USA > Massachusetts > Norfolk County > Medfield > Town annual reports of Medfield 1870 > Part 2
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On the 11th of January. 1651, the town of Dedham formally transferred all their right, power and privileges of town goverment that hath hitherto or yet is remaining with them in regard to Med- field, either by their trustees or agents, unto the selectmen of Medfield.
1652 John Thurston, George Barber and Abraham Harding were chosen to lay out Highways for the "Towne's use," and were to allow for highway work ; -
"Six acre lotts shall come in with their hands, and 12 acre " lotts with their temes, and those that have no temes, of the 12 "acre lotts, to come in 3 days for two."
" Brother grubb of boston is accepted as a fellow townsman " among us."
1653-4. " Ordered that for future the time of our yearly meet- ing shall Be upon The First and second Day of tho 12 month to be- gin at 9 of the clock, and in cace any of The inhabitants shall neglect to mak thir Appearance by 9 of the clock, they shall be lia- ble to paie 12 d, and in cace They are absent the wholl day, They shall paie 3 s 4 d.
14
REPORT
OF THE
SCHOOL COMMITTEE
OF THE
TOWN OF MEDFIELD.
FOR THE YEAR 1869.
FELLOW CITIZENS :
For various reasons, all of which it is unnecessary to spread before you, in detail, a part of our schools have failed to maintain the position which they held at the close of the last school-year. We desire, however, at the outset, to exoner- ate the teachers of those schools from any charge of intellectual in- competency, want of interest in their work, or unfaithfulness to their duty. We believe that their intellectual qualifications were sufficient ; that their interest in the work was unquestionable ; and that their purpose and endeavors to d'scharge their duty were con- scientious and praiseworthy.
Reports, which have been spread by common rumor through the community, are not more worthy of credence, than the statements of responsible agents, to whom the supervision of the schools had been entrusted. Such agents have better opportunity, by frequent observation, to ascertain the real condition of the schools, and the character of a teacher's instruction and discipline, than others who seldom or never take pains to observe them. Their deliberate affi"m- ations, too, when they have discovered the misapprehensions or the falsehood of popular rumor, may justly claim reliance. It is very easy to disseminate prejudice and create hostility respecting any in- stitution, where popular rumor is listened to and accepted, without any endeavor to learn the source and ascertain the truth of it.
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There may indeed be prejudice, which has its origin in supposed facts, and hostility, which is justifiable, where great interests are at s:ake. But it may be reasonably conceded to those, whose duty it has been made to watch over and gaurd the interests of the institu- tion. to decide, on personal and careful investigation, what are facts in the case, and how far hostility is justifiable.
In the consideration of any one's imputed delinquency, it is uni- versally admitted that attendant circumstances should have their due weight ; and that a full knowledge of them is essential to any fair judgement in the case. Now in respect to these schools, there are circumstances, which are not apparent, at first view ; or may be known only by the committee ; but yet are deserving of considera- tion. in making up a fair judgement of their condition, and of the ability and usefulness of their teachers. The decisive influence of previous teachers ; the temperament and preparatory training of pres- ont teachers ; the dispositions and purposes of scholars in attend- ance ; and what is not less important, their training and discipline at home, and the obvious and often injurious effect of their associa- tions in the streets, are all proper to be taken into account, if we would fairly estimate the condition of the schools, and the character of their teachers. It is worthy of consideration, also, how much the irregular attendance of many scholars ; the native dullness and and indifference of others ; the absence of some on account of sick- ness, and the obvious effect of the early withdrawal of any upon those who remain, must tend to counteract a teacher's efforts, and to retard the progress of a school.
We are not disposed to deprecate any censure, which a teacher may justly deserve ; nor do we undervalue the wish and anxiety of pa- rents concerning an institution, the character and operation of which, is of so much consequence to their children ; but we do ask. that all, which is mattter of fair consideration, be taken into ac- count, before any fixed decision is promulgated. We do affirm, that in the honest exercise of our judgement, we have seen no sufficient reason for the severe censure, which some persons have pronounced upon the teachers ; and the underestimate which has been made of the value of their labors, in the condition of those schools, which have been reputed least successful during the past year.
