Town annual reports of the several departments for the fiscal year ending December 31, 1848/49-1855, Part 41

Author: Worcester (Mass.)
Publication date: 1848
Publisher: The City
Number of Pages: 940

USA > Massachusetts > Worcester County > Worcester > Town annual reports of the several departments for the fiscal year ending December 31, 1848/49-1855 > Part 41

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Average attendance at High School, for 1853, (.54,) for 1854, (.68.)

At Thomas Grammar School, for 1853, (.51,) for 1854, (.54.)

At Walnut St. Grammar School, for 1853, (.52,) for 1854, (.62.)

Farther details will be found in the appendix.

Among the Secondary Schools, during the present year, the highest average attendance has been in the Summer St. school, (.63,) the lowest in the Ash St. school, (.51.)

Among the Primary Schools, the highest is Main St. (.63,) lowest, Pine St. (.40.)

Among the Suburban Schools, the highest is Parkhurst, (.78,) lowest, Burncoat Plain, (.33.) It must be remember- ed, however, that many scholars come into these schools for the winter only, and the ratio of average attendance, for the whole year, appears therefore less than it fairly should. But in these, as in all, there is great need of farther im- provement.

Inquiry has also been made, for the first time, into the statistics of Tardiness. In the High School, the ratio of tardiness to attendance, is .03, -- in the Walnut St. Gram- mar School, .01. In the Thomas St. Schools, no record is kept, though " the number of cases of tardiness and of leaving school before the close of sessions, is very great." In the Summer St. Secondary School, the same ; in the Pleas- ant St. School, .01 ; and in the Ash St. School, .03.

Ratio of tardiness in Tatnick School, .02,-Parkhurst, .12, probably some error,-Leesville, .02,-New Worcester, .05,-South Worcester, .02,-Quinsigamond, .03,-Blithe- wood, .02,-Pond, .03,-Adams Square, .04,-Chamber- lain, .04,-Northville, no record kept during part of the year,-North Pond, Burncoat Plain, and. Providence St., no returns of tardiness.

AFRICAN SCHOOL ABOLISHED .- The African School in Pine court, has been at length abolished. It has never properly been that stain upon an enlightened community, a caste school ; as colored pupils have always been freely admitted to the High School, and of late years, to other schools also. This school has therefore been kept in oper- ation, mainly to accommodate a few colored families in that section of the city, and has been gradually dwindling for several years. In April last, it was at length unanimously abolished, by the following order

" Whereas, we disapprove of separate schools for any class, as a class ; and moreover, as the African School is too small to warrant its separate maintenance ;

" Therefore it is ordered by the Board, that that School be closed at the expiration of the present school term, and that the children belonging to it, and all other colored children of the city, be permitted and encouraged to attend the other schools, subject to the same regulations as other children."

It may be well to add, that in no case has the slightest inconvenience followed from this change. The African School had always an efficient and devoted teacher. But there is an intrinsic absurdity in establishing at great cost a system of graded schools, and yet excluding or omitting from these schools precisely the class of children who need their benefits the most. The older colored children in the separate school have always compared unfavorably with colored children of the same age in the other schools, sim- ply for want of the stimulus of companionship in their studies. The same result is observed, to some extent, in our suburban schools. The new arrangement is accord- ingly believed to have afforded universal satisfaction.

SCHOOL EXAMINATIONS .- At the December meeting of the School Committee, the following resolutions were offered and adopted.

Resolved, that it is important for the interests of our schools, that the annual examinations should be made as. thorough as possible.

Resolved, that it is essential to a thorough examination, either that it should be conducted in person by the Com- mittee, or that it should be superintended and tested, at every point, by them.

Resolved, that the examinations of the High and Gram- mar Schools, should be conducted chiefly in writing.

