USA > Massachusetts > Norfolk County > Quincy > Town annual report of Quincy 1885-1886 > Part 13
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of our school-rooms which I have entered with more pleasure, or with a stronger sense of the value of the work being accom- plished. As already suggested, the work of both classes has been chiefly in the line of mechanical drawing. We have attempted to meet the actual needs of the students as far as possible, and with this idea, after the preliminary instruction needed by all, one portion of the students has taken up machine drawing, while the others have given themselves to monumental work. The following outline, put into my hands by the teachers of the school, will show in more detail the course which has been followed : -
GEOMETRY. - Three practice sheets, twelve problems to each.
ORTHOGRAPHIC PROJECTION. - Two sheets. Working drawings, showing plans, elevations, sections, and developments.
GEOMETRY. - Three certificate * sheets, twelve problems to each.
ORTHOGRAPHIC PROJECTION. - Two certificate sheets, showing plan, elevation, and end views.
ORTHOGRAPHIC PROJECTION. - One certificate sheet, showing plan, elevation, section, and developments.
The above work having been done by all students, a division of the class was made, in order that the instruction might, to a greater extent, meet individual needs.
MACHINE CLASS. - Three sheets of machine drawings, showing plans, elevations, end views, and sections.
MONUMENTAL CLASS. - Five sheets of isometric drawings, begin- ning with simple geometric forms and leading up to monumental and architectural forms.
Of the entire cost of the school thus far, about five hundred dollars may be fairly regarded as the cost of the plant, and not as a recurring expenditure. As all the members of the present drawing classes are and have been males, a word of explanation on this point may be desirable. All the females applying for admission desired instruction in freehand drawing, and the majority of such applicants were teachers in the day schools. While they would undoubtedly become better teachers of draw- ing, as the result of an evening-school course, it was felt that, in view of the large number desiring admission to the evening school, and in view of the fact that the day-school teachers are supposed to have constant advice and instruction from Mr.
A certain number of sheets must be executed by each student before he receives a certificate, stating that he has completed the first year's course. These are called certificate sheets.
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Carter, others must be given the preference. The selection of men for admission to these classes has, of necessity, been quite arbitrary, but attention has been given to fairly representing all sections of the town. The future of the evening drawing school involves a number of questions which demand careful considera- tion. Certain of the present students will undoubtedly desire to go on next winter with the advanced work of a second year. Good instruction in freehand drawing will involve a different equipment and lighting from that in present use, and both the number and location of classes must be decided.
PHYSIOLOGY AND HYGIENE.
By the Legislature of 1885, the following law was enacted : -
INSTRUCTION IN PHYSIOLOGY AND HYGIENE. [CHAP. 332, ACTS OF 1885.]
An Act requiring Physiology and Hygiene to be taught in the Public Schools.
Be it enacted, etc., as follows :
SECTION 1. Physiology and hygiene, which, in both divisions of the subject, shall include special instruction as to the effects of alcoholic drinks, stimulants, and narcotics on the human system, shall be taught as a regular branch of study to all pupils in all schools supported wholly or in part by public money, except special schools maintained solely for instruction in particular branches, such as drawing, mechan- ics, art, and like studies. All acts or parts of acts relating to the qualifications of teachers in the public schools shall apply to the branch of study prescribed in this Act.
SECT. 2. All penalties now fixed for neglect to provide instruc- tion in the branches of study now prescribed by law shall apply to the branch of study prescribed in Section I.
SECT. 3. This Act shall take effect on the first day of August, in the year eighteen hundred and eighty-five. [Approved Fune 16, 1885.]
Before the passage of this Act, the law provided that Physi ology and Hygiene should be taught, by lectures or otherwise, in all the public schools in which the school committee deem it expedient. Such instruction is now rendered compulsory, all discretion being taken away from school authorities. It is well understood that this recent legislation was mainly secured through the efforts of active workers in the temperance cause. The sweeping language of section one is worthy of notice.
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" Physiology and Hygiene ... shall be taught as a regular branch of study to all pupils in all schools," etc. This can only mean that every pupil from the High School down to the five- year-olds of the D Primary classes shall receive such instruction. It is equally well understood that the promoters of this legisla- tion did not aim merely to make instruction in Physiology and Hygiene compulsory. Their central purpose is indicated by the words, " which in both divisions of the subject shall include special instruction as to the effects of alcoholic drinks, stimulants, and narcotics upon the human system." I have seen it urged in print that compliance with this recent legislation involved putting a text-book into the hands of every pupil, which seems rather absurd in the case of those who cannot yet read. The State Board of Education has expressed the opinion that oral instruc- tion would be a compliance with the requirements of the statute. However this may be, there is not the slightest doubt but that the letter of the law may be complied with, and in many cases will be complied with in a perfunctory way which will result in entire failure either to give pupils any useful knowledge of the two branches mentioned, or to exert the moral effects which are sought for. There is no doubt that all good teaching and right learning produce moral as well as intellectual results of value. It has been our constant aim to make the Quincy schools as useful in the one direction as in the other. While every good school exerts a strong influence, as it leads to the practice of regularity, punctuality, industry, silence, and self-control, it is to the personal character of the teacher that we must look for the highest results. As he must know what he would have his pupils learn, so he must be what he would have his pupils become. The evils of intemperance are so dreadful that every person should be interested in any proper effort to dimin- ish them, and our sympathy and support should go out toward such attempts.
