USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1892 > Part 13
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15
COLUMBUS DAY.
By special act of Congress, approved June 29, 1892, the Presi- dent of the United States was " authorized and directed to issue a proclamation recommending to the. people the observance in all their localities of the four hundredth anniversary of the discovery of America, on Oct. 21, 1892, by public demonstration and by suitable exercises in their schools and other places of assembly."
Early in the year a movement was started by the Youths' Com- panion to make the public schools the centre of the Columbian celebration. As all true Americans recognize the facts that the unparalled prosperity of our country in the past has been due in a large measure to our cherished system of public education, and that the strength and perpetuity of our republican institutions depend upon the education of the masses, the idea of giving the place of honor to the public schools was readily accepted. And thus, on Oct. 21, 1892, for the first time in the history of our coun-
19
try the public schools became the centre of a distinctively national celebration.
The celebration in Weymouth was one long to be remembered by the school children who took part in the exercises. Our citizens readily gave way to them and loyally assisted them in carrying out their program. The several organizations joined in the parade and gave the town the largest and most enthusiastic demonstration seen within her limits for years. The exercises were not only interesting and inspiring to the pupils but gave the citizens a better idea of the magnitude and importance of our school system.
As the demonstration is a part of our school history that will be interesting to future school officials, an abstract of the program is given a place in this report.
CELEBRATION OF COLUMBUS DAY, OCT. 21, 1892.
149%. PROGRAM OF THE WEYMOUTH PUBLIC SCHOOLS. 1892.
OUR SCHOOLS: The Glory of the Past; The Safeguard of the Present; The Hope of the Future.
NOTE. A detall of Veterans is expected 10 be at every school bullding in town at 9 o'clock A. M. They will be met in the school-yard by the Color Guard of pupille, and escorted to the building, and presented to the principal. After the special school exerelses of the morning, the veterans, as n gunrd of honor to the schools, will lead the pupils In the march to the gen- eral assembly.
If very stormy the march and review will be dispensed with, but the morning exerelses lu the various schools, also the mass-meeting program, will be carried onl.
[For details of exercises In the several Wards, see page +. ]
PROGRAM FOR MASS-MEETING.
1. READING THE PRESIDENT'S PROCLAMIATION.
Whereas, by a joint resolution approved June 29, 1592, it was resolved by the Senate and House of Representatives of the United States of America in Con- gress assembled, " That the President of the United States be authorized and directed to issue a proclamation recommending to the people the observance in all their localities of the four hundredth anniversary of the discovery of America, on Oet. 21, 1892, by public demonstration and by suitable exercises in their schools and other places of assembly ";
Now, therefore, I, Benjamin Harrison, President of the United States of Am- erica, in pursuance of the aforesaid joint resolution, do hereby appoint Friday, Oct. 21. 1892, the four hundredth anniversary of the discovery of America by Columbus, as a general holiday for the people of the United States. On that day let the people so far as possible, cease from toil and devote themalves to such exercises as may best express honor to the discoverer and their appreciation of the great achievement of the four completed centuries of American life.
Cohunbus stood in his age as the pioneer of pregresand enlightenment. The system of universal education is in our age the most prominent and salary fost-
20
ure of the spirit of enlightenment, and it is peculiarly appropriate that the schools be made by the people the centre of the day's demonstration. Let the national flag float over every school-house in the country and the exercises be such as shall impress upon our youth the patriotic duties of American citizenship.
In the churches and the other places of assembly of the people let there be expressions of gratitude to Divine Providence for the devout faith of the dis coverer and for the Divine care and guidance which has directed our history and so abundantly blessed our people.
In testimony whereof I have hereunto set my hand and caused the seal of the United States to be affixed.
Done at the city of Washington, this twenty-first day of July, in the year of our Lord one thousand eight hundred and ninety-two, and of the independence of the United States the one hundred and seventeenth.
By the President :
BENJ. HARRISON.
JOHN W. FOSTER, Secretary of State.
