took charge of the schools are still doing excellent work here. Twenty-seven were residents of the town before their appoint- ments.
Hardly second in value is the healthy and permanent interest in study and school which has been steadily growing. Only one case of genuine dislike for school has come to my knowledge during the past year. The attendance, causing very little effort and trouble, can hardly be made better. Diphtheria and other dis- eases have lowered the average and daily attendance very much. Many parents took their children out of school from fear of contagion. Of the thirty-six cases of truancy all but two were trifling. The increase in the Grammar and High grade shows that a very much larger number remain in school during the course than formerly.
A very large per cent. of childeren who enter our schools belongs to the class called dull pupils. They may be divided in four closses.
I. Children whose minds develop very slowly.
2. Those constitutionally timid.
3. Children who from inheritance, bad training, or no train- ing at all at home, have some mental defect, -such as lack of self-control or power of attention.
4. Weak-minded children.
Under ordinary treatment, by being made to feel keenly their dullness, by scolding and constant irritation, most of these chil- dren are driven into hopeless stupidity in school. The first-
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named class, when they come in contact with the real objective teaching of trade and business, often make the most successful men and women. It has been our purpose to save from igno- rance every one of these children. The timid are made by the kindest treatment to feel at home in the school-room. The faculties of the slow to learn are aroused and awakened by patient, persevering sense-training. This class often overtake and even outstrip their brighter companions in the second and third years. The defective minds are treated as a physician treats a chronic disease. The weak power is constantly but carefully exercised. The teachers understand that the highest test of good teaching is the successful treatment of dull children.
Language, with its branches of reading, writing, composition and spelling, has been made early in the course a means of learn- ing rather than an end. Reading, grasping thought by means of words, is absolutely essential to book study. Writing, the second and slower method of expressing thought, greatly increases the teaching facilities. Spelling, making the forms of words, with punctuation and the use of capitals, is made a part of all lan- guage teaching, taking very little extra time. Children who have had the benefits of natural teaching for four years have made greater progress than I anticipated. With those who began wrong, although under fair teaching, the improvement has been much slower. Pupils in the A Primary (fourth year) read far better, within their range of ideas, than the A Grammar (eight year) grades.
The plan for better instruction in arithmetic is being carefully carried out. Conclusive proofs of good results cannot yet be shown. I am fully confident that many will equal the results in reading and writing. Building up in the science of geography has fairly begun. Study of the town of Quincy, use of the moulding-board, and map-drawing, furnish us the means of knowing that which lies beyond our limited horizon. To sum up the results, I believe that fully one-half of the entire course of eight years is saved by the early and thorough mastery of the fundamental branches. I am aware that this is a strong
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statement, and I cordially invite the most searching investigation to substantiate or disprove it. To me the most hopeful resul; of our four-years work is the preparation we have made fot future progress. The results thus far attained are meagre com pared with those in store for us, - if we pursue undeviatingly the same general plan.
Many and serious defects still confront us, but the ever-grow- ing skill in working, and the never-failing enthusiasm, will, I trust, take the last stronghold of imperfect teaching.
We are now prepared to introduce a branch of training that ranks among the highest in practical benefit. Drawing can now be taught in the Quincy Schools with excellent results. Instead of taking the time now devoted to other branches, it would be of essential help to them all. Reasoning in arithmetic is greatly assisted by the ability to draw illustrations of problems. Draw- ing is an economical means of teaching geography and history. It is, when properly taught, the very best means of developing accurate sight. When we try to draw an object we are led to observe it more closely than ever before. Common schools as they are at present organized cannot and should not train specialists, but they should train children to be able to master a special trade or profession when the proper time arrives. If it were argued that many children have no taste for draw- ing, it could be answered that that is the very reason why they should have special training in that branch. Such chil- dren are weak in perception of form, and will always remain so unless that faculty is carefully and perseveringly cultivated Invention is stimulated and good taste is developed by drawing.
