USA > Massachusetts > Middlesex County > Acton > Town annual reports of Acton, Massachusetts 1853-82 > Part 4
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ed, faithful and efficient teachers, and the active and earnest co- operation of parents. As the matter now stands, the selection of teachers devolves upon the Prudential Committees of the several districts. The superintending Committee have nothing to do with it. It possesses only a veto power, the exercise of which is odious, and never to be used but under the strongest and clearest sense of justice. This important and very responsible duty cannot be exer- cised with too much care, and every possible precaution should be taken to guard against failures and disappointments. The ability to pass a tolerable examination before the town Committee, is no surety against a failure in government. What parish would think of settling a clergyman merely because he had passed an examina- tion before a council, on theological points ? No parish would do thus. Aware that his success among them would depend upon his faculty of imparting his knowledge to them, and his ability as a preacher, they would not think of settling him till they had first had him among them, and by actual experiment, satisfied them- selves respecting his qualifications. The same is true of a teacher. No one should be employed, whose qualifications are at all doubt- ful. He should not only be able to pass a tolerable examination before the Committee, but he should be a man of large and expan- sive views, of various attainments, of unblemished moral character, whose course of study has not been confined to the ordinary school text-books, merely, but who has attentively studied human nature in all its varieties, as well as accumulated a fund of valuable in- formation from the different departments of natural and moral sci- ence. A teacher of this description has it in his power to impart a great amount of valuable information incidentally to his pupils, thus serving to increase the interest, and awaken the curiosity, of the youthful mind. Firm and dignified, yet cheerful, generous, frank and open hearted,-a lover and sympathizer with the feelings of childhood, he should strive to impress something of these noble qualities upon the minds of his scholars. The absolute necessity of a strict and wholesome discipline in the schoolroom, is obvious. Every scholar should know his place, and be made to keep it. If a teacher's authority is not supreme in the school, there can be no such thing as good government. We would not be understood as recommending harshness or needless severity, (we have had enough of that) but a mild, firm and vigorous discipline. We be- lieve that if children are properly governed at home, and taught to
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respect their teachers at school, a good teacher will have little dif- ficulty in their management. The teacher must not be left to struggle alone. His efforts should, and must be, appreciated and seconded by the parents at home. Indeed, indifference on the part of parents is one cause of the comparative inefficiency of our schools. If parents are not interested in the education of their children, who can be ?
To parents, then, we would say, encourage your teacher. Let it be observed by him that you take a deep interest in the welfare of the school. See that your children attend as regularly and punctually as the nature of circumstances will admit. Nothing but absolute necessity should detain them at home a single day during the school.
Teaching is one of the noblest professions, an adequate prepar- ation for which, involves no small expenditure of time and money. For this a teacher must receive ample compensation. The ben- efits of our school system will not be fully realized, till teaching becomes a science, and the business of teaching a permanent occu- pation, and not merely resorted to occasionally, as is too often the case, to replenish the exhausted funds of literary fledglings. Our Normal Schools are doubtless doing a good work for the Common- wealth, in fitting many of our most worthy young men and women to become excellent teachers. It seems peculiarly appropriate that schools of this kind should be established, where those intending to become teachers, may receive a course of instruction expressly adapted to qualify them for this important and responsible vocation.
More is justly expected of both scholars and teachers now, than at any former period. Perhaps too much. The object of our com- mon schools, (so far as literary instruction is concerned) is merely to impart a thorough knowledge of the elementary branches of a good English education. More cannot be expected. The nature, meaning and proper use of language, a correct pronunciation and orthography, Arithmetic, Geography and English Grammar, must ever hold a principal place in the catalogue of studies pursued in our schools. At all events, these branches must be taught, and taught thoroughly, whatever may be the fate of the " ologies " and " ometries."