2. READING THE GOVERNOR'S PROCLAMATION.
Whereas, the President of the United States by proclamation has appointed Friday, Oct. 21, 1892, the four hundredth anniversary of the discovery of Amer- ica by Columbus, as a national holiday; and
Whereas, the Legislature of this Commonwealth has, Eby resolve, approved June 16, 1892, authorized and requested the Governor " to issue a proclamation recommending to the people a due observance, in all their localities, of the four hundredth anniversary of the discovery of America, and especially by appropri- ate exercises in their schools commemorative of said event."
Now, therefore, I, William E. Russell, Governor of the Commonwealth of Massachusetts, do, under the authority aforesaid, proclaim and recommend that Friday, Oct. 21, 1892, be set apart by the people of this Commonwealth for due observance of the anniversary aforesaid.
I do especially enjoin them on that day to pause in their daily avocations, rev- erentially to recognize and contemplate the mighty evolutions, under Divine Providence, which gave us the " Great Discoverer," crowned his patient and persevering labors witli success, and have since developed that blessed and uni- versal progress in which we so largely share and of which we are so great and responsible an element.
In harmony with the resolve aforesaid and as a just expression of the sentiment of the Commonwealth, I earnestly request the people " in all their localities " to observe ¿this day, " especially by appropriate exercises in their schools com- memorative of said event."
As 'in all of the past God has been with our fathers, let us on this occasion recognize His providence and impress upon our children the faith that He will ever be with them so long as they shall devoutly follow His precepts.
In full appreciation of the fitting request of our President that the " national flag float over every school-house," I would supplement it with the recommen- dation that at a fixed hour on that day in every school there should arise one grand chorus of the children: -
My country,"'t is of thee, Sweet land of liberty, Of thee I sing;
21
Our Father's God to Thee, Author of liberty, To Thee we sing; Long may our land be bright, With freedom's holy light, Protect us by Thy might, Great God, our King.
Given at the Executive Chamber, in Boston, this thirty-first day of August, in the year of our Lord one thousand eight hundred and ninety-two, and of the inde- pendence of the United States of America the one hundred and seventeenth.
WILLIAM E. RUSSELL.
By His Excellency the Governor,
WILLIAM M. OLIN, Secretary. God save the Commonwealth of Massachusetts.
3. ACKNOWLEDGEMENT OF GOD . Prayer or Scripture By the Veterans
4. RAISING THE FLAG .
[As the flag reaches the top of the staff the Veterans will lead the assemblage in "Three Cheers for ' Old Glory.' "] }
5. SALUTING THE FLAG By the Pupils 6. SINGING. - " America " (All will join)
My country 't is of thee, Sweet land of liberty, Of thee I sing; Land where my fathers died,
Let music swell the breeze, And ring from all the trees Sweet freedom's song;
Let mortal tongues awake,
Land of the pilgrims' pride,
From every mountain side Let freedom ring.
Let all that breathe partake, Let rocks their silence break, The sound prolong .:
My native country, thee, Land of the noble free, Thy name Ilove; I love thy rocks and rills,
Our fathers' God, to thee, Author of liberty, To thee we sing ; Long may our land be bright,
With freedom's holy light,
Thy woods and templed hills,
My heart with rapture thrills, Like that above.
Protect us by thy might Great God, our King.
' Flag of the Free "
High School
7. SINGING. - or
" Song of Columbus " Grammar School
8. THE ADDRESS. - " The Meaning of the Four Centuries," By a Pupil
" America, Our Home " . High School
9. SINGING. - or
" Jubilee Song " . Grammar Schools
10. RECITATION. - " Columbia's Ode " By & Pupil
11. MISCELLANEOUS EXERCISES BY THE PUPILS. L " Song of Columbus Day " . High School
12. SINGING. - or . Grammar Schools
( " Columbus " . .
13. EXERCISES AND ADDRESSES BY CITIZENS.
22
School
14. . SINGING. - " Star-Spangled Banner "
Oh, say, can you see by the dawn's early light, What so proudly we hailed at the twilight's last gleaming ? Whose broad stripes and bright stars, thro' the perilous fight, O'er the ramparts we watched were so gallantly streaming? And the rocket's red glare, the bombs bursting in air, Gave proof thro' the night that our flag was still there, Oh, say does the star-spangled banner yet wave, O'er the land of the free and the home of the brave?
