USA > Massachusetts > Middlesex County > Acton > Town annual reports of Acton, Massachusetts 1862-1879 > Part 13
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ever come when this mighty frabric shall totter; when the beacon of joy that now rises in a pillar of fire, a sign and won- der of the world, shall wax dim, the cause will be found in the ignorance of the people. If our union is still to continue to cheer the hopes and animate the efforts of the oppressed of every nation; if our fields are to be untrod by the hirelings of despotism ; if long days of blessedness are to attend our coun- try in her career of glory; if you would have the sun continue to shed his unclouded rays upon the face of freedom, then edu- cate all the children in the land. This alone startles the. tyrant in his dreams of power and rouses the slumbering energies of an oppressed people. It is intelligence that reared the majestic columns of national glory, and this alone can prevent them from crumbling to atoms." We should not forget that there are great and important blessings to be secured, not only for our- selves and our children, but for humanity, by advancing the interests of education.
We do not know as our town is behind other towns of the state in its interest in the cause of education, but we are confi- dent that duty demands that we should not be idly content with the present condition of things in this respect.
The last published reports of the State Board of education give the standing of the town so far as it can be shown by num- bers.
In the table showing the comparative amount of money appro- priated by the different towns in the State for the education of each child in the town between five and fifteen years of age, Acton is the one hundred and seventieth.
According to the percentage of taxable property appropriated for school purposes, Acton is the one hundred and forty-second. According to the average attendance of the children upon the public schools, Acton is the fifty-sixth. This, to be sure, is not a very bad position in a list of three hundred and thirty- five towns; being above the average in these three respects.
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But let us not suppose that this covers the whole ground, or that there is no room for improvement in these respects.
We believe that the use of the scholarship and deportment cards introduced by vote of the town one year ago, has had a decidedly beneficial effect in stimulating the scholars and in bringing Teachers and Parents into co-operation. Their use enables the parent to know the standing of the scholar in the various studies pursued, and also whether, and how many times they are absent or tardy. We think they have generally indica- ted the correct standing of the scholars, though it is possible that some teachers not being familiar with their use, have not been quite careful enough in their numbering. We earnestly recom- mend their continued use, with some slight alterations.
The promise made by the Superintendent, to publish in the annual report the names of those who were neither absent nor tardy during one, two, or three terms, has also had the effect to promote constant attendance and punctuality, and the Roll of Honor is presented with the published details of each school. Besides those whose names are given, the Registers indicate that there are many more who have striven to be thus favorably mentioned and who are equally deserving of praise for their efforts in this direction. Quite a number have been absent or tardy only one day or one half day, and several of these, we have reason for believing, were detained by unavoidable, and sometimes melancholy circumstances. We believe we have given the names of all those who came fully up to the require- ments we mentioned at the opening of the schools, and while we regret that we must withhold the names of so many who are really deserving, we rejoice that the list is so large.
19 were neither absent nor tardy three terms.
32
two 66
105
one
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SCHOOL BUILDINGS.
We presume that all will agree in the statement that we need some better school buildings. Some of them are unfit for the purposes for which they are used, and there are none which of themselves give evidence of great interest in the cause of edu- cation on the part of the town.
The impression which they make upon the scholars is not such as to lead them to appreciate the value and importance of education. Much of the surroundings of our school-houses is of a repulsive character. They can and ought to be made attrac- tive both externally and internally. Maps and charts should find a place upon walls which are now barren of every impres- sion to the mind except that of reckless disregard of propriety and neatness. More attention and outlay in this direction would promote the prosperity of our schools.
TEACHERS.
Without good teachers we cannot have good schools. It is a trite saying, but nevertheless a true one " as is the teacher so is the school." The teacher's habits, temper of mind, devotion to duty and interest in her work, will make an impression upon those under her care. How important that this impression be of the right kind, and how important therefore is it that great care and judgment be exercised in the selection of teachers who are thus to mould and direct, in a greater or less degree, the subsequent course of our children. We need good disciplina- rians. That kind of discipline is most desirable which draws by love; and is vastly more effective than that which drives by fear. We have seen teachers who prided themselves upon their ability to govern, who, after all, were lacking in the ability to create in their pupils a love for good order. The necessity of obedience, and the reasonableness of the requirements made, they never attempted to show. Their will was law; and to this the child must yield unquestioning submission. It is not so
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much a power to crush the activities of the child that is desira- ble, as it is an influence that can guide and direct those activi- ties in their proper channel. It is not so desirable that children . should not dare to do wrong as it is that they should not desire to do wrong.