Still we regret that there are so few educational establishments of a higher order, where a good, thorough, practical scientific edu- cation can be obtained at a moderate expense, by such of our young
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men and women as desire it, but cannot afford the expense of a collegiate education. In order fully to meet the wants of the ris- ing generation, we need schools of a higher order than we now have. We want something supplementary and additional, in order to keep up with the times. The course of the world is upward and onward in the matter of education as in every thing else .- The age in which we live is a rapidly progressive one. A mighty impetus has been given to human progress, through the vast im- provements which have been effected in the mechanic and industri- al arts. Trade and commerce have been revolutionized by the in- troduction of the powers of steam and electricity. The mind of man himself has been awakened into new life and vigor. Shaking off the slumbers of ages, it is becoming conscious of its mighty en- ergies, its god-like capabilities. Mind is every day extending its conquests over matter, thus demonstrating the truth of the maxim that " knowledge is power." A higher culture, moral and intel- lectual, is demanded of us. Let us respond heartily and cheerfully to these demands.
In making up their annual Report, your Committee are especially grateful that they have to chronicle so few occurrences tending to disturb the tranquility, or very greatly impair the efficiency, of our schools. Employing upwards of a dozen different teachers an- nually, many of them wholly unknown to us except by reputa- tion or the recommendations of others, an occasional failure can- not be a matter of surprise. Our teachers the past year, have in most cases, it is believed, given general satisfaction in their respec- tive districts.
In conclusion, we would invoke the blessing of God to rest upon our common schools, and earnestly entreat the active co-operation of parents and the friends of education generally, for their improve- ment. That they may be instrumental in diffusing the blessings of knowledge and virtue, and of thus securing the future respecta- bility, usefulness and happiness of our children, is the sincere prayer of your Committee.
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SUMMER SCHOOLS.
Before entering on a description of the Summer Schools, we wish to say that our thanks are due to the district agents for their efforts in obtaining teachers of proper character and qualifications, and the general interest they have always manifested in the suc- cess of the several schools with which they have been connected. They have not all been equally successful in their work, but have always done their best.
It is nearly impossible, before actual trial is made, to say who will make the teacher we need. One may have done well in a small and quiet school, who will utterly fail in a large and turbu- lent one. Moreover, it is a fault with some of our teachers that their knowledge is not sufficiently practical and available, while they understand the " higher branches," they may fail in some of the first rudiments of the language, may be guilty of bad spelling of the simplest words-while they may be able to analyze and parse knotty phrases from Milton, daily violate the plainest rules of grammar in conversation.
Now while we are glad to say and happy to believe our teachers were all faithful and laborious, truth and the law require that we state as distinctly as we can, not only the facts in regard to their success or failure, but the reason and causes of the same.
The WEST SCHOOL was placed in charge of Miss Joanna E. Hartwell, of Lexington. She was a teacher from the Normal School. Much was expected of her, not only on account of the place of her education, her good appearance during examination, but also from the report of her previous success in nine consecutive terms. We were sadly disappointed in the result of her first fort- night's labor, so much so, that we felt constrained to advise her to return immediately to L .; but she, in her great desire to keep the school, and do it well, begged liberty to make another effort to bring the unruly elements of her school into form and order- showing the strength of her desire by offering to relinquish her pay for the fortnight she had already taught, and for the week of trial, in case she did not succeed. In this week of experiment she made great effort. Her success was such, that on the whole, the Committee thought best for her to go on. It is a difficult matter sometimes, for a Committee to decide when a teacher ought to be retained, and when dismissed. Our opinion is, a teacher ought to be dismissed when she can not command a fair majority of the
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parents, after a full hearing of the case. This is is to be under- stood in regard to common complaints. In the matter of educa- tional and personal defects, the Committee alone must judge .- Miss H. failed in commanding the respect or gaining the good will of her school ; so that from beginning to end it was a heavy, spir- itless and uncomfortable affair. A different order of teacher, and a more cordial, earnest and continued support of her by parents, are absolute necessities for the full success of this school. " Some- thing must be done."
