USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1890 > Part 12
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I have discarded the practice of assembling all the trainers in some school-room and giving them charge for the time being. This undoubtedly is of some value to the trainers, but a detriment to the room, and a source of annoyance to the careful and sensitive teacher.
The custom of meeting the superintendent frequently for in- struction in psychology and the theory and art of teaching is con- tinued. I shall, however, extend this phase of work somewhat, by giving a more thorough drill on these lines, and by requiring written discussions of several pedagogical subjects. I shall also give examinations upon branches taught in the lower-grade schools that will test the members of the class in general informa tion. These examinations and essays will give me an excellent basis for judging the intellectual ability of each trainer. Our would-be teachers should not only be trainers in methods and devices but bright and active students in every department of life.
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The primary purpose of the training class is to assist young ladies to prepare themselves for teaching. This work cannot be done without some effort on the part of regular teachers and superintendent, therefore the conditions of membership should be. such as to secure to the town some return for the instruction afforded. To obtain this desirable result, there should be two training classes each year, the members of one commencing to observe in September, the members of the other in April. This plan would insure for each term a number of pupil teachers who have had some experience in teaching, and who would be able to render services to the town, which would in a degree make good the efforts put forth by teachers and superintendent.
MEMBERS OF TRAINING CLASS, 1890-91.
1
NAME.
RESIDENCE.
Graduated from what School.
WHEN.
Addie Coleran .
Weymouth.
North High.
1890
Hattie F. Cottle
Scituate.
Scituate High.
1890
Alice L. Foster.
South Braintree.
Braintree
1890
Maria E. Hawes.
Lovell's Corner.
South
66
1890
Lizzie G. Highland
East Weymouth.
North
1883
Jessie Macgregor
East Braintree.
Braintree
1887
Minnie Mathewson
East Weymouth.
North
66
1883
Kate McEnroe.
66
66
1890
Julia Melville
South
66
South
66
1889
Clara J. Moran
East
66
North
66
1890
Susie Pratt
66
66
66
66
1890
Ada Stetson.
South
South
1887
Clara Whiting
North
66
North
1890
NORTH HIGH SCHOOL.
To I. M. NORCROSS, SUPERINTENDENT OF PUBLIC INSTRUCTION : -
Herewith is presented the annual report of the condition of the North High School. The total enrolment for the year has been 114. The first and second classes are small, numbering twelve each.
The graduating exercises of the class of '90 took place at the First Baptist Church, of Weymouth, June 27. There was, as usual, a very large audience present, and the exercises were, it was conceded, worthy of the occasion. Sixteen young women and three young men received diplomas. The programme of the evening is given in the appendix.
The aims of the school, so far as the teachers are concerned, are the same as last year. An extended report, therefore, would be an embodi- ment of my previous report.
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During the summer vacation, one laboratory was thoroughly renovated, and the conditions for the study of Physics and Chemistry have been much improved.
To the credit of our pupils, it is a pleasure to say that study is becom- ing popular. To become a good scholar is a thing earnestly coveted. A few years ago, the idea that the teacher should do all the work, and that the pupil should be merely a recipient of the fruits of the teacher's toil, took fast hold of many of our towns. A high school where this idea prevails is a comparatively useless factor in a system of education. It is a source of satisfaction and encouragement to note that scarcely a trace of this idea remains among us. To a few good, ambitious scholars of the past much credit is due for the change. The fact that a number of young men and women are enthusiastically and successfully pursuing college courses has done much toward arousing our pupils to wholesome personal effort. It has been said that the presence in a community of a " college hero " is very detrimental to the interests of a high school. Fortunately, Wey- mouth has no college heroes of the type contemplated in the charge. The frequent return of the young men and women from their respective col- leges has had a very favorable influence. Their delight in college work and devotion to study are proving a healthful stimulus to our pupils. The spirit of study, the desire for good scholarship, and loyalty to the right make teaching a delight. .
Last June, one young man passed successfully the preliminary examina- tions to Harvard College. Three more are intending to take :the same examinations next June, while a larger number will be ready for examina- tions at other institutions.
It is to be regretted that so many pupils of a high school fall by the way during the first two years. The last years of the course always prove more beneficial than the first. Occasionally one is lost, too, when he is nearing the end of the course, andi at the very time when the outlook for a good college record is brightest. A knowledge of the sacrifices which parents frequently make to secure an education for their children, and a knowledge of what some of the young men and women are doing that they may continue in school, atone, in part, for the pain of disap- pointed hopes.
The formation by the pupils of an Improvement Association reveals the spirit of the school. Already the organization has borne good fruits, and it may prove a valuable agent.
Respectfully submitted, L. HERBERT OWEN, A. M., Principal.
SOUTH HIGH SCHOOL.