We need also teachers thoroughly qualified for their work; nor is it always those who are generally regarded as the most advanced in scholarship who are best qualified for the teach- er's work. One may be, as some of our teachers have been, excellent in the higher mathematics and other branches, and yet be wanting in a knowledge of the elements of language. In most of our schools there is manifest a want of thoroughness in ele- mentary principles. This defect can only be remedied by employing teachers who are themselves thorough in this respect, and who will not neglect this, for that which may be better calculated to make a display.
A frequent change of teachers, though in some cases impera- tively demanded, is more often detrimental. A teacher who is well acquainted with her pupils, who has already a knowledge of their attainments, habits of study, capacity, and disposition can more readily comprehend and adapt herself to her work, than one who has all this to learn. This must be apparent. It is wisdom therefore to retain, if possible, those who have succeeded passably well, and have no marked deficiency unless important advantages are to be secured by change. We think some of our schools have suffered by too frequent changes.
SCHOOL REGISTERS.
Many of the School Registers have been imperfectly returned, and several teachers have forfeited their legal claim to compen- sation by not making correct returns. More care is needed upon this work. We might quote several unpardonable mis- takes and omissions, but we forbear, only suggesting that here- after such defects ought not to be passed over in silence.
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TEXT-BOOKS, AND COURSE OF STUDY.
We believe there is an urgent demand for a revision of the · text-books in use in the town, and that a change. in some at least can be made, which will be of decided advantage to the schools. Those now in use have been used for several years with the exception of Kerl's Grammars, which were introduced about two years since. Important improvements have been made, and are being constantly made in books to aid the pupil in acquiring an education. The process of arriving at desired results is often shortened, and the method of fixing important principles in the mind improved. The most uninteresting study can be made more or less attractive by the manner in which it is presented to the pupil, and the most attractive method is certainly most desirable. As it is unwise to furnish heavy, awkward, and clumsy tools to workmen who are not sufficiently strong to use them to advantage, so is it unwise to furnish our children with books beyond their age and capacity. There is a uniformity in the books used in town which is commendable. Is there adaptability ? We are of the opinion that a change in all the text-books would be beneficial, and that a change in Arithmetics and Grammars is imperatively demanded. In say- ing this, we do not desire to call in question the wisdom of those by whom they were introduced. We know not how long Robinson's series of Arithmetics have been in use in this town, but we are confident that there are several series much to be preferred to this. The introduction of Kerl's Grammar may be regarded as an experiment; which has proved unsuccessful. We have not seen a class during the past year using this work, which manifested any considerable degree of interest. Teach- ers, without an exception have united in the opinion that it is not as good as others. The continued use of this book will, we are confident be followed by an abatement of interest in this branch of study. With the best of books it cannot be made too attractive.
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We are well aware of the complaints and often opposition which usually attend a change of school-books, and we think there is sometimes ground for this ; but we are confident that a careful examination of many of the text-books now in use, and an understanding of the difficulties to be surmounted in their use, would render manifest the necessity of a change.
We must here say something also respecting the studies pur- sued. In most of our schools there is too great a variety, and too many classes. This is an evil, altogether too prominent to be longer tolerated. Parents should seriously take this matter into consideration, and not permit their children to take up a higher study, until they are masters of those which should pre- cede it. The laws of the state require instruction to be given to all the children who may attend school, in orthography, read- ing, writing, English grammar, geography, arithmetic, the history of the United States, and good behavior. They also make alge- bra, vocal music, drawing, physiology and hygiene elective, as the school committee may deem expedient. Algebra is far more generally taught than history, but who will say that it is of more practical value ? Physiology and hygiene, or the laws of health, are very much neglected, while attention is paid to geometry, ancient history, and other of the branches which be- long to the high school and academy rather than the common school.
But a still greater evil or mistake lies in the superabundance of arithmetic in all our schools, and upon this point we cannot better express our ideas than in the language of the school com- mittee of a town in Essex county, in their report for 1867 :
" Probably more than half the time is devoted to that great hobby of New England schools, arithmetic ; while the remaining time is given to the eight or ten other studies usually found in our district schools. The best classes are the arithmetic classes, and the reputation of the teacher, and of the whole school, not unfrequently rests on the feats performed by the first class in
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arithmetic on the day of public examination. Woe to the teacher who has not a first class in arithmetic. Arithmetic should receive its appropriate attention, but it should not take the time of other equally important studies.
