USA > Massachusetts > Middlesex County > Acton > Town annual reports of Acton, Massachusetts 1879-1894 > Part 19
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These heroic self-denials of the home-life, unheralded ex- cept to the heart's inner consciousness, will havetheir reward. Nay they now have their reward in that very consciousness
30
which makes life to mean something nobler than simply to eat, drink and wear clothes and then die.
The second impression to be recorded and published, is just the opposite of the one named. It is the following : there is here and there scattered through the town a parent, who fails to enforce a wholesome moral sentiment at the hearthstone.
The petty jealousies of the school room are patronized to the exclusion of the higher grades of thought. Children are allowed to leave their homes in ill-humor over some mis- judged treatment of teacher or schoolmate. Trivial excuses are indulged and the tardy or absence mark is registered and when once the list is begun it is likely to continue, at inter- vals discouraging to rank and scholarship. The roll of honor is lost at the beginning of the contest.
These things ought not so to be. They would not so be if the child's good and the parent's comfort as a sentiment was flung to the breeze, nailed to the mast and kept flying in al weathers.
THE TEACHER'S STIMULUS.
It is peculiar to himself. Let him make the most of it. There is in the very presence of a company of young persons gathered in a school room with their minds all aglow with the work that has been done or is to be done within the short interval allotted with their thousand and one questions to be answered upon the spot either by themselves or their teacher with their varying moods of impatience, of high expectation- of disappointed hopes-of commingled stupidity and vivacity, there is in this presence an appeal to all the vital forces of mind and heart.
If one has a mind and heart he will feel the impetus urg- ing him on to do something worthy of the day. He may be of a heavy heart in starting from home. An indifference like that of the sands beneath his feet may mark his movements as he passes through the routine of his home-life, but let him once stand before his school and he cannot retreat. He
31
would not if he could. Before he has time to plan he is him- self in the arena, doing valiant service for his youthful de- pendents.
The teacher is tempted to ask what inspiration is there in a stupid scholar? What encouragements to work with or for one whose confirmed lethargy rebounds upon you ? The inquiry itself proves the point. It shows there is a demand made by such stupidity upon the susceptible forces of a teacher's mind. His inventive powers are put to the tension if by any means he may startle this dormancy. The magic touch of a skillful hand may arouse the sleeper. The prob- lem is what to do and how to do it? The earnest teacher will not be satisfied till the problem is solved.
With one scholar the secret springs of ambition are to be reached. How shall they be reached ?
With one scholar the love of approbation is to be appeal- ed to, but it must be done with the artist's delicacy and the wisdom of Socrates.
With one scholar the untoward circumstances of his home-life are to be studied and that adjustment be made which shall meet the peculiar condition.
With one scholar there are bad propensities, vicious in- clinations leading downward and ever threatening a lower level. The question is how can this downward grade be re- versed ? How can the animal part be repressed ? How can the mental and higher part be lifted ?
Who has the charm that can inspirit this latent angel, if angel there be ? and who shall say no angel is there ?
With one scholar it is a stubborn, chronic repugance to everything savoring of books and schools. Who can break this spell ? How can the flinty rock be struck and the fire of genuis evoked? He who does it is a master workman. He who attempts to do it, even though he may not succeed, shall find the very attempt helpful to the development of his own power.
No education is fairly under way, none surely completed
32
which has not had this practical drill in this gymnasium of the passions.
THE KINSHIP OF STUDIES AND SCHOOLS.
The considerate father as he gathers the scattered group of his children and grand-children about him-looks in their faces, and talks with them one by one or in company says to himself : "These are all of one kin. They are every one of them bone of my bone, and flesh of my flesh."
So in the family gathering of schools the careful educa- tor will find it hard to sever one of the grades from his recog- nition and sympathy. They each look up to him for the genial, helping word.
They are sensitive if they see the coat of many colors given to any favorite member. This is as it should be. It is not for the Primary to say to the Grammar, or the High school to say to the Intermediate, "I have no need of you." They are all interlocked in one loving fellowship. If one suffers they all suffer.
It is not for Geography to say to Arithmetic or Gram- mar to History, or Science to Language or Language back to either of its mates, "I have no need of you." They match each other. If one limps they all begin to falter in the race. If one starts afresh they all feel the glow and speed together for the prize. You think the natural Sciences are dry. They seem to you not to belong to the companionship of Litera- ture, History and Language.
