USA > Massachusetts > Essex County > Saugus > Town annual report of the officers and committees of the town of Scituate 1885-1891 > Part 26
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57
49
46.5
.95
S. Ellen Brown,
Sarah L. Young, Assistant,
64
57.5
52
.90
Dolly F. Young, Assistant,
Sarah R. Damon,
59
49
45.5
.93
N. Main St.
Mrs. Mary L. Newcomb,
34
30
27
.90
Grove St.
Amy F. Gardner,
17
12.3
11.8
.96
Charles St.
Hattie F. Cottle,
15
13.3
12
.90
Central St.
Mrs. Hattie M. Ferguson,
17
15.8
14
.89
High St.
Vesta A. Bean,
15
12
10.7
.89
South St.
Nellie D. Vinal,
18
16.2
14.6
.90
Hyland St.
Margaret F. Sullivan,
26
25
23
.92
Brook St.
Gertrude Gardner
41
38
35.5
.93
Willow St.
Carrie W. Litchfield,
Mary E. Hooper, -
33
39
27
.93
East Gram.
Mrs. Clara L. Bedell,
West Gram.
Ella E. Coye,
Castella E. Vinal, Assistant, r
Mrs. Julia A. Neely, Ass't,
39
REPORT OF THE SCHOOL COMMITTEE.
In obedience to the laws of the State, we submit to the town this, our annual report.
The careful supervision of the schools, it is well known, is under ; the immediate direction of the Superintendent, whose duties when faithfully discharged, render the work of the School Committee less arduous and exacting. The earnest co-operation of the Superintendent and Committee with the teachers is gradually bringing the schools to that high standard of excellence so earn- « estly desired by both parents and citizens.
SCHOOL HOUSES.
More money than usual has been spent upon the school build- ings. Three of them, Central, South, and Brook street, have been thoroughly renovated and put in excellent repair, new desks and chairs have been substituted for the old benches, the rooms have been painted and the walls tinted, teachers' desks provided, and blackboards restored. It is to be hoped that the same gener- ous appropriation by the town next year will enable your Commit- tee to place the remaining three in as good condition as those already repaired.
As a matter of economy, usefulness, and efficiency, the Com- mittee have united the High Street School with the Grove Street School the winter term, thus bringing the few scholars of each school together ; still with the seventeen scholars in all, the school is hardly able to maintain that interest in the studies to which one of the State Agents refers in his report, when he says, " The small size of many rural schools is one of the most serious obstacles to success. Teacher and pupils find difficulty in maintaining an interest in the exercises. There must be concentration of schools to insure more efficient work, and conveyance of pupils is the only solution of the problem at present known." In the union of the two schools it was necessary to provide conveyance for the dis- tant pupils, which was done for much less money than was paid for the support of the two schools.
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As the Grove Street school-house will require a large outlay of money to put it into suitable condition, your Committee would suggest the closing of that building and the removal of the High Street school-house to a point near Connihasset Hall. If this be done the children of both schools would be accommodated with- out conveyance and thus save the expense of one teacher and in the end secure better results for all.
HIGH SCHOOL.
All who have any knowledge of this school are ready to con- cede that Mr. H. A. Macgowan, its present principal, more than fulfills the promise he gave when he took it, of becoming a thor- ough and efficient teacher. Few of his predecessors have equalled him in the manner in which he has been able to awaken and command the earnest attention and interest of the pupils in their studies. His method of conducting a recitation without the immediate use of a text-book, and requiring his scholars to care- fully investigate the topics brought to their notice have made them thinkers as well as memorizers. The teacher evidently be- lieves from what we judge of his practice, that the reflective fact- ulties should not be sacrificed to the memory, but all the mental powers should be, as far as possible, equally developed. To think upon a subject is more necessary than to remember the words of a book. The services of Mrs. Neely as assistant are invaluable, because of her long experience as a successful teacher, and her great desire to promote the welfare, and sustain the repu- tation of the school.
The graduating exercises in the Unitarian Church, last June, had many points of interest. First, the presentation of the pict- ure of Longfellow to the school by the class. Secondly, the small expense in furnishing the programmes and cards, thus saving a large part of the money contributed, which has been used for the purchase of many needed supplies in the school-room, and thirdly, the lack of attempt at any unnecessary display. The essays were received with great commendation by a large audience of parents and friends.
