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 18
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In carrying out this simple arrangement, by a definite under- standing and co-operation, involving less work and more con- venience, and economy and establishing a proof against error, the books of the treasurer or secretary will show at any time the actual financial condition of the schools.
Oftentimes information of this kind is very necessary and desirable to the committee, but heretofore it has been very diffi- cult to get it with any degree of accuracy. At the end of the year the correctness of the accounts of the treasurer and sec- retary should be tested by comparison, and they should also agree with the Selectmen's orders given.
By balancing these accounts the total amount of expenses for support of schools and repairs of school houses can be exact- ly determined. This amount thus found is the only amount re- lating to expenses for school purposes necessary for the Select- men to give in their report of the financial condition of the town and expenses for the year, for all the various sums and items of expenses are given in full by the secretary in the report of the
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committee, and the committee should be held directly responsible to the town for the faithful discharge of their financial duties.
Without this simple and correct system there probably will be found some mistakes in our financial account, and some discre- pancies in it, as compared with the books of the treasurer and Selectmen. We presume no vote of the town is necessary to adopt and carry out the plan which we have proposed, but it cer- tainly should be adopted and put into practice, by a vote or otherwise as the necessary and correct way.
We are requested to recommend appropriations for painting North Centre school house and relaying wall in cellar $85.00, for supplying the Centre Primary school with furniture, and fencing the lot $3.25 ; for support of schools, wood, incidental expenses . such sum as the town in their discretion deem best for the in- terests of the schools.
The appropriation last year, $2,000.00, is sufficient to carry the schools 6 months, and perhaps a week or two longer. The schools at Campello, for the last year, have been 40 weeks, those of Bridgewater 35 weeks, and those of East Bridgewater over 30 weeks,- each three terms in a year. In appropriating enough to lengthen the schools a week or two, we do not get that pro- portional benefit that we should from an appropriation sufficient to add another term of schooling. To do justice to our own welfare, as compared with other towns, we should have three terms of school, of 11 or 12 weeks per term,- these should be divided into Spring, Fall and Winter terms. They should com- mence nearly on the first of May, first of September, and first of December. The town would receive much more advantage in this way, than by adding a few weeks to the Summer or Winter term. In dog-days it is no time to continue school for its advan- tage ; the teacher is tried, school fatigued, and weather disagree- able, and scholars are leaving school. At the close of Winter, - the first of March - is not a good time to lengthen the school, and generally speaking a term of 11 or 12 weeks is long enough
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to keep up a good interest without a vacation ; in most cases its prosperity after that time does not increase in proportion to its length. Instead of adding a week or two, it would be much more economical and beneficial to make the extra effort for anoth- er term, in the months of September, October and November, the best part of the year to go to school, if it could not be more than ten weeks. It would require $2,700 or $2,800 for the Com- mittee to secure three terms of successful schooling with good teachers throughout the town.
A great many advantages from three terms can be seen and given by any who are acquainted with the utility and work of schools. Classification, gradation, uniform progress, and real advancement in school education would be much more complete and perfect. In long vacations some scholars go out of town, or to private schools in town, while others receive no schooling, - consequently at another term classes must be newly organized. A new teacher takes charge, and in many respects the school is entirely different from the preceding term ; many good methods of the previous teacher, and her principles taught are ignored, or do not have a proper recognition or influence, for want of ac- quaintance with the former work of the school. With long va- cations and a new teacher each term, instruction often goes over much of the last term's work, and frequently there is a par- tial confliction of methods, and difference of principles between the teachers, which do not work together for success.
It is not altogether the amount of wages paid for teaching, but the number of weeks in the year which teachers are employed, that secures their permanent service. Our compensation for female teachers compares favorably with other towns. When we get a good teacher for the summer term, immediately after the close the committee apply for the next term ; but there are four months before it commences, and during that time she wishes some means of employment ; therefore she goes away with the under- standing that she will teach next term if she gets no school be-
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fore : but most good teachers find a permanent position before that time, and so our good teachers are transient in their charac- ter, looking for more permanent employment. In this way we lose many of our best teachers, while another term would give more permanent employment for the year. Our schools then would be considered yearly ones, and good female teachers for most of them could be engaged quite permanently. A better gradation, and a more practical, useful and systematic course of instruction could be given, and scholars could receive the essen- tial requirements of a common school education at an earlier age *and a more uniform and higher degree of satisfaction.