But here comes a lad with his satchel filled with flowers of various hue. He has traversed the mountain ranges and the water courses of the valley. He has gone hungry and tired, yet the eager countenance and the glowing words of the enthusiast show he feels rewarded for his toil. He has at last found the variety which his Botany has described. The glen has become sacred where his choice plant is locat- ed. It is like a mine of gold just found by the place-hunter, which he must not disclose to his nearest friends. You feel
33
at once the rebuke of your ignorance and lack of apprecia- tion.
It is one of the facts in our Colonial History, that Har- vard College. instead of being, as is sometimes supposed, the outgrowth of the common schools, gave to these schools their birth and inspiration. The Grand Motor was at Cam. bridge and not in the rural suburbs. So it has been ever since. So it must ever continue to be. The consanguinity of letters was eternally fixed in the fiat of creation.
THE FLAG AND THE SCHOOL.
The vote of the citizens at the annual meeting to have the flag float from the monument on inauguration day, with- out regard to party politics, was a fitting accompaniment of the school discussion. But for the schools this flag would never have been unfurled in America. In the great civil conflict, but for the schools, this flag would have been rent more than once and never have been restored to position in more than its original lustre-not a star erased. Loyalty to the flag implies loyalty to the cause of education in all its departments. The Memorial Library Building, which our generous benefactor, William A. Wilde, is rearing, is to be a permanent symbol of the union between Letters and Liberty. It accords with the sentiment of George Peabody, the great American patron of letters : "Education a debt due from present to future generations." Let this debt be recognized in the full measure of its obligations. It has come down to us as a legacy from the past. The fathers and mothers of a former generation have bequeathed it to us.
"Along the cool sequestered vale of life
They kept the noiseless tenor of their way,"
But the whole region is reminiscent of their toil and reform.
THE HIGH SCHOOL.
The present membership of this school is 36; the aver- age membership for the year 38. The attendance, interest in the studies, deportment of the scholars, the appreciation of
34
the advantages granted to the young people by the town, their purpose to make the most of themselves for their own sake and the sake of the town, were seldom more apparent. Never has real solid progress in all the branches of knowl- edge pursued been more satisfactory.
Mr. Armstrong, the Principal, has proved himself to be the man for the place. His ambition to excel, his effort to dis- cover the best methods and to test them by a faithful trial, his complete mastery of the school in the way of discipline, his thoroughness in searching for the whys and wherefores, his manliness in doing honest work, his habit of trying to beat himself every time, and rarely failing in the efforts, make it worth the while to retain his services if by any proper means it can be done. He should have more pay. He can have it elsewhere. More than once during the year we feared we should lose him, but he is with us still, fresh as ever, and more competent to do noble service in our behalf from the experience of the past. The town should not hesitate a mo- ment in saying "let the good work go on." In any light the matter can be viewed, the town can ill afford to vote a nega- tive on the High school. Its good name is involved. The reports of a stoppage by action of its citizens would lower its prestige in the neighborhood of towns ten degrees. A year ago a vote was taken upon this question. That prompt decisive action in favor of its continuance, gave the whole town a conscious self-respect which has lasted ever since, and which more than cancelled all the High school's bills.
It is an unfortunate time to take any backward step in the line of education. We are just receiving a generous gift of a Public Library building. It is an educational epoch in the history of the town. It is a time when the best aspira- tions of our youth have been raised to the high water mark. It would be especially ungracious to spot the hour by an unlucky negative on the High school. What are you going to do with these High school scholars? They are on your hands. Few, if any, can afford the extra expenses of books,
35
clothes, fare and tuitions out of town. There is a wear and tear of nerves by scholars and parents in sending out of town, which is too much for many to endure any length of time. This is something which is not to be estimated in dollars and cents.
There is a moral risk in sending away from home which some may wish to forecast. We do not want these High school studies and scholars in our Grammar school. These Grammar school teachers have more on their hands than they know how to meet. They leave their rooms with tired nerves. Their time tables are crowded and their patience exhausted by the present regime. With most of the High school scholars the decision of the town settles the question whether they are to have any more schooling. It is with them practically this or nothing.
A negative would drop the countenances of the entire company. More than that, it would fall as a damp chilly frost upon all the lower grades of school. The experiment is too costly in its results to be tried without sober consider- ations of all its possible bearings and complications.
