USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1864 > Part 4
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" Every child in the town between the ages of seven and sixteen years, who shall be an habitual truant from school, shall be punished by a fine not exceeding twenty dollars, to be recovered to the use of the town, on complaint before a trial justice, or court, or by confinement in the State Reform School at Westboro' for a term not exceeding two years at any one time. Every child in town, between the ages of seven and sixteen years, who shall not attend school, and not be engaged in any lawful and regular occupation, growing up in ignorance, shall be punished by a fine, not exceeding twenty dollars, to be recovered to the use of the town, on complaint before a trial justice, or court, or by confinement in the State Reform School at Westboro' for a term not exceeding two years at any one time." Also, the appointment of truant officers to carry them into effect.
FUTURE APPROPRIATIONS.
In conclusion, we would call your attention to the practical fact, that looks us all every day in the face : that one dollar in peace, is as much, for purposes of expense, as two dollars in a time of war, like the present; also, that the garment that formerly fitted the boy cannot be expected to be well adapted to the man. Teachers must have more pay. Incidental
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expenses are much greater. Our town is growing, even in these war times. We have some seventeen hundred children legally entitled to the benefits of the common schools. The average amount of money appropriated by the towns through- out the State, including voluntary contributions, for the years 1861-2-3, was, per scholar, $6.15. The large towns, generally on account of greater advantages enjoyed, being much in excess of the average; yet our town, which is among the largest, appropriated for those years $5,17.9 per scholar, being much less than the average throughout the State. If we have been economical in the past, cannot we afford to be generous now that an emergency has arisen ? What has been one of the greatest instrumentalities in making New England the mighty power that she is, and her sons the directors and moulders of society wherever they locate ? We answer, her common-school system. The time was when education was considered fit only for the forward few; it was said the child must not learn to read, for it would read that which was injurious ; must not learn to write, for it would forge; but, thanks be to the common- school system, that idea, born of bigotry and intolerance, is exploded, and the masses have the field open to them to prove the truth of the noble sentiment, -" Man from no condition rises," or of the Scotch Poet Burns, -
" The rank is but the guinea stamp, The man is the gowd for a' that."
It is only a short time since the privileges now enjoyed by the poorest child in town could only be enjoyed by those children whose parents could afford to send them away, at great expense, to academies, and institutions of learning. We believe it is not too much to say, that there now exists in our town, facilities for obtaining, by any child, an education, which, so far as books are concerned, will equal the average education of all our Presidents, from Washington, down. We believe that the permanency of our republican form of government
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depends upon the education of the masses: that an educated conscience and intellect are better and cheaper protections to life, liberty, and property, than bolts and bars, or prison walls. We trust the town will in the future, as in the past, make liberal provision for the support of schools, - taking into account the exigencies of the times, not give heed to that narrow, chimney-corner, door-yard economy, that says, hoard up the dollar to-day, and let the tares grow in the future ; but, rather keep the flag of education constantly ascending upon the mast of perfection, until it reaches the masthead.
B. T. DOWSE,
SECRETARY.
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SUPERINTENDENT'S REPORT.
IN presenting the Report of the Schools for another year, it is fit to place on record, with gratitude to God, the fact, that, while it has been a year of terrible war in our country, by which large portions have been made desolate and waste, we have been so little affected that no interruption has been suffered in our schools in consequence of the war; nor has there been any diminution in the appropriations of money, or in the length of terms; but quietly, peacefully, prosperously, these fundamental institutions of our civil government, and of our political and social organizations, have been doing their work, - training up recruits to repair the waste of time and service, and to fill the various places of duty, responsibility, and honor in our great and growing country, which will speedily be opened in every part to educated talent and enter-" prise.