CORPORAL PUNISHMENT.
The preliminary remarks to the Centre school imply further remarks or discussion upon this subject, but space hardly gives an opportunity. However we will add a few words. It is well known that in many parts of Massachusetts, as well as in other States, this subject has been much agitated and discussed. In some cases it has called public meetings, caused great excite- ment, been the issue in the election of school committees, and in a few instances has received legislative consideration, and one State has enacted a law in relation to it. Much has been said and published upon it, and we think committees, teachers, and. the entire community have been greatly informed and benefici- ally enlightened in regard to the necessity, purpose and use of physical force or restraint in school discipline. Our object in speaking of this subject is more especially to refer our teachers, particularly those not long experienced, to an excellent work or discussion in a volume, containing the lectures and proceedings of the last meeting of the American Institute of Instruction, held in Tremont Temple, Boston, in August, 1867. Hosea H. Lincoln, Grammar school master of Boston, opened the discus- sion with a lecture upon " School Discipline : its Objects and
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Methods," and it was continued through a large portion of three day's session, and participated, by teachers, committees, and professional men, from district teachers to college presidents,- embracing some of the best and most experienced teachers, dis- tinguished educators and learned men from various parts of the New England and Middle States.
The following resolutions were nearly unanimously adopted by the Institute :- " Resolved, that while we believe the best methods of school discipline are those which involve the most kindness and least severity, provided they answer the true ends of government, we still believe that the interests of our schools would be sacrificed, rather than promoted, by legislative restric- tions in regard to methods of discipline."
This resolution as well as the discussion doubtless gives a fair and generally accepted views of teachers, committees, and others conversant and interested in schools, in regard to this sub- ject of punishment, and furnishes an excellent guide to teachers. This volume of the Institute which is well worth the attention of any teacher or person interested, will be forwarded by Brewer Tileston, Boston, on receipt of $1.50. The lecture of Mr. Lin- coln, the basis of the discussion in a pamphlet for teachers will be sent on receipt of 10 cents.
Not much corporal punishment has been used by our teachers · the past year, they have governed with good methods and been actuated by high principles, and have followed the spirit of the articles of the school regulations relating to this subject.
18
HOWARD SCHOOL, AND CONCLUDING REMARKS.
For some time our citizens have had a desire, and seen the in- creased necessity for a High School, in which scholars could pur- sue a different course of study from that which opportunity allowed in the common schools. This object has been supplied by the wise and generous provision of the late Capt. Benj. B. Howard, a native and citizen of this town, but for several years a resident of New Bedford a large portion of the time, whose death has oc- cured since our last report.
Although the entire management of this comtemplated school is very wisely left in the hands of eleven (11) competent trus- tees, yet as the school committee should be largely interested, closely connected and should co-operate with all that concerns the truest welfare of youthful education, it seems fitting that the school report should properly recognize this important fact and excellent means which has come to our benefit. As expressed in an adopted resolution of the town, "Capt. Howard should be held in grateful remembrance for his munificent bequest for the educational and religious purposes in this his native town."
The high aim and motive that prompted this gift should move us to a faithful and beneficial and virtuous exercise of its priv- ileges.
To give a clear understanding of the provisions respecting this school we give extracts from Captain Howard's will :-
" Believing that it will be for the good of my children, as well as my native town and the public, I give and bequeath to my sons, Azel Howard, Benjamin Howard, Francis E. Howard, and to John E. Howard, Austin Packard, Otis Drury, Pardon Copeland, James Copeland, George D. Ryder, Jonathan C. Keith, and John M. Lothrop, their successors and assigns forev- er, the sum of eighty thousand dollars, to be paid to them by my executors in sixty days after the probate of my will, in trust and for
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the foundation and endowment of a high school, or seminary of learning, to be called the Howard School, in West Bridgewater, with full power and authority to invest the same in safe and pro- ductive stocks or estate, at their discretion. and to apply the income thereof, but no part of the principal, for the institution and sup- port of said school, in such manner as the said trustees, their successors and assigns shall from time to time in the exercise of a sound discretion judge expedient."