If children, who cannot often be presumed capable of a discrimi- nating judgement respecting the propriety or impropriety of a
27
teacher's requisitions, or the necessity of studies, for which they have an aversion, are to be allowed to follow their own inclinations ; if the authority of teachers is not to be upheld ; if the counsels and prohibitions of the committee are to be treated with disdain, we may little wonder at the disorder and consequent waste of time and labor. which will be the result. So, also, if scholars have in any way im- bibed a prejudice against a teacher, which prevents the reception of her instruction and moral influence ; if there be no ardent desire for knowledge ; no fixed purpose to obtain it ; no quickening of the faculties in pursuit of it, we may little wonder, if the school does not equal its cost or our expectations. The maxim, " As is the teacher, such will be the school," is liable to be qualified by many circumstances, which may not be apparent at once. The opinion. on the one hand, that corporal punishment ought never to be resort- ed to ; and on the other, that it should be inflicted in every case of disobedience or delinquency, is subject to various modifications, which every wise teacher will distinguish, and every Christain teacher will appreciate and adopt. Physical strength should no more be the principal governing power in a school, than entire laxi- ty of discipline its unforbidden characteristic.
C'ENTRE DISTRICT.
Of the schools, in this district we have to report as follows ;- The primary department has been under the care and instruction of + Miss Mary E. Morse, during the year. Miss Morse had the benefit of a course of preparatory instruction and experience in the Boston Training School for teachers; but had never before assumed the sole charge of any school. She had now to enter into the labors of another teacher of preeminent qualifications, and long successful ex- perience : to assume the charge of a large school, which had been hitherto conducted in a manner to confer great benefit on all who attended it, and to be the pride and boast of the community. Young, and with no experience of a like sort, she had to take the place of one of mature age, who had commanded undivided confi- dence and favor amongst us.
Well knowing how difficult it would be to fill the vacancy or- casioned by the retirement of so good a teacher as the last, we had instituted inquiries in different quarters and used all posible means
I
2x
to ascertain where a suitable person might be obtained. After re- peated disappointments, and when the time for reopening the school was near at hand, Miss Morse was pointed out to us, by her teacher, as one who possessed sufficient intellectual attainments and decided enerzy ; and her services were secured.
She entered npou her work with the best spirit and purpose. But the loss of the personal presence and influence of the former teacher was at once apparent to the committee, and taken advantage of by some of the children. Iler amiable disposition yielded too much to childish thoughtlessness and impatience of restraint ; and the sharpness of subsequent rebuke kindled something of a rebellious spirit. During the Summer, it appeared doubtful, at times, whether the school could be continued, in such a state. There were how- ever, counterbalancing good traits in the character of the teacher ; and, on the whole, a growing improvement of the scholars. En- conraged by the committee, and with her own persevering devoted- ness to the work, Miss Morse made herself more efficient in government and instruction, with every succeeding week of the Winter term. Siekness and irregular attendance interfered with the improvement of many scholars ; but the condition of the school, in general, has been commendable; and the final examination was very gratifying. We seldom observe more prompt recitations, or excepting the boisterous vociferations of some scholars,-better reading, by any children of similar ages.
The senior department of this school was taught during the Sum- mer, by Miss L. B. Keith, a graduate of Bridgewater Normal School, and an experienced, well qualified, and popular teacher. She too. like Miss Morse, succeeded one of the best and most effective teachers we have ever known here. But her experience and attain- ments and her personal presence and influence, enabled her to pre- serve an entire control of the school, to carry forward its progress, and to win general approbation and favor. We had hoped for her continuance here ; but the offer of a more desirable position, else- where, induced her to leave.
The Winter term of the school was taught by Miss Mary G. West- gate, a recent graduate of Bridgewater Normal School. Her ex- amination by the committee did not quite equal the expectations which her preparatory training had encouraged. We have been disappointed in like manner, by other Normal School teachers, in
29
respect to elementary branches, which had not been subjects of recent review. There is a great disadvantage in such a deficiency ; because it deprives a teacher of that entire confidence, on the part of the committee, with which it is allimportant that her work should be begun, It has its effect, also, on the scholars, if it becomes in any way known to them or their parents. In several respects, Miss Westgate appeared to be admirably qualified for the position, and she received our approbation.
