USA > Massachusetts > Plymouth County > West Bridgewater > Town annual reports of the selectmen, overseers of the poor, town clerk, and school committee of West Bridgewater for the year ending 1860-1869 > Part 12
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19
Teachers-Mr. George F. Hayward, Principal ; Miss Lois A. Fuller, Assistant, for the first nine weeks. Miss Lois A. Fuller, Principal of the whole school for the last six weeks.
This school takes the place of the winter schools of Districts Nos. 4 and 7.
By a regulation of the Union District, no scholars attend under ten years of age.
The attendance was a little below the general average.
The general characteristics of this school manifested at the com- mencement were unfavorable to its success, and generally the manner in which a school commences is a fair iudex to the success of the term.
There were some very peculiar and greatly modifying circum- stances, which may not be well for us to mention, that we apprehended might cause an unprofitable management of the school.
The Committee made several visits to the school, together and individually, and consulted several times among themselves and with the Principal, about the condition of the school. And in order to fulfil, conscientiously, what they called their duty, they
4
26
acted - not by hearsay - but from honest conviction, and by their own observation and judgment ; and the school closed.
The Assistant's labors were very satisfactory. Having only the care of the recitation, her scholars received greater advantages and made good improvement.
Miss Fuller was employed by the Prudential Committee, and approved by the School Committee, to take charge of the whole school, and finish it out.
The school could not secure the advantage under one teacher that it could under two successfully managed, but the Assistant previ- ously had had all the scholars under her care ; she had gained the respect of the scholars and confidence of the parents. Under these relations she proved herself competent to put the school in a more favorable condition, and brought it to a satisfactory close.
We would urge upon Districts Nos. 4 and No. 7 the proposition which was proposed in the last two school reports. Both the con- dition of school-house No. 7 and the location of No. 4 are not what they should be, and have caused some consideration for a change in both districts. There has been some talk lately of putting the schools together at the Union. Different plans have been proposed, - one, to unite them in one school and have an assistant, and another to have the building prepared for two schools, Primary and Grammar. By the change they wish to accomplish, at least, these objects, -to avoid the use of school- house No. 7 and the expense of repairing ; to avoid separating the classes which have been together in the winter; to have the convenience and comfort of a good school-room; and to secure more permanent teachers. We think, after a fair consideration, the plan of having two departments will appear to all much the best, - it will secure all the advantages of a graded school.
It is evident there will be a change in these two districts soon ; and without making any poor, temporary change, we hope the matter will be fairly considered, and some permanent and good plan decided upon by the two districts and carried into effect.
REMARKS.
In giving the foregoing statements of the different schools, I have endeavored not to indulge in undue praise or fault-finding. Looking at the school as a whole, it would seem unjust and
27
insufficient to say simply that the attendance, deportment, and proficiency were poor, ordinary, or good, for there are many influ- ences which greatly modify these three conditions of a school. And it seems to me that a " detailed report" should consider these influences in all expedient cases, and state their true relations and tendencies towards the success of the school, so that all the schools may profit by the observation and experience of each.
THREE INFLUENCES .- Of influences, the three following have appeared most effective against the deportment of the schools : -
First - The approval of any scholar's disobedience and disrespect to the rightful authority of the teacher, and such approval mani- fested to the scholar by parents or others outside of the school. If a person of any influence thinks there is anything going wrong, it is his duty at once to go and see the teacher or Committee, and if he has a good motive in view both will be glad to listen to him; but if instead, the fault is talked over before scholars, and the teacher sees it first through their dispositions, it has a very bad effect upon the school.
Second - The marring and destroying, by careless and sometimes wilful scholars, the property or appurtenances belonging to the school. Such a habit as this, not only has a bad effect upon the public property, but also upon the character of youth, -it impresses them with an erroneous idea of the public good, and subdues all mutual and social respect for the welfare of the whole.