The names of the graduating class are as follows : Isaac Baker Andrews, Arthur Noyes Coleman, Albion Wallace Hunt, Henry Austin Litchfield, Stephen Litchfield.
C
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With funds from entertainments and other sources the school has purchased for the use of the pupils some thirty different volumes of reference books, comprising Creasy's "Decisive Battles ;" two volumes " Bulfinch's Mythology ; " several sup- plementary works on Chemistry and Physics, one volume of Cy- clopedias of " Persons and Places," and of " Common Things ; " a series of small volumes on Mineralogy, Geology, Zoology, and kindred sciences, a large pictorial history of the United States ; the " Americanzed Encyclopedia Britannica " in ten volumes. A valuable and fairly complete collection of minerals have been pur- chased for experimental use. By employing the mechanical ability of the school, numerous homemade appliances have been manufactured for use in chemical and physical experiments and for the general convenience of the members of the school.
It has been absolutely necessary to fit up a part of the gallery in the High School building, which was used for coal and wood, for a laboratory where experiments in the physical sciences could be made. The recitation room below is wholly unfit for the pres- ent purpose. There should be a new and larger room, and if the town would put up a small building for the fuel, the gallery at a small expense could be converted into a recitation room. We would ask the town to consider the proposition and make an appropriation.
GRAMMAR SCHOOLS.
At the end of the Spring term the Committee, with regret, accepted the resignations of Miss Ellen S. Brown, and Miss Sarah L. Young. teachers of the East Grammar School. Miss Young has been a faithful teacher for many years, at one time having the entire charge of the school, but on account of ill health was obliged to leave. In September, Mrs. Clara L. Bedell, a compe- tent teacher, was secured and has accomplished much by her disci- pline and instruction. Miss Young, a niece of the former assist- ant, proved herself a worthy successor, but left at the end of the term for another vocation. Mrs. Bedell has taken the sole charge of the school during the Winter term, and has acquit- ted herself with credit.
Miss Sarah R. Damon, who had taught many years so faith- fully the West Grammar School, was obliged to resign on account of the illness of her mother. The Committee were fortunate in
42
securing the services of Miss Ella Coye, of Cambridgeport, who has had a large experience in teaching and is very satisfactory to the Committee. Miss Castella Vinal, the assistant, gives promise; of becoming a first-class teacher.
PRIMARY SCHOOLS.
The Committee have been fortunate in retaining many of the. old teachers. Miss Carrie Litchfield was obliged to leave in the. Autumn on account of ill health, which was a great loss to the school to which she had been devoted so many years. Her place was not easily filled.
The teachers of these schools are working patiently and care- fully to bring their schools up to the requirements of the Superin- tendent. While very good work has been done in the study of nature, geography, reading, and writing, the progress in arithme- tic has not been so marked. The knowledge and discipline of arithmetic are important even to little children, and who though taught it orally before the fourth year, should then have a text- book ; for this reason the Committee have placed a proper book in this grade.
There are other subjects upon which we omit to speak as doubtless the Superintendent will treat them in his report to which we would call your careful attention.
In conclusion, we wish to express our appreciation of the cour- tesy and respect shown us by parents, teachers, and scholars in all our associations with them while in the discharge of our official duties,
JULIA E. WEBB,
CLARA M. SKEELE,
School
ERNEST J. BROWN. Committee.
43
SUPERINTENDENT'S REPORT.
To the School Committees of Scituate, Marshfield and Duxbury :
I have the honor to submit for your consideration, my third annual report.
While these reports are addressed directly to the School Com- mittees, from whom the Superintendent derives whatever authority he possesses and to whom he is responsible for his official acts, they may be properly regarded as means of acquainting the citi- zens more fully with affairs relating to the schools, than the brief report of the Committee attempts to do.
Writing with this idea of the object of my report, I shall dis- cuss some topics with which the Committee are entirely familiar, but concerning, which, the people justly deserve to be informed. It is, therefore, my earnest desire that the report be carefully read and considered by the public.
