USA > Massachusetts > Essex County > Saugus > Town annual report of the officers and committees of the town of Scituate 1876-1884 > Part 3
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ATTENDANCE.
The first point to which attention must be given . by those having charge of the Public Schools is the extent to which
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the advantages of free instruction, afforded by the town, are appreciated by the parents of the children in town. The Town, in consequence of the large sum it spends upon schools, certainly has a right to claim that every child be- tween the ages of five and fifteen years shall attend some school, either public or private. Following is a Tabular Statement of the whole number of children registered in the schools, and the average attendance : -
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TABULAR STATEMENT.
Whole Number.
Av'ye Attendance.
SCHOOL.
TEACHER.
Spring.
Fall.
Winter.
Year.
Spring.
Full.
Winter.
Year.
Percentage of
Attendance.
Willow street . . .
Alice P. Farrows .
37
42
40
40
29
37
29
32
.80
Brook street .
Anne M. Vinal
43
42
38
41 =
39
38
30
36
.88
Common street
Flora L. Young
34
37
34
35
27
32
27
29
.80
South Main street .
Ella B. Clappo.
35
36
29
33
26
29
22
26
.79
Georgie A. Tilden
26
26
23
25
22
22
19
21
.84
Grove street
Lucy A. Clapp .
28
26
21
25
22
23
20
22
.88
High street
Rilla S. Johnston
33
35
31
33
23
29
26
28
.85
Beach street
Edith E. Stoddard
16
15
15
15
13
13
12
13
.87
Charles street . 1
Lizzie Merritt
24
24
22
23
22
22
19
21
.91
No. Main street .
Emily S. Lee .
34
37
34
35
30
34
29
31
.89
East Grammar ยท
John J. Burke
Abbie M. Vinal
48
40
40
43
39
33
34
35
.81
West Grammar
5
Emeline A. Briggs
Waldo Washburn
72
51
52
58
51
43
39
44
.76
C. F. Kendall
Average
480
459
433
459
3:9
397
358
383
.84
.
High School .
Sarah L. Young
50
48
60
53
41
42
52
45
.85
2 S. SCH.
Amy F. Allen
Central street ..
Mary F. Perry
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Upon this table a few remarks may be made. The Assessors, in their last report, give the whole number of chil- dren in town, between five and fifteen years of age, as four hundred and sixty-one. The average whole number in the schools for the year is four hundred and fifty-nine. This number includes a few in the High School and elsewhere, over fifteen years of age. Making allowance for this, I think we may say that a satisfactory proportion of the whole number of children in town are recorded upon the school registers.
The average attendance will be seen to vary from seventy- six per cent. of the whole number in the High School, to ninety-one per cent. in the Charles St. School, which ranks highest in this respect.
The average percentage for all the schools is eighty-four. While this will compare well with that in other towns, I think we should not be satisfied, but should make a better showing next year. We have made a gain this year of two per cent. on the average attendance at all the schools. A better appreciation of the teachers' work and position on the part of the parents has probably been the cause of a part of this increase. I think that parents, generally, in the town, do not sufficiently appreciate the importance of regu- lar attendance on the part of their children. Any blame in this matter must be laid upon the parents, since they are the responsible parties. I must here repeat the complaint of my predecessor, that our schools are visited by the parents to a very small extent. If visits by the parents were more fre- quent, the teachers would be encouraged, there would be a better understanding between them and the parents, and the children would take more interest in that which they see calls out the interest of their parents. There can be no in- telligent criticism of your- doings, in the town meetings, by parents or others, who never visit the schools.
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TEXT-BOOKS.
In a school where the teacher has thorough command of what she wishes to teach, knows the proper methods of communicating knowledge to youthful minds, and has the power to inspire them with a real love for their work, it is a matter of comparatively little consequence what text-books are used. The teacher will carry the book in her head, will correct its errors and supply its deficiencies. Such teachers, however, with rare exceptions, are such only in consequence of having studied their business thoroughly and with inter- est, either privately or at a Normal School. Such teachers we cannot expect to command in all our schools at the pres- ent rates of compensation. We are obliged to take for teachers in our Primary Schools young ladies without any special training for a business which demands, for its suc- cessful pursuit, much knowledge of books and of human na- ture. It thus becomes necessary that we should supplement the deficiencies of the teachers with the text-books which are most approved by those qualified to judge, most attractive in mechanical execution to the children themselves, and, by their plan and style, best calculated to lead the teacher to instruct after the most natural and effective method.
