USA > Massachusetts > Bristol County > Fairhaven > Town annual report of the offices of Fairhaven, Massachusetts 1880-1881 > Part 2
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earnestly labored to carry out suggestions, as they have been made from time to time. As a result we have less of that "parrot-like" manner of recitation, and more originality on the part of the pupils. The child who gives word for word an answer as found in the text-book only gives evidence of having a good memory, while he who gives the principles in his own language, shows that he thinks as well as remem- bers ; and is developing faculties and powers which will enable him to express himself in an intelligent manner at all times, upon any subject to which he has given attention. While we have seen a steady and marked improvement in some of our schools, so we hope the spirit of emulation may be contagious, and no teacher be willing to stop short of the highest standard of excellence.
PRIMARY SCHOOLS.
Much attention has been given to this grade of schools. Many seem to think that almost any one can teach in these schools ; one can hardly be so young or so inexperi- enced that they ought not to be allowed to assume the place of teacher. With such we would differ,-nearly all who have been connected with public school education, or have made it a study, agree that the future of the child depends largely upon the influences which are brought to bear upon him in the first year he is at school. Here his first habits of study are formed ; and at no time in life can impressions for good so easily be made. Plutarch says of the training of children : "For childhood is a tender thing, and easily wrought into any shape, and as soft wax is apt to take the stamp of the seal, so are the minds of child- ren to receive the instructions impressed on them at that
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age." And Prof. Atkinson says : "Unless we treat the child as the germ and embryo of all that he is afterwards to be- come, our education will be doomed to ignominious failure." Believing in the truths expressed in these quotations, we have labored to the end that the child should receive real knowledge instead of husks; so that school should not be irksome to him, but a place to be loved, where he could ex- perience the delight there is in learning. That such results might be attained, we have endeavored to displace as much as possible old-time methods, in which the child must sit perfectly quiet, and would be punished for making a picture on his slate, if he were fortunate enough to have one. Over against these we would place more modern methods. We would encourage activity ; but we would have that activity directed, so that there should be no unwarranted liberty taken, or unnecessary confusion. We believe in va- riety, and would not have a child held to one kind of work for a great length of time. We have been much pleased by the improvement which has been made in at least two of our Primary schools by the introduction of the new system of writing, known as the Quincy method. And in one school, especially gymnastic and singing exercises have added much toward making the schoolroom a pleasant and attractive place.
READING.
We would have more attention paid to correct reading ; for we believe it to be important. We do not speak of it as an accomplishment, although in this respect it has very strong claims for careful attention. We speak of it now on the ground that it is a great aid in obtaining an understand- ing of the English language ; and in this respect we consider
it of vital importance. James Russell Lowell has recently said, "he who can read well. can attain any height of scholar- ship." Many pupils are allowed to read in such a manner as to give the impression to the listener that they do not know the difference between a period and a comma. We were glad to see in three or four schools, a desire on the part of the teachers to have the scholars by the tone of their voice give proper force to ideas which were emphatic .. We do not think the best results are gained by reading over and over one piece until it is known by heart; for the pupil is- but little better prepared to read a new piece properly than he was before. We like the idea of reading at sight ; for then the children pay better attention, for they expect some- thing new ; and as we believe much more easily grasp the main thought of the author. We are strongly of the opinion that the introduction of collateral books would have its effect in improving the reading in our schools, and also tend to keep the young from the use of harmful books, and form a taste for good literature.
DRAWING.
We look upon this as a practical study. But there are good people who seem to misapprehend the nature of it. The idea seems to prevail in some minds that it is merely an ornamental branch; simply picture making. It is not taught with a view to making artists ; but as laying a found- ation for usefulness in the various departments of industry. It has been well said in relation to the art of drawing, that "it educates the eye and hand, and gives facility to express the thought and plans of the mechanic and engineer, the recollections of the traveller, and the conception of the cre- ative artist." Every one who knows anything about doing
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business to-day, knows that competition is not merely local, but world-wide. Will not a knowledge of the principles of of drawing as it trains the eye to see, and the hand to repre- sent, be of much service to the future mechanics of America as they come into competition with the skilled labor of the Old World ? We believe it will be found useful in any future calling.
TEACHERS AND METHODS.
It is a time-worn adage, "As is the teacher so is the school." The success of a school depends largely upon the ability and faithfulness of the teacher. While it is desirable to have "method" in teaching, yet it is evident that all teachers cannot succeed, nor all schools be best governed and taught by the use of the same method.