Third - The use of Tobacco. In relation to this we would refer to Gen. Stat. chap. 38, sec. 10, which says among other things, " It shall be the duty of all instructors of youth to exert their best endeavors to impress on the minds of children and youth committed to their care and instruction the principles of sobriety, industry, and frugality ; chastity, moderation, and temperance; and those other virtues which are the ornament of human society." By this provis- ion it is not only a moral, but a legal duty of the teacher "to exert his best endeavors " to prevent the use of tobacco, unless a boy with a piece of tobacco in his pocket and a pipe or cigar in his mouth is an "ornament of human society." The use. of tobacco about a school is dangerous in setting fire to buildings, and has a dangerous and immoral tendency upon the habits and character of children. A boy who smokes a very little will often be led to chew a little, and as his liberty increases, and as he
28
wishes to be more " manly " his associates will often lead him to drinking, and if he has gone thus far we have no good reason to doubt why he will not be drawn into the other evil which often goes with them, - gambling ; and then, when we have the influence of these and other evils growing out of them, the graver portion of community will say " that is no ornament to society," at the same time their boys a dozen years old are standing upon the threshold of life and smoking or chewing a very little.
Employment of Teachers in No. 1 .- This devolved upon the School Committee by neglect to act on the part of the Prudential Committee, owing to the pecuniary condition of the District.
According to the present plan of dividing the school money there was no money due District No. 1 from the town treasury until the first of January, 1866. The Committee hired the teach- ers in the summer, and hired the money and paid them, and for security received from the Selectmen an order on the town treas- ury, covering the amount of money hired up to January 1, 1866. This order was due and collected on the first of January, and taken from the appropriation to District No. 1. At the close of the winter school there was money due this District, and the teachers, by an order on the town treasury, received their pay. It will be seen that the amount of money appropriated to District No. 1, the present school year, has secured six [months' school. The difference between this District and the others is, that it is one term behind, and has to go on credit. It is said by some that "the District has got ahead of the Committee and town pretty well," but I cannot see how the town has been injured. The District has taken only what money was due to them, and has had to pay the interest of the money hired. If, by using the Committee as a means to secure a school, when other sources have failed, is called getting ahead of the Committee, then that is just the kind of getting ahead we want for the Committee by duty are bound to consult and work for the best interests of the school. We hope that the difficulty in District No. 1 will be remedied soon, either by the District or town; and in considering the matter remove Il prejudices on both sides, and be governed only by justice.
29
.
CHANGE OF TEXT-BOOKS.
The Committee unanimously agreed to exchange Fowle's Speller for the Progressive Speller and Definer, and Warren Colburn's Mental Arithmetic for Eaton's Intellectual.
Before the exchange was made several different books were examined by many of our best teachers, and a majority of their opinions agreed with the Committee. Their use has met the approval of teachers, and given good satisfaction. Eaton's Intel- lectual is called by many the best book of the series; it is especially noted for its gradual and logical arrangement, and its frequent and clear solutions. The spelling has received more attention and interest in many cases from the new book, and lessons in defining have secured good attention, as nearly all the words in the new book are defined. No remarks are needed to show the benefit of the new book over the old one, made a quarter of a century ago.
Dictionaries and Charts. - A common school Webster's Diction- ary, and some of Philbrick's School Charts have been put into every school in town. There was a large Dictionary in the schools, but this is not adapted for small scholars to use. Each school has received a writing and punctuation chart. The use and benefit of these charts need no explanation; they explain them- selves. Money for this purpose ($2,200) was taken from the State School Fund, by provisions made in Gen. Stat. chap. 36, sec. 4. Many of the schools are deficient in maps, and need a globe and other apparatus. These ought to be furnished either by district or town.
Spelling Schools. - We have heard older persons talk about spelling schools, but for several years we have not had any until this, and this winter there have been four in different districts. The scholars and younger portion of community were anxious for these, in order to have some place to go evenings and have a good time, and we think many were led by a motive of their usefulness. Many of us who have heard often-repeated excellencies of former spelling schools, were excited by a curiosity to see our older friends come out and give us an example of orthography and conduct. Three of these spelling schools met with good success, and we have no doubt their influence was good. In two cases
30
there has been, the latter part of the evening, speaking pieces by scholars and young ladies and gentlemen, singing, and reading selections by young persons not scholars of the school. These have proved interesting and beneficial, and met the approbation of parents. When these spelling and speaking and reading or evening schools can be carried on with good conduct; when the teacher is able to preserve such, by his influence ; when well-dis- posed persons attend, and come for improvement as well as for entertainment ; when a sufficient number interested will aid in their success ; when too much attention will not be detracted from the real work of the school, -then the influence of these evening schools is very good ; but otherwise their influence is questionable, and generally they had better be abandoned.
HOLIDAYS.