To I. M. NORCROSS, Superintendent of Public Schools : -
At the beginning of the present school year the number of pupils in the South High School was ninety-two, an increase of ten over the mem- bership of the preceding year.
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This increase made it necessary to put seats into a third room, formerly used as a physical and chemical laboratory.
Not only are the pupils now deprived of an opportunity to do individual work in the experimental sciences, but the number of persons in a room exceeds the hygienic limit. The method of heating these overcrowded rooms causes inevitable discomfort. In cold weather those sitting near the stoves suffer from the heat, while those in the rear of the room are suffering the rigors of the Arctic regions.
Should the school maintain its present size, the entire building might well be devoted to it, and should be heated by some means which will allow proper ventilation and a more equal distribution of heat.
The course of study adopted a few years ago might be amended with profit in some details, especially in those of the college preparatory course.
The varying requirements of the higher institutions of learning for which we are called upon to fit pupils make it difficult to suit our course to their demands. Especially is this true in regard to the Massachusetts Ir stitute of Technology, which demands extensive instruction in mathe- matics. We have prepared, or are now preparing, pupils for Wellesley and Smith colleges, Boston University, and the Institute of Technology.
The school has been unfortunate in the changes in teachers, due to the employment of a second assistant and the illness and subsequent resig- nation of the first incumbent. One class, for example, had four teachers in French in less than a year. Continuity of effort by a teacher of any reasonable qualifications will produce better results than the intermittent efforts of the most competent.
There has been a noticeable growth in the school of a healthful ésprit de corps, as shown in the reunions of past and the organization of present classes. Such loyalty of pupils and graduates to class and school is a potent factor in the work of education, and should be encouraged.
An investigation of the achievements of our pupils after graduation furnishes an argument for the practical value of a high-school education.
The present graduating class of seventeen is a notable one. It is the largest in the history of the school, being approximated in size only by the class of '79, - thirteen in number.
The scholarship of the school is believed to be rising to higher and higher levels of effort and achievement.
EDGAR R. DOWNS, Principal.
READING.
What our scholars read is quite as important as how they read ! The character of the reading a child does in school has much to do with what he will read after he leaves school. Therefore, very early in school life he should be led to read the literature of our best authors. We should be untiring in our efforts to interest our
23
pupils in good and helpful books, for if they acquire the habit of reading such books they will in a great measure escape the weak- ening and debasing influence of harmful and vulgar literature.
The acquiring a love of good readiug, with a knowledge of how to appreciate and use books, should be the most important aim of the reading in the higher grammar grades. To assist in accom- plishing these results, carefully-selected books for supplementary reading should be supplied. Such books are abundant, and so cheap that no good reason for depriving our pupils of their influ- ence can be given.
The Public Library, also, by giving the teachers the privilege of drawing out additional books, affords excellent facility for assist- ing pupils in forming an acquaintance with good literature. Its doors are wide open to the children, and its officers desirous of having them use it. Of course, there is danger of too much or too promiscuous reading ; but this should be counterbalanced by extra efforts on the part of the teachers to guide the children in the selection of books. A classified catalogue of "Reading for the Young " has recently been compiled, and is an invaluable aid to teachers in selecting reading for their pupils. It includes only books that are of a helpful character, "rejecting not only the harmful ones but the useless and aimless ones." This catalogue should be placed on every teacher's desk and be in constant use. Many of the books named in its pages are already in our library, and others will doubtless be added as fast as called for.
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LANGUAGE.
Every recitation, so far as possible, is supposed to be a language lesson ; yet our work in language is not well done. No subject taught in our schools is of more importance, and none so exercises the patience and skill of the teacher.
The recent change in language books, made by the committee, is appreciated by the teachers. The work is now laid out care- fully and systematically, and every teacher, from the fourth to the eighth grades inclusive, knows just the kind and amount of work expected of her class. I have also given the primary teachers an
24
outline for instruction in language which will, I think, lead to more systematic teaching and be productive of more satisfactory results. No definite change has been made in the work of grade IX. It is difficult to find a text-book in grammar that is adapted to the needs of this grade. Some have too much technical gram- mar ; others are made up of language lessons. No grammarian has happily combined the two. The old system almost wholly neg- lected application and practice ; the new depends largely upon application and practice. The old and the new should be com- bined ; language lessons and grammar should "flow into each other." Mere correction of errors in the higher grades is not sufficient ! Pupils should be taught why the wrong forms of expression are wrong, and why the correct forms of expression are correct. Grammar taught in this way will train pupils to observe errors in spoken and written language, and to wisely criticise and correct their own errors. It is not too much to expect of pupils, on their entrance to the high school, to be able to apply the simple rules of grammar in the correction of spoken or written statements, and to show some value of their study in an improved use of language.
MUSIC.
To I. M. NORCROSS, SUPERINTENDENT OF PUBLIC SCHOOLS : -
On September last, in entering upon my duties as Teacher of Music in the schools, I found the pupils as well advanced in music as could be ex- pected, considering that it is only a comparatively short time that music has been one of the branches of study.