As a rule, those teachers are most successful who have had practical training, such as is given in Normal schools. But by this we would not imply that a Normal graduate can not make a failure of teaching; nor that one who has not had such training can not make a successful teacher. If to the indispensable qualifications of a teacher, which we will designate as tact, energy, self-control, common sense, quick- ness of perception and promptness in action, there be superadded the advantage of a Normal school training, success is almost certain. The most successful teachers are those who go behind text books, and bring out something fresh and original. We would have teachers realize the powerful influence they may have for future good in impressing the mind and moulding the character of youth.
Roger Ascham, preceptor of Queen Elizabeth, said : "Next to the preaching of God's holy word, I know of no more godly purpose than a man goeth about, than the teach-
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ing of schole." These words were spoken three centuries ago ; the spelling of the words has been modified, but the truth they express has become more and more apparent. The services of a good and faithful teacher can never be over-estimated. They often stand in the place of parent. guardian and friend, and as such what a responsibility rests upon them. We would especially urge upon teachers that they keep a watchful care over the morals of their pupils. Let the intellectual and moral join hands, and in time we shall reap the good results.
CO-OPERATION OF PARENTS.
There has been in at least two districts a great lack of cooperation of parents. We are convinced that more trouble is caused by a wrong attitude on the part of parents toward teachers than by children themselves. We earnestly invite all to visit the schools. By so doing they will encour- age both teachers and scholars; and get a knowledge of what is being done in the school-rooom. More than this, we consider it the duty of every parent. All will agree that a manufacturer should know the details of his business ; whether the goods made are such as the demand of the market calls for; if the bookkeeper is honest, and the superintendent conducting the business in such a manner as to make it pay. Which is of greater value, money or the education and character of our children ?
ATTENDANCE.
We would urge upon parents the great necessity of children being punctual in attendance upon school. In the frequent absence for a most trifling excuse, the child loses much precious time that can never be replaced ; and also taste for
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school and study. For the purpose of encouraging prompt attendance we give a list of names of those who have not been absent during the term. Justice demands that we say, it was not known in all the schools that this would be done.
HIGH SCHOOL.
Present during one term-William L. Blossom, Lillie C. Bradford, Laura F. Day, William F. Delano, L. May Eldridge, Carrie F. Sampson, Charles W. Lewis, Edward F. Hammond, Lottie McFaun, Mary E. Haney.
Present during two terms-Alice A. Charry, Nellie C. Coombs, Lillie G: Day, Myra W. Eldred, Mattie A. Eldred, Sadie G. Dodge, Joseph H. Akin.
Present during three terms-Samuel W. Babbitt, Annie E. Morse, Etta P. Braley, Frank A. Hanna.
OXFORD VILLAGE.
First term-M. Alice Drew, Besse Drew, Willie A. Haskell, Robert Gelatt, James Hammond, Albert Charry.
Second term-Sadie S. Briggs, Bessie Derickson, Charlie Burgess. Eddie Burgess, Elisha S. Whiting, Annie Briggs, Albert Charry.
Third term-Annie Briggs, Sadie S. Briggs, M. Alice Drew, Bessie Drew, William A. Haskell, Charlie Burgess, Elisha S. Whiting, Albert Charry.
PEASE DISTRICT.
Third term-Albert Babbit, Eddie Dwelley, Allie Gif- ford, Lenie Gifford, Hattie Rogers, Emma Wadsworth.
GRAMMAR SCHOOL.
First term-Jesse C. Raymond, Willie C. Card, Zenas W. Dodge, Fred. R. Fish.
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Second term-Emily P. Allen, Lula H. Loomis, Jessie C .. Raymond, Annie Thompson, William M. Allen, Fred. U. Bryant, Norman H. Paull, John Taber, C. Lyndon Williams, C. Winfred Fuller.
Third term-Mary L. Card, Alice P. Coggeshall, Agnes Merrihew, Alvina Reed, Mary Rounseville, Jessie C. Ray- mond, Mina Thomas, Sophia Taber, Cora Tinkham, Minnie W. Willcox, Hermon Gifford, Bertie Hanna, Andy Kelley, Clinton Long, Willie Millett, Norman Paull, George Quirk, Bertie Stowell, John Taber, C. Lyndon Williams, Solomon Young. Jerry Sullivan, Clinton W. Alden, Willie G. Cowen, Geo .. E. Ellis, C. Winfred Fuller, John Frawley.