There are two ways, then, in which we may regard this branch of knowledge, newly added to the school curriculum We may look at it first as a literary pursuit, considering what intellectual results of value will accrue ; and secondly, we may inquire what results, in the way of right living, may be secured from it. With physiology as a science not much can be accomplished. The stream does not rise higher than its source. We, who are charged with the management of the pupils, know but little of the science of physiology ourselves. Even if this were other- wise, the facilities for the proper teaching of such a science are not at our command. Mere book work in physiology, so far as
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gaining a knowledge of the science goes, will prove as worthless as is similar work in physics, botany, or chemistry. With hygiene more can be accomplished. A simple, well-arranged course of oral instruction can be commenced with the youngest pupils, and carried on through the upper grades.
This will involve such topics as the parts of the body, the eye and sight, the ear and hearing, the nose and smell, the tongue and taste, the teeth, circulation, respiration, digestion, etc. Pupils are already obliged to accept so much of what we call knowledge upon authority rather than upon experience, that I am extremely loath to see any further steps in that direction. It would be easy to set in motion a species of instruction in physi- olgy which would be directly opposed to all principles of good teaching and in conflict with our work in other branches of study.
Looking for a moment at the other phase of the question, we shall agree that the incidental results secured by a good teacher are often of greater value than those at which he seems to be directly aiming. This is especially true in the realm of morals. Continual preaching or moralizing in the school-room is of small use. It is the quiet word now and then, the apt illustration, an incident or example just to the point, but more than all, the per- sonality of the teacher, - what he does and says, and how he does it and says it,-it is by these means, if at all, that children are made to grow better as they grow older. We may not agree as to how far a knowledge of the results of certain courses of action may deter from following such courses. It is too often true, that "we know the right, and yet the wrong pursue."
From this brief discussion of the matter, it appears that, while our pupils may not be expected to learn much of physiology as a science, we should look for considerable acquaintance with the laws of hygiene; that, while teachers should constantly aim to secure the great end of all school government, viz., that pupils may learn to control themselves, they may also have specially in mind the subject of intemperance, and give their young peo- ple the strongest possible bias in favor of sober, well-ordered living.
MUSIC AND SEWING.
The statutes provide that vocal music and sewing shall be taught in all the public schools in which the school committee deem it expedient. In 1875, the year in which Quincy first em- ployed a superintendent of schools, and in which the "new departure " was inaugurated, the principle was adopted of under-
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taking a limited amount of work and of doing that thoroughly well. That principle has been firmly held to during the succeed- ing years. In it I believe. The moral effects of concentrating upon comparatively few studies, and thereby securing results of the first quality, are too valuable to be sacrificed. The quality of the work done is more important than the quantity of it. Without violating the principle just referred to, it has been possi- ble to incorporate drawing into our course of studies, and that branch is now on such a footing that no well-informed person will question the wisdom of its adoption, or the useful purpose which it serves. In the development of a school system the claims of music and sewing are certain to be urged, and a few words upon the subject will not be premature. Public schools were not designed to accomplish everything, and had such been their design, failure would have been inevitable. Amid the dis- position to require everything at the hands of the school, it is well to remember that the home and the church still exist. There is no danger but that enough will be required of the former institution, even though the obligations resting upon home and church remain where they properly belong.