I have been very much gratified by the steady improvement of the pupils since I began with them, and am pleased to be able to say that in most instances their progress is highly satisfactory to me. The hearty co-operation of the regular teachers with me in my work has pleased me very much. As the actual teaching is done by the regular teachers, under the direction of the special instructor, the necessity for this co-operation will be seen. As very much the same ground is gone over each year, it is evident that each succeeding year will show increased efficiency on the part of the regular teachers.
One thing absolutely necessary to success in the study of music is that good discipline should be maintained, as it is utterly impossible to have good singing in schools where good discipline does not prevail.
In the future instruction of the pupils, it will be my aim to have every- thing thoroughly taught ; that not only shall the scholars be well instructed in the technical part of music, but shall also be taught to sing in good style and with expression.
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It will, of course, be a work of time to bring the schools up to a thoroughly satisfactory point in musical matters. When it is stated that in the National Music Course, which is the system used in this town, nine years - exclusive of the high schools - are required to complete the course, it will easily be seen that music as a branch of study in our schools is yet in its infancy.
When the time shall come that the pupils in the upper grades have com- pleted the full course of study in the lower grades, then will Weymouth more than maintain the reputation it has so long enjoyed, of being an eminently musical town.
R. F. RAYMOND, Supervisor of Music.
DRAWING.
Drawing now holds a position of great importance in the school. Its aim is not amusement, nor its practical value in mechanical trades, but rather the development of the intellect and the giving the pupil command of another means of expressing his thoughts. It teaches the child to see correctly for himself, and to express with his hands what his eyes see and his mind thinks. No better . training can be given a child than that afforded by the drawing lesson.
In our schools the pupils of every grade receive instruction in drawing. Our teachers are earnest and faithful in their work, though many fail to make the subject valuable as a means of mental development. Special instruction must be given to the teachers before effective teaching can be done by them in this branch of study. As we are unable at present to employ a special teacher to oversee the work of this department, and as there is decided need of marked improvement in the teaching of this important subject, I suggest that we employ a special teacher of drawing to give to our teachers a systematic course of instruction which will enable them to secure more satisfactory results.
TEMPERANCE INSTRUCTION.
Over thirty states and territories now require scientific temper- ance instruction in their public schools. Massachusetts is among that number, and requires that the pupils in all the schools should be instructed in physiology and hygiene, with special reference to the nature and effects of alcoholic drinks, tobacco, and other nar-
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cotics upon the human system. No doubt that this is a step in the right direction, and good results may be expected to come from it, if school officers act in sympathy with the movement, and teachers perform their part wisely and in the right spirit. It is often said that lower-grade teachers know very little about temperance instruction, and therefore cannot properly conduct a lesson on this subject. Three or four years ago this probably was true, but to-day every teacher should be able to give a thoroughly interest- ing and instructive lesson on this subject in her grade at any time.
A prominent trouble in the past has been that the subject was not properly graded, and therefore the same things were taught over and over in each successive grade. To obviate this trouble, a thoroughly graded series of temperance books should be placed in every school, and the work should be taken up as systematically as that of any other subject.
Those most interested in the law and its enforcement claim that the minimum of time for the pursuit of this study requires at least three lessons per week, for fourteen weeks of each school year, below the second year of the high school. Allowing twenty minutes to a lesson for all grades above the primary (this would meet the requirements of the law) would require only fourteen hours per year. This does not seem to be an unreasonable demand, - indeed, not much of value could be accomplished in less time. Far better results, with less labor for pupils and teacher, would be reached by following this plan than by following the present plan of giving one lesson per week throughout the year. This subject should no longer be allowed to drift along as in the past, but should have a definite place in every school programme. The teachers should be supplied with graded text-books upon Temperance, and held to thorough teaching, as in other subjects. The importance of the study, as well as the importunity of the lovers of temperance and sobriety, demand that some definite action be taken in this matter at once.
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MORALS AND MANNERS.
The need of moral training in our public schools is apparent to any one with eyes and ears, and requires no assertion. This department of school instruction, which tends to develop noble character and good citizenship, demands a prominent place in the school curriculum. The influence and example of the teacher are always the most vital powers in the development of child-character ; but these are not sufficient in all cases : they should be supple- mented by some direct instruction which has for its supreme object the recognized end of true education, - character.
The opening exercises might properly include choice selections in reading, tales of brave and noble deeds, short accounts of exemplary men and women, gems of poetry, inspiring words of great teachers illustrating true character and manly conduct. History, without displacing its really important instruction as to past affairs, might be taught so as to throw character into the fore- ground. American history gives abundant field for character study. The wise teacher will ever keep before the pupils the moral bearing of our great men and the ethical tendency of leading events. In connection with reading, the effect of bad literature and bad language could profitably be discussed by the teacher who has the love and esteem of his pupils.