If I have been rightly informed, there had been, up to last spring, no changes in books in our schools for a consid- erable number of years. This was evident, indeed, from an inspection of the books used in the schools. Changes of books, however reasonable, are always more or less unpop- ular. Some parents, who would not hesitate to spend a dollar or two on a trifle, are incensed if called upon to spend the same amount on better school-books for their children. I congratulate you upon having had sufficient courage to do what you considered to be, in your best judgment, for the welfare of the schools. I think all real cause for complaint is done away, when we provide, as we have done, that chil- dren, whose parents are really unable to buy new books, ,
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shall be furnished with them at the expense of the town. From all the new books substituted last spring for the old books, I have seen the most beneficial results, and I have not regretted the great extra trouble which, without extra compensation, I took upon myself in distributing them to the various schools. I recommend no exchange of books for the next year, not because I am satisfied with all the text- books now used, but because all changes desired can now very well be made in a way which will be a saving to the parents, instead of an extra expense.
It is not generally understood how this can be. I will illustrate. The Geography used by the First Class in the Grammar Schools is an extreme instance of a very bad method of teaching Geography, by crowding the pupil's mind with a multitude of useless names of unknown places. The book costs, I believe, two dollars. If a superior book, on the right method were now introduced, and the class using the old book were obliged to exchange, there would be an extra cost, to each parent, of one dollar, above the first cost of the old book. The books introduced this last spring were ex- changed in this way, because it was not for the profit of the schools to wait. But now let this first class continue to use its old books, and when the second class comes to change its book for the book now used by the first class, let it take the new, superior book instead. How stands the expense ? A scholar, passing from the second to the first class, now pays two dollars for the old, higher book which he must have. Change the text-book by the gradual method, and he will pay, under the publishers' terms for introduction, only one dollar and a quarter for the new and superior book. The parent saves seventy-five cents on each copy, over the old arrangement. I trust that you will follow this method here- after, and that you will not hesitate to pursue it until, in each branch of study, we have the best text-books in the market.
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COURSE OF STUDY.
A recent law of this State makes it a part of the duty of the School Committee to lay down a course of study for the schools under their charge. A detailed course of study is one of the most urgent needs of our schools at the present time. At the beginning of the school year just closed, some attempt was made to lay down such a course for the Primary Schools. The subjects each class was expected to study, and the extent of ground it was to traverse, were roughly indicated. But the best results cannot be obtained unless the work for each term, for each class in each grade, is determined by competent persons, and the teachers are held to a strict com- pliance with the demands of the programme.
The first thing to be attended to by my successor should, in my judgment, be this matter of a detailed course of study by subjects on the model of that used, for instance, in the Boston Schools. I might enter minutely into an exposition of my ideas in regard to the character of the course, but another occasion would be more suitable.
PRIMARY SCHOOLS.
I regard the Primary Schools as the most interesting and important part of the graded system. Nowhere is there greater need of the best teaching, and the most thorough supervision. Upon the character of the Primary School it depends whether the child shall be fond of school, and in- terested in his studies, or shall be, on the other hand, dis- gusted with school and altogether careless about study. Started aright, the child will go on tolerably well, if he have tolerable teachers after leaving the Primary School. Started wrong, he will need the most skilful teachers afterwards, to win him back to that which he should have learned to love from the beginning. Never was there a greater mistake than
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to suppose that any young miss, with an ordinary education, is qualified to teach a Primary School.
I think the Town of Scituate is to be congratulated that so much really good work is done by the teachers in the lowest grade of schools. I am not disposed to complain of the average result obtained. What that result is, the following table will show. The examination of the Primary Schools was this year conducted on a new plan. The standing of the First Class, in each study, was ascertained. A set of questions on each branch was made out, and these questions, in order to do away as much as possible with the influence of diffidence on the part of the scholars, were asked in each school by its teacher. From my general impression of each recitation I allowed a percentage, indicating the standing of the class.