On the shore dimly seen thro' the mists of the deep, Where the foe's mighty host in dread silence reposes; What is that which the breeze, o'er the towering steep, As it fitfully blows, half conceals, half discloses ? Now it catches the gleam of the morning's first beam, In glory reflected now shines on the stream ;
'T is the star-spangled banner, oh long may it wave, O'er the land of the free and the home of the brave.
Oh, thus be it ever when freemen shall stand Between their loved home and the war's desolation ; Blest with vict'ry and peace, may the heaven rescued land, Praise the power that hath made and preserved us a nation. Then conquer we must, when our cause it is just, And this be our motto, " In God is our trust! " And the star-spangled banner in triumph shall wave O'er the land of the free and the home of the brave.
WARD 1.
The several schools in this Ward will assemble in their respective buildings at[9 o'clock. After appropriate exercises commemorative of the day, the pupils, led by the veterans, will march to the general assembly in the Athens school- yard at ten. Here the pupils of the ward, preceded by the veterans and other organizations of citizens, will form in line for the grand parade.
On'return to the school-yard at 10.30 the general program will be carried out The first six parts of the program will be performed on the school grounds, the remaining parts in Pilgrim Church.
W. A. Drake will preside at the Mass-Meeting.
WARD 2.
From 9 to 10 o'clock appropriate exercises will be held in all the schools of the Ward. Members of the Grand Army will assist the pupils in the morning pro- gram.
In the afternoon the pupils will assemble at their respective school buildings at 1.30, and be ready to join the citizens' parade.
The several organizations of citizens will meet at Jackson Square promptly at 1 o'clock. After forming lines, headed by the East Weymouth Band they will march to the different school buildings in the following order: Jefferson school at 1.30, Franklin school at 1.35, Bicknell school at 1. 40, and Washington school at 1.45. After the parade all will assemble at 2 o'clock at Reynold's Hall and join in appropriately celebrating the four hundredth anniversary of the discov- ery of America.
Joseph A. Cushing will preside at the Mass-Meeting.
23
WARD 3.
Appropriate Columbian exercises will be held in all the schools of this Ward from 8.30 to 9.30 o'clock.
At 9 the different citizens' organizations will meet at Lincoln Square and form lines for the parade. Escorted by the Weymouth Band, they will proceed on the march as follows: From the Square to the High School at 9.15 o'clock, at Hunt and Lincoln schools at 9.30, at Tufts at 9.45. The march'will be continued to Union Church where, at 10, the citizens will assist in carrying out the " Off- cial Program," and appropriately celebrating Columbus Day.
James H. Flint will preside at the Mass-Meeting.
WARD 4.
From 9 to 9.30 the several schools of the Ward will have Columbian exercises in their respective school-houses.
For the general exercises Ward 4 will ;join Ward 5 on Columbian Square at 10.10 o'clock.
WARD 5.
After short Columbian exercises in the several schools the pupils of this Ward will meet the pupils of Ward 4 on Columbian Square. Here the lines will be formed for the grand parade and review.
After the march and review, pupils and citizens will assemble in Fogg's Opera House to join in commemorating the four hundredth anniversary of the discov- ery of America.
Henry A. Thomas will preside at the Mass-Meeting.
Each member of the senior classes in the high schools is pre- paring an essay, describing the above celebration. These essays will be carefully examined by a sub-committee of the Board, who will select the best two from each high school. The essays se- lected by this committee will be filed away in the archives of the town, not to be opened until Oct. 21, 1992, the five hundredth celebration of Columbus Day. This is a novel idea and has created a good degree of interest. Each pupil is anxious to have his production become a part of the literature to be read at the celebration one hundred years hence ; when Weymouth has become a part of Boston, or possibly Boston a part of Weymouth.
WORLD'S COLUMBIAN FAIR.
The World's Fair to be held in Chicago this year is of interest to every citizen of our country, but to no one of greater interest than to the school children. The educational exhibit is to be their work and every school child is desirous of having some part in the matter. By permission of your committee, I have asked the school children of Weymouth to contribute their mite. Work in lan- guage, arithmetic, and geography has been received from nearly
'24
every pupilzin town above the sub-primary grades ; and interesting work in mat-making, paper-folding, etc., received from many of the sub-primary pupils.