" If the great problem of life could be solved by any arithmet- ical process, if children had no other faculties than those of calculation that need to be exercised, then ' The science of numbers and the art of computing by them,' might properly receive a large portion of the pupil's time. But is it not quite as important that a child's moral and perceptive faculties should be developed as his reasoning ? Does not his usefulness, his happiness and his success in life, depend quite as much upon the right training of the former as of the latter ? If so, then ought not a change to be made ? That course of instruction that will impart the greatest amount of useful information, and best fit the children for the duties of life, is the course that should be adopted by every teacher. . . . .
" One great reason why self-educated men are practical work- ers is that they learn nothing they do not want to use, and so learn it well. Concentration gives them strength. Napoleon dispensed with tents and luggage in his great armies, taking only what he wanted to use - the sword and the bayonet. It seems to me - and the conclusion has been growing stronger each year, during twelve years' experience in public school teaching, that much that children are required to learn might be omitted with little detriment to them. A matter-of-fact teacher would look at his work in something of this manner: These boys are, most of them, to become farmers, mechanics and la- borers. All the scholastic education they receive will be gained here. These girls will, most of them become the wives of far- mers, mechanics and laborers. What instruction is absolutely essential to these boys and girls to fit them for the duties of life ? First they must learn to read, write and spell the Eng- lish language. These are often sadly neglected. Almost every
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man, in whatever occupation engaged, is called upon to write more or less every day of his life. Writing involves spelling, aud both are unmistakable evidences of culture or want of it. Teach these thoroughly. They are of vastly more practical value than arithmetic - the trite and venerable maxim that the study of arithmetic is the best discipline of the mind, to the contrary notwithstanding. A knowledge of arithmetic sufficient to enable men and women to keep accounts correctly, will suf- fice, letting alone the mental discipline of the reasoning facul- ties, so often harped about."
We think the following also from the school Reports pub- lished by the Board of Education for 1866, is worthy of con- sideration : "The correct use of the English language is a most desirable accomplishment, and is worth a long and patient practice, even if for its sake we should shorten the time devoted to other studies. For example, considering the small practical value of difficult arithmetical processes to the great mass of men, might we not profitably adopt a shorter and simpler course of instruction on this subject ?"
Our large arithmetics contain much that might be useful to a professor of mathematics, but a smaller amount might suffice for the wants of men engaged in the common pursuits of life. And may it not be because we undertake to teach too much and teach it imperfectly, that after all the study of arithmetic in schools, men of business construct their own rules, and from their own experience learn accuracy and despatch ? Long ago an eminent educator said, " I have no doubt that we teach too much mathematics. Our children begin at five and continue the study of arithmetic and kindred subjects till sixteen. May not a part of this time be better spent in acquiring a ready con- trol of the resources of our language ? All men have occasion to express their thoughts, and in this country, perhaps, more than elsewhere, the power of correct and vigorous expression is indispensable." Let us carefully consider this matter and
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adopt that course which will best fit the rising generation for the practical duties of active live.
We cannot speak of the schools in town the past year, com- pared with former years, but we think they have generally improved to an extent which would satisfy reasonable expecta- tions. Let us strive to make them still better.
E. DAVIS, Superintendent.
CENTRE SCHOOL.
PRIMARY DEPARTMENT.
Teachers.
Summer - Carrie E. Lawrence.
Fall,
Winter - Josie L. Hosmer.
Whole Number of Scholars.
Summer - 34, average 29,
Fall -35,
32.
Winter - 37,
31. Length of School.
Summer -2 months.
Fall-24
Winter - 3
Wages of Teachers per Month.
Summer - $24 per month.
Fall -$24
Winter - $22
The teacher of the Summer and Fall terms, having been con- nected with the school for several previous terms, was well pre- pared to enter at once upon that course which would secure the permanent advancement of those under her care. The advantages
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derived from retaining a successful teacher were apparent in these terms. The teacher aimed at thoroughness, and the examination at the close of the Fall term clearly manifested her success in this aim. Miss Hosmer, who had charge of the Winter term, had never taught, and did not readily comprehend the teacher's work, but made much improvement in the progress of the school, and the examination was commendable to teacher and pupils.