CENTRE PRIMARY.
First term-Tina Swift, Levi Bliss, Charles Harris, Bertie Morse, Alton Paull, Harry Raymond.
Second term-Lillian Bryant,-Charles Harris, Alton Paull, Harry Raymond.
Third term-Hannah Anthony, Flora Chase, Mabel Gur- ney, Clara Peck, Abbie Thomas, Robbie Bisbee, Levi Bliss. Charles Harris, Harry Millett, Alton Paull, Harry Ray- mond, Morton Snow, Arthur Taber, Henry Taber.
SOUTH PRIMARY.
Third Term-Lena Besse, Nettie Brownell, Charlie Westgate, Seth Besse.
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NORTH PRIMARY.
First Term-Flora Card, George Dodge, Lillie Kiff. Charles Maxfield.
Second Term-Charles Maxfield.
Third term-Lillie Kiff, Annie Maxfield, Charles Max- field, Bertie Jackson, Charles Cunningham, Jimmie Card. Henry Norton, George Dodge.
NASKATUCKET:
Third term-Annie Studley. Lindsey Gifford, Alfred Gif- ford, Prince Akin.
NEW BOSTON.
First term-George Blossom, George Howard.
Third term-George Howard ..
SCONTICUT NECK.
Second term -Frank Glasgow, Hannah F. Mackie, Chas. F. Mackie.
Third term-Lizzie G. Mackie, Eddie B. Mackie. Chas. F. Mackie, Hannah F. Mackie, Eddie D. Sherman, Georgie L. Sherman, Emma L. Reed, Julia L. Reed, Frank Glas- gow, Hattie C. Lapham, Arazelia L. Hiller, Lizzie D. Hiller, Abram M. Allen:
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TABLE.
FIRST TERM.
SECOND TERM.
THIRD TERM.
Attendance between
Attendance under 5.
Attendance over 15.
Whole attendance.
Average attendance.
Attendance between
Attendance under 5.
Attendance over 15.
Whole attendance.
Average attendance.
Attendance between
Attendance under 5.
Attendance over 15.
Whole attendance.
Average attendance.
High School,
50
103
85
50
()
51
101
83
50
0 50
100
81
Oxford Village,
43
43
34
44
()
0
44
40
44
23
25
21
28
0
0
28
22
26
65
0
65
61
Centre Primary,
37
37
28
46
0
46
38
40
C
0
40
36
North Primary,
43
44
37
51
0
51
43
38
0
38
33
South Primary,
33
33
27
28
0
0
28
23
33
0
33
27
Naskatucket,
22
23
17
22
0
3
25
20
18
0
4
22
19
New Boston,
27
28
22
28
0
(
28
21
22
0
22
20
Sconticut Neck,
18
0
20
15
31
0
1
32
25
30
0
0
30
0
44
10
Pease District,
20
Grammar School,
76
cool
OCCHIONOCI
76
68
69
69
64
0000
26
SCHOOLS.
5 and 15.
5 and 15.
NH ===-
5 and 15.
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SCHOOL BOOK AGENCY.
To balance on books Feb. 15th, 1880,
$29.58
Books sold, 92.34 $121.92 A
By cash paid town treasurer,
$98.30
Cash paid by agent,
8.13
Agent's commission, Balance on books,
12.19
3.30 $121.92
APPROPRIATIONS AND EXPENDITURES.
Amount raised for schools,
$4,000.00
Received from the State,
193.11
Received from the county,
158.52
$4,351.63
Amount paid teachers,
$3,338.75
Amount paid for care,
284.90
Amount paid for fuel,
220.01
Balance unexpended,
507.97
$4.351.63
The balance will be required to meet the bills that will come due dur- ing the school year.
Amount raised for incidental expenses,
$500.00
Received from town incidentals,
294.21
$794.21
Expended,
$794.21
At Oxford Village schoolhouse a new floor will be needed.
The school yards at Centre and Oxford Village need fill- ing and grading. Something should be done at the High schoolhouse to secure better ventilation. The amount required for the above and other expenses, we estimate will be $500; and the amount for teachers' salaries, care of buildings and fuel will be $4,500.
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We close our report with an extract from a report from one of our neighboring towns : "If this town would rise in intelligence and prosperity, wisdom certainly directs that she foster her common schools by providing liberally for their support, and encouraging, compelling if necessary the attendance of her children."
OBED ELDRIDGE,
LUCY M. DAVIS, School
MATTHEW MERRY, Committee.
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