In the art of teaching, the ability to sketch rapidly and with tolerable accuracy is an invaluable aid. I propose, therefore, that the teachers of Quincy shall learn to draw and to teach drawing. I do this with the knowledge that they are all ready and anxious to begin. For this purpose I would respectfully ask for a small appropriation.
The efficiency of the High School depends entirely upon the preparation of its pupils in the lower grades. The High School work must begin just where the Grammar leaves it. The pre-
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vailing custom of taking scientific and classical studies, before elementary knowledge has been matured, violates the common- est of common sense. Boys who wish to prepare for college have an excellent academy ; young ladies who wish to take a higher course than the town affords can earn a scholarship in the Thayer Academy ; but our High School, I believe, can be made to subserve the best interests of the town by becoming a school for a practical preparation to work, like the Reäl Schools in Germany. Decided steps have been taken in this direction by changing the course of study ; still greater changes should be made by giving the school an additional assistant, and by furnish- ing apparatus for the better teaching of physics. Of how much greater value to the graduates of this school is a practical knowledge of mechanical powers, of chemistry and physics gen- erally, than to be able to say that they have read Cæsar and Virgil! A High School of the kind proposed is, in itself, an economical measure ; for, were it abolished, pupils who now at- tend it would remain two years longer in the Grammar grades, entailing the expense of seven teachers instead of three.
Teachers have an immense responsibility in caring for the health of their pupils. The terrible ravages of diphtheria and other diseases press this matter home to all who have the care of children. I can testify that every means to preserve health and prevent contagion, that lie within the teacher's power, have been faithfully taken. Warmth, comfort and ventilation have been carefully attended to. Rooms have been kept clean and neat, the rubbish has been removed from cellars and the walls white-washed, out-houses have been thoroughly cleansed and disinfected. Some out-houses cannot be kept in good condition owing to their unfavorable positions and the wretched state of the structures. At the best the means of ventilation are poor. In no room can a continual in-coming current of pure, and an out-going one of impure air, be brought about. Open win- dows, unless carefully managed, are prolific causes of colds. Many desks still remain in use that seem to have been invented to torture the little ones. Our school-rooms as a whole present a very cheerful and comfortable appearance. Easy desks, of the
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new pattern, clean floors and walls, pictures and plants, make the rooms pleasant and attractive. Year by year I have spent a little money, under your direction, to bring about this change so much needed from the old forlorn, untidy and uncomfortable ap- pearance which most of the school-rooms presented. It has been a struggle, which is not yet ended, to overcome the old in- veterate habit to make free with everything that belongs to a school-house, - to cut, hack and daub at will. Lessons of neat- ness and cleanliness are among the most important. There is great economy in the free use of whitewash, kalsomine, paint and putty, just before decay begins.
In conclusion allow me to say that whatever benefit the chil- dren of Quincy derive from the Public Schools is owing to the wise policy, the steadfast, generous support, you gentlemen of the School Committee have ever exercised toward my fellow- teachers and myself.
FRANCIS W. PARKER,
Superintendent of Schools.
-
FINANCIAL REPORT.
TEACHERS' SALARIES.
HIGH SCHOOL.
H. A. Keith,
$ 1,400 00
Evelyn L. Holbrook,
325 00
Mary L. Flint, Samuel T. Fisher,
300 00
64 00
$2,089 00
ADAMS SCHOOL.
George I. Aldrich,
· $420 00
H. F. Towle,
150 00
C. E. Meleney,
500 00
Hetta Clement,
475 00
Eliza C. Sheahan,
475 00
Mary L. Flint,
237 50
Anna C. French,
475 00
Mary Wilson,
175 00
Mary M. Devlin,
400 00
Jennie Carroll,
70 00
Ida Ellis,
325 00
Annie Carroll,
60 00
Evalina Robie,
180 00
Ellen Desmond,
75 00
Susie Flint,
95 00
Mary W. Woods,
395 CO
4,507 50
CODDINGTON SCHOOL.
Edward A. Greeley,
$1,015 00
Mary E. Dearborn,
475 00
Mary E. Dinegan,
475 00 .
