USA > Massachusetts > Barnstable County > Harwich > Town annual reports of the selectmen and overseers of the poor of the town of Harwich 1892 > Part 3
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Pleasant Lake and North Harwich, the course will be ob- served, so far as it can be, for the mutual welfare of all pupils. In these schools, which in some respects labor at a comparative disadvantage, the course will be the means of the advancement of the pupil, especially, as it will be sug- gestive of the work required.
Promotions will be made where the attainments and the mental strength of the pupil seem to warrant. This will be doubtless quite desirable at times in the lowest grades.
TEACHERS' MEETINGS.
Teachers' Meetings have been held during the year as op- portunities presented. It is the intention of the Superin- tendent to hold them monthly when the schools are in ses- sion. While these have ever been pronounced helpful to teachers, the last meeting held was of unusual interest. Every teacher was present, save one unavoidably absent. and all the members of the School Committee, save one necessarily detained at home. These meetings are bene- ficial in bringing teachers and School Committee in close relation with the Superintendent. That sympathy and co- operation which should exist in all school work are there fostered. Practical subjects relative to school work are there discussed by all present. The work of the school-room is brought before the meeting and the best methods of work in the various routine of school life are suggested, their value emphasized and the work in the schools rendered more similar and successful by these discussions. The approval shown by the School Committee and the teachers, so heart- ily expressed, encourages the Superintendent to believe that these meetings are productive of good and strengthens his convictions already firmly held, that they should be continued.
GRADUATION EXERCISES OF THE HIGH SCHOOL.
That day in June when a class of such eminent brilliancy and hope, graduated from your High School, will not soon be forgotten. Their names should find a place in this re- port. Abbie S. Baker, Edwin K. Bearse, Mamie T. Bur- gess, Bert Doane, Emma Eldridge, Patie B. Eldridge, Sadie Kelley, George Martin, Lizzie Munselle, Ambrose
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Nickerson, Bert Nickerson, Urban Nickerson, Bertha Snow, James Taylor, Mamie Woodhouse. These pupils had been blessed with the superior training of Mr. Walter R. Marsh, whose personal influence and magnetism had been impress- ively left upon them. The unusual excellence and superior merit of the exercises of the class of 1892 upon that June day were a testimonial to the value of the labor and in- structions of Mr. Marsh, of no uncertain significance. These pupils with others in Harwich who have gone out from the High School from the influence of this instructor, must feel an inspiration and a prompting breathed from their intercourse with him in the daily life of the school- room which may well urge them to lofty aims and sublime attainments in life.
TRIBUTE TO MR. MARSH.
I should not do justice to my own feelings did I not at this time leave an expression of my estimate of Mr. Marsh as an instructor. His work was earnest and faithful. A student both by natural and acquired taste, he infused this spirit of a desire for knowledge into the hearts of those committed to his charge. There was also an independence of thought seen in his methods truly attractive. His pu- pils were led to think for themselves. Independence and originality of thought were constantly encouraged. His call to a larger and more influential field of labor is that which reconciles us to his loss. That his labors in the future may grow in success even as they evinced a constant and continued upward development while laboring in Harwich, will be the wish of the many who shared his confidence in the past, and who will view with no careless eye his career in the future.
TERMS OF SCHOOL.
Hitherto for several years the school year has been di- vided into two terms among the schools outside of the High School. The school year continued about thirty-two or thirty-four weeks at the longest. It is a pleasure to record the fact that the school year has been extended to thirty-six weeks. This increase causes the length of the
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year to be quite satisfactory. More time is now given for study and thisincrease will be of especial value to pupils in the ninth grade who are pursuing their studies in anticipation of entering upon the High School course. The limited amount of time heretofore given pupils for preparation for admission to the High School has caused a haste which has tended to a carelessness of some points of importance in preparation, which can now be overcome, to some extent at least, by more time for thoughtful and deliberate study.
DIVISION OF TERMS.
By this increase of the length of the school to thirty-six weeks, the school year is now divided into three terms of twelve weeks each. The first term commenced Monday, Oct. 24, 1892, and will end Friday, January 13, 1893. A va- cation of one week will follow. The second term will com- mence Monday, January 23, 1893, and close Friday, April 18, 1893. A vacation of two weeks will follow. The third and last term of the school year will commence Mon- day, May 5, 1893, and close Friday, July 25, 1893. It is believed this plan will prove more conducive to the best work in our schools. Under the former system, when a term continued from fourteen to seventeen weeks, an in- terruption was often caused by a recess of one week which coming in the middle of a term often interfered with the continuity of the work which was broken by the cessation of school work for a week even. By the present plan this disturbance is entirely obviated. I am inclined to suggest one other change. I am impressed with this thought, that if a recess of a week could be given at Christmas time, during the holidays an added advantage might be secured. The minds of the children at that time of the year are pre- occupied with other thoughts. Many about them are free from school duties and many of the influences distract from thorough school work. Besides, in many localities this arrangement is observed. At all events it is becoming so well nigh universal that I do not hesitate to commend the change to your careful consideration.
