USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1893 > Part 13
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In the higher grades, the study of mathematical, physical, in- dustrial, and commercial geography is taken up and made interest- ing by the use of illustrations, geographical readers, and collections. The distribution and uses of important products are discussed. Foreign commerce and the means of carrying it on ; the principal exports and imports, and the countries to which they are sent and from which they are brought; the leading thoroughfares of the United States and the principal lines of commerce of the world ; where commerce goes and where it does not go, and why ; by the discussion of these and similar topics geography becomes interest- ing and instructive to the pupils because it appeals to their im- agination and reasoning faculties.
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LANGUAGE.
The first year in school we begin to teach the pupils to express their thoughts in complete sentences, and to speak correctly. Very little is attempted in written work this year, but in subsequent years the written work has a large place in our daily program.
By means of pictures, stories, lessons in geography, in history, and in nature study, the pupils are given food for thought, and as a part of language work are taught to express those thoughts cor- rectly. Every recitation is, so far as possible, a language lesson, or, in other words," thought studies " are used as a means of teach- ing "language studies." In this way we are able to introduce more new subjects into the schools which, instead of adding work, actually furnish material for better work in language studies.
In the advanced grades we have not wholly discarded the Old Education, for we do teach some technical grammar, but not for the sake of the technicality. We study it as an indirect help in learn- ing to speak and write correctly. It enables pupils to detect errors in spoken and written language, that might otherwise remain un- noticed.
The illustrated language work now done in some of our grammar grades would a few years ago have been considered excellent in high school work.
ARITHMETIC.
We have spent much time during the past three years trying to find the methods in arithmetic best adapted to our schools, and believe that we have made some progress, but cannot say that we are fully satisfied with the results. Mechanical memorizing has been discouraged, and by creating a livelier interest in the subject the thinking powers of the pupils have been developed. The pupils are slowly gaining in ability to analyze and discover the conditions of a problem for themselves.
In the lowest grades the pupils are made familiar by the use of objects with whole numbers, the elements of fractions and the elements of denominate numbers. For developing these ideas our primary schools are provided with foot-rule, yard-stick, pint, quart,
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peck, gallon, sand for measuring, etc. By these aids the pupils seem to grasp the conditions of problems more readily and solve them with greater facility than formerly. Problems that serve only as puzzles are discarded altogether, or used simply for mental gymnastics.
Written work still absorbs the greater part of the arithmetic period, and I believe more of the time than it should. It is easier to give slate work and mark the results either right or wrong than it is to give spirited blackboard exercises ; therefore too many teachers have fallen into the former way of teaching this subject. It is true, however, that we have every year less of this kind of teaching and more of the better quality. Many teachers are becoming familiar with business life and practices, and are able to give problems without the aid of books or notes, problems suited to the needs of the pupils and having the supreme interest of real transactions.
We aim to have our pupils master fractions and perform the mechanical processes in number with accuracy and rapidity. In the advanced grades a thorough study is made of the most impor- tant topics, comprising those of practical value. The metric- system, complicated problems in equation of payments, compound proportion, and kindred subjects are left out of the course.
WRITING.
Three years ago we began to use copybooks in our instruction in writing. Before that time the instruction in this subject seemed to be fragmentary, disconnected, and without system. Good work was done in some grades only to be undone in the following grades. As no connected record of the work was kept, no opportunity for extended comparison was given. By the use of the copybook, we are able to compare the past efforts of the pupils with the present at any time during the year. The copybook also ensures the same system throughout the course. The blackboard and prac- tice paper are still in constant use and form a part of the system- atic training in writing.
As stated in a former report the unnatural finger movement has
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given place to the natural muscular movement. Our aim is to give a thorough training to the hand and arm, to gain facility in forming letters, and to acquire a free and legible hand-writing.
Pen and ink are now used in the third year of school with satis- factory results.
PHYSIOLOGY.