Amounts carried forward,
$ 1,965 00 $6,596 50 (176)
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Teachers' salaries, continued.
Amounts bought forward, Lizzie E. Morse, Julia E. Underwood,
$ 1,965 00 $6,596 50 450 00 , 450 00
Lydia L. Follett,
450 00
3,315 00
QUINCY SCHOOL.
D. S. Farnham,
$930 00
Mary W. Woods,
107 50
Lillie A. Hicks,
45 00
Cora I. Young,
360 00
Lillian Bryant,
350 00
Mary F. Taylor,
450 00
Mary Howes,
80 00
Mary King,
10 00
2,332 50
WASHINGTON SCHOOL.
I. Freeman Hall,
$ 1,200 00
Lillie A. Hicks,
427 50
Mary Marden,
475 00
S. Addie Souther,
450 00
Susie Flint,
25 00
Katie Raycroft,
350 00
Carrie E. Morse,
475 00
Mary King,
55 00
J. J. Prentiss,
4 50
3,462 00
WILLARD SCHOOL.
Sylvester Brown,
$ 1,200 00
Jessie Dunn,
475 00
Mary T. W. Dewing,
475 00
Mary A. Bosworth,
475 00
Emily A. Bosworth,
450 00
Emeline A. Newcomb,
450 00
Amounts carried forward, $3,525 00 $15,706 00
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Teachers' salaries, continued. - Janitors' salaries.
Amounts bought forward,
$3,525 00 $15,706 00
Nellie Fegan,
450 00
Mary A. Spear,
· 485 00
Mary Sheahan,
150 00
Euphrasia Hernan,
160 00
Mary King,
20 00
Minnie Davis,
60 00
Mattie H. Chase,
20 00
4,870 00
WOLLASTON SCHOOL.
Hattie H. Morse,
$800 00
C. E. Deming,
475 00
Belle A. Thomas,
225 00
Cora Bates,
175 00
Olive Holbrook,
95 00
Drawing,
50 00
Total amount paid for teaching,
$22,396 00
JANITORS' SALARIES.
High School,
J. E. Maxim, $200 00
Adams
200 00
Coddington School,
S E. W. Underwood, -
200 00
Quincy 66
Edward Collagan, Peter Rowell, 200 00
Washington School,
William Caldwell, 250 00
Willard
Ellen Lyon, 300 00
Wollaston 66
J, B. Edgerton,
200 00
- - $1,550 00
Cleaning material,
115 00
1,770 00
179
FUEL.
High School,
$105 62
Adams “
III 50
Coddington School,
66 00
Quincy 66
132 48
Washington 66
137 00
Willard 66
208 52
Wollaston, 66
202 70
$963 82
CONVEYING SCHOLARS.
J. T. French, from Germantown to the Coddington School, $450 25
M. W. Gerry, to the Quincy School, 72 25
H. Farnum, from the Rail to the Willard School, 92 00
B. S. Robinson, from the Neck to the Washington School, III 20
$725 70
BOOKS.
Nichols & Hall, nurseries, $18 75
D. Appleton, readers, 51 66
Wm. Ware & Co., reading books,
26 33
John Allyn, books,
IO 33
Thompson, Brown & Co., reading books, 5 40
A. C. Stockin, reading books, 30 80
Willard Small, reading and reference books, 39 27
J. B. Lippincott & Co., geographies, 10 00
Lee & Shepard, reading books, 2 00
Amount carried forward, $194 54
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Books, continued.
Amount brought forward, $194 54
T. Nelson & Sons, readers, 16 20
Knight, Adams & Co., reading books,
30 38
Jones Bros. & Co., readers,
3 75
A. D. Small, numeral cards,
4 80
Rand, Avery & Co., 50 "Course of Study,"
5 00
W. H. Faunce, readers, 1
4 05
John Shorey, readers,
15 00
Mary W. Woods, 4 Guyot's geographies, 4 80
M. W. Tewksbury, readers, 8 63
$287 15
INCIDENTALS.