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SUSPENSION OF SCHOOLS.
During the early part of the Fall term several of the schools were necessarily suspended in their work. This result was caused by sickness or death in one or more of the families represented in school. The statute is quite em- phatic in its provisions in matters of this nature. Besides every well wisher of the children and youth in our schools must be desirous that every precaution be taken to prevent the appearance or spread of contagious diseases or those of a nature liable to prove fatal among children. This inter- ruption hindered the highest prosperity of the schools, coming as it did when teachers, in some instances, strangers, were commencing their work, but this break in the school work seemed to be inevitable.
ADMISSION TO HIGH SCHOOL.
As the course of study in the various schools is now assigned and both teachers and pupils understand what will be required for admission to the High School, I desire to suggest most earnestly that pupils in the ninth grade who are present in school during the entire senior year of the Grammar department, or who make up carefully and to the satisfaction of teacher, Superintendent and School Com- mittee all the work of that year, shall be allowed the priv- ilege of their rank for that year's work to a certain extent, when applying for admission to the High School. While I feel that a general examination must be held because of the large and varied number of schools and the different locali- ties from which the High School pupils are drawn, it seems to me that the fate of no faithful pupil who has done good work should rest upon that one solitary test of admission to the High School. I limit the advantage of the year's work to the ninth grade because of the requirements of that grade. Hitherto the study of History of the United States and En- glish Grammar has been pursued in the High School. By the present course a thorough preparation in those two branches is demanded and every teacher is advised em- phatically to secure faithful preparation in these depart- ments especially. Neither should work upon other lines of the Grammar work of that year be neglected. Hard work
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and faithful application will be imperative during that year. If such can be secured every conscientious and devoted pu- pil in the senior studies of the Grammar grade should be allowed the good results of self denying and faithful work. A similar plan to this is adopted in many schools. It is inspir- ing to pupils. It will produce good results I believe. My plan is that a careful record of every test given either by the teacher or the Superintendent shall be preserved and that the results of these tests shall have due weight when the re- turns of the general examination for the High School are considered.
PATRIOTISM.
Harwich was one of the towns in my district where I found, as I entered upon my work, Jan. 1, 1892, the "stars and stripes "floating over nearly every school building in town. There is however one school building where "The flag of the Free" does not seem to wave. It certainly is one where this neglect should not be seen. The High School building deserves the "colors." Every true lover of his country must believe in the thorough inculcation of the lessons of loyalty and patriotism. Young ladies and gentlemen in the High School are pursuing the study of Civil Government, a department of study which should be signified with the instructions of the text book within the school-room, should be coupled there other lessons from the object itself without. The national banner will teach these lessons in some ways, where all other objects will fail.
TRUANT SCHOOL.
While truancy is not at present as troublesome in Har- wich as in some other localities, yet there have been a very few instances which bordered very near the verge of truancy. Cases of truancy are liable to occur. When the habit is thoroughly seated and indelibly fixed, nothing seems to efface and cure it but an attendance upon a truant school. Such a school is established in Walpole, Norfolk County, in this Commonwealth. Its advantages are se- cured by Counties of Bristol, Norfolk and Plymouth. Barnstable County, so far as I can learn, has made no pro-
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vision for any truants in any of her towns. Such provision ought to be made. The very fact that the correction, disci- pline and training of such a school are provided for any whose habit and surroundings demand its provisions, would tend to diminish an inclination to truancy which seems to creep over some small boys at a trying age of early life.
TRAINED TEACHERS.
