USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1871 > Part 4
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These scholars leave school and commence their life-work of labor, in most cases, bad spellers, poor readers, with a very limited knowledge of the branches required to be taught in our grammar schools.
They are hardly advanced enough in Arithmetic to transact the ordinary business of life ; but few of them can write the English lan - guage correctly ; with Geography and History, they have but slight acquaintance ; and as to Book-keeping and Drawing, they are entirely ignorant. How much better it would be for all these to spend their alloted time in school on these and other English branches, and give no attention to the languages. But these three-fourths are not all the sufferers by the course pursued ; the other fourth, those who grad- uate, the larger part of which desire to become teachers in our schools, are found upon examination to be very deficient in their education on those branches which they would be required to teach in our Gram- mar and Intermediate schools ; not more than one-fourth part of them would do more than just pass an examination to enter the High school even at our low requirements, and so either our common schools must suffer for want of sufficiently educated teachers, or we are compelled to look to other localities for them.
There are other difficulties in relation to the High schools. We have no proper school-rooms for either of them, and more especially for the one in the north part of the town. The rooms we now occupy there are just about large enough to accommodate a school of ordinary size, with one teacher ; but we are obliged to have an assistant teacher here, and, in order to provide room for her, we have floored over one flight of stairs and removed the partition from between said stairway and a small ante-room, and so have made a room that has thus far answered the purpose, but it is very much too small for convenience ; then there is quite an amount of school apparatus and a library there, which are but very little used for want of room, and are suffering sadly for want of a suitable place to keep them.
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There is another serious evil in regard to the location of this school. The twenty-five scholars who attend from the Landing, have to travel as far to get to the depot as they ought to, to get to school, and then it costs each of them ten cents a day for fare on the railroad, amounting to twenty dollars each for the school year of forty weeks, and making an aggregate of five hundred dollars, provided all the scholars from the Landing should ride every day.
The same proportional result is true of those who attend from East Weymouth, and the location is not good even for Old Spain.
It is not easy to see how all these difficulties can be remedied.
The following is copied from the interesting report of the learned superintendent of the public schools of the city of New Bedford, and so clearly represents the views of a majority of our Committee at the present moment, that we are disposed to quote it, instead of writing out our own, as it is well expressed, and carries with it additional weight because it is the testimony of one disconnected with our schools, and therefore is not influenced by any of our surroundings.
" There is a prevalent impression, that the studies of the first year in the High school are of comparatively slight importance, and the ad- vice is often given to parents that, unless the children will be able to remain long enough to complete at least half the course of four years, they had about as well not send them to the school at all. I lament the existence of this impression ; I lament still more to be compelled to confess that it is amply justified by the studies to which the enter- ing class is usually confined. For, in the great majority of instances, Latin and Algebra constitute the staple of the first year's work. Little or no systematic attention is paid to the study of the English lan guage. Reading, as a regular exercise, is entirely suspended, Geog raphy is abandoned, and a little History, perhaps, is the only link that seems to connect the studies of the present with those of the past, and with the positive thought, action, and needs of the busy world, for which the scholars are preparing.
"Now, the study of Latin and Algebra will prove comparatively worthless to the scholar unless prosecuted long enough to bring him into intimacy with the advanced culture of the one, and to enable him to make application to related subjects of the generalizations of the other. What, then can a youth gain from such a course of study, if he remain in the school only from a year to eighteen months, as is the case with at least twenty-five per cent of those who enter the High schools ?
" This wrongful state of things has resulted from the false basis on
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which High schools have hitherto been constituted, and which has been fully analyzed in a previous connection. They have been chiefly tenders upon the colleges, and their studies have been organ- ized accordingly ; the first and second years' work being merely pre- paratory to that of the later years. No regard has been paid to the fact that a large number are to drop out by the way. No specific connection with the studies of the Grammar schools has been recog- nized.
" Our new curriculum has been prepared on far different principles. The High school has been set in its rightful place as a popular insti- tution, standing at the head of the public school system, interlinked with the Grammar schools as a consistent part of a progressive organ- ization, and bound in duty to furnish such an education as will be for 'the greatest good of the greatest number' in reference to the demands of citizenship and practical life. Its first year's work, there- fore, as well as that of every . succeeding year, so constituted, that every month of study may be made a season of positive and last- ing profit, no matter at what stage of progress one's connection with the school may cease. For this reason, I feel confident that we shall soon be able to dissipate the impression I have spoken of, that is in- jurious equally to the progress of the scholars and the reputation of the schools."