HIGH SCHOOL.
J. A. Swasey, blackboard, $3 12
Leopold Boëring, repairing apparatus, 20 00
P. H. Gavin, repairing pump, 4 50
Peter Newcomb, repairing fence and moving desks, 15 00
Peter Turner, sashes, glass, curtains, mould- ing-table, and putting down desks, 57 26
E. S. Fellows, dippers and chains, 56
Keating & Spear, moving piano and plants,
8 00
Green & Prescott, printing for graduation,
18 50
Citizens' Gas Co., fitting up stage-lights, 2 50
A. B. Packard, flowers for graduation, 3 50
Jacob Flint, use of carpet, I 00
J. E. Maxim, extra labor, 8 50
John Hersey, setting glass,
3 00
Amount carried forward, $145 44
18I
Incidentals, continued.
Amount brought forward, $145 44
ADAMS SCHOOL.
E. A. C. Hardwick, rent of land, $10 00
Peter Newcomb, repairs, 16 15
Amos S. Litchfield, repairs, II 79
Ira Litchfield, netting for windows, 18 20
G. G. Souther, tables, drawers and blocks, 33 00
W. W. Ewell, repairing bell and setting glass, 14 59 E. S. Fellows, dippers, chains and stove-pipe, 5 91
Leary & Martin, kalsomining, 10 00
Pierce and Sanborn, chains and dippers, I 60
John Hersey, painting and setting glass, 23 60
J. E. Maxim, keys and setting glass, 4 25
Harkins Bros., repairing plastering,
3 50
Geo. Cahill, cleaning yard,
2 50
J. A. Swasey, blackboard,
46 64
Peter Turner, moulding-table,
12 60
Samuel H. Spear, tools,
I 24
Wm. S. Pattee, stationery.
9 85
225 42
CODDINGTON SCHOOL.
Thomas Kelly, repairs on roof,
$2 00
J, A. Swasey, blackboard, 7 84
Henry W. McElwin, blackboard,
10 00
G. G. Souther, repairs on fence and door,
20 75
Peter Newcomb, repairs,
19 25
E. W. Underwood, extra labor,
22 53
Peter Turner, repairs and moulding-table,
22 30
J. W. Hersey, setting glass,
8 10
W. W. Ewell, repairs and locks,
27 36
E. S. Fellows, dippers and chains,
80
O'Leary & Martin, kalsomining,
20 00
Amounts carried forward, $160 93
$370 86
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Incidentals, continued.
Amounts brought forward, $160 93 $370.86
Boston Lightning Rod Co., repairing rod, 8 00
Harkins Bros., plastering,
12 50
P. H. Gavin, repairing pump,
2 50
Pierce and Sanborn, repairing stoves,
14 37
A. S. Litchfield, repairs,
5 75
A. G. Durgin, disinfectants,
1 00
Harvey French, repairing blackboard,
6 25
Edward Collagan, extra labor,
16 78
Keating & Spear, curtain fixtures,
16 15
Whitney & Nash, pitchers and pails,
I 79
John Gay, lettering doors,
1 00
247 02
QUINCY SCHOOL.
T. Gurney, cords, tassels, pails, pitchers and supplies,
$17 17
Sylvester Brown, stationery, 9 38
J. A. Swasey, blackboard, 14 00
Wm. Mahoney, work on yard, 8 00
Harkins Bros., white-washing and plastering,
5 00
Peter Rowell, extra labor, 19 30
J. M. Glover, setting glass and painting, 4 75
W. W. Ewell, repairing bells,
2 00
P. A. Wales, pump,
5 00
S. D. Ramsdell, “ roof,
15 14
G. G. Souther, table,
5 50
J. W. Hersey, painting out-buildings,
IO OC
WASHINGTON SCHOOL.
Thomas Kelly, repairing roof, $3 00
J. D. Rollins, setting posts, 10 00
Peter Turner, moulding-table,
10 00
Amounts carried forward,
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