USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1866 > Part 4
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Before proceeding to a detailed report, it is proper to direct attention to influences affecting the condition and welfare of our schools, present and prospective.
To understand the nature of the work in which we are engaged, and to appreciate its importance, it is proper to
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remember that our common schools, implying the idea of gen- eral intelligence, are prominent among the " crowning glories " of our Republic. Such intelligence, combined with virtue as prevalent, insure the success of a government of the people, without which such a government cannot long exist, being as essential to a Republic as food is to the stomach or air to the lungs. Tyrants detest and fear universal education as the thief does the return of the morning light. Oppression retires before the onward march of intellect, the general diffusion of knowledge, as the dew is dissipated by the sun. The wand of the oppres- sor falls when the enlightened masses demand a redress of grievances. The ballot-box is safe only when Intelligence and Virtue deposit the votes. The school is the index of society, since an enlightened society demands good schools. No better illustrations of these principles are needed than those furnished in revolutionary and ignorant Mexico, or still nearer home, comparing the two dominant sections of our own country, the schooled North, where the masses have learned the rudiments of education, with the ignorant South, where millions are unable to read their names. Such a comparison will indicate where stability, power, perseverance, resources, success and triumph are found. Indeed, the grandest spectacle ever pre- sented to human view, connected with intellectual development, is seen in our free schools where Poverty sits side by side with Affluence-rags in contrast with " purple and fine linen,"-each toiling up the rugged hill of science, each competing for the prize, each enjoying the advantages wisely furnished from the public treasury, while, oftener than otherwise, the tattered gar- ments of poverty flutter in the breeze on the highest peak of eminence, leaving the wealthier competitor far, far behind. Under such circumstances, when the portals of education are thrown wide open to all classes, " the race is not always to the swift," or social position and political preferment confined to the aristocratic few. If, therefore, those among us who pos- sess but moderate means, would secure to their children advantages of education at least equal to those enjoyed by the wealthy,-for which the wealthier. classes pay, to a great extent,-let them cherish our common schools, the " colleges of the people," sucessfully competing with those ordinarily regarded as the more fortunate classes.
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SCHOOL ATTENDANCE .- In mental, as in physical labor, suc- cess is made largely dependent upon persevering industry, consecutive effort. The labor of one hundred days is not ordinarily performed in fifty, or by listless irregularity. The mechanic who is absent from his bench for a single day, learns that such absence implies a discontinuance of progress. Matter and mind, in a certain sense, move only as they are moved by exterior forces.
In the school-room success is far more dependent upon industry and continued effort, than is ordinarily supposed. The best scholars are by no means all geniuses. Promptness, energy, unflagging industry, concentration of effort, and regu- lar attendance, with only moderate mental endowments, are sure to win laurels. That pupil only succeeds, under ordinary circumstances, who is prompt and regular in attendance. An absence from every fifth, tenth or twentieth lesson constitutes a loss which none can afford-certainly not those of limited means. As well may the laborer demand compensation when absent from his employment, as for the parent whose children are irregular in attendance, to expect the usual progress in study. A lesson omitted is a lesson lost. If the aggregate lessons of a term are valuable, each one is relatively important. The loss primarily considered, however, comprises only a part of the real, practical loss. An omitted lesson involves not only a loss of what might have been secured-the knowledge and the mental discipline-but presents other difficulties, particu- larly when the elements of science are so closely related or connected that the understanding of one presupposes a knowl- edge of another. For example, ignorance of the principles of fractions, will render proficiency in the more advanced subjects utterly impossible. It follows that a lesson imperfectly learned or wholly omitted, a subject but partially investigated, neces- sarily retard the progress of the pupil, to say the least, while sad discouragement and utter failure are quite usual.