The demand of the times is for trained teachers. The air is filled with the call. One runs a risk in placing in the school-room for the first time a person who has given no atten- tion to methods, has never studied carefully the laws of the human mind and perhaps has hardly visited for an hour a Normal school, a Training. school or even a school taught by one who has enjoyed the privilege of a course of training. To obtain teachers who have been prepared for their work is the desire of those interested in the highest welfare of our schools. During the year several such teachers have been secured and the result of their work is usually gratifying. When changes must be made it may well be the ambition of all to secure teachers who have thus been prepared. But this cannot always be done. The demand for teachers from our Normal and other training schools is far beyond the supply. Excellent teachers of years' service whose expe- rience is to a greater or less degree an equivalent for spe- cial preparation in early life cannot be obtained at such salaries as are often paid in many of our towns. At times it seems necessary to employ young teachers without train- ing or experience. Good work is often done by them. Such teachers, if unable by any possible way to put them- selves under the influence of schools preparatory for teach- ing, should employ every means in their power to be well- fitted for their calling. Teachers' Institutes and Conven- tions should witness their presence. They should go with note book in hand seizing upon every hint given by those so abundantly able to give advice in methods of school work. Their reading should bear upon their work. Each teacher should be the constant reader of one of the very best Educational Journals giving suggestions in successful school work. Light reading is poor food for a teacher's
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mind. Schools taught by those who have been prepared by special training should be visited. A half day a month at least should be faithfully utilized in this way. Sit, stand. work with such teachers and carefully call into exercise such teachings as impress one as valuable. The School Committee of Harwich gladly grant this time of half a day. The schools can reap a rich reward when this time is right- ly improved.
DRAWING.
In my report of last year special reference was made to the importance of Drawing in our schools. Other topics were also suggested. I am glad to announce that a favora- ble opportunity is to be presented to the teachers of Har- wich and other towns in my district and also other towns in this vicinity without my district for preparation in ele- mentary work, for I am always so glad to try to accomplish anything that may be a blessing to any instructor. It is a great delight to announce that Mr. Henry T. Bailey, State Supervisor of Drawing, will visit the district under my di- rection, Feb. 20 and 21. It is needless to say that Mr. Bailey is an enthusiast in this work. He is earnest, faith- ful, kind. No one need fear or hesitate in his presence. Instructors have objected to the teaching of drawing be- cause of want of preparation and the inability experienced for means to prepare themselves for such work. These excuses will now be removed. An opening for preparation in elementary work at least is provided. Mr. Bailey is ex- pected upon one of the above named dates in Harwich and the presence of every active teacher in town will be most heartily invited. We venture the assertion that the time spent on that date as suggested will prove an enthusiasm and inspiration for their work.
COLUMBUS DAY.
But one school was in session in town upon the anniver- sary held Oct. 21, known as Columbus Day. Had all the scholars been engaged in school work throughout the town, exercises appropriate to this important event would have been held in every school-room. I was glad to learn of the
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character of the services held at the High School. Many were present to enjoy the hour and the rendering of se- lections together with all other exercises, was a credit to pupils and teacher. Three towns, Provincetown, Wellfleet and Harwich, urgently requested the presence of the Su- perintendent on that day. Only two could be reached. Yet the pleasure with which I learned of the excellence of the exercises of the High School, caused a hearty response in my soul. The importance of free schools, the bulwarks of our nation's life, these lessons of patriotic devotion to the land we love, that inspiration awakened by a new look upon the "Banner of the Free" were so impressed upon the hearts of children and youth that they may not soon be forgotten.
HIGH SCHOOL YEAR.
During the time that I have been employed as Superin- tendent, I have noticed the peculiarity of the High School year. As arranged at present the school opens on or about the first Monday in August. After a continuance of five or six weeks a recess is taken for about four weeks to accommodate the "cranberry pickers." The school then returns to it's work about the middle of October. It con- tinues from that time with brief vacations until about the last of June. My impression is the work of August and early September is effaced and forgotten to some extent by the work and scenes of the vacation that follows. The granting of time to the children and youth of the schools for "cranberry picking" should be continued. The cran- berry culture of Harwich speaks volumes in praise of the thrift and enterprise of her people. The young need these lessons of economy and frugality. I would respectfully submit the proposition that the year of the High School began about the 10th or 15th of October, some two weeks before the other schools are organized and continue with a short vacation at the close of the first and second term during the latter part of July, holding the graduation in that month instead of June. I believe the year of forty weeks arranged in this way, which your High School ob- serves for its year, will show an improvement in results above those seen under the present method of arrangement.
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COURSE OF STUDY IN THE HIGH SCHOOL.
By the arrangement provided for the preparation for the High School as suggested by the course of study for the lower schools, a change in the course to be pursued in the High School is hereby presented. History of the United States and English Grammar will be required for admission to the High School. The College course should not be weakened one iota. Young ladies and gentlemen in Har- wich should have every encouragement presented to induce them to undertake a College course. I am delighted with the ambition of those already pursuing a course in college or preparing by faithful labor in the High School to enter upon such a course in the immediate future. In fact I would recommend that persons entering the High School determine at first admission if possible the question whether or not they intend to fit for College. If the decision is in the affirmative those branches necessary for admission should be chosen and pursued at the earliest possible moment, that such pupils may have all the time possible to fit themselves for the constantly increasing demands for admission to College. I claim that the larger towns upon the Cape cannot be too lavish in offering to their youth inducements for a higher education. The distance from fitting schools and the increased expense necessary to receive the benefits of such, consequent upon the location of the Cape towns, isolated as they are from large educa- tional centers, necessitate ample provision in this direc- tion of education. The course at the High School should also be eminently practical and adopted for the ordinary life of the graduates. The school should be so arranged as to the branches pursued that a pupil may be prepared for any path of study or labor which may be chosen, so far as it is in the power of the High School to accomplish such work.