It is believed that the spirit of these resolutions has been in general fulfilled ; and that the annual examinations have had less of the character of mere exhibitions, than had been the case for several years previous. The habit of leaving the exercises on these occasions, entirely in the control of the Teacher, is an encouragement to indolence and almost a direct premium on fraud. The most honorable teacher may often make his school appear best, by means which do more harm to the morals of his pupils than he can ever do good to their intellects. It is not necessary, in order to avoid this, that the Committee should take all the work out of the instructor's hands, but it is very easy for them, if they do not ask questions themselves, to suggest them to him-and to select passages for themselves from every text-book used. There may be unreflecting parents who will regret to see any interference, by the Committee, with the smooth order of recitations; but the more intelligent will rejoice to know that they have a fair test of the actual condition of the school. And a good teacher will welcome the most thorough examination.

The process of written examinations has been heretofore

employed in Boston, Roxbury, Salem, Lowell, New Bed- ford, Providence, Hartford and elsewhere ;- but has never before been applied to the schools of Worcester. The ex- periment has evidently given satisfaction, in spite of the inconveniences attendant on a first trial. It has afforded a reliable, and on the whole a gratifying indication of the condition of our schools ; all the sub-committees have ap- proved it; the teachers have expressed pleasure in the stimulus afforded to their scholars; and we trust it may become an established feature of our system.

EXAMINATIONS FOR PROMOTION .- A farther improvement greatly needed in our school arrangements, is a more sys- tematic plan of examination for promotions. It is indis- pensable to the usefulness of a system of Graded Schools, that the lines between the different grades should be sharp- ly defined.

Admission to the High School is in this respect tolera- bly well regulated. But scholars are annually promoted from our Primary Schools, by whole classes, and at the discretion of the teacher, with very slight supervision by the Sub-committee. The promotions are therefore made upon no regular system, but according to the accidental arrange- ment of classes in each school. No stimulus is applied to the lower school, such as might be afforded by the necessity of an examination. And the teacher of the higher school is embarrassed by finding her new class to be composed of the most incongruous elements.

Still, there would be difficulties in the way of a system- atic examination of children so young, although in some cities these difficulties appear to be surmounted. But in our promotions from Secondary to Grammar Schools, the evil is as great, and may be more easily remedied. Within

a year or two, it has been required of the Teachers of Gram- mar Schools, to examine pupils, under Regulations c. vii §. 4. On inquiry, we find, however, that in the Walnut St. School, this examination has been slight and merely formal, the teacher stating that she has not felt authorized to reject any scholars sent up from the Secondary Schools. In the Thomas School, the examination appears to be more thorough, and scholars are sometimes, though rarely, reject- ed. But the responsibility seems to be divided between the higher and the lower schools, and not systematically exercised by any one.

The consequence. is, that the younger classes of both schools are clogged with pupils who are below the proper standard of admission. This must continue until a more thorough system is not merely adopted, but enforced. Far better that one, two or a dozen scholars should be sent back to the Secondary Schools every year, than that the time and labor of the Grammar School teachers should be engrossed by those who are unprepared for such instruction. There is no reason why the requirements for admission to the Grammar Schools, should not be as absolute as in the case of the High School. Let the Committee simply authorize and require the Grammar School Teachers to do what they now only go through the form of doing ; let them fix the standard, and have it well understood through the schools of both grades ; let them personally superintend the ex- aminations for the first year ;- and our whole system will feel the benefit. -

GEOGRAPHY .- The report on the examination of schools in Boston, for 1853, expresses the opinion ; " Geography is more universally well taught in our schools, than any other branch of study." We regret that we cannot echo

this assertion, in reference to our own schools. In fact we are disposed.to question the standard of excellence which such a remark implies, wherever made. Is there a school in Massachusetts in which Physical Geography is well taught ?

Let us take our own best schools as a specimen. Our highest schools, in which Geography is taught, are the ' Thomas and Walnut St. Grammar Schools. The result of the written examination was in most studies creditable to both. Even in Geography, many questions were admir- ably answered. Yet to the question " What is the Gulf- Stream ?" only six from a class of twenty-two in one of these schools gave correct answers, while five more gave partial answers. To the request " Describe the Trade- Winds," only two of the same class made a satisfactory re- ply, and the majority did not even attempt an answer.

In the other school, a class of eighteen answered these questions, with almost uniform accuracy ; nearly all, more- over, writing out copious details on both subjects. On in- quiry, it appeared that they had been thoroughly drilled on those points, on tides, temperature, and similar subjects, afterward, writing down, from memory, what the teacher had told them. Yet when this same class was asked " Is the tropic of Cancer a great or a small circle ?" only one scholar wrote the correct answer, while only one in the other school wrote the wrong one.