These same trustees are also intrusted with a fund of twenty thousand dollars for the Unitarian church, and two thousand dol- lars for lectures in town, and are authorized " to fill all vacan- cies that may occur in their number from death, resignation, re- moval from office or any other cause, to appoint such officers and and agents, and to adopt such by-laws, rules, and regulations as they deem necessary or useful for the objects aforesaid."
Whatever the trustees in their wisdom and power shall make the character of this institution, its instruction is expected to be free, by the interest of the will, to scholars of the town. These scholars are to be taken from our public schools, - this school being supplementary in the wants of education to the common schools, both together constituting a complete course of school education : hence the importance in these two steps of learning, - the one being preparatory to the other, aad their combined ac- tion, instruction and influence tending to the same object and end of education, - of an active co-operation of the Trustees and School Committee.
It is not our intention to point out the duty of the trustees, that being foreign in our duty and motive ; but we take it for granted that some degree of uniform standard of qualification will be fixed for admission ; this standard of course will be such as to carry out the object of the school, and worthy of the am- bition of pupils to reach, before entering ; and probably the re- quisite qualification, agreeable to the best interest of all, will be determined in consideration of the ability and means which our
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scholars have towards reaching it. Here comes in the duty of the school committees to keep our schools in good working con- dition and place them in the way, through the means at their dis- posal, of reaching the most practical and highest degree of uni- form attainments within the province of the common school to teach. The course of study should be so arranged, that where it leaves off in the common school, in the high school it will com- mence, those higher studies which take so much time in our schools would give place to the more important and necessary degree of elementary instruction often too much neglected, but will be essential to enter upon a higher course of study.
This requisite qualification in the common branches cannot be taught in the high school. This would defeat and pervert its very object, for this is not a substitute, but an addition to our common schools ; nor is the high school, owing to the kind and intention of its instruction, so fit and well prepared to teach the common rudiments of education as the common school, especially designed for that purpose ; and no place is so appropriately and well prepared to give a thoroughly practical education to certain degrees in the common or preparatory essentials of learning as these schools under a good system, proper management, and in- teresting and earnest approval and support.
One eminent in scholarship and the affairs of public life has said that a practical understanding of the common applications of arithmetic, a fair knowledge of spelling, with the ability to write plain and grammatically, and speak correctly, and read with an audible and intelligent understanding, is a far more val- uable education than a partial or perhaps impractical knowledge of a few of the " ologes" and "osophies." Such an education, the essential elements of New England life and character, should and must be largely received outside of the family, in the com- mon school. We do not say that a thorough education of the higher studies is not valuable in its place, but they are not the first, and under a graded system of instruction belong no more
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to the common school than do the common elements to the high school. The spirit and aim of the two schools are the same, but the letter of their duties differs, each having a distinct sphere in the course of study.
We are not endeavoring to control management, fix the stand- ard, or lower the estimation of our contemplated high school, it being out of our place to do so, but so far as opportunity allows wish to show the importance of common and high school co-oper- ation towards the object of education. The high school should be such an institution as its name indicates,- a high not a low school,- it should not be obliged from the condition of the com- mon schools to lower its course of study too much to reach them, but the common schools should grow up to the proper standard of the high school ; this standard should be creditable for the scholars to reach, inspiring them with earnest efforts and faith- ful and high purposes to secure its honors and receive its noble privileges and benefits.
Many would be surprised from an impartial and uniform ex- amination to see how few scholars in our schools would be found qualified even if the standard was not high, for a high school course of study, consequently the high school will have to be graded somewhat correspondingly. The admission standard probably will be no higher at first -but should rise in its character - than is for the highest usefulness of the town, but as the character of the high school will be partially produced by the attainments of the common schools, so also will the efforts and character of these schools, necessarily be greatly influenced by the degree of qualification which the high school requires them to reach. Both high and common school will be indexes to each other ; and their harmonious action and co-operative in- fluence will point to the educational character of the town.