No other object ordinarily receives a larger appropriation of money, none properly engages more deeply the attention and solicitude of the people, than this. The educational interests appeal directly to nearly every family; they indirectly, at least, concern every individual; for all our privileges -all that is dear in our American Institutions - depend upon them. The first law of our being -that of self-preservation - requires, that these interests be tenderly cherished, and bountifully provided for. No personal or local prejudice, or party feeling, should be allowed to enter our deliberations, or influence our actions in these matters.
This Report covers the year since June 1. At that time the schools were all immediately visited, and they were accepted
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as in fair working order; except a few cases in which the grading and organization could plainly be improved, or young and inexperienced teachers, or some who had not taught in town, required prompt and special attention. And they have been visited once each month, and oftener when needed, and much time has also been spent in adjusting difficulties, hearing com- plaints, and in restoring expelled or repelled scholars.
The number of schools kept during the year is thirty-two - thirteen Primary, ten Intermediate, two Mixed, six Gram- mar, and the High School. Five, including the High School have been taught by male teachers; the others, by females. The number of scholars in all the schools, 1731; males, 897; females, 844. The number in each school has ranged from 34 to 79, being an average of about 54 to each. The studies pursued, are Reading, Spelling, Writing, Geography, Grammar, Mental and Written Arithmetic, Algebra, History, Science of common things and Natural Philosophy, Intellectual and Moral Philosophy, English Literature and Rhetoric, Geology, Zoology, Geometry, Book-keeping, Surveying, Trigonometry, Composition and Declamation, Chemistry, Latin, Greek, French, Ancient Geography and Classical Manual.
The teachers, as a class, have devoted themselves in cease- less toil and anxiety to the interests of the schools, and have richly deserved the kind sympathies and frank co-operation of the people in their faithful labors. It is, however, an obvious fact, that those work the most understandingly and skillfully who have had special training for the service, either in a Normal School or the High School, or by a fair equivalent in practical teaching. It costs too much to train teachers who lack the essential qualifications, while they have charge of a school, and at the expense of the time and prosperity of the school.
Some of the schools have been seriously interrupted by sickness of teachers, and embarrassed during the Winter term by the rooms not being seasonably warmed and duly cared for. Both teachers and scholars have suffered in their health.
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DISCIPLINE.
The discipline and order of the schools, in most cases, have been satisfactory. In some two or three cases, it is believed, a more judicious course might have been taken. Having laid down rules, and committed themselves to a specific policy, the teachers have felt bound to punish corpo- rally, simply because they said they would; and scholars not having erred intentionally, and keenly sensitive to the seeming injustice of the act, have suffered themselves to be expelled from school rather than submit to it; and, being restored, have been repelled by a repetition of it. Had the teachers reserved to themselves freedom of choosing the time and mode of pun- ishing any technical or real offences which might occur, so as to have due regard to the intention and general character of the offender, this might have been avoided. In the higher grades of schools, especially, it cannot often be necessary or profitable to beat scholars in the presence of the school. If there are any whom other and rational influences cannot control, they can be expelled; and, notice being given to the parent and Superintendent, as the regulations require, they will have opportunity, by co-operating, to enforce in a more effectual manner the discipline of law, till the delinquent is prepared to return with a better mind; while, at the same time, the majesty of authority, and the dignity of the teacher and of the school, are fully preserved. To mortify for slight ' cause, either by whipping or by sarcasm, those whose general conduct is good, or to provoke the resentment of any of a mercurial or vindictive temperament, is alike unwise and hazardous. Schools are governed by authority reasonably exercised ; and gentleness and firmness should blend in disci- pline, while due care is exercised not to displease those whom one would benefit by instruction. The way is open to all, to refer any grievances which may arise to the Committee in charge, who may be expected to hear with patience and to judge with candor, and to act in view of the facts in a spirit of kindness and impartial justice to all parties.
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TEACHING.