There is some fault found in town about schools taking holidays, and sometimes a question about what ones to take. The School Committee in most towns prescribe the holidays to be observed by the schools. But in the absence of any regulation of the Commit- tee, those recognized by the State-Fourth of July, Christmas, Washington's Birthday, and all Thanksgivings and Fasts appointed by the Executive of the State or Nation - should be observed by. the schools. On these days the daily work of the school should be suspended, and given or sacrificed to the celebration or worship of the great principles which the holidays represent. Due notice of these days is a good method "to impress on the minds of children and youth the principles of piety, justice, and love of their country ; and those virtues which are the basis upon which a repub- lican constitution is founded." One holiday should not be made up in another ; this spoils the respect for both.
By consent of the Committee, sometimes during the term, one day is allowed for teachers to attend Teachers' Associations, and one half day to visit schools in town. It is expected by this course that the school will get the benefit of the teacher's instruction and observation ; the teachers have no right to take these days and use them otherwise ; they are not holidays.
ABOLISHING DISTRICT SYSTEM.
By a law of this Commonwealth-Gen. Stat. chap. 39, sects. 3-4 inclusive - the towns are required to vote upon this question this
31
year, and in every three years. The general laws upon the school system and education, enacted by the wisdom and experience of the State, do not recognize the school districts-in the most complete plan of our school system- except as defective and subordinate to the highest welfare of the schools, and as held at the option and by the inexperience of minor parts of community ; and believing it to be unwise, provisions are made for its general abandonment. Many towns about us are taking very active meas- ures to have a town system of schools ; and some very able reports have been presented to the citizens by persons experienced in schools, discussing the advantages of a complete system over a fragmentary one. If you will visit the schools of any place, where the town system has been thoroughly tried for a sufficient time, you cannot fail to see its unanimity, its beneficial workings, and its superiority over the district system, which is really a lack of system. Those who have never had any observation or experience in the municipal system have no legitimate. right to condemn it ; and those persons who have occupied the highest trusts in educa- tion, and have had the most favorable opportunity of seeing the advantage and disadvantage of its operation, must of necessity invite the attention of all thoughtful and improving minds to the results of their experience. We will not attempt to urge upon you our feeble experience, but will ask your attention to the most reliable and most universal, - the experience of three Secretaries of the Board of Education, who have stood at the head of our school system for many years. Horace Mann says : " I consider the law authorizing towns to divide themselves into districts, the most unfortunate law, on the subject of common schools, ever enacted" in the State.
George S. Boutwell says : " I entered upon the duties of the office I now hold with some faith in the district system; my observation and experience have destroyed that faith entirely. It is a system admirably calculated to secure poor schools, incompetent teachers, consequent waste of public money." He also says : " I am so well convinced of the wisdom of abolishing the district system, that I . confidently expect its gradual abandonment."
Joseph White, the present Secretary, says : " The opinions which I entertain on this subject have been formed after years of experience and observation, as pupil, teacher, and member of the School Com-
32
mittee, in the city and in the COUNTRY. I do not overstate when I assert that whenever the experiment [of abolishing the school dis- tricts] has been fairly tried, it has been most satisfactory, and no persuasion could induce the people to return to their old system." When we have such experience as this from such a source, no argument is needed. The whole matter can be effected by a vote at the town meeting; and then the whole welfare of the schools will be looked upon as a town affair, and will receive double the attention that it will in the districts. At the annual district school meetings, when quite important subjects come before them, there are very seldom more than six or eight voters present ; this shows in a good degree the interest in school matters secured by the district system ; if, instead of this, we had the town system, all important school business would come before the March meeting, and would receive the attention and action of a large majority of the wisest and most experienced men in town.
There are two plans of effecting this change given in the Statutes. First, the town may vote to abolish districts, and take possession of all school property ; then such property in each district may be appraised and its value assessed on the town, and then "remit- ted to the tax payers of each district," in proportion to the value of property taken. " Or," as the Statutes say, "the difference in the value of the property of the several districts may be adjusted in any other manner agreed upon by the parties interested." If the districts are so disposed, this last plan can be adopted without any expense, simply by mutual agreement ; let all the property and boundaries of the different schools remain just as they are, only change the administration and grand interests of the schools from the districts to the whole town. Many persons are very jealous of district rights, and to give satisfaction on this point, we propose the following plan of choosing School Committee, which a person interested has suggested.