A wise administration of the affairs of any business depends not upon the exigencies of the moment so much as upon the experi- ences of the past and the needs of the future. The province of the schools is to prepare the children of the present to take their places with credit as the men and women of the future. Our environments are constantly changing. We are living in an age of progress unexampled in the World's history. The mental and social requirements necessary for each individual, that he may be enabled to attain and keep a satisfactory position, are constantly broadening. Knowledge, the possession of which, but a short. time ago, was regarded as an accomplishment or at most as belonging only to an advanced course of study, is, from our present conditions of life, demanded as a necessity. A marked illustration of this is seen in the study of drawing. No Committee, who really wisbes to provide the best instruction in its schools, will think of omitting this branch. A large number of towns of the State provide special instructors. The State also employs a special agent for this purpose. A school which gives no instruc- tion in drawing to its pupils is out of date and needs reorganiz- ing. The introduction of science lessons is another instance of
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this kind. It is very essential that every child should know some- thing of the forces of nature and their usefulness to man.
Again, studies which were considered as all-important and of the highest value, have been subjected to a weeding process and their value placed at a lower estimate. The rule of three, allega- tion and true discount, do not enter into the study of Arithmetic as they once did, and, whereas formerly about one-half of the time was spent on this study, one-fourth, at the most, is now con- sidered sufficient.
Still other branches have become broadened in their scope. Progress has, as it were, brought the whole world to our doors. People who were once so distant as to be thought of but little importance are now among our nearest neighbors and must receive more attention. This calls for a much broader study of geography and history than formerly.
Other facts might be adduced as evidence that the character and amount of work required of the schools .has changed and is constantly changing. Modern methods of farming, the multipli- city of inventions, new machinery, and the close competition of the crowded centres of trade are factors in this change. The shoemaker, the machinist, the watchmaker, who has learned to work skilfully a particular branch of his trade, finds himself deprived of his living by the invention of a new machine. He must either sink back into the ranks of unskilled labor or learn some other trade. This places upon the schools a new problem to solve. Its solution is being attempted by the introduction of manual training. By this means the eye and hand, as well as the mind, are trained, and a person not only becomes more skilful in his trade, but, should necessity require it, he can acquire another trade much more readily.
Much of what has been said thus far is familiar to many. It is well, however, to recall these facts and to give them their proper application.
In applying these conditions to our schools and arranging the work, so that it shall fulfil most effectually the present require- ments and prepare for future development, it is necessary to observe certain conditions. These are: (1) That instruction should begin and continue upon right principles. (2) That studies should be introduced into the course at such times as children are prepared to receive them. (3) That proper methods
45
are used. (4) That each study should receive the attention which its relative value demands.
1. ALL EDUCATION SHOULD BE SELF-EDUCATION .- The child should be taught to acquire knowledge for himself by observation and thought. Knowledge worth possessing is gained only at the cost of effort. The child who is too indolent to learn cannot be taught. No child should be encouraged to neglect a study because he does not like it. It is the teacher's province to educate, draw out, the powers and to direct them. It is not her duty nor is it right to mentally carry any child. Right principles of instruction involve the training of the hand, eye and ear as well as the mind. Knowledge, power and skill are essential results of any education. Some studies are valuable for the practical information they fur- nish the mind. These and others are valuable for the power which they develop in the mind to acquire knowledge and express thought as well as skill in remembering and using information obtained. Power and skill are as important as knowledge.
The acquirement of power and skill to use knowledge is as important as the possession of the knowledge itself. Without power and skill knowledge would be of no value since it could not be retained or used. It is the last two results of education which give availability to the first. Hence arises the necessity of courses of study based upon right principles and which shall be broad in scope and progressive in method.
2. STUDIES SHOULD BE INTRODUCED AT SUCH TIMES IN THE COURSE AS CHILDREN ARE PREPARED TO RECEIVE THEM .- In the first years of school life, when the habits of observation and thought are being developed, few studies should be taken. Pro- gress should be slow. Children should not be hurried or urged. The brain is as incapable of bearing a heavy load at this age as is the body. Parents are often impatient at what they consider the child's slow progress. We often hear the complaint that children do not learn anything the first years of school life. Very often, through home influences, a child is pushed beyond its capacity during these years and for a time makes remarkable progress. There generally, in such a case, comes a reaction and then the wonder of the parents is why the child does not learn as rapidly as formerly. The old maxim, "make haste slowly," applies with the greatest force to these first years of a child's education. Throughout the primary grades this rule should be followed.
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Coming to the grammar grades progress is more rapid. More studies are taken. The mind has been prepared to acquire knowledge with greater facility and, when right methods are employed, power and skill are correspondingly increased. The same holds true throughout the high school course.
