USA > Massachusetts > Worcester County > Worcester > Town annual reports of the several departments for the fiscal year ending December 31, 1856-1861 > Part 17
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So many changes in its teachers during the year has of course weakened the power of this school for a time and impeded the pro- gress of many of its pupils. Notwithstanding, the Committee have been gratified to witness a manifest improvement in its condition, particularly in the latter half of the year. The confidence of the public seem to have risen in like proportion, as is shown by the in- 16
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crease in the number of its pupils. Whole number of pupils dur- ing the year has been 166. Average 105.
In accordance with a vote of the Board at its meeting in Decem- ber, a Committee of nine gentlemen, not members of the School Board, was selected, who were requested to act as special visitors at the annual examination to be held Dec. 30th and 31st. Those gentlemen, (with the exception of two who were prevented by una- voidable engagements,) accepted their appointments and attended very faithfully it is believed to the duties assigned to them.
As they are eminently qualified to judge and in a position to be entirely impartial, their Reports will furnish the public with the best means of knowing the condition of the school.
Their several Reports are therefore subjoined, together with a brief statement by Rev. Dr. Hill, chairman of the High School Committee.
REPORT ON CLASSICAL DEPARTMENT.
The undersigned at the request of the School Board attended the annual examination of the Classical department of the Wor- cester High School at the close of the year 1857, and have the honor to submit the following report :
It may be proper for the Committee to lay before the Board their views as to the design of Classical instruction and the mode of instruction best adapted to effect this design. The object is in general, the discipline of the mind, the exercise of the mental faculties, especially, perhaps the faculties of memory and attention. Obviously then, the prime characteristic of the education impart- ed should be thoroughness. The pupil should be taught to make himself absolute master of every particular relating to the etymol- ogy of each word, to the grammatical structure of each clause, and to the rhetorical force of each period. It is evident that but a small portion of any classic author thus considered is far more profitable than a much larger amount more cursorily studied.
Another design of these studies is to give to the pupil such an acquaintance with the ancient languages as may place at his dis- posal all of the wealth of history, poetry and philosophy found in the classic authors. Certainly, nothing will tend so much to enable him to study these with facility, or will be so likely to render classical study pleasurable to him as the thoroughness and pre-
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cision to which allusion has just been made. Your Committee would not leave this point without raising the enquiry, whether the classic authors usually employed in our literary Seminaries are those most calculated by their matter and spirit to benefit the young who study them. May we not look for a time when the place of the heathen writers of antiquity shall be supplied by some of the early christian writers, whose works, not less elegant in style, are vastly more valuable for the purity and elevation of their intellectual and moral tone.
But the chief object of classical studies is to give to the student readiness and exactness in the use of language. He is to transfer into elegant and idiomatic English the exact idea contained in a foreign tongue. Few exercises can be imagined more fitted to give him a fluent and correct diction than this. To ensure the highest success in the attainment of this result, the student should first gain the precise meaning of the original. He should study as be- fore remarked the derivative of each word, the structure of each clause. He should also familiarize himself with whatever may throw light on the passage in question, with the mythological, his- torical, and geographical details to which allusion is made, and with all the circumstances which illustrate the spirit of the writer and the genius of the age. He should then transfer all this, the exact force and the full spirit of his author into English, not into sentences made up of English words in a foreign idiom, but into pure, elegant English such as would be employed by the best writ- ers of our tongue to express the same idea. To do this will require a knowledge of synonyms and an accurate acquaintance with his own tongue. We may add that nothing could serve in a higher degree than this course to promote that interest and that generous literary enthusiasm without which there cannot exist a real love of scholarship.
With these imperfect preliminary remarks, prolonged already quite too far, your committee would proceed to speak of the Class- ical exercises to which they listened at the recent examination.
They heard a class in Classical Mythology and History which had been instructed by Mr. Sprague in a course of familiar lectures, and by subsequent recitations on the topics of the lectures, in which the pupils had been encouraged to seek information from all the various text books to which they could obtain access. This
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class showed a gratifying familiarity with the mythology, history and geography of the ancients, indicating not only thorough in- struction but a good degree of interest and intelligence on their own part, without which, lectures and general examinations with- out a specific text book, rarely produce a satisfactory result.
They subsequently heard in Latin, classes in Grammar in Horace and in Virgil, all instructed by Mr. Sprague, and a class in Nepos before Mr. Calkins. They heard in Greek, classes in Grammar and in the Anabasis of Xenophon, which had been under the tuition of Mr. Sprague.
Your Committee would gladly review each of these classes suc- cessively and state in detail their opinion of their relative profi- ciency, but they have not thought it worth while so far to tres- pass upon the space allotted to their report. As must always be the case, individual scholars showed various degrees of intelligence and studiousness ; while some had attained to a high degree of ex- cellency, more were found below mediocrity.
In comparison with the academical classes, which the members of your committee have known elsewhere, the average of these scholars is by no means unfavorable.
Particular attention was paid to ascertain the nature of the in- struction they had received, the topics which it had embraced, and the degree of patience and thoroughness with which the pupils had been trained by their teachers.