Under the head of nature study we begin to give instruction in physiology in the lowest grades and continue throughout the gram- mar course. In the eighth and ninth grades one half year is given to it as a regular study. We not only comply with the temper- ance law in teaching this subject, but aim to make our instruction interesting and profitable to the pupils, teaching them that one of our most important duties is the proper care of the house wę live in.
Much more time is given to hygienic physiology than to the anatomical structure of the body.
MUSIC.
As a special report from the music teacher is printed in the appendix, I shall not speak of this subject in detail.
Considerable enthusiasm is being put into the study of music and in most cases commendable progress is being made. The teachers are less dependent upon the directions of the supervisor of music than formerly, and for this reason are able to present the subject to the pupils in a more interesting manner.
SPELLING.
In the lower grades the words for spelling are largely those taken from the reading lesson, and those used in every day con- versation with the pupils. In grades above the third the pupils write their spelling words usually, but spell orally frequently. They use the words in original sentences to show that they under- stand the meaning. The more difficult words they write in blank books provided for that purpose, and use these books as their review spelling books.
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In the higher grades diacritical marks are carefully studied, and special attention given to oft-recurring simple words such as their, which, there, where, etc.
DRAWING.
We are growing more and more to see the vital importance of this subject as a means of expression. It is now taught for its educational value and not for the the excellence of its results on paper. The book and model forms simply furnish the ideas, and the applications are made in nearly all the other studies. It is used from the primary grades through the high school as a means of mental training, and as a valuable assistance in acquiring knowledge in other branches.
In arithmetic in the lowest grades the little problems about baskets, money, oranges, and horses are all pictured and thus made as easy as by the use of objects. In the advanced grades hardly a problem is solved that is not illustrated by a drawing. The haud and the eye are both brought to the assistance of the brain in its attempts to form mathematical concepts.
In language, also, drawing plays a prominent part. The chil- dren writing stories frequently draw their own pictures and are delighted to do so. The pictures drawn by the pupils give addi- tional interest to the story and in many cases show excellent ability.
NATURE STUDY.
This subject under the name given herewith or under such names as observation lessons, or elementary science, is practically a new comer into courses of instruction. But, although new in this sense, it is, nevertheless, as old as intelligent and thoughtful teach- ing. The best teachers taught by its aid, long before educators thought of incorporating such a subject into a course of study. Its · object is to develop in pupils their powers of observation ; to open their eyes to the thousands of interesting things that are constantly presenting themselves. As yet we cannot claim to have accom- plished great things in this direction, but we have given it our attention and have noticed gratifying results in rooms where the
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teachers have taken a lively interest in the subject. The pupils' powers of observation and discrimination have been quickened, and they have advanced more rapidly in other studies because of their training in this. Like history, it does not encroach upon the time needed for other studies, but rather provides material for use in those studies.
The collections of specimens of plants, fruits, grains, rocks, metals, gums, spices, woods, etc., that have been supplied to the several schools by teachers and pupils, show, in a measure, the degree of interest taken in the subject. The amount of knowledge of plants, grasses, trees, grains, and flowers, displayed by some of the younger scholars, would put to shame many grown-up people.
HIGH SCHOOLS.
As quite complete reports of the high schools have been submit- ted by the principals and are to be printed herewith, it will not be necessary for me to speak of the work of these schools in detail.
The enrolment at the high schools continues large in comparison with the school population of the town. Very few places, small or large, can show as good results in attendance in the highest grades. They also maintain an excellent literary standing as the records of the recent graduates will show. The classes of '93 are represented in Harvard, Tufts, Framingham Normal, in commercial schools, and in schools of art and music. Our representatives in these higher institutions, almost without exception, take excellent rank in their advanced studies, and reflect credit upon the schools of the town.
At the South High, with two teachers, the pupils are working at a decided disadvantage, as the instruction they receive from the teachers is about two thirds that of the pupils of the North High. This inequality does not effect the bright pupils who will succeed under any circumstances, but is unjust to those pupils, naturally dull, who require a large amount of assistance from teachers. This dearth of instructors is also a great disadvantage in another way. The teachers cannot prepare themselves properly for recita- tions when they have from ten to twelve topics to teach daily.