The style of teaching has generally improved during the year. In some cases where at the first it was loose, inaccu- rate, and indefinite, it has improved to a degree of thoroughness, breadth, and clearness, quite satisfactory. In others, there is much room for improvement still. Scholars can be taught more than the mere letter of the text-books. To think and reason, and understand the subjects independently of the rules and forms of statement in their lessons, is a necessity. To read as one travels a beaten path, who is careful only to keep his feet on the track, and is blind to the scenery of the country he passes through, -to the flowers, and fields, orchards, gardens, groves, works of art, or the gems and minerals which crop out from the soil, is not to read with profit. It is not truly studying the art of reading. So of the other studies ; we must know what words and sentences mean, not simply how they sound. The practice of prompting the scholars, and help- ing them over every little hard place or obstacle, too prevalent in schools, has been steadily discountenanced. To learn how, to study, and to gain mental discipline and self-reliance in thought, with precision of speech, is a leading object in school education ; which is defeated by this practice of prompting, and, also, by the merely mechanical, or memoriter style of recitation.
As my predecessor represented the schools as duly graded and organized at the beginning of the year, no great alteration was made during the Summer term. At the beginning of the Fall and Winter term, this subject received special attention ; and the schools were re-organized, so far as they required it, and could be improved ; and they were graded so as to equalize the number of scholars in the different departments where practicable, and to fill up the grammar schools with at least a respectable number of scholars. It has been difficult to find a sufficient number of scholars qualified to enter the grammar schools. Several of these schools, which were in charge of male teachers, were visited repeatedly during the Summer
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term, when there were less than twenty present; and it was necessary to introduce classes from the intermediate schools, in order to make a fair show of a school, and to stimulate the teachers with the feeling that the school in hand was worthy of their time and labor.
At the end of seven months, two of the male teachers resigned their places, to accept of others. offering more pay ; to the serious damage of the schools.
INTERMEDIATE SCHOOLS.
The Intermediate Schools, with one exception, began with experienced teachers, in whose charge they were excellent schools. The permanent loss of health of one of our most faithful and successful teachers, in the Ninth District, is deeply regretted. Without any disparagement of those who may succeed her, it is proper to say, that it will be difficult to secure one who can fill her place in that school.
The grading of these schools is the most perfect, and the organization the most simple of all; and, with competent , teachers, they should make great progress.
MIXED SCHOOLS.
The two Mixed Schools have combined Primary and Inter- mediate, with a small element of Grammar Schools. They necessarily demand much labor, and. every variety of good · quality and experience of their teachers. Both have been fortunate in the selection.
PRIMARY SCHOOLS.
Of these there have been thirteen. Only two inexperienced teachers have been employed in them; and these had been well trained in our High School, which is as good as years of experience in some circumstances. All have been good schools for the places ; some have been very excellent.
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It is a delicate and responsible position to have charge of a Primary School :-
" Just as the twig is bent, the tree's inclined."
Here the child receives his first impressions of school-life, and forms those habits which will cleave to him, for good or; evil, through his entire course. Good judgment (and I might. say good health), a kind heart; vivacity, tact, familiarity with, and love of children; gentleness and firmness; évery good social, motherly quality, with cultivation and experience, and: . sound common sense, - will be in constant demand. From morn till night, the teacher must draw upon her own mental and moral resources, to keep up the interest, vivacity, and cheerfulness of the scholars; and, carefully guarding against bad habits and "school tones," she will need to inculcate habits of accuracy, naturalness, and vigor; so that when the little scions in learning pass from her hands to a higher grade, they will not be deformed or marred through neglect, or bad training, nor crushed by severity or moroseness. Her disci- pline should be gentle, but firm; always kind and encouraging ; never abusive and terrifying. If ever the rod is used, which should not be often, it should be so applied as to leave its mark on the mind and soul rather than on the flesh.
EXAMINATION.
The examinations at the close of the Summer term were gen- erally informal and private; at the close of the Winter term they were all public, and, many of them, attended by a crowd of friends. They were conducted in such manner as to detect any special efforts at false display. The teachers were allowed to select a part of the questions, examples, &c .; the super- intendent selected the rest, so as to cover the subjects studied during the term.