The school was attended by a number of large boys, whose physi- cal strength far exceeded that of their teacher; and with whom self-respect and moral influence seemed to be of little account. Purposely, or thoughtlessly, they become disrespectful. disorderly and indifferent to instruction. The effect of their example spread through the school. Several of the oldest and best scholars, of pre- ceding terms, had left the school, causing a marked change in its appearance ; and others were withdrawn, soon after its commence- ment, leaving the suspicion of a want of confidence in the teacher. which must obviously have been an injury to the school. The in- terference of the committee was called for several times, and the immediate expulsion of scholars, guilty of gross misconduct, was authorized. But, notwithstanding the difficulties and depressing circumstances of her position, Miss Westgate continued persever- ingly and conseientiously devoted to duty, and achieved a result creditable to herself. and of no small benefit to her scholars. The final examination of the school surpassed our expectations : and the many expressions of warm rogard, which she received from a por- tion of the scholars, were convincing proofs that her labors and her influence had not been fruitless. She leaves us with the assurance of our increased confidence in her ability, devotedness to her work, and peculiar adaptation to many positions of usefulness and success, as a teacher.
NORTH DISTRICT.
The primary school, in this district, has been taught during the year, by Miss Lucy M. Lane, She was recommended by Mess'rs Allen, of West Newton, to whom her character and ability were well known, and whose interest in our schools readily called forth every exertion for their benefit. Her labors have fully justified her
30
recommendation, and equalled our expectations. With an equable and mild, yet firm spirit, she has steadily pursued a course of gov- ernment and instruction, which, if it has produced no very striking progress in the attainments of her scholars, has won their respect and warm attachment, and the general confidence and esteem of their parents. Far better is such an influence as her's upon young children, than that which effects rapid advances in superficial knowledge, without regard to the moral habits and character, which will accompany them. We hope for the continuance of Miss Lane's useful and acceptable services through another year.
The senior department of the school has been under the care and instruction of Miss Fanny E. Sanderson, of Somerville. She came to us, just before the commencement of the school, in place of her elder sister .- a graduate of the Boston Training School,- whose commendation, by her teacher, had led us to form high expectations of her ability and success. The number of scholars was small, and good opportunity offered for the best results in their progress and attainments. An examination of the teacher satisfied us of her ap- parent intellectual ability, aud her energy. During a large part of the term, the apparent diligence, order and respectful deportment of the scholars claimed our confidence, and was very gratifying ; encouraging the hope of corresponding progress in their attainments. It would now seem that the favorable aspect of the school was only apparent and but for the occasion of the committee's presence. Reports were circulated of great disorder in the school, and dissat- isfaction among the parents, for which we could then find no suffi- cient cause. But a prejudice had been created and disseminated through the district, the obvious effect of which was ruinous upon the school. Disorder soon culminated in personal abuse of the teacher, and the complete termination of hier usefulness. A majori- ty of the scholars had already withdrawn ; and the school was closed before the expiration of the appointed term. We are at no loss now, to discover reasons for the teacher's entire failure of suc- cess ; but we cannot understand how without gross deception on their part, the real disposition of the scholars and condition of the school should be so long and completely concealed from us.
While there are so few, in this district, to attend school, we rec- commend the union of the separate departments, under the care of one experienced and competent teacher. And we trust that the
31
result of another year's cost and labor will be only the more grati- fying, in consequence of the unsatisfactory and monitory condition of the senior department of the school, at the enforced conclusion of the last term.
SOUTH DISTRICT.
The school, in this district, has been taught, during the year, by Miss Susan J. Woods. of this town. She had formerly occupied the same position, with entire satisfaction to the committee then superintending the schools. _ Possessing important natural and ar- quired qualifications, and having had much experience, she has proved herself a most useful and successful teacher. Her instruc- tion is careful and thorough. Perfect order, obedience and a good degree of industry are maintained, without needless, irksome ro- straint of the youngest, or severely enforced submission of the oldest scholars. The controlling force in the school is a steady and uniform- ly quiet personal influence. The number of scholars in the district is small and they are of very different ages and capacities. Several of them, in consequence of their position at home, are irregular in attendance at school and at great disadvantage in their studies. No striking results in intellectual progress are to be looked for, at the conclusion of any single term ; but it is to be hoped, that. under the continued care and instruction of Miss Woods, the reputation which this school once had, for superior scholarship and attainments, will yet be regained.