It will not be possible to send to the exhibition all the work that has been prepared, but a sufficient amount will be properly ar- ranged and forwarded to show that we are interested in the school exhibit, and that we are doing creditable work in our schools. But objectors will say, "What is the good? it will never be looked at. " This may be partially true, but the value of school productions is not measured so much by the amount of atten- tion such productions receive as by the amount of development they have produced. Teachers have spoken to me in the highest terms of the value of the preparation of this work to themselves and to their pupils. I believe that a yearly town exhibit of the work in our schools would be of great value to our pupils as well as exceedingly interesting and instructive to our citizens.
TRUANCY.
Abstract from reports of the truant officers: -
Number of investigations from Jan. 1, 1892, to Jan. 1, 1893 . 164
Number of pupils out of school because of improper clothing, 18
Number out by consent of parents
72
Number of truants
74
Number of second offense truants
11
Number of third offense truants
4
Number of arrests for truancy .
3
Number of prosecutions for truancy .
3
Number sent to truant school .
1
This subject merits some attention from the fact that we have in our schools a larger number of truants than the character and con- dition of our citizens warrant. As the road from habitual truancy to crime is a short one, it should be carefully guarded by school officials. It is true that the teacher must ever be the most potent factor in reducing the cases of truancy. He must so thoroughly understand the desires and motives of the children under his charge, that he can wisely counteract the tendency to play truant by giving special attention to the desires and pleasures of the unfortunate ones. But the teacher's influence is not a sufficient restraint in all cases, and should be supplemented by other factors. If possible, truant officers should be appointed who can investigate suspected
25
absences as soon as the notices reach them. If officers can be ou duty in the afternoon only, the truant boy knows it very quickly, and consequently plays truant in the forenoon, has his fun, and is on hand in the afternoon to pay the penalty of his folly, sometimes a slight punishment which he has become accustomed to, but more often simply a black mark on the monthly report card. The notice of his absence in due form was sent to the officer in the morning, the investigation made in the afternoon or evening, and the report " truancy " rendered the next day. The town pays for the infor- mation, which is of no value whatever as the teacher had already found out the cause of the absence. The officer does not come in contact with the boy, hence the reforming element of the investiga- tion is wholly lost. But on the other hand if the officer makes the investigation at once, apprehends the boy before he has had his expected fun, takes him to school, and delivers him to the teacher before his classmates, the value of the investigation is apparent. Very few pupils will repeat an offense that has proved unprofitable and humiliating to them.
Chapter 422 of the Acts of 1889 provides that truant officers in cities and towns are hereby authorized, under the direction of the school committee of their respective towns, to apprehend and take to school without warrant all truants found wandering about in the streets or public places.
If truant officers would wisely and vigilantly carry out the pro- visions of the foregoing Acts of 1889 it would be of great value in reducing the number of truancies. A truant officer should not wait to receive an order for an investigation when the subject of the in - vestigation is before his eyes.
There is another aspect of this subject that should be spoken of in this connection. When teachers and committees are compelled for the good of their schools to deal with habitual truants, they are frequently made the subjects of harsh criticism ; even by those who are themselves law-abiding citizens. The criticisin is made un- doubtedly, not so much because the punishment is considered unjust or excessive, as because of an extreme desire to express sympathy with those who are afflicted. This is a false senti- mentalism which should be discouraged by all who are interested in the welfare of our schools. The intention of the critic may be praiseworthy, but the criticism tends to encourage lawlessness. It is the same spirit that sympathizes with the criminal when be
26
receives the just and necessary punishment for his crime; the spirit that makes the enforcement of our laws more difficult. The parent who has control of his child and does not oblige him to attend school in compliance with the requirements of the school laws of the State should be made to feel the strong arm of that law ; but the parent, who has lost control of his child and cannot prevent him from breaking the school laws, is deserving not so much of sympathy as of pity. The unfortunate child, however, should not be left by the town to continue a course that will cer- tainly lead to crime, but should be placed in some institution where under salutary restraint he can receive proper training and instruc- tion. In dealing with such cases teachers and school officials can- not be governed by their feelings. They have duties to perform that have to do with the general welfare of the schools. They must be just with the individual pupil in order to promote the best in- terests of all pupils.