Roll of Honor.
The following scholars have been neither absent nor tardy for Three Terms - Susie Tuttle, Nellie J. Hanscom, Jenny E. Berry, Etta Taylor, Lizzie Roth, Willie Richardson.
Two Terms -Sophia C. Fletcher, Katie J. Kingsley.
One Term - Hattie Reed, Rosie Jones, Auna Pike, Luella Smith, James Tuttle, Arthur Pike, Frank Pike, John Roth Wilbur Fisk.
CENTRE SCHOOL.
HIGHER DEPARTMENT.
Teachers.
Summer - Miss Priscilla Little.
Fall -
66
Winter - Mr. Omar W. Folsom.
Whole Number of Scholars.
Summer-22; average, 20.
Fall-20;
19.
Winter - 45 ;
66
38.
Length of School.
Summer -2 months.
Fall-2 66
Winter -3
66
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Wages of Teachers.
Summer -$27 per month. Fall -$27
" Winter - $46 66
Miss Little, who had charge of the Summer and Fall terms was an earnest, faithful, and industrious teacher. She aimed to have all recitations thoroughly understood, and in this suc- ceeded to a great degree. The most prominent defect in her method is in teaching too much, - in not leaving enough to be done by the pupil. The true aim of education should be to develop, cultivate and strengthen the mind, rather than to pour into it a certain amount of knowledge. The winter term, under the care of Mr. Folsom, at its commencement gave promise of accomplishing much good work, but a spirit of insubordination and disregard of propriety detracted from its prosperity. The examination was creditable to teacher and pupils, but not so much so as it would have been with a deeper interest on the part of the pupils.
Roll of Honor.
The following scholars have been neither absent nor tardy for
Three Terms - Josie Forbush.
Two Terms - Ada C. Davis, Lizzie S. Taylor, Davis Richard- son, S. Taylor Fletcher.
One Term - Almeda Litchfield, Theresa Kingsley, Ida M. Pike, Allie Burnham, Elvira A. Wheeler, Herbert Blodget, Wil- lie C. Jones, Simeon D. Taylor, Charles Barton, Charles Rich- ardson, Jonathan P. Blodget.
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WEST SCHOOL.
PRIMARY DEPARTMENT.
Teachers.
Summer - Miss M. Rebecca Nason.
Fall -
and Miss Mattie E. Ayres. Winter - Miss Mattie E. Ayers.
Whole Number of Scholars.
Summer - 32; average, 28.
Fall - 32;
30.
Winter - 31;
29.
Length of Schools.
Summer - 2 months.
Fall -
22
Winter - 3
Wages of Teacher.
Summer - $22 per month.
Fall - 22 “
Winter - 24 “
This school has enjoyed a good degree of prosperity during the year. Miss Nason conducted the school during the summer and part of the fall, with marked success. She possessed those peculiar qualities which fit her for such a position. In her teaching and discipline, she was ever mindful of the fact that those under her care were children, and not men and women.
Having an opportunity to enter a wider field of usefulness, she left the school during the fall term, and Miss Ayres suc- ceeded her. During the remainder of the fall and the whole of the winter term, she conducted the school with good results. The examination at the close of the winter term indicated com- mendable progress, and showed a good degree of interest.
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Roll of Honor.
The following scholars have been neither absent nor tardy for Three Terms-George Mead.
Two Terms-George Hutchings, John Hoar.
One Term-Ida McDonald, Inez Wyman, Cornelia Hayward, Cordelia Hayward, Jennie Eager, Eddie Hayward, Wallace McDonald, Willie Teel, Elsworth Hapgood, Irving Hapgood.
WEST SCHOOL.
INTERMEDIATE DEPARTMENT.
Teachers.
Summer -'Miss Sarah A. S. Taylor.
Fall -
Edna L. Whitcomb.
Winter . - Jennie H. Ayres.
Whole Number of Scholars.
Summer - 33; average, 30.
Fall - 32; " 30.
Winter - 31;
27.
Length of School.
Summer - 2 months.
Fall - 2}
Winter - 3
Wages of Teachers.
Summer - $24 per month.
Fall - $24 “ «
Winter - $28
All the teachers employed in this school the past year, had had considerable experience in teaching. Those of the summer and fall terms had acquired a commendable reputation in an adjoining town, and being considerably acquainted in the dis- trict, commenced their terms under favorable circumstances.