In our own case, the matter stands thus, at the present time. We have ninety scholars in our two High schools, seventy-five of whom are studying Latin, fourteen French, and two Greek. Of these seven- ty-five now studying Latin, we are deeply impresed that not one-half of them will continue the study long enough to derive any especial benefit from it. You may ask us why, with these convictions on our minds, have they been, and still are, allowed thus to waste their time. We answer first, because there always has been a difference of opinion among the Committee, and secondly and mainly because the public sentiment of this community, and especially of the schools, eneour- aged by the teachers, seems to be that those and those only who study the Latin language are to be regarded as educated; and so every one, who had regard to his reputation as a scholar, must study that language, whether he is qualified or wishes to or not, or else, he must take a lower position in society and feel his inferiority through life. In the judgment of the Committee, this is a wrong sentiment and ought at once to be corrected.
Let us see how this really is, by taking, for example, two boys at the age of five years, of equal mental and physical capacity, and whose
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surroundings are in every way alike; let them both equally devote their time and energy in the Primary, Intermediate, and Grammar schools, and at the age of twelve years, we will suppose they are just qualified to be admitted to the High school on our low requirements.
They now pursue different courses ; the one goes on with studies already commenced in the lower schools and with a wise selection of other English branches, occupies the remainder of his time, the other drops almost entirely the studies he has thus far pursued, and devotes a large part of his time to the study of Latin. At the end of the two or three years, they are both taken from school to engage in the active duties of life. Which now of the two is the educated party ? Does not the English scholar stand above the other in prepa- ration to· become a merchant, mechanic, farmer, or even teacher, if they stop at this point, and is he not better qualified to discharge the duties of a citizen ? Let the good sense of each answer the question for himself, and let him act accordingly.
So far as the matter of studies is concerned in our High schools we think that the following resolution, recently adopted by the com- mittee, if carried out in good faith by. all interested according to its true spirit and intent, together with a change in our " English, Course " from a name to a reality, which we propose to do, and with the under- standing that a scholar can graduate with as high honors from the " English " as from the " Classical course " will essentially remedy this evil, while it makes ample provisions for all exceptional cases.
Resolved, That scholars in our High schools shall not be allowed to study the Latin or French language during the first or second year of their connection with either of said schools, except as is herein- after provided.
Any scholar who, upon examination, is found sufficiently advanced in English studies, and who will furnish reasonable grounds of belief to the committee that he or she intends and will have the opportunity to continue the study long enough to receive special benefit therefrom, may, by a majority vote of the whole Committee, be allowed to study those branches, the second year of his or her connection with said school or even the first year, if, in the judgment of the Committee, the exigency of the case seems to require it.
The Committee renew their recommendation of last year to the town to employ a superintendent of schools. The question whether to employ a superintendent to do this work, or to leave it with the school committee, who have as much business as they can well look after aside from the schools, is tantamount to the question, whether this important work of looking after the interests of thirty-seven
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schools, with forty teachers, shall be well done or, to a certain extent, left undone. For our further views on this subject, we would refer to our report of last year.
The whole number of scholars in town between the ages of five and fifteen on the first day of May last, as reported to the Committee by the assessors of the town was 1,888 as follows : Ward one, 216. Ward two, 536. Ward three, 486. Ward four, 309. Ward five, 341. It is estimated that at least 150 of these have not attended school at all during the year. Very little if any improvement has been made in relation to absences and tardiness during the past year.
These things ought not so to be. We think that efforts of all should be . united to effect a reformation in regard to them, and if needful, to have the laws also vigorously enforced.
The Committee recommend that the school in Pond street, and also the one in Randolph street, be abandoned so far as their present loca- tion is concerned, and that instead thereof, rooms for the accommo- dation of two schools be provided by building or otherwise, to be located somewhere on Pond street near the brow of the hill, south of the depot.
The houses for these schools are found to be badly located, but very few scholars come to the one on Pond street from south of the house, and few to the one on Randolph street from west of the house, and they are each so far from the Centre, that scholars cannot well go from the vicinity of the depot to those locations, and besides, they are each mixed schools, which are not as desirable schools as the graded ones, and so those parents residing in the vicinity of the depot would strongly object to sending their children to either of them, while the Central-street schools are well graded and nearer.
These schools are now very small, particularly the one in Randolph street, while the Central-street schools are full to overflowing. Should rooms be provided, as advised by the committee, we can have graded schools, that is, Intermediate and Primary, with fifty scholars each, and thereby relieve the Central-street schools of thirty-eight of their present number, so that we shall need no more schools than we now have ; for we shall relieve the large ones and fill up the small ones by this change, and secure the benefit of graded schools.
We think this location, so near the depot and so central, will be permanent, and in a few years will require a Grammar school also, which will then make a complete grade of common schools.