If the work in the High School is to continue to be done by our teacher without any assistant, such plans should be adopted as will reduce the number of recitations as much as possible and at the same time give the pupils plenty of work and keep the grade of the school of a character such that it will accomplish the work which has
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already been suggested. After consultation with the present Principal of the school I venture to suggest the following outline of study :
HARWICH HIGH SCHOOL. COURSE OF STUDY.
1893-1894-FIRST HALF YEAR.
ENGLISH COURSE.
Junior-English, Composition, Civics, Book-Keeping.
Middle-English, Literature, Civics, Book-Keeping, Geometry.
Senior-English, Literature, Physics. (see note)
COLLEGE COURSE.
Junior-English, Composition, Civics or Book-Keeping, Latin.
Middle-English, Literature, Geometry, Latin, Greek. Sub-Seniors-English, Literature, Latin, Greek.
Senior-Latin, Greek, French, Physics.
Supplementary work in U. S. History will be required of Juniors throughout the year. In 1893-'94 the Seniors (Eng. ) should be taking Geometry with the Middle Class but have studied it this year and will have some science or advanced history.
SECOND HALF YEAR.
The Junior and the Middle Class take Astronomy instead of Book-Keeping.
1894-1895-FIRST HALF YEAR. ยท ENGLISH COURSE.
1st year or Junior-English, Composition, Algebra, Zoology.
2d year or Middle-Rhetoric, Algebra, Zoology, Gen. History.
3rd year or Senior-Rhetoric, Gen. History, Physics.
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COLLEGE COURSE.
1st year-English, Composition, Algebra, Latin. 2d year-Rhetoric, Gen. History, Latin, Greek.' 3rd year-Rhetoric, Latin, Greek.
4th year-Latin, Greek, French, Physics.
SECOND HALF YEAR.
First and second years will substitue Botany for Zoology. 1895-'96 same as 1893-'94, except that the Seniors (Eng.) have Geometry with second year.
1896-'97 same as 1894-'95.
1897-'98 same as 1895-'96. Thus the alternate years are exactly the same.
Those who wish to take Latin without Greek can sub- stitute Latin for Book-Keeping and the Sciences in the English course.
The course provides for the following studies : Algebra, Geometry, Book-Keeping, Civics with outlines of History, General History, English Composition. Rhetoric, English Literature, Latin, Greek, French, Botany, Astronomy, Physics, Zoology. Greek and Roman History will be studied in connection with Latin and Greek.
It will be noticed that the next year's work must neces- sarily be arranged to fit in with the present work. After that term by a regular course of alternation and combination the number of different studies at one time will be reduced from nine to six.
Algebra, Geometry, Gen. History, the sciences ex- cept Physics, Book-Keeping, Civics, Rhetoric and English Literature will be given in alternate years and two classes will combine in each study as indicated by the schedule. Instruction is also expected in Physiology and Hygiene in the scientific application of the same to the use of alcohol and narcotics as time permits.
This gives four studies to the second year, but as the . number of recitations in any branch cannot be more than four, there would be but sixteen recitations per week, none too many for young pupils even in a High School. This
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course also requires of all pupils, work in English Com- position and Rhetoric ; gives all a course in citizenship and supplies all with a general outline of History and special work in U. S. History. It reduces the tax and strain upon the teachers by reducing the number of subjects requiring at any one time his attention. He can be more enthusiastic and ready in teaching the branch at the time requiring his attention. Some such plan as the above seems imperative if one teacher only is to be employed in the High School. Should the town be disposed to make an appropriation sufficiently large for the employment of an assistant, I think in that case each recitation in each class should be conducted by itself. But under the present regime the combination of classes at recitation seems to be a necessity.
CONTINUANCE IN THE HIGH SCHOOL.