The Board of School Committee, by law, must consist of a number divisible by three, one third thereof to be elected annually. We suggest and propose, if the districts are abolished, that the number of School Committee be nine; that one be chosen from each present school district, and one from the town at large ; and that they be chosen in the following order : one from District No. 1 for one year, one from District No. 2 for one year, and one from
. 33
District No. 3 for one year ; one from District No. 4 for two years, one from District No. 5 for two years, and one from District No. 6 for two years ; one from District No. 7 for three years, one from District No. 8 for three years, and one from the town at large for three years. And on this Board there should be at least one person that has had experience in teaching, and one clergyman. Under this plan each district would have a special voice in the schools, as they do now. This Board could organize and choose one or more persons, as they deemed expedient, to have the super- intendence of the school, or divide the care of them among them- selves. The employment of teachers, furnishing fuel, and all matters pertaining to schools, will be under their direct and general control. We propose this number of Committee, and the order of choosing them, for what we have had suggested to us, but do not say it will be the best plan. Perhaps three or six men would perform the duty better than nine ; but whatever be the number, it does not effect the system.
The school system of towns should be an equal one, - that which secures equal advantages to all scholars, without respect to location or circumstances. We say that such a town like this ought to have for all scholars from thirty to thirty-six weeks of school ; that this number of weeks ought to be divided into two or three terms, as the case may be ; that these terms should commence and be in session at the same time throughout the town, and continue equal lengths ; that they should have permanent and yearly teach- ers ; that the town should have the whole care of these schools, and choose a Board of School Committee to take charge of them, as they do a Board of Selectmen to take charge of other interests of the town; that the town should take as much interest, and exercise as much care and discretion in choosing their School Committee as they do in choosing their Selectmen ; and that the School Committee should assume the full responsibilities, and conscientiously, faithfully, and fearlessly discharge the entire duties of their office. This is such a system as we need, -not complicated, extravagant, nor expansive, but simple, practical, and useful. It will secure good teachers, good schools, and produce good results upon the intellectual and moral character of youth and manhood. To secure this system, we would appeal to all active, considerate, and improving minds to fairly consider the
5
34
question of "abolishing districts." Consider it not in a narrow, but in a full and comprehensive light. Consider not our experi- ence, but be governed by the light of the best and most universal experience you have upon the subject. Consider the experience of your own observation, and consult candidly the best dictates of your own judgment.
NAMES OF SCHOLARS WHO HAVE BEEN NEITHER ABSENT NOR TARDY.
DISTRICT NO. 1.
Fanny Copeland,
GRAMMAR DEPARTMENT. Summer.
Susan Hayward, Minerva Hartwell,
Adelaide Hancock,
Rosanna Lineham.
Winter.
DISTRICT NO. 3. Summer.
Addie L. Jennings,
Rhoda Martin,
Joseph Jennings, DISTRICT NO. 1.
Charles E. Packard.
PRIMARY DEPARTMENT. Summer.
Abbie H. Packard,
Hattie A. Pratt,
Carrie Copeland,
Fanny J. Rounds,
John F. Wade,
Julia M. Lothrop. Winter.
Abbie Carr,
Martha Jones,
Katie V. Shaw,
Fred H. Packard.
DISTRICT NO. 4.
Fanny J. Rounds,
Hattie A. Pratt,
Summer. Alice C. Howard,
Lizzie J. Tisdale,
Susie W. Dunbar,
Frank S. Tisdale,
Clinton P. Howard,
Jeremiah Lynch,
Charles Morey.
Willis Lynch,
Warren Jennings.
DISTRICT NO. 2.
Summer.
Henry Hartwell,
Eugene Lineham,
Somers Howard,
Ellen Lineham,
DISTRICT NO. 7. Spring. Helen Ripley,
Helen Hartwell,
Lizzie Dunbar,
Mary Sullivan,
Annie Howland,
Eliza Lineham,
Fred Ripley,
Rosanna Lineham. Winter. Henry Hartwell,
Eddy Dunbar. Fall. Helen Ripley,
Charles Eagan,
M. Florence Howland,
Martin Hayward,
Eva J. Packard,
Charles Hayward,
Mary L. Perkins,
Harry Hayward, Willie Eagan,
Wilton Copeland, Milton Howard,
Annie Howland, Fred Ripley. DISTRICT NO. 8. Summer.
Ellen Lineham,
Mary Sullivan, Eliza Lineham,
Emma V. Millett, Abby T. Bacon,
Louisa Jennings,
Laura Martin,
Winter.