It would be rash to infer from these facts, that Physical Geography is entirely neglected in the one school, and As- tronomical Geography in the other. It is never safe to draw a general induction from one or two instances. The oral examinations, moreover, disproved this suspicion. In other departments, even of Geography, the schools ap- peared uniformly well. In Physical Geography, however,

the teachers frankly admitted the deficiency ; and laid the blame, in part, upon the want of a text-book. And not without reason.

Yet all who were present at our Teachers' Institute, must remember the admirable clearness and power, with which . M. Guyot urged the cause of his favorite science. " The first thing in studying any country," said he, " is to get a good physical description of it,-the civil divisions must come afterwards. We teach children the names of a hun- dred rivers in America, and then call them fine scholars if they remember them! It is like counting the bricks in a building, to obtain the idea of its architecture. Their knowledge, when accumulated, resembles the furniture closely piled up in a warehouse ;- give us instead fewer pieces, and a well-arranged parlor. Teach them in any country the combination of mountain and plain, and show how this gives rise to the different river systems. Consider not merely the height of a mountain compared with the country around it, but its height above the sea level ; and whether a plain surface is a high table land, or low ground. Let them have a picture of all this in their minds." Ac- cordingly, in a dozen sentences, M. Guyot gave a complete and brilliant sketch of the physical structure of New Eng- land, which was really worth more to his hearers, than to remember the names of a thousand miscellaneous details, and which might have been made intelligible and interest- ing to very young pupils.

Yet how shall we introduce this better system ? One of our teachers complained feelingly to her sub-committee ; " You send us to hear M. Guyot, and then expect us to go on teaching, in the very method he denounces." The dif- ficulty is, that our false system weakens the teachers them- selves ; they rely on their text-book, and we shall have no

fit text-books, until such men as Guyot prepare them. Yet the knowledge of the deficiency, should at least stimulate our teachers to partially compensate, by the thoroughness of their own explanations, for the imperfections of their books.

HISTORY .- It may be, that the introduction of an im- proved mode of teaching Geography, would lead to new text-books in History also. If so, the advantage would be doubled. Strange indeed it is, that the study which might be made beyond all others interesting to children, should be systematically rendered a weariness to flesh and spirit. Surely Hawthorne and Abbott have sufficiently established the capabilities of this branch of instruction. Every child loves personal narratives, and what is true history but a series of biographies ? Every child likes to hear about Washington and Lafayette, and Captain John Smith, and Daniel Boone. But it is hard to inspire an enthusiastic relish for the information, that in 1813 the President was impowered to issue treasury notes to the amount of five millions, or that in 1835 the " pet banks " were encouraged by General Jackson to discount freely.

What man, woman or child, was ever interested in Mrs. Willard's Abridged History of the United States, which in- flicts upon the young girls of our Grammar Schools fifty mortal pages of minute details respecting two years of war with Mexico, and the victories which the God of battles gave the American army (p. 376); and bestows less than ninety upon the whole eventful and varied first century of our colonial history. Children like sense as well as non- sense, if it is only made equally attractive; but they, like their elders, know the difference between sugar and saw- dust. We do not say that there is any better book attain-

able, than this of Mrs. Willard's, but we do say that it is la- mentable that there is not. Which of our men of genius will be the Bancroft for children ?

VOCAL MUSIC .- Special inquiry has recently been made by the Committee, to ascertain to what extent the practice of singing is now carried in our schools. They learn with pleasure that in all of them, except three suburban schools, and two rooms of the Thomas St. Grammar School, vocal music is habitually practiced. In many of these, however, it is not taught, nor is the teacher always able to partici- pate in the exercise. The result is that in many cases, the pupils acquire very inaccurate habits of singing, and these prove very hard to remove. Beside this, there are always many children who might take part, but do not, for want of instruction, and thus an exercise which nearly all might share, is confined to one-half, or two-thirds.