But these evils are not confined to the principal offenders. Absence not only retards the progress of the absentee, but directly and indirectly affects the whole school. The time consumed in explaining a principle of a preceding lesson, lost by absence, is so much unjustly taken from the whole class ; and yet the labor must be performed to avoid constantly
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recurring difficulties in the future. The time of the teacher belongs to the class and not particularly to a delinquent mem- ber. A pupil thus absent is an incubus, and justice demands that he should be transferred to a lower class, where he may learn more successfully, the feelings of the parents to the contrary notwithstanding. This arrangement would be of mutual advantage, since it would prevent the unnecessary expenditure of the teacher's time in repeating previous labors and explanations, and at the same time really benefit the absentee. Premature promotions to a highier class, or retain- ing one in a class of superior attainments, when such a pupil is really unable to understand the principles involved and of course unqualified to proceed successfully, is rank injustice, particularly to the inferior or dull scholar.
The records, in some instances, indicate a fault in this respect, an evil capable of removal. We appeal to the parents to reflect upon the importance of this matter and prevent, as far as possible, the many " black marks" on the register. If there is an absence of twenty per cent. it is evident that the true loss is even greater, that connected with future difficulties and those relating to the school as a whole, included. And while the patrons of the schools would justly censure the pub- lic servant for wasting or misappropriating one-fourth of the school funds, in no very mild terms, we respectfully and earnestly request them to cooperate with us in the abatement of a manifest evil, reducing, so far as possible, what we cannot but regard as an unnecessary amount of tardiness and absence. It is believed that most of this absence-save that resulting from sickness and unfavorable weather-might be avoided. Will not parents consult their own interests in this matter- promoting the general good-by making a special effort to secure punctual attendance, even though it may cost some little sacrifice and inconvenience ?
It is proper to remark in this place, that an abuse of a good system is quite possible and by no means unusual. The regu- lation requiring excuses for absence and tardiness, is an impor- tant one, and yet, in the absence of co-operation, it becomes practically inoperative. If the excuses are granted indiscrimi- nately, or if some parents conspire with laggard scholars to relieve them of their tasks, or to avoid punishment, it is
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manifest that serious injury is the result. We, therefore, sug- gest that these excuses may be only granted when necessity demands it, that the parents may see the importance of co-operating with us in the effort to improve our schools as much as possible.
TEACHERS .- The selection of a teacher, one in every respect qualified for the important and responsible position,-as far as mortals may become qualified,-is no easy matter. Good scholarship is absolutely necessary, and yet no more important than " aptness to teach." Moral excellence is an important element in good teaching, yet every good individual does not succeed as a teacher. Teaching ability is a prerequisite of success, yet all possessing that alone are not safe guardians of the young. The good teacher is not a one ideaist, possessed of a single thought or a single excellence, physical, mental or moral, but one combining all of these excellences to as great an extent as is possible. The teacher is a model, necessarily so, whether a desirable one or otherwise. The daguerreotypist produces, not what he or the subject may wish, but an exact transcript of the original, combining the excellences and the defects ; so, the teacher, whatever the character may be, repro- duces himself or herself, the perfection of the transformation depending upon circumstances. A good teacher infuses the vital forces of a vigorous, analytical and comprehensive intellect into a whole school, in some degree at least, leaving an impress not easily effaced. The influence of such must be felt, when clearness of perception, versatility of talent, energy and general efficiency are combined. "As is the teacher, so will the pupils be," is a maxim that contains more important truth than elegance of expression. A phlegmatic teacher is soon surrounded by a comparatively inert school, while one from whose countenance the internal fire of intellect is constantly emanating, soon reproduces himself, soon creating, so to speak, a new order of beings. He who fails to control his own emo- tions and temper, as certainly fails to control his pupils. If the teacher " scatters," fails in system, his or her pupils will be loose in their mental habits. Ideas systematically fixed in the mind are far more important than profusion of words. Strengthening the mind is of'far more practical value than the
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mere acquisition of knowledge. " Knowledge dwells in heads replete with thoughts of other men, wisdom, in hearts intent upon their own." That teacher is the most successful who imparts the least information directly, but who leads the pupil into the mines of knowlege and encourages and aids him to appropriate its vast stores. In short, that is a wise selection of a teacher, when an effort is made to adapt the teacher to the place and the circumstances, and not to mould the school to existing conditions, or leave it to the capacity of an inferior mind. It is safer to discard one applicant for position than to degrade a whole school.