In all these particulars so far as your Committee are competent to judge the result was highly satisfactory. The examination was attended during much of the time by two former teachers of the school ; Mr. Smith now of the Norwich Free Academy, and Mr. Whiton of the Hopkins Grammar School at New Haven.
Both of these gentlemen, as well as your Committee, questioned the scholars freely and on a considerable variety of topics. The test was one of more than usual severity, and there can be no doubt that the standard of instruction in the school at the present time is as good as at any former period, and equal to that in most of the classical institutes of New England.
It is creditable to our city, and must be highly satisfactory to our citizens to know, that the system of public instruction in our school affords to all the children in our community advantages for
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an education as good as private wealth or anxious parental care can bestow on the most highly favored.
Your Committee congratulate the School Board on the increased numbers and flourishing condition of the High School, and express their earnest wishes for a continuance of its prosperity.
H. L. WAYLAND. DWIGHT FOSTER.
REPORT ON MATHEMATICAL DEPARTMENT.
The undersigned, by request of the School Board, attended the examination of the mathematical department in the High School, on Wednesday and Thursday, Dec. 30th and 31st. This depart- ment is under the general supervision of Mr. Calkins, assisted by Mr. Chamberlin. The following classes were examined, namely :- A class in Natural Philosophy, taught by Mr. Calkins, a class in Arithmetic composed of two classes, one taught by Mr. Calkins the other by Mr. Chamberlin ; a class of beginners in Algebra by Mr. Chamberlin, an advanced class in Algebra, and two classes in Geometry and Algebra combined, by Mr. Calkins.
In the study of Natural Philosophy the method had been adopt- ed of selecting topics, instead of following the order of the text book; and the scholars had been encouraged to gain information from any authors accessible to them. The number of subjects in- vestigated was quite limited, and the method had not perhaps been sufficiently applied to test its practical utility. The Committee can entertain no doubt of the advantage of discarding a servile attachment to a text book, and encouraging a freer and wider discussion, than is possible under any close adherence to the sys- tem of an author. Either from the differing capacity of the mem- bers of the class, or from the short time which had been devoted to the study, the class did not appear as well as might have been expected from the spirited manner in which they had been in- structed. While some scholars were prompt and correct in their answers, the class as a whole, failed to impress the Committee with the idea, that they had a familiar and accurate knowledge of the topics upon which they were examined.
The class in Arithmetic was evidently composed of individuals widely differing in attainments-and while a few were ready in answering questions, designed to elicit their knowledge of princi- ples, the majority of the class, seemed too deficient to authorize
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commendation. Without doubt allowance is to be made for the fact, that the class had not been in the habit of reciting together, and also that necessity had compelled uniting those who were un- equal in their knowledge of the subject.
The younger class in Algebra exhibited a good degree of pro- ficiency and correctness in Algebraic operations. The work upon the blackboard was promptly and well performed. And when we consider the defective character of most of the elementary works on Algebra, and the comparatively small number of pupils in our schools who really gain a clear conception of the meaning and purpose of Algebra, it will not be extraordinary that this class of beginners failed in their attempt to analyse some of the formula, and show the principles involved .*
This deficiency disappeared in the brief examination in Algebra which accompanied the recitation of the lower class in Geometry. It was quite apparent, that they were commencing with clear and correct views, and the Committee were gratified with the tokens they gave, that at the outset they were getting some notions of the generalizations which characterize and give value to Algebraic science. The recitation of the advanced class in Algebra was such as to justify the hopes inspired in the one just mentioned. They were examined in the last half of Robinson's Algebra, though de- monstrations and analysis were introduced, not contained in that work. The class was small comprising one male and three female pupils.
The points selected were the Benomial Theorem, and the Theory and use of Logarithms, and all were worked out with admirable readiness and precision. Most of the long processes were per- formed mentally, and with great facility and exactness, notwith- standing the interruptions and questionings of the Committee. The scholars appeared to have thoroughly grasped every princi- ple involved, and executed with ease such practical applications as were required of them. The proof given by the examination of this class of the high and competent instruction they had enjoyed, elicited the warmest approbation.
* It should perhaps be stated that the " proficiency and correctness" in Algebraic operations here commended was precisely the thing and the only thing aimed at in the instruction of this class. The close analysis of formulæe, is deferred until a higher work is taken up. The drill in this class is only a preparation for the study of Algebra proper. -Ed.
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The lower class in Geometry acquitted themselves very satisfac- torily. While there were instances of failure, arising perhaps from embarrassment, the whole aspect of the class, clearly showed that they had been under a most vigorous tuition, and had re- sponded to it with alacrity. The method of examination demand- ed a constant wakefulness on the part of the class. The demon- stration of a proposition involved also the demonstration of every previous proposition required as proof; so that in the process, ev- ery step was fully exhibited from the simplest principles. By this method the demonstration of one proposition called up ten or twelve pupils, and the entire process was carried forward, by each one supplying in his turn, the needed proof. By this means quick- ness and attention are stimulated and the exercise is highly inter- esting and spirited, while it loses nothing of the exactness and consecutiveness which belongs to Geometrical reasoning.