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VACATION.
The vacation between the Summer and Winter terms was five weeks, including August; and there was a recess of two weeks in the Winter term, including Thanksgiving.
It would be better to have the Summer vacation include both July and August; as the attendance in July is irregular, and the interest of the scholars languishes, and there is but little if any profit in the schools at that time, unless we except the Primary, and, perhaps, the High School.
If a regular system of gradation in all the schools, and a corresponding course of studies for each grade, could be introduced, it would materially reduce the labor of the teachers, and improve the school's in each grade.
FIRST DISTRICT.
The school-rooms in this district are very neat and conve- nient, and well kept. Some inconvenience was experienced in the Winter months, from the rooms not being always season- ably warmed.
GRAMMAR DEPARTMENT. - The former accomplished and faithful teacher taught this school successfully till Decem- ber; when he suddenly left, to act as principal of a grammar school in Milford. After the loss of one week, the school . was re-opened in charge of a youthful undergraduate from Harvard College, inexperienced in teaching. The excellent discipline and quiet order which had prevailed were not at first maintained; the style of instruction was less clear and calm; and, in consequence of the change, the first three or four weeks of the school were not of much value, if, indeed, the school held its own. But, by special and persevering efforts, a better state was secured, and the school has since sustained a fair character. The scholars have advanced more pages than the average of the schools of its grade. At the
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closing examination, the arrangements were admirable; the / recitations, generally prompt and correct; the explanations in arithmetic, with a few exceptions, in which the principles and reasons were not given, were substantially correct; reading, very good ; grammar and analysis, respectable; science of common things, very good; history, also; declamations, compositions, map-drawings and writing, all very creditable ; and the perfect order which prevailed added to the interest. Altogether, it was a very pleasant and satisfactory examination, considering the foregoing facts.
INTERMEDIATE. - Most of the scholars have made good progress; and, with the exception of a few who did not at all times cheerfully yield to the regulations and discipline, the deportment has been correct. The instruction was thorough; some would say too much time was spent on short lessons, and that the classes should advance more rapidly. The public examination was excellent, particularly in the reading exer- cises - uncommon accuracy in every fundamental element of good reading being exhibited. In none of the exercises was there any failure, of note, on the part of any who had been long connected with the school.
PRIMARY. - A full school; many of the scholars had never before attended school; the teacher, a recent graduate of the High School. After a few weeks, during which both teacher and scholars were becoming accustomed to their new relations and position, the school was well organized, and kept under good discipline. The classes have been well drilled and thoroughly taught; some of them have made more than average progress. The public examination, in all respects interesting, exhibited promptness, and almost perfect accuracy in every recitation. The singing, and other devotional exercises, in which the school repeated the Ten Commandments, in concert, with excellent effect, together with those performances in the intervals, were very appropriate and gratifying.
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SECOND DISTRICT.
A mixed school numbering fifty scholars, divided into twenty classes, of all grades, from 'alphabet to algebra. The organiza- tion has been as perfect as practicable, and the programme for the week arranged, and placed upon the blackboard. To meet the demands of so many classes, the geography and grammar classes have been assigned to alternate days; and writing to the most convenient days. The discipline of the school has been firm, equitable, and effective, and generally of a kind and winning spirit. All cases of obstinacy have been met with decision, and, in most cases, subdued by conciliation. The instruction has been clear and scholarly ; - varied in style, and comprehensive in range, - adapted to give an insight into the subjects, apart from the forms and phrases of the books - the recitations patient and thorough. Industry, constancy, cheerfulness, have characterized the daily routine. The tasks required have been within the ability of the diligent and docile, but too great to allow any indolence or stupidity. A school thus managed must prosper, if it enjoys the frank and judicious co-operation of the parents and friends of the scholars.