Augusta Windship,
DISTRICT NO. 5. Winter. Hattie E. Holmes,
Mary E. Hayward,
Charles T. Caldwell.
35
Amanda M. Perkins, Annie Perkins, Abbie H. Eldridge,
Lizzie A. Eldridge, Jane Howard,
Benjamin Edgar Perkins,
Edward Keith. Winter.
Annie Perkins, Emma Millett. UNION DISTRICT.
NAMES OF SCHOLARS DESERVING CREDIT FOR BEING NEARLY PERFECT IN ATTENDANCE.
DISTRICT NO. 1. GRAMMAR DEPARTMENT. Summer.
Addie F. Sears, absent 1 day.
Lizzie Burke,
66 tardy once. 66 66
Mary A. Billings,
Luella R. Billings,
66 66
Winter.
Mary A. Billings, absent 2 days.
Luella R. Billings, 1
Anna Rounds, 66
2
Alice A. Tisdale, 66
66
Henry Sullivan, 66 1
Charles E. Tisdale, 1 tardy once.
DISTRICT NO 1. PRIMARY DEPARTMENT. Summer.
Lizzie A. Tisdale, absent 1 day. DISTRICT NO. 2. Winter.
Helen Hartwell, absent 1 half day.
Somers Hayward, tardy once.
Willie Sullivan, absent 1 and one half days. DISTRICT NO. 3. Summer.
Alma E. Kingman, absent 1 day; tardy once,
Hattie Copeland, 66
1 66
66
Fred H. Packard, 66
1 «
66
Abbie Fadden,
half «
Winter.
Laura Martin, absent 1 day ; tardy once,
Alma Kingman, 66
Wallace Jones, " half "
DISTRICT NO. 4. Summer.
Lydia D. Kinnicutt, absent 2 days.
DISTRICT NO. 5. Summer.
Nellie E. Mitchell, absent 1!day.
Bridget Fraher, 66 1 66
Herbert Mitchell, 66 1
Warren R. Keith, Edward H. Keith, Wallace C. Keith, Josiah Perkins, Amanda M. Perkins,
Benjamin Edgar Perkins,
Pardon R. Bacon,
Irene A. Edgcomb,
Clinton P. Howard,
Abbie H. Eldridge,
Lizzie A. Eldridge,
Charles H. Morey, Edith F. Howard.
36
Winter.
Nellie E. Mitchell, absent 1 day.
Ida F. Vosmus, 1 1-2 days. DISTRICT NO. 7. Spring. M. Josephene Shaw, tardy once.
Eva J. Packard, absent 1-2 day.
Edith Wheeler, tardy once.
Mary Sullivan, absent 1 day ; tardy once.
George Holmes, 6 1-2 "
Samuel Reed,
1-2 "
David Reed,
1 4 Fall Term.
Mary E. Dunbar, tardy once.
Olive Holmes, absent 1 day.
Gertrude Freeman, “ 1
George Holmes, tardy once.
Eddie Dunbar, 66
DISTRICT NO. 8.
Summer.
Warren R. Keith, absent 1 day.
Winter.
Eliza C. Bacon, absent 1-2 day.
Abbie T. Bacon, 1-2 “
Annie M. Clark, 66 1-2 **
Ellen Geary, 66 I-2
tardy once.
Katie Geary,
1-2 66
Frank Green, 66
1-2
tardy once.
Jane Howard,
1-2 66
UNION DISTRICT.
Edwin C. Howard, absent 1-2 day ; tardy once. George H. Holmes, 1
Helen E. Ripley, tardy once.
At different times, scholars, teachers, and parents have spoken about certain scholars who were obliged, on account of sickness, bad weather, or absolute necessity, to be absent or tardy a very few times. These scholars seem to feel the credit of having their names printed on the de- serving list of punctual scholars. Thinking that it encourages prompt attendance, we print the names of the most punctual ones.
CONCLUSION.
In conclusion, we will say, that the general success of our schools, the past year, has been good. The summer schools were very good, and in winter there were but few defective features. We have had many good and some very accomplished teachers. A half a dollar or a dollar per week less would not have secured some of our best teachers that we have had, -hence the impor- tance of appropriation for good schools. And we would take this opportunity to thank the town for their additional appropriation last year, and we hope that no measures will be taken to lessen it. We think all will say that the money has not been wasted, and
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.