But why should not vocal music be taught in our schools as systematically as loud reading ? It affords quite as good a discipline of thought and taste,-it is more likely to be a source of pleasure in later years,-and nothing has a more refining or harmonizing influence. In the Boston Grammar Schools, (which include the grade of our Secon- dary Schools also,) singing is taught by professional teach- ers, during two half-hours of every week. We give also the experience of some other cities.

Charlestown, ( Report of 1849). " Vocal music has been taught in the High and Grammar Schools, by a skilful teacher and with good success. We hope it may be continued as a branch of com- mon education, for the healthful influence it exerts upon the dis- cipline of the Schools, and for its happy and lasting effects upon the character of the pupils."

Lowell, ( Report of 1849). " Two lessons of half an hour each, are given each week to the Grammar Schools and to the two de-

partments of the High School. There is but one opinion among those competent to judge, of the success of the experiment which has thus been tried. The influence of the Music lessons on the pupils, is pleasing and salutary, and the proficiency that has been made, and the accuracy which has been attained, are creditable to all concerned.".

(Report of 1850). "In the opinion of the teachers and the judgment of the Committee, the time given to the study and prac- tice of Music in the schools, detracts nothing from any other branch of study, while it aids in the promotion of order, and contributes in no small degree to make the school-room what it ought ever to be-a happy place."

Lynn, (Report of 1850). "Long experience has demonstrated that the regular study and practice of singing, as an ordinary part of school education, are attended with the most beneficial results. It is found to be, 1st, a mental and moral discipline, giving exer- cise to the faculties of memory, reason and thought, as well as to the best affections and impulses of the heart ; 2d, a mingling of amusement and attractive variety with the severer and more labo- rious studies ; and 3d, a great blessing to each child in after rela- tions of life, as a social, moral and religious being. All parents desire that their children should be able to sing, and a great deal of money is spent yearly, in partial and almost useless attempts to procure for them the requisite instruction.

In regard to the mere matter of pecuniary economy it would be a positive gain to the majority of parents, if scientific instruction by some competent and well paid teacher were introduced into our public schools ; and most surely it would be a great gain to the morals and habits of their children."

(Report of 1852). "One important improvement, which we have introduced, is that of instruction in Music. Upon scarcely any measure have the Committee been so fully agreed as upon this. The experiment has answered all reasonable expectations. The Committee, after witnessing the exhibition in music at the examination of the Schools, were clear in the conviction that this process of instruction should be continued."

Cambridge, (Report of 1852). "One of the most interesting matters connected with the examination, was the singing. When we say, that we were at once charmed by the melody we listened to, and convinced that the City wisely spends the amount appro- priated for the salary of the teacher of Music, we are confident

that every parent, every individual who attended any of the ex- aminations, will give us credit for sincerity. It is indeed highly gratifying to notice the proficiency already gained by many of the pupils, and believing as the Committee do, that nearly every schol- ar can learn to sing, as well as to read, we trust that this branch of education will continue to receive the fostering care of the City."

Lawrence, ( Report of 1853). " The first argument, that will bear the light, against the scientific teaching of Vocal Music in our Schools, we have yet to hear, and we must express the hope, that as a Town, we shall prove that we are with the age, if not in advance of it, in every particular, that secures to our children the most complete education we are able to give them."

[A hope which we, in behalf of the Worcester Schools, do most cordially echo.]

SUBURBAN SCHOOLS.

This scattered, isolated, but indispensable class of schools, -the bequest of the old, rural Worcester to our present civic organization-may fairly claim more interest than has sometimes been given. A turbulent district can al- most always command attention. But a harmonious, in- telligent, peaceful one, is in some danger of being left by the Committee to take care of itself. Accordingly in some of our suburban schools, we found that a Commit- tec-man was almost as astonishing a spectacle, as an Esquimaux, though much more welcome. This should not be so. Nowhere are there brighter, pleasanter groups of children, than play around the doors of our rural school- houses, or study within them. Nowhere are there more capable or conscientious teachers, than in some of our smallest districts. But these teachers grow weary in their monotonous, lonely toil, unless frequently encouraged by the visits of the Committee, and made to feel that they also are an important part of the great educational system.