In view of the general subject of education in schools like our own, we feel and cannot but express the conviction that too many things are attempted at once ; too many different branches are ro- quired to be studied daily and successively through the term. in or. der that the quantity of labor by the teacher, and of study by the scholars may appear to have been praiseworthy. The idea of cram- ming the mind as a barrel may be crammed, is absurd, and the attempt to effect it will only result in injury to both the physical and mental health of a child. It is of much less importance that the mind be stored with a great mass of facts, than that it be so care- fully and wisely trained, as to be always in a condition to receive and avail itself of whatever knowledge may be attainable in future. The physical and moral health of children at school is of, at least. as much
32
consequence, as their intellectual attainments ; and no right minded teacher will neglect the former, in order to increase the latter. We think, also, that the ordinary routine of study in our schools is too monotonous ; that it becomes wearisome, and detrimental, if not fatal to the cheerful life and spirit of the place. We would either diminish the number of daily exercises, or diversify the present routine, by as- signing different days for the performance of them. Let arithmetic, for instance, be attended to one day, and geography, another ; and grammar, or some other branch, yet another. Whatever exercise is assigned for a given time, let it be solely and thoroughly attended to, so that the instruction given shall be made the positive possession of each scholar, never to be lost. More solid gain will, in this way, be acquired, even if the scholar's progress, from page to page and book to book, be slower.
Again ; we conceive that more attention should be given, in schools like our own, to those exercises, which are best fitted to supply the future wants of children, whose opportunity for the edu- cation here afforded, must be limited and will often, perhaps, be in- terrupted. Probably, a large part of the children who now attend these schools, are here to receive all the educational preparation they will have to enable them better to earn a comfortable support in after life. It would seem, therefore, that the exercises required of them should have special reference to this circumstance. Let them, in addition to reading, spelling, and the simple elements of arithmetic and geography. give particular attention to writing, and free hand-drawing ; and whatever will be most likely to be of ser- vice to them in any mechanical or industrial occupation. And with all the scholars, let the forenoon of each day be wholly devoted to such studies as require close, undivided application of the mental facul- ties ; and the afternoon, to a critical exercise in reading ; - during which much interesting and useful information may be given by any well informed and well disposed teacher ; - in spelling, and writing. On alternate days let drawing take the place of writing : and let each day close with music. Similar suggestions have received the approval of intelligent and interested friends of education ; and we hope these may lead to the trial of the plan we have offered, or of some other which will be yet more useful.
In these last remarks, we have had in view, particularly our grammar schools and the higher classes in an ungraded school. In
33
the primary schools, and with all very young children, we would also have fewer excercises required, and these brief and varied as much as practicable. But let them all be carefully attended to. Let the eye and hand of the child be cultivated, as well as the men- tal faculties. Let the afternoon of each day be devoted to printing, drawing, writing, and some oral teaching, or music. Let a cheer- ful and contented spirit be made to pervade the place. Let the in- terest of children be awakened by object teaching and by occasional use of some reading book of simple and pleasing character. The " NURSERY," * is a publication. than which none is more attractive to children or has been found more useful in schools where it has been introduced. Coming fresh every month, it continually offers something new, for which children are looking forward with eager expectation, in place of those lessons, to which they are confined by a fixed unvarying routine. We have already seen a gratifying re- sult from the partial and occasional use of this little work in our schools, and we observe that it has been extensively used in New Bedford and other places. with decidedly beneficial effect.
RESPECTFULLY PRESENTED, FOR THE COMMITTEE. CHAS. C. SEWALL.
Read in town meeting, March 7. 1870.
* A work published. monthly, in Boston, by John L. Shorey, 13, Washington otreet.
STATISTICS.
Schools.
Term.
Weeks.
Scholars.
Average attend'nce
Per cent.
5
15
Sum.
10
44
36
81.8
Centre
Fall.
10
47
41.75
88.3
Primary.
Win.
12
35
29.75
85
Sum.
10
33
30
90.9
Grammar.
Fall.
10
35
33
94.2
1
Win.
12
46
38.50
83.6
6
North
Fall.
10
38
34
89.2
2
Primary.
Win.
12
22
19
86.2
Grammar.
Win.
11
25
18
72
5
Sum.
10
24
19.5
81.2
2
3
South.
Fall.
9
*Win.
10
27
21.1
78.1
6
* Not yet closed.
.
Sum.
10
37
32
86.4
Under
Over
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