It is the recorded experience of many towns that the high school as a mark to strive for in its influence towards raising the condition of lower schools, to say nothing of its benefits
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after entering, in many cases more than compensate for the means required for its support.
Now we see the high school takes not the place nor supplies the wants of common schools, but instead of offering an op- portunity for relaxation of interest or decrease in the means of support, it is an addition in these respects and the circumstances produced demand a more uniform and devoted interest and need more means. A large appropriation is not needed,- simply enough as previously stated to give three terms of school,- but a continued interest and a committee who will give the schools a just consideration and careful attention.
We have had many first class teachers of abundant qualifica- tions and various methods, but still they have not produced very uniform results ; some schools we find very well prepared schol- ars in some studies while they are backward in others, and in other schools the opposite may be true ; and in the same school some pupils are more advanced in one thing, but from neglect are behind in another. Now these things cannot be made equal, but with three terms,- which will give the committee an oppor- tunity by closer attention, to prescribe and carry out more sys- tematic gradation and instructions,- better, earlier and more uniform results can be secured. Methods belong to teachers, but system to the committee, and better the system, the more perfect and uniform the results of the various methods.
We have extended these remarks much beyond our anticipa- tion, but in view of the contemplated high school which wise generosity has given to our town, duty has compelled us to state what we have. Although I am lengthy and perhaps too desul- tory and imperfect in this report, I have endeavored to show :
First, that the committees should be held directly accountable to the town for the entire and responsible management of the financial affairs of the school ;
Second, that more beneficial and uniform results can be reach-
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ed through this system which is herein pointed out, and that the system can be easily and practically, but not necessarily ex- pensively. brought about ;
Third, that the common schools and high school are distinct- ly different in their work in the scale of education ;
Fourth, that in order to secure the most practical and highest results of our system of instruction, it is necessary that there should be a willing co-operation of the common schools of the town through the action of the committee with the high school through the discretion of the trustees.
The recent change of the district to the town system has and will aid much in systematizing our schools. We cannot with- hold from stating that our school houses are all in very good con- dition,- blinded, painted neatly and newly furnished, well pro- vided with black-boards, and every school has good maps and charts upon its walls, and in most cases books upon the desk. The houses are also quite conveniently located for attendance of pupils ; in this respect and in the good conditions of school houses, it is doubtful if any town as a whole in the country would rank better, and we trust by necessary and timely repairs our pride in the good conditions of these houses will be maintained.
This system that we have marked out is not a speculative theory, but a practical reality, as confirmed by the experience of other towns ; not hard to accomplish, but comparatively easy ; not extravagant but economical ; not simply ornamental, but very useful ; and not altogether beautiful, but highly beneficial. In the great work of education, if we were to form an ideal struc- ture of learning, we would first lay well its basis or foundation, which is the elementary instruction of the common schools ; then we would construct carefully and proportionately, and adjust correctly all the frame-work, which is the system upon which we manage the schools ; and finally we would add the designs of ornamental art and symmetrical proportions. which constitute
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the high school ; then our edifice is complete from base to top -- assuming proportional form and architectural beauty- a com- plete school education, not perfect in its reality, for this is im- possible, but as nearly so as the work of schools will make it. With the abundant means at our hand, this town should be a model one in the character of its educational system and use- fulness.
In conclusion, we are brought to see that true educational de- velopment with practical discretion, sound learning and christian principles, requires the continued and elevated influences and united efforts of family, school, church and society ; and finally we are reminded how imperfect, unwisely directed, and unuseful- ly exercised is the instruction of youth, also the education of man, without the elements of practical truth and christian char- acter : therefore it becomes the duty of committees, teachers, pa- rents, and society, from the examination and success of the past to be grateful for the prosperity and advantage of the present, and in view of the hopes, and anticipated benefit of the future, to practise the precepts and desire the guidance of Him, the true source of character,
- - - whose power o'er moving worlds presides,
Whose voice created, and whose wisdom guides!"