3. PROPER METHODS OF TEACHING ANY SUBJECT ARE SUCH AS 1LEAD THE CHILD TO ACQUIRE INFORMATION IN A WAY WHICH WILL BEST DEVELOP HIS POWER AND SKILL OF MIND, HAND AND EYE .- Learning the pages of history word for word may enable him to acquire a knowledge of facts to a certain extent. It does not give him power and skill to use those facts to the best advan- tage. There has been but little or no original thought. He has not followed out the logic of events. If, however, he reads history and, with the facts which he acquires, he is guided by the teacher to an original conclusion, he has gained the requisite information and has also received that mental drill which will best develop him.
Reading should be taught by methods which train the child to think for himself and at the same time acquire power and skill in expressing these thoughts in his own words. Reading is not simply pronouncing words. The pupil should be taught by methods which will give him the power to work out new words for himself, and which will develop in him a desire for independent reading and thought. That is, he should become self-educating. It involves the hardest kind of thinking.
In arithmetic, addition, subtraction, multiplication and division are not taught as formerly. The pupil is led to discover and develop the various combinations for himself. The method of learning the tables by heart and then applying them according to some set rule developed in the child but little thought. Telling him that there are two threes in six 'gives him the fact ; but, if he sees six things and discovers for himself that there are two sets of threes in the six things, he has gained a power of thought that is of inestimable advantage to him.
It is so in all school work. Methods are used which not only impart information and strengthen the memory but which also train the imagination and produce independent thought and expression.
4. EACH STUDY SHOULD RECEIVE THE ATTENTION WHICH ITS RELATIVE VALUE DEMANDS .- That is, each study shall be given
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stich a proportion of the time in the daily program as its value in imparting information and in training the faculties demands. Afteri due consideration of the matter I feel confident that the following is the relative amount of time that should be given to the different studies in the primary grades :
25 per cent. or more to arithmetic.
22 “ . .
" reading and spelling.
20 “
66
66 " language and geography.
12 . 66 " writing.
9 “
66
66 " drawing.
6 "
less " music.
The remaining time is given to physiology, general exercises, or extra work in the other studies. In the first years the time given to reading and writing is much more than in the higher grades. Arithmetic occupies more time as the grades advance. Geography, which at first is included in the study of language, becomes a distinct study in the fourth grade.
In the grammar grades 25 per cent., usually more, of the whole study and recitation time should be given to arithmetic.
16 per cent. or more to reading and spelling.
15 “
" language or grammar.
18 “
10 . 66
66 " writing. 8 “ " drawing. 5 " 66 66 66 " geography or history.
" music.
The remaining time is given to physiology, general exercises and literature. Science lessons are given in connection with the lan- guage work. In the higher grades history occupies a part of the time previously given to geography. Arithmetic, technical gram- mar and history occupy a large portion of the time of the last two grades.
It has been my endeavor to place the schools of the towns under my supervision upon the basis herein set forth.
A wise, conservative plan is, I believe, the best. Not every idea that is presented can be used to advantage. Many cannot be used at all. New ideas are not always progressive. In no profession or business is there greater need of intelligent action.
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I believe that the schools are showing the benefits of systematic instruction by right methods. One evidence of this is the greater capacity which pupils show in grasping the higher studies when they enter the High school.
Drawing and music have received more attention during the past year and the good results are apparent, especially in drawing. If we could have special instruction in these branches much better work could be done. I hope that we may be able to do this soon. It would add but a small extra expense and would be a great bene- fit to the children.
SUPERVISION.
I have made 425 visits to schools during the past year, giving to each town the percentage agreed upon. Teachers' meetings have been held the same as last year. At these meetings I have pointed out defects in methods used by the teachers and presented new ones together with the principles upon which they are based. Criticisms were made on the school work and helpful suggestions offered. Attention has also been given to the ventilation and temperature of the school rooms, to the preservation of school property and to the care of the health of the children, especially in stormy weather.
I wish here to give due credit to the efforts the teachers have made to carry out my instructions and in seconding my endeavors to raise the schools to a proper standard. As a proof of their faithfulness and enthusiasm I could recount a number of instances where they have walked two or more miles, or driven from four to six miles in a storm, to attend meetings. On Wednesday, October 14, a general meeting was held in the Unitarian church in Duxbury.