The town is not so rich that it can afford to have poor roads. What you expend upon these roads is not to be view- ed as a tax. It is more properly a wise and profitable invest- ment which you make and for which you get sure returns. The same with your educational expenditures. The town is not so rich that it can afford to give up its school arrange- ments. It will not pay if that is what you are thinking about. Leave out all other considerations but dollars and cents and then it will be true, that your dollars will lessen as your school privileges diminish. Your lands will depre- ciate at a rate more than enough to off-set the extra cost of your High school even if double its present figures. Your real estate sales will soon demonstrate the short sighted policy.
There were 37 applicants for admission to the school in June. 22 received certificates. The average of those ad_ mitted was nearly 14 years, making them on an average
36
nearly 17, at the completion of the three years' course.
The graduating exercises in June, in the town hall, showed how much the public were interested in the school. The hall was crowded. The programme for the occasion is printed as a proper memento :
Programme, CLASS MOTTO: "LET THE END CROWN THE WORK."
MUSIC.
PRAYER SALUTATORY ESSAY
BY REV. MR. STEARNS ALICE J. HOAR EDITH B. HOLDEN
' A Nations Dishonor." MUSIC.
ESSAY - -
BERTRAM D. HALL
" Genius is Attention."
ESSAY
-
-
GRACE E. TUTTLE
" Wayside Thoughts." MUSIC.
ESSAY
-
BERTHA L. GARDNER
" Now."
ESSAY -
-
IDA M. LITTLEFIELD
ESSAY - -
BLANCHE M. BASSETT
" Education a Prize."
ESSAY - -
MABEL L. ROBINSON
" Work and Win." MUSIC,
ALICE J. HOAR
PROPHESY - -
EDITH B. HOLDEN
MUSIC.
VALEDICTORY
BERTRAM D. HALL BY SUPERINTENDENT
PRESENTATION OF DIPLOMAS MUSIC.
-
- " Who is a Hero? "
ESSAY
" All the World u Stage."
A diploma was awarded subsequently to Frederic Hap- good Nash, who had attended a part of the year, but was unable to continue by reason of sickness. He had, however, completed the course, and by equivalents was deemed worthy of the diploma. which was granted by the unanimous vote of the Committee.
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The three years' course is also appended, and now adopt- ed, subject to changes which may hereafter be made, accord- ing to the judgment of the Committee and the light of ex- perience.
THREE YEARS' COURSE OF HIGH SCHOOL.
FIRST YEAR.
First Term. - Arithmetic and Book-keeping alternating. English Grammar and Composition. General History.
Second Term .- Arithmetic and Book-keeping, alternating English Grammar and Composition. General History.
Third Term .- Arithmetic and Book-keeping, alternating. Rhetoric begun. Botany.
SECOND YEAR.
First Term .- Algebra begun. Rhetoric continued. Physi- ology.
Second Term .- Algebra continued. Eng. Literature begun. Physics continued.
THIRD YEAR.
First Term .- Geometry continued. Latin begun. Chemis- try begun.
Second Term .- Physical Geography. Latin continued. Chemistry continued.
Third Term .- Civil Government. Latin continued. Geol- ogy.
Four recitations in each branch per week.
Wednesday an off day, with a different programme includ- ing Compositions, Declamations, Reading, Spelling, Drawing, and other miscellaneous recitations as shall be deemed most import- ant at the time.
THE PUBLIC HALF-DAY.
The monthly written test in the schools is considered the fairest and surest proof of the real progress made. If properly considered it cannot fail to reveal the weak or strong points of scholarship.
These are considered in silence, and each pupil must depend upon his own independent resources, unembarassed by the inter- ference of school-mates, committee or the puplic.
Each pupil having the same questions the result determines the absolute and relative standing.
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For the sake of variety, it was thought best, at the close of winter term, this year, to open the doors wide at least for one- half day for public inspection.
The invitation was cordially accepted. A good attendance of the parents greeted the teacher and scholars in very part of the town. The pupils of every grade came with good clothes, good looks, good behavior, happy to greet their friends, and re- solved to repay them for coming.
The janitors did good service in helping on the day. The teachers did their parts well in furnishing and executing the programmes. They seemed to find their reward in the smile and word of approval from a gratified public.
This mutual contact of scholars, teachers and parents, must have an inspiring effect, as it shall be recalled in the coming days.