CHANGES OF TEACHERS .- The evils of frequent changes, so alarming in some localities, we are happy to say are not here as marked as in many places. Those having this matter in charge have generally been reluctant to make unnecessary changes. This is a desirable state of society, stable and reliable. If, however, a public servant proves himself or herself unfit for the position, inefficient and unworthy of confidence, a reason- able regard for the public welfare demands a dismissal, however painful the duty, since the evils of a continuance exceed those of a change. The change of a good teacher, however, is always unprofitable and at least a temporary evil. A certain amount of time is necessarily spent by each teacher in which to learn the peculiarities of the position, the disposition of the pupils, &c., before successful labor is performed. Skill results from continued effort in any department of labor. During this period, both teachers and pupils necessarily labor under disadvantages,-a loss of time and of public funds. A faithful and efficient teacher is a treasure, whose loss, like health, can never be afforded. Some are profitable at almost any reason- able price, while others would be unprofitable though their services might be gratuitous.
It is proper to remark, that some of these changes occur from the insufficiency of the compensation, particularly of females. It is an unquestioned fact, that most of our female teachers, even in Massachusetts, are relatively defrauded in regard to compensation for services.
It is admitted, of course, that there are positions in our schools not easily filled by ordinary females, yet there are
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situations in the lower grades in which they labor successfully, for which justice demands a fair and equitable compensation, more relatively than they now receive. Indeed, in some departments, in the moulding of the younger classes of minds, woman is peculiarly adapted to succeed, to win, to control, to. inspire confidence, being even superior to the sterner sex, and any depreciation of her services is unkind.
It will be remembered, in this connection, that Governor Bullock, in his late Message, referred to this inequality of com- pensation, suggesting an increase of salary for female teachers, views which the enlightened educator must indorse.
GRADATION AND CLASSIFICATION. - The advantages of a " division of labor," so generally and successfully adopted in mechanical establishments, are equally manifest in the manage- ment of the school-room ; so far as it is possible; it is desirable to reduce teaching to its simplest forms, to secure in all of our schools as much uniformity as possible, allowing a reasonable time for each recitation. This is utterly impossible in an ungraded school, a few of which still remain among us, though much has been effected in this respect during the last few years. More simplicity, more uniformity, both in methods of teaching and in the text-books, are attainable. In some instances there are too many classes and too many recitations, if not too great a variety of books. It is desirable to secure uniformity in the gradations, a perfect harmony in all of the grades, like the adaptation of the different parts of a complicated machine, that the machinery of our schools, so to speak, from the highest to the lowest, may harmonize, as if directed by one master- spirit. The details are not needed in this connection, while the general principles advocated seem too evident to demand much elucidation.
It is proper to remark that too little relative importance is generally attached to our Primary and lower grades of schools. An idea has prevailed and still prevails to some extent among those not familiar with our school system, that almost any individual is qualified to occupy those positions, but that the best talent is demanded for the higher grades. Of course, it is not supposed that the teacher of the Primary School should possess the same attainments, become familiar with the same
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sciences, as the Principal of the High School, yet the successful teacher of beginners, one who directs the first unfoldings of the intellect, demands a rare versatility of talents, a compre- hensiveness of resources, an amplitude of illustration, a power of adaptation, in many, if not in most respects equal to those occupying higher positions.
It is important that the first steps should be correct ones, the first impressions and ideas in accordance with truth; and the first expansion of the mind in harmony with its laws. Every successful teacher has learned from sad experience that the labor of "unlearning " is no trifling task, that it is far more difficult to eradicate the tangled and matted roots of false ideas, than to sow the seeds of truth. Erroneous views, imbibed in this peculiarly receptive period, are like seed deposited in a fertile soil, springing up vigorously and soon monopolizing the whole.