PRIMARY SCHOOL EXAMINATIONS.
PERCENTAGE OF EACH SCHOOL.
Charles Street
Arith. .60
.75
.80
.75
.90
.76
Beach
.80
.85
.95
.90
.95
.89
High
.40
.60
.90
.70
.95
.71
Grove
.75
.75 .90
.85 .95
100
.95
.96
Brook
66
.75
.95
.75
.80
.90
.83
Common
.90
.80
.60
.80
.70
.76
So. Main
.70
.95
.60
.95
.70
.78
Central
66
.75
.95
.80
.70
.60
.76
No. Main "
.65
.90
.85
.75
.85
.80
General Average .
.73
.84
.80
.81
.83
.80
.75
.80
.78
Willow
66
100
Read'g. Spell'g.
Geog. Draw'g.
Av'ge.
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On this table, I will remark, the highest average, ninety- six per cent., is given to the Willow St. School; the per- centage obtained is, in my opinion, only a fair indication of the merits of the instruction there. The lowest average is given to the High St. School; it is only justice to the teacher to say that the material of this school is not so easy to work upon as is that of some other schools. The general average for all the schools is eighty per cent. I endeavored to be. generous in my judgment rather than strict. In examining this table it must also be borne in mind that a difference. of five or ten per cent. on a study, between any two schools, means but little, when both are below eighty per cent., but. means much more as we approach one hundred per cent., which is, of course, the maximum.
Spelling is a study in which little but the memory is exer- cised under the present mode of teaching. It is the branch in which the highest average should be shown in the table ; for, in proportion to its importance, I think it has too much time now given to it by our teachers. It is exceeded by the average on Reading, for the reason that three of the schools. in which I should, from previous observation, suppose the spelling is up to the average, fell considerably below, on the examination. The introduction of Swinton's Word-Primer has been a great change for the better. The distinctive feat- ure of the book, which will commend it to every one, is its. selection of the most common words for its lessons, and its rejection of "long-tailed words in 'osity and 'ation," which may serve to show skill in spelling, but are of little use to. most of the pupils. The higher book of the same series, the Word-Book, introduced into the Grammar Schools, with the. like good result, is characterized by the same good sense in its execution. Much more attention should be paid than at present to the most profitable exercise in Spelling, writing; the lesson on the slate or on the blackboard.
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The examination in Geography was confined to the first part of "Our World, No. 1." This is altogether the most admirable Primary Geography published, which it has been my fortune to examine. Its method is the only one really adapted to young children beginning the study. It omits the multitude of vexatious and largely superfluous map questions which encumber most geographies, giving a moderate and sufficient number. It is very full on that most important portion of the subject, in which the ordinary geographies are most deficient, the general facts of Physical Geography. It was on this part of the book that the examination was held. Each teacher was furnished a copy of the work at the begin- ning of the fall term, and was required to read one lesson over, twice in the day, to the whole school, as often as three times a week, asking questions of all at the close of the second reading. I have reason to be gratified by the result of this exercise, as shown in the table. The effect upon the scholars and teachers has been very good, giving both an idea of a method of learning and teaching quite different from the stereotyped method. I strongly recommend that the next classes in the Primary Schools that buy a Geography be furnished with this little book of Miss Hall's. Too much Geography of the wrong kind has been heretofore taught in our town schools. We need less in amount, and other in kiad ; and our demand is met by this work.