It has revealed a reserved corps of sympathing friends, ready to rally at any moment in the interest of education.
THE CENTRE SCHOOL.
Grammar Department.
MISS FANNIE L. PERRY, - - Teacher.
The district has been fortunate in retaining the services for another year of Miss Perry. Her rare experience, apti- tude to teach and govern, unflagging interest, have again made their impress upon the school. The several branches of study have had fair treatment, and each pupil has been taught and disciplined with judicious care. A good work has been done, and all hope more work of the same sort may be done in the future, on the same premises and by the same trusty hand.
Primary Department.
MISS BLANCHE E. HENSHAW, - Teacher,
This year opened with a sad disappointment to the membership of this school. Miss Bessie Ball, their cherished teacher for years, was sick. How could they go on without her. They missed her smiling face, her cheery word, her tripping step, and. for days refused to be comforted. But
39
like little heroes, they at last submitted to the situation, and yielded gracefully to the guidance of another hand, Miss Blanche E. Henshaw, of Lowell. She is a graduate of the Normal school, has had experience and success in teaching, and has put forth her best endeavors to win the confidence of her charge. The scholars have made good progress and been happy in their work.
THE NORTH SCHOOL.
Spring Term.
JOSEPH W. GODFREY, Teacher.
The characteristics of this school noticed in previous re- ports remained during the closing term of Mr. Godfrey's teaching. He was alert, fervent in style, ready to help, and untiring in his efforts to make each day of improvement to himself and his pupils. Many pleasing reminiscences and good wishes will gather about his name, as it shall be men- tioned in the coming years.
Fall and Winter Term.
MISS JESSIE F. JONES, - Teacher.
Miss Jones is from Watertown, a graduate of the Water- town High School. She has testimonials which warrant ex- pectations of success in any line of effort which she may adopt. She began with the usual disadvantages of inexperi- ence. These have been bravely met. There has been de- votion to duty, thoroughness in teaching, and a steady move- ment in the lines of order, system and progress. It is ex- pected that the "fortiter in re," combined with the " suaviter in modo," will ultimately win the day.
Let the parents join with the teacher in that mutual co- operation and charity, which suffereth long and is kind. In due season the waving harvest will appear, and there shall be glad reapers in the field.
EAST SCHOOL.
MISS SUSIE E. WETHERBEE, Teacher.
Miss Wetherbee is credited with another year of good
40
solid school work. Five out of six of her candidates for the High School received certificates of admission in June. The departure of this class ftom the school has made a sensible change in its membership. The younger members have ral- lied from the shock and are already marching forward rapidly to the given standard. The exercises on the public day, showed at a glance a prompt and intelligent performance of the tasks assigned. The panorama unrolled on time, and there was no lack of interest till the last picture in the scene was reached. That photograph group of the six boys with bare heads and white linen collars, peering through the mists and rain drops, with a good cheer for the Committee man, as he walked through the mud up the hill, has been put in a frame and will scatter the clouds in many a rainy day-in the future. Some time we hope to get the Committee man's speech on this occasion.
SOUTH EAST SCHOOL.
MISS LAURA A. BROWN, - - Teacher
Nothing especially note worthy is reported distinguish- ing this year from the last. In no direction has there been a lessening of merit, either in the modes of instruction or in the results. Discipline has been maintained. Enthusiasm amid adverse conditions of labor, have marked the teacher's efforts. If the laurel wreath is not worn through the modesty of the teacher, it deserves to be just the same. Let the older members of this school vie with each other in making the teacher's position one of real comfort to her, as well as of benefit to themselves.
SOUTH SCHOOL. Grammar Department.
MISS FANNIE M. HOUGHTON, - Teacher.
The school has prospered under the continuous charge of its present teacher. Miss Houghton has beenfaithful, earnest and persevering, seeking to find the best methods of instruc- tion, and putting them sharply to the test. She has found
41
in most of her pupils a readiness to take her ideas. Order, odedience, promptness, cheerfulness, intelligent progress, mark the school. The understanding and the upperstanding are both included in the care of the teacher, and the result is a happy development of the individual scholar. The public half day for this school was heralded by the dispesion of rain-clouds, the shining of the sun, the roll of the drum, the display of the national colors, and the eager gathering of the public. During the singing of some of the martial songs, and when the boys marched up to Gen. Gage, and reported their grievances in the words of Seventy-six, the War of In- dependence seemed just opening upon us. It took time to adjust the thoughts and bring them round to the real dates and scenes of the present hour. The gymnastics of the school were finely given. It was not strange that Mr. Piper, the worthy Committee man, had the headache and the heart- ache, and was speechless at the thought of giving up his trust.