THE SOUTH EAST SCHOOL was taught by Miss Lydia A. Rob- inson, of Concord. She is a very accurate scholar, an energetic and accomplished teacher, and made the most of her small school. We admired especially, her continual effort to improve the pronun- ciation in all her classes. Her government was of the most pleas- ant and effective character. Her success in all that makes a school agreeable as well as profitable, was highly satisfactory.
THE NORTH EAST SCHOOL was placed in care of Miss Mary A. Buttrick, one of our own teachers. She entered the school with sufficient experience, a good name, well prepared for her various duties, and an earnest and unwavering determination to perform them. Her school through the whole term, was a pattern of good behaviour, decided effort and daily success. The closing exami- nation was an excellent display, in a small compass, of the labors and acquirements of the whole summer. It was alike creditable to the school and honorable to the teacher.
THE SOUTH SCHOOL was commenced by Miss Bolles, of Little- ton. She was a genteel young lady, and made a good beginning, but having received a louder call, of course accepted.
The school was continued by Miss M. H. Finney, whom the persevering Prudential Committee, after much labor, obtained in Lowell. Miss F. proved to be not only a good young lady, but a capable, faithful and excellent teacher. Her manners, though suf- ficiently dignified and earnest, were mild, quiet and gentle almost to sadness. She moved around among the scholars like an angel of mercy. Her school partook largely of her spirit. Every thing was gentle, loving and obedient. Harmony, good order and good feeling prevailed throughout the term. The final examination was a delight to all present. The behaviour, recitations, especially the singing, were all that could be expected, and almost all that could be wished,
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THE CENTRE SCHOOL was taught by Miss Caroline E. Tuttle. She is a young woman of good character, decided and energetic, with sufficient education to manage well her charge. This is a school very large in numbers, but composed in unusual proportions of small scholars ; some very small, and sent to school merely to get them out of the way. Such a school must from the nature of things, be very difficult to govern, and far more perplexing and la- borious to teach than a company of more advanced scholars. It is our deliberate opinion that no child should be sent to school until they have well learned their letters. This part of the child's edu- cation is the proper business of the parents or of the older children, Then the cunning little things would escape the injurious confine- ment of the schoolroom, in bad air and worse seats, and make home joyous with their merry voices. If, however, these must be sent to school, it ought not to be expected that the teacher should do more than to keep them in order, and they should be instructed by some of the older scholars, chosen by the teacher daily, as a mark of esteem and a reward of merit.
We feel certain that this teacher labored constantly, faithfully and perseveringly for the good of her school, and the result of her work was all we ought to demand under the circumstances. We trust a better state of things will appear in future. The school ap- peared well at the close, and though some of the scholars gained little credit for behaviour or improvement, others appeared remark- ably well.
THE EAST SCHOOL was taught by Miss Lucy Barnard, well known among us as an able and successful teacher. Possessed of good talents, much native energy and force of character, as well as natural tact in the management of children, we need not say that her success was fully equal to our expectations. Every thing about the school was just as it should be, pleasant and agreeable. Order good ; improvement very good. Much praise is due this teacher, for the faithfulness and untiring diligence with which she labored for the good of the school.
WINTER SCHOOLS.
The friends of education will suffer us to say a word on the qual- ifications of teachers-not literary, merely, but the higher and equally important qualification, the moral and spiritual. The laws of good old Massachusetts require good morals and good manners
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to be taught in all our schools, and many a boy and many a girl will all their life long have occasion to be grateful for those laws, and for the kind and faithful teachers who shall act up to the spirit of them.