CONDITION OF SCHOOLS.
Although the schools have fallen far short of perfection, and have failed to attain that degree of excellence which I anticipated at the beginning of the year, still I believe that considerable improvement has been made and that the future prospects are encouraging. The teachers, as a whole, have been true to their trusts and have labored with commendable zeal and efficiency for the welfare of the pupils under their charge. To-day the sentiment of the community demands vastly more of the teacher than a few years ago ; far better scholarship, a much broader training, higher character, and more culture. Indeed it is hard to over estimate the importance of the teacher's position. Comfortable school buildings, abundance of material, thoroughness of organization, and perfec- tion of method, cannot compensate for the absence of skill, culture, and character in the school-room. Hence the demand that men and women only of superior skill in teaching, and of high culture and intelligence be placed in charge of the schools is eminently just ; and parents have a right to object to the appointment as teachers of those whose character and culture would not make them agreeable persons to associate with and to entertain at home. Schools are established solely for the best good of the children and every act in their management should be founded on the children's welfare and on nothing else. School committee and
27
superintendent. in their earnest desire to make the schools of a town or city as efficient as possible, can render no better service to the children than to guard every approach to the schools with the utmost diligence, so that the worthy only may reach the teacher's position.
The general organization of the schools and the conditions under which the school work has been carried on have been substantially the same as last year. Nothing has occurred to interrupt the regular routine of work except " Columbus Day" and the prepara- tion of material for the " World's Columbian Fair ; " both of which. by their inspiring influence upon teachers and pupils, have been a positive value rather than a hinderance to the regular exercises.
A system of charts has been introduced and explained to the teachers which will require them to make a more careful study of the capabilities of each child, and encourage them to teach for the development of the child along the lines of his greatest needs. To illustrate the idea : A child enters school weak in his power to remember what he learns. This defect should be noticed at once by the teacher and every energy should be bent to strengthen this weak faculty. In the same manner and for the same purpose the teacher should examine each child with reference to such points as the following : Constitution of the child, sturdy, or weak ; health, good, poor ; sense defects, near-sighted, hard of hearing ; disposi- tion, amiable, nervous, kind, cruel, etc. ; morals, truthful, humane, honest ; habits, tidy, careful, obedient ; power to perceive, repre- sent, or remember, color, form, outline, etc. By this system of careful inind analysis the teacher will be able to do vastly more for each child than heretofore: She will be able to discover and remove the causes of disorder, which will make the descipline of the school much more easy and just. Thus skill, tact, and fore- thought, will supply the place in many cases of brute, force and produce results of a much higher order. The school-room will become more and more like a well-appointed home and the work of the school be done with much more pleasure and profit, because it is adapted to the capabilities of the pupils.
Some improvement has been made in writing, by the introduc- tion of the natural muscular movement in place of the unnatural, cramped, finger movement. The teachers have received a good degree of special instruction and drill in this method and are now, or should be, able to teach it understandingly.
28
In drawing also, some advancement has been made. We have been fortunate in having, free of charge, a special teacher to con" duct class exercises in many school-rooms, and several times speak to us on this subject. By these means, extra enthusiasm has been awakened in the subject, and great improvement may be expected in the near future.
An address by Mr. Martin of the State Board of Education, on history ; how much, when, and how it should be taught, was of special interest and profit to the teachers, as it was in direct line of the history work we are trying to do in our schools.
Improvements have been in other branches of study, which are equally deserving mention, but possibly it is sufficient to say, that our course of study is being carefully and enthusiastically carried out.
In closing this report, I desire to thank you, gentlemen of the School Committee, for the constant and united support you have given me, which has made it possible for me to plan and execute with confidence. The active interest of your chairman in every phase of the school work, has been of great assistance to me, and has contributed in no small degree to the success of the year's work.
I wish also to acknowledge my indebtedness to parents, to teachers, and to pupils for their kind expressions of confidence in me, which has made the year one of pleasure to me, and I trust one of profit to the schools.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.