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The idea that a school of sixty pupils requires only one half as many teachers as a school of one hundred and twenty pupils with the same number of courses in each schcol, is a false one. If each class is represented in all the courses, the work required by the teaching force is nearly as great with sixty pupils as with twice that number. The work of the teachers is not measured so much by the number in the classes as by the number of classes. In view of these facts it seems to me' that, in justice to the high school pupils of wards 4 and 5, another assistant should be employed in the South High school at once.
NEW SUBJECTS.
It has not been my policy, in the management of the schools of Weymouth, to continually keep harassing the teachers and pupils by the introduction of new subjects, in order to speculate upon the results. Nevertheless, I recognize the fact, that a course of in- struction cannot remain unchanged for any great length of time and continue to satisfy the demands of an ever-advancing civiliza- tion. New subjects must be introduced whenever they are found to be necessary for the best physical and mental development of the school children. At the present time, two subjects, one partly the other wholly new, are demanding admission into our course of instruction. As I fully believe that they are in accord with the best educational thought of the day, and that they will contribute very largely to the interest and value of our public school instruc- tion, I shall speak of them briefly in this connection, and recom- mend their introduction into our schools as soon as practical.
KINDERGARTEN.
For a number of years many of the kindergarten methods of in- struction have been in use in our primary schools. This trial of the kindergarten methods has fully convinced those who have watched its progress that it should become an element of our school system. It may safely be said that the kindergarten is no longer an experiment. In many places it has been tried so long and proved so successful that it has grown to be a part of the public
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school system. At the present time few large towns or cities claiming excellent schools are without the kindergarten.
Hon. J. W. Dickinson, ex-Secretary of the State Board of Education, in his forty-fifth report, said : -
"It is known by those who have made the kindergarten system of in- struction an intelligent study, and have had experience in the results produced, that children trained under its influence are more readily con- trolled, that they are superior in intelligence to children who enter the elementary schools without previous training, that they observe with more accuracy, that they have a more eager thirst for knowledge, and that they have a much better command of language."
These statements are re-affirmed in the reports of nearly every city where this important addition to the school system has been made. Every year gives added proof of the value of this training.
It is time for Weymouth to consider this question in earnest, and I trust that the committee and the citizens will examine into the matter and that soon the kindergarten in its fullest sense will become a part of our school system.
MANUAL TRAINING.
This subject, which is receiving recognition in so many places, demands at this time the careful consideration of the committee. It is steadily making its way into the schools of the more pro- gressive cities and towns, and becoming a part of the regular school system. The cry that the education in the elementary schools in the past has been too abstract and bookish is being an- swered by the introduction of this new system of school training.
The friends of the movement claim that first of all it gives the pupil a sound mind in a sound body ; that it develops the percep- tive faculties of the child and trains the hand, while it assists in forming habits of accuracy and perseverance in overcoming difficulties. It also gives the dull boy a chance to gain abstract truths and mental development by the assistance of his hands.
ROBERT SEIDEL, who has written on Swiss Industrial Education, says :
" If a child is to be satisfied by instruction the most effective means for this purpose, hand labor, is not to be excluded."
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He also adds :
" From an educational standpoint it is necessary because hand labor secures knowledge and understanding, which cannot be secured by mere observation, but which for mental training and for life is, however, of the highest importance."
M. JULES FERRY, when French Minister of Public Instruction, in a speech at the laying of the corner stone of a public building, said :
" We desire to ennoble labor. We have written this motto in large let- ters on our program, and we have chosen the surest, indeed the only means of securing the recognition of the nobility of hand labor, not only from those who exercise it but also from society as a whole. We have introduced hand labor into the school itself. Believe me when the plane and file are accorded their place of honor by the side of the compass, the map and the text-book in history, and when they become the objects of rational and systematic instruction, only then will a great amount of prejudice die out, and much of the spirit of caste vanish away. Social peace will find a place on the seat of the elementary school; and harmony with her beaming light will illumine the future of the nation !"