Primary School.
MISS VIOLA S. TUTTLE, Teacher.
The sun responded to the telephone message to be on hand at the public exercises of the South Primary. It was a hard push through the clouds, but the break was made ac- cording to order. If there had been no sunshine outside, there would have been piles of it indoors, with such a teacher, school and programme.
How did they read ? As they would talk.
How did they spell ? All the words but squash.
How did they write ? Better than you and I.
How did they act ? As if they liked it.
How did they look ? Like flowers in a vase.
How did they sing ? Like the spring blue birds.
How did they march ? As if they would take the city. That charge of slates from the front seats on the rows of
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visitors was a great success. Never have the teacher and scholars done more or better work than during the past year.
WEST ACTON SCHOOL.
Grammar Department .- Spring Term.
MISS SARAH HOPKINSON, - Teacher.
No results of note occurred during the closing term of Miss Hopkinson's teaching. Though laboring under some pecular disadvantages, she met them gracefully, did her part as best she knew, and in some lines of work showed results more satisfactory than in preceding terms. Her methods of instruction were normal and designed to lead the scholar to self-reliant effort.
Fall and Winter Terms.
MISS NELLIE A. HANSON, - Teacher.
Miss Hanson came from Woburn with good testimonials, showing a creditable record as teacher. Though a stranger, she entered eagerly upon her work, soon affiliated with the scholars, became conversant with their grades and sought to lead pleasantly along the paths of knowledge. There ap- peared to be harmony between scholars and teacher, an im- portant element of success.
The work which needs to be done in this school requires uncommon tact in discipline, an ability to accomplish good and rapid results, untiring patience, wisdom, good cheer and pluck. The public half day found the teacher disabled with a severe cold, and the scholars many of them suffering the same way. A large audience was present and the programme was carried through to the apparent gratification of the visitors. Let this co-operating spirit continue, and in the end there will be satisfaction all around.
Primary Departmemt.
MISS C. LETTIE NEWTON, - - Teacher.
Perennial means year after year. A perennial teacher is one who can teach year after year, and maintain buoyancy,
+
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and come on the home heat without panting. She has done it and can do it again. The scholars catch the same spirit and hold it to the end. Could you have seen those forty Primaries step with their wands and flying ribbons on the eighth of March, you would have said with the Committee man, " the country is safe." At any rate West Acton is safe whatever may betide other parts of the town. Each one stuck to his colors, and they were all good. Let them keep to their colors as they mature in person and knowledge, and they will soon make their mark in the wide, wide world.
Respectfully submitted, JAMES FLETCHER, Superintendent.
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TABULAR STATEMENT FOR 1888-9.
SCHOOLS.
TEACHERS.
Length of schools in
Whole number schol-
member-
Average
ship.
Average attendance.
Under 5 years.
Over 5 years.
Over 15 years.
Between 8 and 14 years
Acton High.
A. W. Armstrong.
36
41
38.4
35.0
41
26
15
Center Grammar.
Miss Fannie L Perry
36
23
20.6
18.8
23
1
22
Center Primary.
Miss Blanche E. Henshaw.
36
25
21.8
19 5
25
17
South Grammar.
Miss Fannie M Houghton.
36
33
30.2
28.3
33
-1
24
South Primary.
Miss Viola S. Tuttle.
36
49
37.5
33.2
49
22
West Grammar.
Miss Nellie A. Hanson.
36
37
36.9
31.9
37
3
27
West Primary.
Miss C. Lettie Newton.
36
45
40.0
36.0
2
43
21
North.
Miss Jessie F. Hanson.
36
27
23.7
21.3
1
26
18
East.
Miss Susie A. Wetherbee
36
20
18.1
15 9
20
11
South East.
Miss Laura A. Brown.
36
16
15.0
14.3
16
1
12
Number between 5 and 15 years, as reported by the Assessors, for the year 1888, 280.
-
weeks.
ars.
Miss Sarah Hopkinson.
Joseph W. Godfrey.
45
TOWN WARRANT.
COMMONWEALTH OF MASSACHUSETTS. MIDDLESEX SS.
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