The examinations have exhibited substantial progress. The closing examination, in particular, was very thorough, comprehensive, and satisfactory. All the classes bore the tests, and proved, by their prompt answers and explanations, that they had been thoroughly instructed in all parts of their les -: sons, and that they did not depend upon memory alone for their answers. The singing and declamations were happily introduced. A large and appreciative audience evidently enjoyed this very superior examination and exhibition.
THIRD DISTRICT.
The schools in this district began the year in the same rooms as last year, and with a change of only two teachers -
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one in the grammar, and one in the lower intermediate. Before the close of the Summer term, the two primary schools were suspended, for want of school-rooms, from July 4th to December. When the new school-house was opened, with two neat and cheerful rooms, one was occupied by the primary, under Miss Raymond, and the other by the lower intermediate, removed from the lower room of the old school- house.
At this date, it was necessary to re-grade all the schools in this District. After gathering into the grammar school, from the intermediate, all who were qualified, even at a low standard, to enter, the numbers in the other schools were equalized as nearly as practicable; and they were all full, averaging about sixty to each school. Soon after a number more crowded into the upper schools, having been released from employment by the suspension of work in the "nailors'" department of the iron works. These the teachers were requested to benefit all they could during the probably short time they would remain in the schools, which request was cheerfully complied with.
GRAMMAR DEPARTMENT .- At the beginning of the Summer term, there were not scholars enough in this department to make a " live " school, there being present at the time of my several visits, only 14, 17, 21, 26. For the Winter term it was resolved to fill up the school, if possible, and numbers were added as stated above. Since then this has been a com- paratively full school, though some of the classes were not advanced to a desirable standard for a grammar school. This made the perfect organization of the school more difficult, increased the labors of the teacher, and somewhat detracted from the visible success of the school.
The discipline of this school has been, so far as has appeared, kind and effective; the instruction faithful and accurate, and the progress as great as could be reasonably expected in the circumstances.
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The examination of those who had been in the school through the year was very good; in philosophy, national arithmetic, grammar and analysis, also in geography and Col- burn's arithmetic, it was creditable; the reading was good; the classes in common school arithmetic, which had been in the school only a part of the year, did not perform so well.
The INTERMEDIATE, MRS. NASH, TEACHER, exhibited good con- duct, thorough and faithful instruction, and substantial progress. Promptness and dispatch pervade all of this school, and a cheerful atmosphere seems to fill the room. The time and energies of the teacher have been severely taxed during the latter part of the year, and some critical matters connected with the studies have been crowded out. The examination was a satisfactory exhibition of the school, as it has been from day to day, and creditable to all.
INTERMEDIATE, MISS H. E. BATES .- This school moved to the new school-house in December, and since then has been one of the most perfectly-managed schools of its grade. A clear perception of what is desirable in a school, an apparently easy and cheerful discipline, facility and dispatch in teaching all that legitimately belongs to the lessons, no complaint of " want of time "" to do all that is required, and variety, vivacity, in the daily performances, are prominent features. There are fewer advanced scholars in this school than in some others of its grade ; those in mental arithmetic are not yet sufficiently familiar with the tables, many being but little more advanced than the higher classes in some of the primary schools, and their recitations at the closing examination were embarrassed some by that defect; but in all that pertains to reading, and in geography, and written arithmetic, the recitations were superior. The singing, declamations, and the class evolutions, conspired to make the occasion exceedingly interesting.
It is to be regretted that any of the children were absent
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for want of fine clothes. Clean and tidy dresses, if they are plain, are always respectable in such a school.
The two PRIMARY schools, while, in the disagreeable rooms heretofore occupied, were as good as could be expected in the circumstances. Since they were moved to better quarters they have almost changed their identity. The one in the new school-bouse, especially, would scarcely be recognized. . Both schools are well regulated and faithfully instructed ; and though they have had but. short terms this year, it is believed the results are such as should commend the schools to continued confidence.
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