If to the considerations already adduced, we add the fact that but few of the mass of pupils ever enter the High Schools, and many, if they enter the grammar department, do not complete the course, we have abundant reasons for care in the selection of teachers for these grades.
SCHOOL BOOKS .- Amid the multiplicity of books, literary and scientific, it is no easy task to make a proper selection, since some are more voluminous than instructive, more ornamental than valuable, and more startling than improving. The teacher is the soul of the school-room, while books are his aids. Avoid- ing the one extreme of the disuse of books, on the one hand, it is judicious, on the other, not to be too much confined to them, though no scholar is prepared to enter school without them. The pupil is not simply a receiver, but a laborer, and these are his implements, the means of furnishing employment, and of securing mental discipline by effort.
While, it is true, that publishers have sometimes made changes for financial reasons, it is equally certain that judicious changes are frequently made. The march of the arts and sciences is onward, resulting in improvements. Progress implies change. In mechanics, obsolete implements give place to improved ones. The car of reform moves onward and must move. It is quite as possible and important to improve school-
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books, as ploughs, engines, cars and the like. It is reasonable to infer that improved methods of presenting scientific subjects are possible, and that new truths are elicited by constant investiga- tions.
A series of Readers, however good they may be, at length become comparatively useless from familiarity. The same pieces too frequently heard, become monotonous-so familiar that some can almost repeat them. Of course such pupils become inattentive and careless. The success and progress of the pupil are largely dependent upon the degree of interest cherished. It is reasonable and judicious to present as many attractions as possible, not only in the surroundings of the school-room, but in the books.
A few changes have been made, and it is more than probable that some others might be profitably made. Would it not be well therefore, to have a thorough revision of the whole matter, a change based on propriety and necessity, rather than on pecu- niary considerations ? While the useless appropriation of a single farthing should not be encouraged, a liberal expenditure is sometimes profitable and highly judicious.
CO-OPERATION OF PARENTS .- In a certain sense, at least, the teacher is an agent, acting instead of the parents, the parents having the superior interests. The teacher may be controlled by financial considerations, having more reference to appear- ances and to personal interests than to real progress-mental and moral culture,-while the parent is the party more imme- diately affected, the one having the most vital interests, contri- buting freely for the support of the Public Schools. The suc- cess of these schools is success in society, in general and in the families of the patrons in particular, while a failure detracts from the public good and involves a useless expenditure of public and private funds. The schools constitute an inherit- ance, the personal wealth of the common people, suggesting the idea of a special regard, an incentive to foster them with a com- mendable tenderness. These relations involve the idea of a positive duty and privilege to visit these schools as frequently as circumstances will permit, carefully noting their methods of instruction, their management, scrutinizing the labors of the teachers as carefully as the business man does those of his
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clerks, manifesting, at least, as much interest in the education of our children as we do in the erection and furnishing of our residences. Such visits are not only profitable to the parents, but highly satisfactory and encouraging to teachers. It is only by such visits and personal examination that parents are ena- bled to judge accurately of their condition and of their advan- tages, as a means of elevating society. They have more interests in these schools than the teachers or visitors, and if they have grievances, they may demand to be heard-after having made themselves familiar with them-but not till then. They only have a right to sit in judgment upon the management of a school who have acquainted themselves with its condition by occasional or frequent visits. Such visits often have a marked effect in removing prejudices and objections, since some of these are imaginary. Again, both the teacliers and pupils have a direct claim upon the parents for personal visits, sympathy and co-operation. If they are seldom or never seen in the school- room, while they frequent places of amusement, it is reasonable to infer that such parents have but little interest in the educa- tion of their children, and that they attach but little importance to the schools. Such inferences are unavoidable, unless it is supposed that they may have such unbounded confidence in the integrity and ability of the teachers that they regard them as infallible.
If our citizens have discharged their duties in this respect, enjoying all of their privileges, the school records will reveal the fact.
It is just to the patrons of the schools to say, wlien matters of misunderstanding between them and the teachers have been referred to the Superintendent, a commendable spirit has been manifested, a willingness to do right. Such evidences of respect and confidence are appreciated, and will be gratefully remembered.