The condition of the schools of France to-day proves that the words of her statesman were something more than a burst of ora- torical enthusiasm.
That manual training is soon to become an important part of public instruction in the United States there is no doubt. The only questions now, are, what is the best system, and when in the school course shall it be begun ? In our schools, it seems to me, that we should begin with the Sloyd system in the eighth and ninth grades and gradually extend the course downward to the stick lay- ing, paper cutting, and clay modelling in the primary grades, and upward to carpentry, machine-shop work, pattern making, and de- signing in the high schools.
For the benefit of members of the committee and citizens who are becoming interested in this subject, I will mention some of the special objects of manual training, as taken from school reports of other places.
1. To develop the perceptive faculties and train the hand in mechanical operations.
2. To develop the inventive faculty of the pupil.
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3. To teach him from experience that order, precision, and cor- rectness are essential elements of success.
4. To awaken a love of intelligent labor and to lead to indus- trious habits.
5. To render the pupil earnest, practical, and persevering, so that he will not start his life's work on false principles, nor cherish ambitions that must necessarily lead to disappointment.
6. To train the judgment by exercise upon principles, involv- ing mathematical reasoning and accuracy.
7. To cultivate the imagination.
8. To neutralize the injurious effects produced upon the system by intellectual studies and by the sitting positions that the child must maintain during ordinary school lessons.
CONCLUSION.
I wish to say that in my remarks upon the work done in our schools, contrary to the usual custom in such reports, I have not given it undue exaltation. I have tried to state the case fairly and to show to the citizens of the town that our schools are accom- plishing to a very good degree that for which they were established, and also to show that our teachers are in the main earnest, faith- ful, and praiseworthy.
I wish to express my thanks to the committee for their uniform consideration and encouragement, and my appreciation to the teachers for their confidence and loyalty.
Respectfully submitted,
I. M. NORCROSS.
WEYMOUTH, MASS., Feb. 20, 1894.
APPENDICES.
I. REPORT OF INSTRUCTOR IN MUSIC.
To MR. I. M. NORCROSS, Superintendent of Schools :
I assumed the duties of supervisor of music in the schools of Weymouth with pleasant anticipations based upon a knowledge of the excellence of the schools in general, and of the work that had been done in music in particular. I have found the work interesting and enjoyable; have endeavored to acquaint myself with the existing conditions and, with these as a starting point, to carry on to the best of my ability, the work so well begun.
My connection with the schools has been so brief that there is little for me to report except to mention the evident interest of the pupils and the excellent support that I have received from the teachers. I believe that there is not a teacher in the town who is not faithfully and earnestly carrying out my ideas so far as I have made them known, and I wish to gratefully acknowledge this hearty and sympathetic co-operation. No special teacher can succeed without such assistance.
It is almost universally agreed that in the study of music in the public schools the results to be desired are : a sweet, pure, musical quality of tone, fidelity to pitch, accuracy in reading - both in tune and in time - distinet articulation and enunciation, and, so far as is possible, an intelligent appreciation of the senti_ ment of the music that is being studicd. These desiderata may be condensed into one short, all-inclusive sentence - we must teach the pupils to think.
In the lower grades much of the work must necessarily be imitative; but as pupils grow older, careful, accurate thought is as indispensable in the study of music as in the study of arithmetic.
Along the lines indicated above we have been carefully working. I should be greatly pleased to have the parents of pupils, and others interested, visit us dur- ing the singing lessons and see what is being done.
Very respectfully,
EDMUND F. SAWYER, Supervisor of Music.
JAN. 10, 1894.
PROGRAM.
DAY.
A. M.
Alternate Tuesdays
Jefferson, 9-10:30 Franklin, 10:45-12
P. M. Special work where most necded .*
Alternate Wednesdays .
Athens, 9-10:30 - River, 10:45 Adams, 11:30 -
Tufts [Extra work at Hunt.]
Alternate Fridays .