Much. can also be thus done, to arouse the interest of the parents. The periodical examinations, especially, should be made an era in the neighborhood; pains should be taken to collect friends and relations ; the children will en- joy decorating the school room, and preparing little dia- logues, or vocal entertainments, to vary the routine of the day. Visitors should be encouraged to question the schol- ars in their studies, and satisfy themselves of the genuine- ness of the examination. For this end, the children must be accustomed to the presence of spectators, and even to their questions.

Other expedients should be employed, for the encourage- ment of the scholars. The teacher should aim to be their elder sister, should make herself a valued guest at their homes, and may even join them in their recreations, if she only has that happy combination of dignity and gai- ety, which is essential to making such free intercourse ben- eficial. She should, especially, make the children her com- panions in her rambles in the woods (for we assume, as a matter of course, that she loves such rambles herself,) and impress them with a love of natural beauty, and of the sci- ence of nature. Then there are various expedients to be adopted in school, which she,-with her smaller numbers, can attempt more easily than the overburdened city teach- er. In some of our suburban schools, a manuscript weekly newspaper is sustained by the scholars, with the teacher's aid, and extracts from this little sheet form an important feature in the public examinations. In another, those chil- dren who are willing to do so, unite in a voluntary society, endeavoring to obey all the rules of the school ; and at the end of the term, the names of the successful ones are re- corded upon a " Roll of Honor," which is hung over the teacher's desk.

But, after all, every suburban school must depend greatly for its prosperity upon the character of the district, and of the individual parents. The teacher commonly comes among them a stranger, and should be received gen- erously and kindly as a guest. They must not expect per- fection of her, but aim to supply, as far as they can, her imperfections. By their sympathy, encouragement and support, they can make a hard school easy, or they can throw almost insurmountable obstacles, if they will, in her way, and in the way of the Committee.

Tatnicl :. This School was under the charge of Mr. George Bixby, during the winter of 1853-4, and appeared well at the examination in February. Many parents and others were present on this occasion, and it passed off well. During the Summer, the School was taught by Miss Laura M. Gage, who had, at first, some difficulty in establishing order, but finally succeeded in this ; as well as in achiev- ing a respectable degree of progress, in scholarship, among her pupils.

Parkhurst. This School was for a short time under the care of Miss Gibbs. Miss Ainsworth then took charge of it, and under her direction there was a considerable im- provement both in discipline and in scholarship. This School is a large and rather difficult one, and a still farther progress may be expected.

Leesville. This School has continued under the care of Miss Ruth C. Thompson, except that it was kept for a short time, during her absence, by Mr. DeLand. This is a manufacturing village, and the School is therefore quite changeable,-a great hindrance to its real progress ; and yet it gives evidence of thorough discipline and instruction.

New Worcester. The Primary department of this School has remained under the faithful charge of Miss DeLand. Mr. W. S. Ventres was the principal during the winter of 1853-4. Miss Julia E. Dickinson followed him, who, in her turn, was succeeded by Miss Martha A. Willard, the present incumbent. In no district have the teachers ap- peared to labor more ably and faithfully, and yet the result of their labors has not been wholly satisfactory. The Committee must frankly say, that much of this ill-success has been attributable to the indifference of the parents in this district. They should give to the teacher and the Committee, not merely the benefit of their criticism, but , of their support and sympathy. How can they, for exam- ple, expect the teacher to secure regularity in attendance, if they think it an invasion of their rights when she re- quests written excuses ? or to enforce discipline if they remove their children from School, when moderately pun- ished ?

Moreover, the school house in this district is narrow and inconvenient. Sometimes from fifty to sixty scholars are crowded into a room with too few seats for twenty-five, and too little ventilation for ten. The division of the School but imperfectly remedies this evil, and every inhabitant of the district should use his best influence to obtain the erection of a new school house, worthy of the growth and prosperity of this flourishing village.

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Town annual reports of the several departments for the fiscal year ending December 31, 1848/49-1855, Part 41

Author: Worcester (Mass.) Publication date: 1848 Publisher: The City Number of Pages: 940

Author: Worcester (Mass.)
Publication date: 1848
Publisher: The City
Number of Pages: 940