It is important to find a line of reasoning which may be safely followed as we are called upon to consider the admission of this, that, and the other pursuit into the work of the schools, and to decide the many questions which arise in regard to their general management. We shall find a safe course if we consider each pupil as an end unto himself. He comes to school to be educated ; that is, that his whole being, mental, moral, and physical, may receive a complete, orderly, well-balanced, and well-rounded devel- opment. Any pursuit which tends directly toward this result has claim to consideration, even though a narrow judgment may condemn it as not being of practical value. As between music and sewing, I am in favor of one rather than of both; of the former, rather than the latter. It is easy to map out a fine school system on paper. The course of study may be as elaborate as you please, the requirements put upon the various grades may be wide in extent and severe in kind, but after all, it may be a mere paper system. To secure results which will bear close inspection, to effect an occasional addition to a curriculum already familiar to teachers, in such a manner that nothing old shall be disturbed, but that the graft shall grow sturdily, and become closely knit to the original stock, demands much time and labor. Such considerations are, I think, decisive in favor of one, rather than both, of any possible additions. If we come to a choice between music and sewing, there may be chance for
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argument, but the weight thereof seems to me strongly in favor of music. Two points only will I mention : Sewing in schools composed of both sexes is a disorganizing element. While the girls are occupied with the sewing, it is difficult to provide for the boys ; and, in the second place, the great majority of our pupils can learn to sew at home. The duty of teaching them belongs to the mother, and not to the public school. Assuming a decision in favor of music, I can scarcely think it necessary at this day, and in Quincy, to go into any argument in justifica- tion of its claims to a place in the schools. It would simply be a re-thrashing of straw already thrashed over and over again. If reliance be placed on authority, a formidable array of names can be mustered in its favor ; if on the experience of others, the testimony of school committees all the way from Maine to California is at hand. As a promoter of health, as an aid in the discipline of schools. as a means of cultivating the ear and voice, on account of its refining influence, and because of the brightness and cheerfulness which it imparts to the school- room, - for these and other reasons, systematic instruction in music cannot be secured too soon. It is sure to find its way into the schools, and why should we not secure for the present pupils advantages certain to be enjoyed by those who succeed them ? It would be absolutely necessary to success that some person be employed to do for music what Mr. Carter is doing for drawing; not to do the teaching, - this is the work of the reg- ular teachers, - but to advise, encourage, assist them, in a word to supervise their work in this department. The services of such a person must be paid for, but twenty-five or thirty cents for each of the pupils belonging to our schools is an extremely low price to pay for the additional advantages which they will enjoy. There is at present considerable rote singing in our schools, here and there some instruction is given by individual teachers. In order that it may be common to all the schools, that it may be system- atically taught, and satisfactory results be secured, such a course as I have suggested is absolutely necessary. If we could glance for a moment at the future homes of a body of children who had received a good musical training when at school, if we could visit a community entirely made up of such individuals, who can doubt that we should find in those homes and in that com- munity elements which would be ample justification for the time, efforts, and money necessary to put music on a secure footing ? ยท
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DISCIPLINE.
As particular questions properly coming under the head of school discipline have at times occupied the attention of the Committee, it seems not amiss at this time to briefly outline the views held in common by the teachers and myself which have guided us in our conduct of the schools. We, as individuals, are not infallible in judgment or faultless in direction, but I am con- fident that our purposes and methods will commend themselves to your judgment. Our creed is somewhat as follows : We be- lieve firmly in a very high standard of order. Good order means to us the constant presence of such conditions as insures the greatest efficiency in the school ; a conformity to these conditions on the part of pupils, because of right feelings within and not because of penalties and restraints without. We believe that if such a state does not exist, it is an evidence of failure to this extent on the part of the teacher. The influence of an instructor depends on his character as an individual and upon his skill as a teacher, both in good degree within his own control ; and so his influence should grow stronger as time goes on. We believe in the absence of pains and penalties ; that their frequency is a certain evidence of a hasty temper, lack of judgment, or other shortcoming in the teacher. We abhor scolding, threatening, and constant fault-finding. We believe in constant occupation for all pupils at all times ; that if a pupil is found in mischief be- cause he has nothing to do, the fault is the teacher's rather than his own. We think that school-rooms should be bright, cheerful, happy places, where the children love to be. At the same time we know the difference between liberty and license, realizing that children, too, value the former, and have slight respect for that teacher who tolerates the latter. We think we are all in- clined to talk too much in the school-room, and we carefully guard ourselves against the mean-spirited, biting language of sar- casm, which has been all too common in the past. We realize that pupils commonly attempt to deserve the estimate which they find put upon them ; they may even "assume a virtue if they have it not." This leads us to think and speak as well of them as we can, and to refrain from derogatory remarks, especially in the presence of others. We believe that self-control is as necessary for teachers as pupils ; that an even disposition and never-failing good-humor are to us of the greatest value. We endeavor not to regard any offence as an indignity personal to ourselves, and strive to keep out of sight all appearance of per- sonal feeling in dealing with the offender. If compelled to resort to punishment of any kind, we remember that our reliance
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must be on future efforts rather than on the single punishment itself for effecting any real change in the pupil.