Pupils should be taught to be polite, gentlemanly, and ladylike in school, at home, and in all places. They should, as far as pos- sible, be made to understand the value of obedience, the worth of true words and deeds, the inspiration of a pure thought or act, the manliness of unselfish and generous conduct, the necessity of economy and order, and the beauty of a true and noble character. If these virtues are made attractive to the children, their faults will be fewer and their bad habits less prominent.
NOTICE TO PARENTS OR GUARDIANS.
By a vote of the School Committee, little children attending school for the first time must enter either in SEPTEMBER Or APRIL.
This rule applies only to children who have never attended school and cannot read well enough to enter classes already formed.
Per order of the School Committee,
I. M. NORCROSS, Superintendent.
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The reasons for the adoption of this rule are apparent to any one familiar with the work done in our sub-primary grades ; but to parents not acquainted with that work, it may seem unjust not to take their little ones at any time. For the benefit of such parents, I will state some of the reasons for the adoption of the rule, and am confident they will see that it is a wise provision.
When a little child enters school for the first time, he is gener- ally wholly ignorant of school-room requirements. He has no idea of reading, writing, etc. At the beginning of the school year the teacher receives thirty or forty such little boys and girls. She first begins to talk with them about things that interest them, soon gains their confidence and gets them to talk with her. Her next work is to divide the little ones into classes, and begin a systematic course of teaching them. In the few first weeks they make very rapid progress, read easily many sentences written on the board by the teacher, and soon are learning to recognize and pronounce two or three new words every day.
Now, if in two or three months a little boy enters school for the first time, he finds everything new and strange to him; the sentences that the others read readily from the board have no meaning to him, and the copies of words that his fellow-pupils make on their slates are simply a confusion of marks. The result is, that the teacher must either have the class wait until the new one has, in a measure, caught up, or must neglect him. The for- mer course is manifestly unjust to the other members of the class. If the latter course is taken, the new boy does not receive that careful instruction so necessary for beginners. He follows on after the class with little or no interest, and gradually learns to dislike school, simply because he was introduced to it at an unfav- orable time. It would be much better in every case for the child to enter with the class. There will always be a class in September and in April that will be just suited to the capacities of the little ones. Entering at either of these times, they will find the work so pleasant that they will soon learn to like school, and will progress the more rapidly because they waited two or three months to join a regular class.
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DIRECTIONS FOR THE DISTRIBUTION OF FREE TEXT-BOOKS.
1. Each teacher having charge of a school or room will be furnished with blan s for ordering supplies, will be charged with all supplies de- livered, and held accountable for their safe keeping and proper usage.
2. The books must be examined frequently, and kept free from marks, and all wanton injury reported to the Superintendent. The pupil will be required to replace any book thus injured, by a new one.
3. The books should be covered, labeled, and numbered, under the direction of the teacher, each set numbering from 1. Pupils should retain the same set during the entire year.
4. Writing and drawing books become the property of the pupil, under direction of the teacher and Superintendent.
5. Pupils will receive a reasonable amount of stationery, pencils, etc., but if they waste what is given to them they must supply themselves.
6. An account of supplies on hand and their condition shall be ren- dered when required.
Per order of the School Committee,
I. M. NORCROSS, Superintendent.
For the better care of school-books and other material, supplied by the town to scholars, the school committee have adopted the above rules. The teachers are expected to see that they are faithfully performed. No pupil will be denied pencils, etc., unless he has wasted what has been already supplied ; and no pupil will be required to pay damage on, or replace any book unless he has carelessly injured or lost the same.
The necessity for these rules can readily be seen by examining the text-books in the several school buildings. Books comparatively new are frequently badly disfigured by ink or pencil marks, and not infrequently rendered almost worthless by the loss of leaves or parts of leaves containing special lessons. Books that should last five years are used up in three, and thrown aside as worthless. Pencils, pens, etc., are treated in the same careless and destruc- tive manner. Pupils have freely received, and, with equal freedom, have destroyed. This is the tendency in all places where free text- books are furnished, and should be guarded against by school officers and teachers. Any unnecessary destruction of school material is not only unjust to the tax-payers of the town but an
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injury to the pupils ; for one of the most important lessons the American south should learn in school is the practice of frugality and economy.
In order to assist the teachers in enforcing the above directions, and to keep constantly before the pupils the necessity of treating the school-books as carefully as they do a library book, or any other borrowed book, the following form of label has been printed, and will be placed on the cover of all school-books : -
No.
PROPERTY OF THE TOWN OF WEYMOUTH.
This Book is furnished to the pupil free of charge. It must not be marked with pencil or ink, and must be kept clean. If a pupil loses, or unnecessarily defaces or injures a book, he must pay for it.
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