FOR THE COMMITTEE,
SIMEON J. DUNBAR, Superintendent.
Approved by JOSEPH KINGMAN, Chairman, FRANCIS E. HOWARD, C. W. RICHARDS, JONATHAN C. KEITH, SIMEON J. DUNBAR, BRADFORD PACKARD,
CYRUS ALGER, LEWIS G. HOWARD, DAVIS COPELAND,
School Committee of West Bridgewater ..
March 1. 1868.
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STATISTICAL TABLE.
NAMES OF SCHOOLS.
Whole number of pupils
attending school
Average attendance ex-
pressed decimally.
Percentage of attendance.
Number attending under
Number attending over
fifteen years.
Wages per month.
Amount paid for teaching. Amount for teaching.
Centre
¿ G. D. 3 P. D.
41
40
28.
27.7
68.2|
69.2
Cochesett,
S P. D.
42
40
35.
34.
83.3
85
28
30
84
90
North Centre,
29
29
23.
26.8
79.3
92.6
1
5
28
32
84
96
North,
35
32
28.6
25.5
81.7
79.6
6
6
26
32
78 96
South,
55
47
40.5
34.
73.6|
72.3
4
1
1
30
32
90
96
Jerusalem,
40
39
30.6
34.
76.5
87.1
3
1
2
8
32
38 96 114
East,
55
53
44.4
46.2
80.7
87.1
6
9
32
32
96
96
Totals,
377 372 297.6 304.7 712.8 738.9
7
1 22
50 268 303 804 909
271
44
23.3
35.2
86.2| 80.
1
11/
28 32, 84 96
30
30 90 90
¿ G. D.
53
43
44.2
41.3
83.3|
86.
5
10
34
45 102 135
S. W.
S.
W.
S. W.
S. W. S. W. S. W.
five years.
Each school has been taught six months - three in Summer and three in Win- ter Whole number of scholars between 5 and 15, on 1st of May, 1867, 412. Num- ber in Beaver District, 20.
$2,000.00, the appropriation of the town, gives $4.854 per scholar; including the Town's share of the State School Fund, of $190.30, gives $5.316 per scholar.
ANNUAL REPORTS
() F
Expenditures & Receipts
OF THE TOWN OF
WEST BRIDGEWATER,
FOR THE YEAR ENDING MAR. 1. 1869,
ALSO THE
REPORTS OF TOWN CLERK, AND SCHOOL COMMITTEE, FOR THE SCHOOL YEAR 1868-9.
-----
NORTH BRIDGEWATER: PRINTED AT THE GAZETTE OFFICE . 1869.
ANNUAL REPORTS
0 F
Expenditures
Receipts
OF THE TOWN OF
WEST BRIDGEWATER,
FOR THE YEAR ENDING MAR. 1, 1869,
ALSO THE
REPORTS OF TOWN CLERK, AND SCHOOL COMMITTEE, FOR THE SCHOOL YEAR 1868-9.
NORTH BRIDGEWATER: PRINTED AT THE GAZETTE OFFICE, 1869.
SELECTMEN'S REPORT.
The Selectmen submit the following Report :
EXPENDITURES.
The following named orders have been given on the Treasurer by the Selectmen, for the year ending March 1, 1869 :
For Schools, $2,574 86
Roads and Bridges,
1,263 58
State Aid,
886 00
Poor out of the Almshouse,
303 23
" belonging to other towns,
47 00
Repairing School Houses,
482 21
Clearing the roads of snow, occasioned principally by the severe storm of March 21st,
364 60
Incidentals,
346 85
Abatements,
104 32
Poor at the Almshouse,
712 96
The Treasurer has also paid the State Tax,
2,040 00
County Tax,
1,057 15
Austin Packard's note,
709 25
Mrs. C. E. Coffin's note,
394 75
C. H. Colwell's note,
92 40
Bradford Packard, interest, 18 00
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