We have not overlooked the principles in accordance with which punishments should be inflicted. While we have aimed to have them as infrequent as possible, we have remembered that it is the certainty of a penalty, rather than its severity, which renders it effective ; that the lightest penalty capable of secur- ing the desired result is the one to be employed. We have en- deavored to secure the co-operation of homes and parents with schools and teachers. We have sought to substitute, as rapidly as possible, in the minds of pupils, higher for lower motives. Remembering the great force of habit, recalling the fact that the pupils come to us without school habits, and that we are responsible for the school habits afterward acquired, realizing that we can do nothing more important for pupils than to send them into the world with firmly grounded habits of neatness, good order, obedience, industry, punctuality, and politeness, we have constantly aimed to secure these results. Not content to have the influence of the school end at the gate, we have hoped to have it always with the pupil, and there has been no word of commendation more valued than some occasional testi- mony, not that a boy was doing well with his arithmetic and geography, but that he was a better boy in every way, more thoughtful of his mother, more considerate of his sisters, more obedient to his father,- and all this as the result of some good teacher's influence. We have tried to remember how dependent is the order of a school upon right physical conditions, and such matters as temperature, ventilation, and physical exercises have been vigilantly looked after. We have tried to overlook nothing which a wise humanity would dictate, and the beautiful language of our statute book may be quoted as fairly indicative of our spirit and purposes :-
SECTION 15. - It shall be the duty of the President, Professors, and tutors of the University at Cambridge, and of the several colleges, of all perceptors and teachers of academies, and of all other instructors of youth, to exert their best endeavors to impress on the minds of children and youth committed to their care and instruction the prin- ciples of piety and justice, and a sacred regard to truth ; love of their country, humanity, and universal benevolence ; sobriety, industry, and frugality ; chastity, moderation. and temperance ; and those other virtues which are the ornament of human society and the basis upon which a republican constitution is founded ; and it shall be the duty of such instructors to endeavor to lead their pupils, as their ages and capacities will admit, into a clear understanding of the tendency of the above-mentioned virtues to preserve and perfect a republican con- stitution and secure the blessings of liberty as well as to promote their
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future happiness, and also to point out to them the evil tendency of the opposite vices.
DRAWING.
In response to my request for such information in regard to the year's work in drawing as should be presented for your consideration, Mr. Carter submits the following : -
Since the last report of the Quincy School Committee, impor- tant improvements have been made in connection with the study of industrial drawing. It is generally understood that the sub- ject is presented as relating to the study of form. The work being done under three heads, viz .: First, that which relates to obtaining knowledge of form, of Observation ; second, that which relates to its Expression; and third, that referring to new combinations of knowledge, of Invention or Design. The particular advance which has been made is connected with Expression ; the plan providing the following ways, viz., Construc- tion, Drawing, and Language. Expression of Construction being in any available material, as wood, paper, cloth, etc. The work being done at home under direction of father, mother, or others of the family. The result of using construction as a means of expression was a very large and interesting collection of objects which were shown in the Quincy Town Hall. Afterwards a smaller collection was exhibited and explained in connection with the National Educational Association of Saratoga, last July, and at the last meeting of the Massachusetts Teachers' Association.
Every object was shown as the outgrowth of its accompanying drawing. None of the object work, except that of clay, was required to be done in school. Dependence was placed upon the great enthusiasm which both teachers and pupils showed for this new kind of work. The result should not be classed with industrial exhibits which do not show any connection with school studies. Many prominent educators who have inspected the children's constructed object work regard the manner in which it is devel- oped as a practical way of introducing manual trades into pri- mary and grammar schools. It is an undeniable fact that indus- trial drawing is the foundation of industrial training. That study we have introduced, and partially developed. It remains to be seen how far construction as a means of expression and training will add to our power of developing children morally, intellectually, and physically. So far it may be justly said that we have inaugurated "a new important step in the right direction."
* Edward Everett Hale.
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Attention should be called to the untiring efforts of principal and teachers to make the work connected with drawing a success. In many instances extra time and thought have been given to it. Without such hearty co-operation the exhibition of last June would not have been possible.
CHARLES M. CARTER.
HIGH SCHOOL.
There were graduated from this school last June a class of thirty-two, nine of the number being boys. That class on entering the school in September, 1882, numbered fifty-three, of whom eighteen were boys. The ratio of the number graduating. to the number entering was sixty per cent. The present size of the school is as follows :
Boys.
Girls.
First class
25
2
23
Second class
25
7
18
Third class
58
27
31
-
108
36
72
The third class numbered sixty on entering the school, and has retained its number to a very unusual extent.
Beside the class already mentioned as graduating last June, certificates were presented to the three young ladies, Misses Collagan, Dinnie, and Evans, who spent a fourth year in the school. The hope expressed by me last year, that these pupils might be only the first of many who would remain in the school during a fourth year, has not as yet been further realized, as none of the graduates of 1885 returned to the school. I would again emphasize the advantages offered by this fourth year to those whose plans do not lead them to other schools. Our present course of study is very weak on the side of the natural sciences. Only physics and botany are studied, and for teach- ing the former there is still the lack of a suitable laboratory.
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