The house in Pond street is very poor, and the town do not own the basement. We should advise that this house be sold. The house in Randolph street is comparatively new and a good one ; this also might
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be sold, if a purchaser can be found to give a fair price for it, or it may be removed to the new location, and be raised up and an addition · and basement put to it, for probably one-half of the cost of an entire new house, or it may be removed to another location somewhere in or near Torrey street, where a Primary school must soon be located.
We have caused an article to be inserted in the warrant to bring this subject before the town, that it may take such action in the premi- ses as in the judgment of the town its importance demands.
The Committee have estimated, that it will require twenty-three thousand dollars for the support of schools, and twenty-five hundred dollars for repairs of school-houses the ensuing year. They therefore recommend, that the town raise and appropriate said sums for the object above specified.
HIGH AND GRAMMAR SCHOOLS.
It is a matter of congratulation, that our High and Grammar schools have been prospered during the year. It was not to be expected that for a time after a icorganization of our Grammar schools and placing male teachers at their head that, in every instance, the Committee should have secured the right man in the right place, Every effort has been put forth to procure the best talent and experience the school appropriation would enable them to do ; but it must be remembered, that the appropriation has been insufficient to pay salaries equal to those of male teachers in other places in our vicinity, and far below those now paid in our larger towns. Every teacher has his price, and the best teachers, with few exceptions, will seek those positions where the highest salaries are paid. Notwithstanding [this, we have had a corp of efficient workers, who have devoted themselves earnestly to their duties, with good results. The Athens Grammar, at the expira- tion of the last school year, lost the services of Mr. George T. Little- field, who resigned to accept a similar position at an increased salary in Danvers. His place was filled by Mr. John T. Cook, who came to the Committee highly recommended, and whose examination was in all respects satisfactory. He failed, however, to win either the respect or good-will of his pupils. His discipline was defective, his instruc- tion erratic, and his judgment poor ; and, at the suggestion of the Committee, his services in the school closed with the summer term. The only other change in this grade has been in the Central-street Grammar school, Mr Williams being succeeded there by the present principal.
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ORDER AND DISCIPLINE.
The order and discipline of our Grammar schools during the year, as a general thing, has been good. It has been necessary to criticise somewhat of a looseness in whispering and communication in the Broad-street and Main-street Grammar. The order in the Commer- cial-street Grammar is worthy of special commendation. From the chaotic condition in which the school was left at the close of last year, it has been raised to a foremost position by its present teacher. With- out any apparent effort on his part, his pupils have obeyed with alac- rity the rules of the school, and quietly and industriously attended to their duties. A marked improvement in this particular, is to be com- mended also.in the Athens Grammar. Let parents co-operate with teachers and Committee in suppressing insubordination, and let tlie ground that if a school rule does not, in all respects, satisfy them, yet the general good may require its enforcement; and, at least, the upholding of children in breaking it can but work disastrously to the interests of the schools, and insubordination in any of them will soon become unknown.
READING.
A marked difference in our Grammar schools was noticed at the ex- aminations in this branch ; some teachers requiring special attention to be paid to punctuation, and the definition of the more difficult words, others ignoriing both. Observation has led us to the conclusion that those classes, drilled in punctuation especially, have not only read with more discrimination, but with greater distinctness and care. We consider no person can become a good reader by rules, yet rules will assist greatly in enabling such person to convey the author's ideas and catch the spirit of the piece. The reading in the lower division of the Broad-street Grammar and the Adams schools in these respects is to be commended. In the principal's room of the former school, classes in reading have used their Histories, and apparently much in- terest has been created thereby. Taken as a whole, too little atten- tion has been paid to inflection, distinct articulation and emphasis. Every class should be drilled in the elementary sounds, and no piece be passed over until it can be read readily, clearly, and understand- ingly.
ARITHMETIC.
The examinations have shown a great difference in the methods of instruction adopted in this study. In the Broad-street Grammar,
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special attention has been paid to examples which were readily per- formed and explained by a majority, and scarcely any attention paid to rules and definitions, while, in the Athens school, there has been a leaning to the opposite extreme. The Committee have never insisted upon rules and definitions being given in the words of the book, pro- vided the principle involved could be stated in a seholar's own words. In our opinion, a mean between the extremes above stated meets with the best results, The classes in Arithmetie, in the lower division of the Broad-street Grammar, are specially to be approved, as indeed are all the classes in this school, and the first-class in Mental Arithmetic in the Adams. In the Pratt and Central-street Grammar, too much ground has been gone over consistent with thoroughness. At the Main-street Grammar, there were some very satisfactory recitations in this study, but there appeared to be a great inequality in the capae- ity of different scholars in the same classes, and recita tions accord- ingly.
GRAMMAR.