A branch of study new to our schools appears upon the table. With the fall term I gave four teachers a copy, each, of Mr. Walter Smith's "Teachers' Manual for Instruction in Drawing in Primary Schools," with packages of the Drawing Cards to be used by the scholars. This experiment promis- ing well, I obtained your permission to introduce the study into the remaining Primary Schools for the winter term. The study has, therefore, been pursued but a short time, and instruction has been given by the regular teachers with- out any previous training on their part. The result is a new
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proof that the law of the State, adding Drawing to the list of studies required in all public schools, is most wise. Nothing in the course of study is so attractive to the chil- dren, and very few things are, in my judgment, more practi- cal and profitable. Drawing, rightly taught, is an education of the hand and the eye. In every industrial pursuit an ability to draw is valuable ; in many it is indispensable. The examination was, of course, confined to the rudiments, to definitions and drawings of the various lines, angles, and figures. In every school we find two or three, or more, who have a positive talent for drawing ; and these are often those who are accounted deficient in other studies ; all children may learn to draw well, to their great profit in after life. I recommend that Drawing be hereafter made a part of the reg- ular course in the Primary Schools. The expense to each scholar will be trifling. The teachers would be greatly profited by some instruction in the proper method of teaching. We are fortunate in having upon our present corps of teach- ers a lady who has taught drawing elsewhere with success. It would be well to engage her to give, this ensuing spring, a short course of lessons to the regular teachers in the methods of teaching. Contracts with Primary School teachers should require attendance on these lessons.
In my regular visits to the Primary Schools I have paid particular attention to the Reading. I have pleasure in re- porting a very general improvement during the year. This is to be attributed, in a large degree, to the new and very attractive Readers introduced at the beginning of the year. The general average for all the schools (84 per cent. ) may seem high ; it has been given in consideration of the progress made during the year.
As our examination was conducted the percentage on Read- ing is a better sign of the quality of instruction in the different schools than that on the other studies enumerated. Arith- 3 s. SCH.
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metic, however, is the final test of a good Primary School teacher. A slight examination of any first class will show whether its members have learned to grasp principles, or have simply performed their examples after a hap-hazard manner. I am by no means satisfied with the showing of the table in this branch. The low average obtained (73 per cent. ) reveals very plainly the weak point of most of our Primary School teaching. One school, it will be observed, obtained the maximum on Arithmetic ; but in no other school have I been contented with the result shown. The introduction of numeral frames has proved a great help in the lower classes.
GRAMMAR SCHOOLS.
Both Grammar Schools have been unfortunate this last year ; both have had a smaller average attendance this year than last, though this is not to be regretted, on the teacher's account, in the East School.
The Winter Term in this latter school was much broken up. Miss Young, who has taught there with such eminent success, was obliged by the state of her health to withdraw temporarily from its charge after teaching a week. I very much hope she will be able to resume it in the spring. The last seven weeks of the term the school was under the care of Mr. John J. Burke. Considering that Mr. Burke is an inexperienced teacher, there is room for congratulation that the former high standing of this school has been so well maintained. A very much needed change of teachers has been made in the West Gram- mar School. The school, at the beginning of the Winter Term, was put under the charge of a teacher whom I consider an excellent disciplinarian and a thorough instructor. She has done much to improve the order and the standing of the scholars. It is no reason for derogation from her just praise
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that its condition, as revealed by the examination, compares so poorly with that of the other Grammar School.
There were some new features in this examination. The standing of the first classes in both schools having been ascer- tained, I prepared three papers containing ten questions each on Grammar, Geography, and Arithmetic. These papers, to save time, were printed ; and a certain definite time, the same for both schools, was allowed for answering each paper. In ascertaining the proper percentage to be awarded to each pupil, several considerations were borne in mind.
The number of questions answered correctly, the number unattempted, the nature of the mistakes, and the relative understanding of principles shown in the work of questions wrongly answered, - all these facts were allowed their due weight. I have made out a table showing the percentage attained by each pupil on each paper, and the average of each upon the three papers. This table, though profitable for future examination by the teacher, it would not be advis- able to insert. I will simply say that in the East Grammar School the highest average on three papers (85 per cent. ) was obtained by two pupils, Albert Brown and Sarah E. Murphy ; the next highest (83 per cent. ) by Mary F. Mur- phy. The average of the whole class on Arithmetic was 74 per cent. ; on Geography, 56 per cent. ; on Grammar, 75 per cent. ; on the three papers, 69 per cent. The time allowed for answering the Geography paper was rather short. An addition of at least 10 per cent. should be made on this account to the average obtained on this paper.
On an oral examination, I was disposed to allow 95 per cent. in Reading and 100, the maximum, in Spelling, to this class.
In the West Grammar School, with a class only half as large as that in the East, the highest average on three papers, 72 per cent., was attained by C. L. Seaverns ; the
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next highest (64 per cent.) by Etta E. Litchfield. The average of the whole class in Arithmetic was 46 per cent. ; in Geography, 36 per cent. ; in Grammar, 39 per cent. ; on the three papers, 40 per cent.