Holbrook, 9:30 Pratt, 10-11:15 Thonias, 11:30
Pond. Hollis.
* Generally at the Athens School or Hunt School.
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Alternate Tuesdays
Washington, 9-12
Special work where- most needed.+
Alternate Wednesdays
Hunt, 9-12
Bicknell.
1 Lincoln, 9-12
( Shaw, 9:30-11
Bates.
Every Wednesday, 1 P. M. North High.
Every Friday, 1 P. M. South High.
II. REPORT OF PRINCIPAL NORTH HIGH SCHOOL.
To MR. I. M. NORCROSS, Superintendent of Schools :
Our high school graduated in June of 1893, nineteen pupils, eleven young women and six young men. More than half of the number are pursuing an edu- cation in college and professional schools, being represented in Harvard, Tufts, Framingham Normal School, and in music, art, and commercial schools.
Our present enrolment is one hundred and forty-two, an increase of twelve over last year. The per cent taking the different courses is about the same as. last year. The classical course has sixty-two members, the English, forty-four, the college preparatory, thirty-three, and special courses, three.
A report recently made public by W. T. Harris, United States Commis- sioner of Education, gives as the result of a conference of prominent teachers of English in colleges and secondary schools, the interesting opinion, that the best results in the teaching of English in high schools cannot be secured without the aid given by the study of some other language, and that Latin and German are especially suited to this end.
If a pupil has any thought of going to college, he should begin Latin his first year in the High School.
The class of '94 is likely to graduate fifteen members, not quite one-third of its original number, but still a larger per cent of its original membership than any class except one for the past six years.
The third class entered the year with twenty-two members. In my report of last year, I said that this class of '96 gave promise of good " staying " qualities. So it has proved. It entered its second year with a loss of ouly ten members, twenty per cent, which is about half the average loss of classes during their first year. I believe this is partly due to the fact that they entered the High School with a better preparation than preceding classes. A very large propor- tion of those who drop out of their classes do so during the first two years, largely from inability to do with ease high school work.
This year's entering class ranks high in industry, scholarship and deportment The average age of all its members is fifteen years and five months, while that of the young men is fifteen years and eight months. More young men would complete the High School course could they enter upon it at an earlier age without sacrificing thoroughness of preparation.
Some pupils take the work of the lower grades in eight years or less, and I am sure more would do so, did they realize how practical it is, even under the present method of annual promotion. With semi-annual promotion, as you recommended in your last report, it would be still easier.
t Generally at the Franklin School.
Alternate Fridays .
¿ Howe, 11:30
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We have had about the usual number of visits from parents and friends the past year, but when I see that other schools of less than half our number have had six times as many visitors, I wonder whether parents are less interested in their children after they reach the high school, or whether, as I fear, the high school is less interesting. We mean to make our public days, at least, enter- taining, and if parents cannot come at other times, we shall hope to see them on these occasions.
Respectfully yours, A. C. RUSSELL.
GRADUATING EXERCISES OF THE NORTH HIGH SCHOOL.
ODD FELLOWS OPERA HOUSE, EAST WEYMOUTH, THURSDAY EVENING, JUNE 29, 1893, AT 7.30 P. M.
CLASS MOTTO.
" Faire sans Dire."
OVERTURE
INVOCATION.
SONG, " Moses in Egypt "
School
SALUTATORY AND ORATION, "Marathon "
Irville F. Davidson Alice L. Burrell
ORATION, " Eulogy on Benj. F. Butler "
Jeremiah F. Sullivan
SCENE FROM MARY STUART
Attendant
Daisy R. Lewis
Queen Elizabeth
Hattie J. Thayer Nellie G. Flynn
CLASS HISTORY Volume I.
Volume II.
Alice S. Beals · C. Louise Worster
QUARTETTE, " The Chimes. " Rose Thayer, Ada B. Tirrell, Florence E. Bates, Hattie J. Thayer. DEBATE, " Should the United States Annex the Hawaiian Islands ? "
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