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The teacher of the summer term labored under the disadvantage of somewhat impaired vocal power. Her pupils seemed to be sympathetically affected, and the school did not, as a conse- quence, appear as interesting as it otherwise would. Good progress was made in most of the studies, and some excellences were apparent. The examination of the fall term showed still farther improvement, and during the term we were much pleased with Miss Whitcomb's manner of teaching and governing. Thor- oughness in the recitations was a prominent feature during the term. The teacher of the winter term had the advantage of extensive experience, and came well recommended. The progress of her school rendered apparent her power to control her pupils, and was less marked with insubordination than had been some pre- vious terms. Considerable progress was apparent in most of the studies pursued, and the examination, which was well at- tended, and conducted with order, was regarded as evidence of a successful school.
Roll of Honor.
The following scholars have been neither absent nor tardy for
Three Terms - Lizzie A. Eager, Flora S. Davis.
Two Terms -Emma A. Mead, Nellie G. Hoar, Lizzie G. Rowell, Sumner Wright, Horace E. Whitcomb, Lewis C. Has- tings, Frank S. Davis, Edwin E. Davis.
One Term - Lilla A. Hayward, Florence Hayward, Emma Hall, Lizzie M. Robinson, Jennie Kingsley, Nellie Taylor, Charles H. Teel, George Gardner, Frank Derby.
WEST SCHOOL.
HIGHER DEPARTMENT.
Teachers.
Summer - Miss Mary Stacy.
Fall - Lizzie A. Chase.
Winter ~ יו Lucy M. Emery.
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Whole Number of Scholars.
Summer - 27; average, 25.
Fall - 28; ¥ 25.
Winter- 38;
37.
Length of School.
Summer - 2 months.
Fall -
¥
Winter - 3
Wages of Teachers.
Summer -$28 per month.
Fall - $28 “
Winter - $33 “
This school, through the year, has been under the care of good teachers. Miss Stacy, who taught the spring term, was a supe- rior teacher, - thoroughly qualified, - of pleasing manners, and refined and correct taste. Her school was well man- aged, and the influence and spirit of the teacher was appar- ent in the general deportment of the pupils out of school as well as in. The progress in the studies pursued was even and thorough, and all that ought to be desired. The fall term, though hardly equal to the other two, was marked by some favorable features, and the examination was satisfactory.
The winter term was one of unusual interest and eminent success. We cannot speak in too high terms of the teacher and school. In this school there are a great variety of studies, and it has been difficult so to classify it as not to throw a heavy burden on the teacher. It ranks first in town in respect to the advancement of the pupils.
Roll of Honor.
The following scholars have been neither absent nor tardy for
Three terms-Ellen M. Hosmer, Emma Hosmer, Julien A. Mead, Ainsworth Hastings.
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Two terms - Henry A. Mead, Clifford Barrett.
One term - Estella A. Mead, Jennie Wheeler, Ella Whitcomb, Alice R. Barrett, Nellie M. Rowell, Maria P. Hastings, Frank O. Leland, Sherman H. Barrett, Walter Hastings, Warren H. Mead, Frank C. Hayward, Webster Hayward.
SOUTH SCHOOL.
PRIMARY DEPARTMENT.
Teachers.
Summer - Miss Victoria Willis.
Fall,
Winter - Miss Ella A. Bacon.
Whole Number of Scholars.
Summer - 28, average 26.
Fall - 31, ¥ 27.
Winter - 42, 66 39. Length of School.
Summer -2 months.
Fall -
24
Winter- 3
Wages of Teachers.
Summer - $20 per month.
Fall - $20
Winter - $26
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Both of the teachers in this school were beginners. Primary Schools are invariably trying to a teacher, often taxing the patience severely. But few teachers achieve marked success in a Primary School. This requires a peculiar adaptedness for the position, which we do not often find. Miss Willis possessed a good degree of acquired ability, and entered upon her task with
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earnest wishes for success, but did not find herself fully pre- pared to meet and overcome all the obstacles she was unex- pectedly called to encounter. Consequently the schools were not as successful as they might have been. Miss Bacon, though like her predecessor, wanting in experience, became more readily " master of the situation." Comprehending more readily the nature of her work, she was untiring in her efforts to accomplish it. She won the kind regard of her pupils, and led them along with cheerfulness, in the way of improvement.
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