Nineteen pupils were admitted to the High School at the opening of the school year. A large majority of these still continue in their studies there. Occasionally members leave the High School often to their regret in after years. Pupils once entering upon this line of study should be in- duced to continue in their course. This evil of leaving the High School is experienced in many towns. My impression is that Harwich suffers less than many other localities. I sincerely desire that the evil may be lessened until it shall cease to exist. The example of the classes of 1891 and 1892 which have graduated since my acquaintance with the town was formed, may well be a stimulus to all to con- tinue in the work until the end is nobly reached.
STANDARD OF SCHOOL WORK.
By raising the standard for admission to the High School the value of the work in the other schools will be increased and improved results secured. While History and English Grammar are to be emphasized none of the other branches can be neglected. Penmanship should be taught with care. Habits of neatness and accuracy should be formed. Writing in the lowest grades will receive increased attention. Proper care and thoughtfulness exercised with the children of the Primary grades and carried along through the Inter- mediate to the Grammar grades should show good results
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as the pupils advance in their course. Mathematical Geography needs additional care. Latitude, longitude, difference in time and distance and kindred topics are of especial value in this section of the state. The children must not fall behind their fathers in information of this character.
BRIEF SUMMARY.
The various schools at the present time are in the main showing good work. No teacher is perfect. No school is without faults. In some instances sickness has sadly inter- fered with securing the best results, especially breaking in upon the attendance and causing that demoralization con- sequent upon irregularity of attendance. The monthly re- port of one of the very best schools in town shows an av- erage of only about 65 per cent. This smallness of per- centage is in no sense whatever the fault of the teacher. Her work is of the highest order, yet such absence of pupils, although unavoidable, tends to discourage a teacher and leads one deeply conscientious to dissatisfaction with re- sults obtained. I am glad to commend the work of the Principal of the High School. Careful concientious work is seen. Faithful preparation for the work of each day is his aim. He deserves, and I trust, will receive the hearty co-operation of all. In several of the schools, teachers who have been favored with Normal training, have been secured. New methods are introduced by them which are proving attractive to the pupils both on account of novelty and practical value. Those teachers who have had no es- pecial trainers are usually alive to the importance of the work, anxious and determined to learn the best ways. When teachers have imbibed this spirit their work will be superi- or to the efforts of those who fail to see the importance of their work, and results of work will increase in value as teachers improve in their fitness by experience and thoughtful study for their high calling
The work in the three ungraded schools of the town has attracted my attention more than is ordinarily the case. While teachers almost never choose schools of this charac- ter for the exercise of their powers, while all the benefits
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accruing from a well graded system are wanting in this class of schools, I am pleased to record good results which I have seen in spite of this difficulty. The teachers show an adaptation for this work. In one of them the continued presence of the same faithful teacher from term to term has achieved results for the pupils which testify most clearly the blessings resulting from the continued influence of our teachers abundantly fitted for the work.
The work in the Primary and the Intermediate schools will be improved by the introduction of more writing and copying. Busy work will be brought before the pupils. Children of this age can be employed in many ways in which they will be occupied in a manner preferable to sit- ting with folded arms waiting for time to hasten on. While I appreciate all that has been done by the devoted teachers of the past year in this grade and I believe I am well aware of the constant demand made upon the patience of the Primary teacher. I am hoping those devices for the im- provement of the Primary pupil will be increasing in practical results in days just before us.
The Grammar schools always require the sterling integ- rity of an earnest teacher. I recognize the good impres- sions which have been left by devoted instructors in the past. The future will press its urgent demands upon every one placed at the head of the Grammar Schools. A lofty character and accurate scholarship should be happily blended. The introduction of original plans and the in- culcation of practical truth which I have witnessed of late are gratifying and lead one to hope for marked results in the near future.
CONCLUSION.
I cannot close my report of the past nine months without again giving expression to my sincere appreciation of the encouragement I have received from those with whom I have been permitted to labor. Every teacher employed dur- ing the year has been willing to work with me carefully and cordially. The remembrance of this is now and will be in the days to come, a pleasure to me. The sympathy of the members of the School Board has always cheered me in my
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work. I have appreciated it thoroughly. Every child from the little one in the Primary Grade to the High School graduate, has manifested a spirit of kindness truly inspiring. I cannot, as I write, forbear to leave on record the deep pleasure I received in the chosen words of the Valedictorian of the class of 1892 at the High School, which found ex- pression from his lips on the day of graduation. Every parent and guardian and those who have no representatives in any of the schools have shown a spirit which has ever been a source of hope. All these words and acts deserve and receive from me my sincerest appreciation and grati- tude.
Respectfully. Submitted,
SANFORD WATERS BILLINGS, Dist. Superintendent.
Harwich, Mass., Dec. 31, 1892.
BROOKS FREE LIBRARY 0 0109 0078963 6
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