PHYSICAL RELATIONS .- It is often true that the zealous edu- cator, in his zeal to develop the intellect, ignores, apparently, the fact that man's mental nature is dependent upon his phys- ical ; that " a sound mind inhabits a sound body." . Destroying the harmony of our three-fold nature, not a few disregard the laws of the physical being, and grossly violate those of the
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mental, dwarfing the one by neglect, and crushing the other by excessive exercise. Such overtasking of the brain, with- drawing the vital forces from other organs, exciting one and debilitating the other,-" the hot-house system,"-are mani- festly among the prominent causes of the brain diseases and other fearful forms of maladies so often and justly referred to the school-room. Excessive mental labor, long-continued con- finement in one posture, and that an unfavorable one, with a desk too highi or too low, may explain the existence of some of the "curved spines," while some of the "colds " may be referred to the close, over-heated rooms, irregular temperature, and subsequent exposure. The seeds of disease sown at this impressible period will produce a fearful harvest in the future.
PHYSICAL TRAINING .- It is sometimes supposed that the young, particularly males, will secure sufficient exercise in their ordinary sports ; yet this is not always judicious or sys- tematic. It is evident, if appearances are reliable, that some of the young in our schools absolutely need special physical training; that all of the muscles-nearly five hundred in num- ber-are not systematically brought into action. This is secured favorably in the schools by a judicious adoption of a system of Calisthenics. It should be remembered that mere movements are of but little importance ; that a dull, lifeless routine, mere form, are of but little avail. Such lifeless exercises may subserve the purposes of amusement ; but vig- orous movements; the muscles moved by a strong will; a movement that sends the blood through its accustomed chan- nels, vitalizing the whole body ; earnest exercise, calling as many muscles into action as possible-suchi only is of much avail in the school-room. Such exercises not only promote physical health, but mental activity, imparting energy and a lively tone to the whole being. A text-book, as a guide, of course, would be of service; yet an intelligent teacher, one acquainted with anatomy and physiology, can easily improvise a variety of exercises, bringing most of the muscles in action. In addition to the advantages already referred to, it is manifest that they may be made useful as a means of affording a variety in the school exercises, relieving monotony. A school may become dull and listless from a variety of causes, demanding
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some extraneous influences to infuse new life. A march around the room, accompanied by appropriate arm exercises, and enlivened by singing, will do much toward preparing the mind for study, since the most favorable rest is secured, not by an entire cessation of labor, but by a change, one calling other powers into exercise. Such exercises change the whole aspect of the school-room, enlivening and cheering, proving far more serviceable in inspiring courage, and encouraging vigorous effort, than the censorious remarks-nearly allied to scolding- sometimes heard. Under such influences, when a proper atmosphere, social and mental, exists, learning lessons partakes more of the nature of welcome labor than of a dreaded task. Listlessness and stupidity too often are the results of physical causes, the removal of which requires a change of physical conditions.
FIRST DISTRICT.
GRAMMAR .- This school was taught by Miss Sarah L. Dyer, a lady well qualified for her position in reference to literary attainments, but who was wholly inexperienced. At the com- mencement of the term, it was evident that the teacher was more interested in the instruction of her pupils than in the general management and care of her school-in the discipline. This is by no means unusual, when kindness of heart and sympathy are prominent characteristics. Yet experience has proved that something is requisite beside mere kindness and " moral suasion " in the successful training of the young. Seeing her mistake in this respect, the teacher zealously exerted herself in her efforts to govern, as well as instruct her school. Her influence over her pupils was gradually obtained, and her control was principally secured without the infliction of cor- poral punishment. The method of instruction was accurate and thorough, and the order, during the last of the year, was decidedly improved. The closing examination afforded proof that commendable progress had been made in most of the studies. The reading was deficient in distinctness of enuncia- tion. The class in mental arithmetic was especially good, and those in written arithmetic recited, as a whole, very well. The second class in grammar was prompt, and exhibited good
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