The example of the teacher has a mighty influence for good or evil on the plastic minds of his charge. And we ask, how can the profane man teach good morals, or the clown, good manners ? How can he who mangles the English language abominably, teach cor- rectness and beauty in the use of words and phrases ? If the mas- ter transgresses the most common rules of grammar in his every day communications with the scholars, what shall we expect but that our children will do the same ? The good teacher is a man correct in his manners and habits, his education and his teachings ; cultivated in his tastes, and truly noble in heart and life. We are more and more convinced every day, of the propriety of the direc- tion to " speak gently " as well as decidedly in managing a school. Treat children kindly, show them the deep interest you feel in their welfare, and they will do your bidding readily, pleasantly .- Resistance vanishes in an instant before a sweet and loving spirit. But speak harshly, look sour, beat about the desks and benches with savage fury, and if there is any obedience, it is that of cring- ing servility and cowardly fear, which, the moment there is oppor- tunity given, will rise up in renewed and impudent rebellion.
THE SOUTH SCHOOL was managed by the well known teacher who taught there last year. He was employed particularly in re- gard to his qualification in the matter of school government. It is always felt that where there is no order there cannot exist great excellence in any other performance of school. We greatly prefer, where it is possible, to follow what is called the mild plan of gov- ernment : that of rewards as well as punishments; that there shall be as many kind, pleasant and encouraging words as there are threats of bodily injury. 'The government of fear, of brute force, may answer a purpose for a time ; still it seems to us very desir- able that all the faculties of the mind, and all the affections of the heart should be operated upon by the teacher, and all thoroughly engaged in the cause of order and progress. When the teacher has decision, ability and strength of mind, he will seldom resort to his good right arm in maintaining order. Brute force may be in place in the prison or on the plantation, but not as a general rule in a Massachusetts school-room.
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The general course of this school seemed to be harmonious until near the, close. On the merits of that occurrence we do not here decide. It is very certain that the language and action of the teach- er, when spoken with on the subject by the Committee, were neith- er moral nor decorous. With this teacher there was far too fre- quent want of that accuracy of language in pronunciation, and especially in the choice of fit and appropriate words, which char- acterize the scholar and the teacher.
With pleasure we give this teacher credit for diligence, faithful- ness and perseverance. In this school are many excellent scholars, but in numbers, spirit and energy it is not equal to the other large schools. At the examination the reading was in general very im- perfect. The first class in grammar, the class in physiology, and many in the first arithmetic class appeared remarkably well, and would have gained themselves still more credit, had they not been set to work out the old stereotyped examples which have been ex. hibited for at least one generation.
THE SOUTH EAST SCHOOL was managed on a plan precisely op- posite the preceding. Mr Smith was a man all smiles, full of life, activity and anecdote. Now while we do not like to see a teacher grim visaged and morose as a savage, there must be some sobriety, labor and serious effort, in order to obtain a good standing for any school. Pointed, chaste and appropriate anecdotes do good service by enlivening the dull, and exciting even the good scholar to re- newed diligence and increased vigor ; but great care should be ta- ken to avoid those which so offend against good morals and good taste, that the repetition of them at home shall expose the scholars to punishment by the parents. This school appeared unusually pleasant when visited, and was in a good degree successful. Mr Smith with a more thorough preparation, more sobriety, a more vigorous, determined and well-directed course, bids fair to make a first rate teacher.
NORTH SCHOOL .- This school has been in good condition ever since Mr Bowers' first winter. A school in so good a state is easi- ly managed, because study, instead of play and small roguery, is the order of the day. A visit to this school was always delightful, and to teach it must have been pleasant. Mr Cochran commenced his work with rather a free use of the rod, but in that particular he greatly improved towards the close of the school.
This is one of the very best schools in the whole town, in every
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respect, and no man could well fail of success. At the examina- tion the reading, spelling and defining were excellent. The class- es in grammar, physiology and arithmetic deserve great praise .- Indeed, every one from the least to the greatest, seemed intent to act well their part.
CENTRE SCHOOL .- The Centre School last year was a failure, and our anxiety was only equalled by our desire for the success of Mr Dow. Mr Dow is a man and a scholar. He is a member of Dartmouth College, and is devoted to the interests of science. Al- ways engaged in his appropriate employment, he was never found lounging in the stores or post office, or any of those places where men dissipate at once their time, their morals and their minds .- Study was his life, and teaching, communicating to others his store of mental wealth, his delight. He was at home in the school-room, and his scholars are all witnesses how cheerfully and how effectu- ally he aided thein in their studies.