My previous remark on the time allowed for the Geog- raphy paper, applies, of course, to this school. I must say. that both in comparison with the East Grammar School figures, and in themselves, these latter figures are very unsatisfactory, when we consider the character of the ques- tions asked.
On an oral examination 80 per cent. was allowed in Read- ing, and the same in Spelling. It was deemed advisable in both schools to submit two papers to the second class; in the East Grammar School the second class of twenty ob- tained an average of 50 per cent. in Geography, twice as much time being allowed to them as to the first class. The oral examination of the second and third classes was very satisfactory. In the West Grammar School an average of 41 per cent. was reached by the second class in Arithmetic ; the oral examination of the two lower classes was satisfac- tory. This school will, under the present teacher, make a much better report of itself on the next examination.
HIGH SCHOOL.
The attendance in the spring term was very large; the average for the year, however, being about the same as in the East Grammar School. The spring term was taught by Mr. Waldo Washburn. Mr. Washburn is a faithful and conscientious teacher, but the methods employed by him were not suited to the backward condition of the school.
Mr. Chas. F. Kendall taught the fall and winter terms, and proved to be admirably adapted for taking the school as it was, and carrying it upward, slowly but surely. I hope that he may be induced to teach it next year. The examina-
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tion, very largely attended, was pronounced the most satis- factory for years. In raising the grade of the Primary and Grammar Schools, the High School will be ultimately bene- fited. It is not now the kind of High School needed by us. Its course of instruction must be enlarged before it can claim to be what we want, - a school in which any Scituate boy - or girl can obtain a good English education in the ordinary High School branches.
GENERAL REMARKS.
I strongly recommend the introduction of Drawing into the High and Grammar Schools with the next school year.
The change made by the Committee this year in keeping the first Primary and Grammar classes in their respective schools, for a fourth year, has my warmest approval. Many scholars fall out between the Primary and Grammar Schools. If we can keep these a year longer in the Primary Schools , it will be a great gain. It is more convenient for children to attend the Primary schools than the Grammar Schools.
The Primary Schools, as a rule, have too few pupils ; both teachers and scholars will be benefited by an increase in the number of the latter. It is not our purpose to keep any scholar back in any study. The change is simply a change in the place of studying nearly the same things. The Gram- mar Schools will be equally benefited by the change, while their average numbers will not be increased for three years.
All the schools in town, gentlemen, are now in such a con- dition that a vigorous effort for the next two years to improve them will be rich in good results; while a failure to perse- vere in an upward course will inevitably destroy much of the value of what has been done.
The appropriation now made by the town for the support of the schools is not to be complained of, when we consider the population and the valuation. The scattered state of the
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population makes it necessary to support a larger number of schools than is usual in other towns of the same number of inhabitants. If, then, we wish to have equally good schools, we must raise a larger sum in proportion, to give to each school its proper support.
These are times of financial trouble ; but I hope that this town will never practise the penny-wise and pound-foolish policy of retrenching first in school expenses. Rather do I judge it to be for its credit and profit to retrench in this direction only under extreme necessity ; rather do I hope it will see it to be true economy in the end to practise always a generous policy towards all grades of its schools.
Respectfully submitted,
NICHOLAS P. GILMAN.
ROLL OF HONOR FOR REGULAR ATTENDANCE.
WILLOW STREET.
One Year. - Gertie H. Clapp, Fred. H. Sanborn, Horatio R. Prouty.
Two Terms. - Lina M. Parker, Nellie F. Murphy, Annie Barry, Sarah Hughes, James Murphy, Thomas Tilden, Gertie Dorr, Willie Parker.
One Term. - Eddie Poole, Frank Poole, Lizzie Driscoll, Alice Dorr, Charlie Dorr.
BROOK STREET.
One Term. - Annie Edson, Vina E. Bearse, Lilla M. Burrows, Fred. Webb, Martha E. Ellms, Maggie F. Supple, Amy F. Gardner, Nellie L. Supple, John Ward, Gridley Cole.
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