Somewhat of a disproportion has been noticed in this study. When schools have been unfortunate in times past in their teachers, sehol- ars have been thrown baek further in this branch than any other. In the Commercial-street Grammar the most advanced classes have devoted little attention to analysis. It should be said, however, in commendation, that a great improvement has been made during the year, and at the examination on what they had taken up, seholars acquitted themselves with credit. At the Athens sehool none of the classes in Grammar have analysed ; the teacher and Committee consid- ing inexpedient until their appeared to be greater familiarity with Ety- mology. In the Central-street Grammar a specialty has been made of this study, and in its technicalities and correct and prompt analysis of difficult sentences, an unusual proficieney has been attained. The Committee now require this study to be taken up in our intermediate schools and favor more oral instruction in it than heretofore has been given.
GEOGRAPHIY.
Classes in this study have made commendable progress. The reci- tations from day to day have been good, as a general thing, when heard by the Committee at their monthly, visitations. Some of our teachers have made it very interesting to their pupils by giving short
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historical accounts of the countries studied. In this way, the lesson has become fixed in their memory, and much useful general informa- tion obtained. Map drawing, which in many schools is made a specialty, has received little attention in our own. The Pratt school is perhaps an exception. The principal of that school has taken no inconsiderable pains to drill his scholars in drawing maps by rules, and his success shows that it " can be done." We question much, however, whether general proficiency in drawing maps will be attained until, in conformity with the custom in most of the large towns near Boston, a drawing teacher is employed to educate all our teachers, as well as scholars, in this department. The great impor- tance, growing more urgent each year, of a familiarity with the prin- ciples of the industrial and mechanical sciences in our manufacturing towns, renders this a subject worthy the consideration of all.
HISTORY.
By a rule of the Committee, applicants for admission to our High schools are now required to pass a satisfactory examination in United States History, in addition to Arithmetic, Grammar, Geography, Reading and Spelling, and by another rule, this study is made one of the regular studies of the first class in our Grammar schools. The result has been gratifying. Classes have been organized in all our Grammar schools, and much interest been aroused. In the Broad- street Grammar, the chronology of the principal events from the col- onization of the country down to the Revolution, was given at the examination with remarkable accuracy.
In this report, no mention has been made of the lower division of the Commercial-street Grammar. A change at the beginning of the . Fall term was deemed advisable in that school, before a Primary, in order that scholars and classes in the same building might work together. The present teacher of the school has, in other schools in town, previously established an excellent reputation as an instructor and disclipinarian, and the school is doing well.
HIGH SCHOOLS.
Our High schools have been under the efficient management of the same principals as last year, both gentlemen of culture and refine- ment, and thoroughly interested in their work. In the North school a change of assistant teathers occurred at the beginning of the Fall term, Miss M. A. Smith being succeeded there by Miss H. Terry.
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It affords us pleasure to testify to the fine scholarship and thorough instruction of the former. The order in her room was not always what we might wish, but she won the esteem and affection of the scholars under her tuition, and her classes always recited well. At the beginning of the school year (September), a change in the course of High school studies was made, one day thereafter being devoted to Arithmetic, Grammar, Geography, and Rhetorical exercises. Previ- ously, Arithmetic and Grammar had been taken up by the fourth, or entering class, and pursued a part of the first year, but Geography was confined to the lower schools. It has been found that our graduates have passed from our High schools ignorant of many of the elementary principles, and totally unfit to assume the duties of teachers in our common schools, either because principles in those studies, at the comparatively early age at which most of them enter our High schools, had not become fixed, or lapse of time had dissipated them from their memory. Their examination for positions in our schools has developed great ignorance of essential Grammar school knowledge. It is believed that one school day through a four years course will fix principles and keep these studies fresh.
The order and attendance of the North school has been good. It has been found necessary to discipline one or two scholars for im- proper conduct ; but the grossly exaggerated reports of looseness in morals and habits that have been in circulation relative to this school, are without foundation. There has been a tendency on the part of a few in the South school to be irregular, and the teacher has been em- barrassed in his work thereby. There is too little regard paid by many to the general interests of our schools, and the disorganization one irregular scholar even can bring about. Neither singing or draw- ing is taught in either of our High schools. Certainly, the education of our young ladies is incomplete while these are neglected. Judi- cious instruction in these branches would do more toward the cultiva- tion in after life of refinement and taste, than any now taught in our schools.
Without particularizing all of the studies taken up, we would allude to the satisfactory progress made in the Latin classes in both schools. There has been hard work done in this department, and in critical analysis and grammatical acquisitions in the science and structure of that language, unusual proficiency has been attained. The classes in French and Chemistry in the North, and Astronomy and Rhetoric in the Sontli, deserve favorable mention. In Algebra, some scholars have recited brilliantly ; but, as a whole, in neither school have classes
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