The order was in such striking contrast with that of last year, that we can scarcely praise it too much. The excellent moral as well as intellectual and literary character of this teacher, his dili- gence, punctuality and faithfulness, all merit our unqualified com- mendation. The reading, the classes in algebra and grammar de- serve particular attention : while all were good, these were excel- lent. The school, taken as a whole, has not been excelled, if equalled, for many years.
It is proper here to allude to the unusually good order so easily maintained in the Lyceum this year. We are happy to state our belief that it is in a great degree attributable to the good order of the several schools composing it. When we go into a public meet- ing, whether literary, political or religious, and find the young there, thoughtless, heedless or noisy, we think the schoolmaster has not done his work if the parents have.
We cannot forbear mentioning with strong approbation, the original articles written and published in the weekly paper of the Lyceum, by the scholars and teachers of the Centre, East and North Schools-articles of which older heads might well be proud.
The attendance was very good, although there were but three neither absent nor tardy, and three others-Sarah E. Hanscom, Augusta S. Miles, and Mary M. Tuttle, who were tardy only once, and then from necessity. It ought to be stated that the roll was called twice a day, precisely at nine in the morning, and precisely
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at one, P.M. In the matter of deportment, 14 were marked un- usually good, 16 ordinary, and 17 decidedly below par.
In some of the Registers deportment was not noticed at all, and in others so evidently partial and erroneous that we decline pub- lishing. The whole value of this matter lies in the rigid truthful- ness of the account. Then it is a very important enduring record of behaviour-a terror to evil doers, and a praise to them that do well.
THE EAST SCHOOL .- We think it good evidence of the capabil- ity of a teacher, that he is able to maintain an increasing interest in his school for four successive terms, as has Mr L. Conant, Jr., in this, especially when we remember it is in his own town, and almost in his own district. This would be praise enough, did not justice demand of us something more definite.
We think one secret of Mr C.'s success is to be found in the good opinion he has of his scholars. Then he is always studying something to interest them, and excite them to new and earnest effort,-evening schools for writing, reading and arithmetic classes, -all accompanied with kind and encouraging words of advice and instruction. 'This year, with the consent of the Committee, he has in- troduced Guyot's Earth and Man, a beautiful study for the first class. The book contains a great amount of information, well arranged, to find which the pupil might search a whole library in vain. The recitations from this book formed a marked feature at the examina- tion. The school has made good progress in all the studies. The order and general appearance of the school was excellent. This is not only the opinion of the Committee, but also of the large num- ber of visitors who witnessed the exercises of examination. 24 scholars were marked good in column of the register, " deportment," 18 ordinary, and 8 decidedly bad.
WEST SOHOOL .- This school is very large, and the partial failure of last year made us very anxious to see this term one of signal suc- cess. The school was entrusted to the care of Charles F. Fiske .- He is a very desirable young man, and will in due time, we trust, be an accomplished scholar. As a teacher he is unusually accept- able, and while he makes no noise or bluster, manages a school very much to our satisfaction. He is the man of whom any good scholar would say at once, " I would like to go to school to Mr Fiske." The order was good and of the right kind ; the instruction correct and thorough. Mutual good will and affection between
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teacher and scholars was evident throughout the term, and espe- cially during the closing exercises. The examination was witness- ed, as usual, by a crowd of interested spectators from all the region round about. All the exercises of the day showed a better state of of things in this excellent school, than we have seen since the days of Mr Hunting. All the recitations were good. The first class in grammar, physiology and geology deserve particular notice. The reading was not as good as we expected. The writing was excel- lent, and the singing above all praise. The marks for deportment were 16 ordinary, and 38 extra.
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