PROGRAMME.
Mr. Geo. H. Martin, Agent State Board of Education, "Arith- metic for the first four years."
Mr. L. P. Nash, Superintendent Hingham and Cohasset, "Language and Grammar."
Mr. Geo. A. Walton, Agent State Board of Education, "Read- ing for grammar grades."
Mr. Geo. H. Martin, " History."
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I wish to extend the thanks of the teachers, as well as my own, to the Unitarian Society for the use of the church, to the ladies of Duxbury for the elegant dinner furnished and also to those who gave their services in preparing it.
PROMOTIONS.
In making promotions from the primary to the grammar schools and from the grammar to the High School, as well as from grade to grade, two general factors are considered, namely, the teach- ers' monthly estimates and the examinations or written tests. It must be borne in mind that pupils who are absent from school frequently, cannot hope to present as good a record as they would were they in school all the time. Other causes, such as the pupil's indolence, may prevent his promotion. To promote a pupil before he is prepared to take up the work of the next grade not only does him injury but is also a great detriment to the class which he enters. On the other hand a pupil who prepares him- self, by extra effort, for the grade next above his own, will be promoted to that grade whenever it is evident that he is entirely qualified. Such instances will doubtless be rare, since a pupil who does the work of his grade well will usually find his time fully occupied.
ATTENDANCE.
Although there has been quite as much sickness this year as last, the attendance has been much better. I believe there has not been as full and regular attendance for some years. There have been but very few cases of truancy. This record gives cause for congratulation. Regular attendance is important to the progress of a school as good discipline or good instruction. It shows, too, that parents and pupils are taking more interest in the schools,' and that they realize the importance of this factor to their welfare.
Our schools have by no means reached perfection. They are . progressing, and I am confident that there is much to commend. The teachers are striving faithfully and earnestly to do well and to fulfil all the requirements made of them. No one is above criticism. Let it be understood that every one connected with the schools is ready to listen to and profit by all criticisms given with sincerity and with helpful intentions.
4
50
To the Committee of Scituate :
I am confident that the work of the past year has resulted in much improvement in the efficiency of the instruction in all the schools. The work in the primary schools has become more uni- form. The amount of work in the grammar grades has been ex- tended, and I am pleased to note a much better capacity in the graduates to comprehend the High School studies. Good thorough work is, I believe, being done in these schools.
The work of the High School has improved very much, both in quality and quantity under the efficient management of the Prin -- cipal, Mr. H. A. Macgowan. The instruction in botany, physics,. and chemistry deserves special commendation. A small labora- tory has been fitted up. Each pupil does individual work. Un- der the direction of the principal, he makes his own investigations and arrives at original conclusions. The value of this work can- not be estimated.
As the grammar schools increase in proficiency much of the work now done in the first year in the High School can be assumed by these schools. This will give the opportunity to extend the -. curriculum of the High School as well as to improve the quality of the work. It is for these reasons that I would recommend that the course for this school be re-arranged.
The re-seating and repairing of several of the primary rooms has been highly appreciated by pupils and teachers, and has, I believe, been an important factor in improving the attendance. The change from a dark, dingy room with badly constructed, un- comfortable seats, to a light, clean, cheerful room with comforta- ble seats, cannot fail to have a great influence on both teachers and pupils. I hope the good work can be completed during the coming year.
I wish to again call your attention to the salaries of our pri- mary teachers. I hope some plan may be arranged for the com- ing year, whereby at least the more experienced teachers shall receive due compensation. Certainly those who have been with us for some time and who are doing good work should be better paid. If the increase cannot be made all along the line, I earnestly hope a partial increase can be made upon some such basis as the one suggested. The remarks on this
51
subject in my last report will apply with equal force now. Faith- ful, earnest work such as the town is at present receiving from its teachers, deserves proper recognition.
In closing, I wish to thank the Committee most sincerely for the confidence and support they have given me, and the citizens for the kind and courteous treatment which I have received at. their hands during the past year.
Respectfully submitted,
E. H. WATSON, Superintendent of Schools ..
TRUANT OFFICER'S REPORT.
To the School Commitiee of Scituate :
As a truant officer, I would respectfully report that I have attended to all cases coming to my knowledge.
CHARLES A. BAILEY, Truant Officer ..
SCITUATE, Jan. 30, 1892.
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