In the advanced class in Geometry, the Committee had a more favorable opportunity to test the thoroughness of the instruction in this department. The examination was confined principally to propositions in solid Geometry. The Committee were requested by the instructor, not to allow any assertion to pass without full proof, and a protracted examination showed to what an extent the class had mastered the subject, and how faithfully they had improved the severe discipline to which they had been subjected. The vigor and quickness of perception which was manifested, and the thorough appreciation of that completeness which is the true glory of a Geometrical demonstration, evinced not only faithful study but enthusiastic teaching. The Committee cannot withhold high praise from this class.
In addition to what has been said in respect to the particular recitations which were listened to, it is but just to express the great confidence inspired by the high tone and enthusiasm of Mr. Calkins, who is at the head of this department. While he is in- dependent and earnest, he appears also to possess the true spirit of exactness and accurate reasoning which are essential in mathe- matical science. He has the rare faculty of combining quickness and thoroughness-of being at once rapid and severe. He electri- fies the coldest formula, and inspires with life the rigid lines of the stiffest diagram.
The Committee would congratulate the Board and their fellow
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citizens, on securing the services of so able and competent a suc- cessor, to one whose fidelity, patient assiduity, and uncompromis- ing thoroughness, for so many years, made him one of our most valued teachers; and they cannot but indulge the confident expecta- tion that the Mathematical department in the High School, is des- tined to reach a high prosperity under its present auspices. The advantages inherent in such training as may be found in this school, need only to be cordially appreciated by a discerning community, to secure for it a just and encouraging patronage.
S. SWEETSER, T. W. HIGGINSON, WERDEN REYNOLDS.
Worcester, Jan. 11, 1858.
N. B. In addition to the above examination of the Mathemati- cal department, there was assigned to this Committee, a class in English Literature, under the instruction of Mr. Sprague. It con- sisted of four young ladies, who had studied, with critical accuracy, passages from Milton's Minor Poems. Their reading was uncom- monly graceful and expressive, and they showed much technical familiarity with etymology and prosody.
There should be a larger class of this character in a High School; but it may be doubted whether it is desirable to insist so much on the application of classical metres to English versification.
REPORT OF FRENCH DEPRATMENT.
The undersigned, having been invited by the School Committee, to attend the Annual Examination of the French Department of the High School, and to prepare a written expression of opinion, of the advantages afforded by that department, &c. &c., respectfully report :
For several years some uneasy feeling has occasionally mani- fested itself in regard to the advantages, afforded at the High School for learning the French language. Many have regarded the instruction as more or less inadequate and unsuccessful, while others have even gone so far as to denounce it as worse than use- less. This dissatisfaction, however, appears to us to be without any real foundation. The French, like other cultivated languages, is of a twofold character, written and spoken. Now a pupil may learn to read understandingly a foreign tongue, without learning
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to write it with any degree of correctness. He may learn to read it understandingly and to write it correctly, without learning to understand a single sentence of it, when spoken. He may have mastered the written language, and may understand perfectly what is addressed to him in the spoken language, and yet be unable to speak the language intelligibly.
This, which to a considerable extent is even true of one's native tongue, may be easily explained. Language written, or otherwise represented by inaudible signs, addresses itself to the deliberate examination of the eye, and we express ourselves in such language, with any degree of deliberation. Spoken language is caught at once, or lost, by the ear, and whoever speaks it fluently has no time to cull words from dictionaries, or to compare forms of con- struction and modes of pronunciation. Thus the ear and even the tongue of an accomplished linguist-like the eye of the artist and the fingers of the blind man-differ from those of other men.
Reading or hearing a foreign tongue-two modes of receiving ideas,-and writing or speaking a foreign tongue-two modes of communicating ideas,-may be regarded as four somewhat inde- pendent acquisitions ; for any one of which, the time allotted to French, in the High School, is certainly very brief. But this ought not to be urged against the French department of the school, unless, indeed, we decide that the pupils shall be taught nothing at all, because they have not time to learn everything !
The reading of French, that is, the translation of this modern universal language into English, may be learned as a branch of education by itself, useful, and daily becoming more useful to every one. This, and, to some extent, the translation of English into French, (in other words, the written French language,) may be taught by an American, quite as well as by a Frenchman.
To go beyond this and increase the already heavy expenses of the High School, by employing a native French teacher exclusively for the French classes, or a French lady-if one could be found- satisfactorily qualified in other respects to fill the place hitherto held by the female principal, would hardly appear justifiable, when we consider that a very small minority only of the pupils will probably ever have occasion to converse in any foreign tongue; that an elegant French pronunciation, under the best Parisian teacher, could not be acquired in the short space of time devoted 17
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to this language; that such pronunciation, if attained, would not, except in rare instances, survive long in the American atmosphere by which the maturer years of the pupils will be surrounded ;- that, in short, the rare and difficult accomplishment in this part of the world-a thorough knowledge of the French language-is hardly comprised within the limits of the education legally afforded by the Public Schools of this Commonwealth.
The recitations of the pupils generally-at the recent examina- tion-were very satisfactory. The translation from French into English-which is by far the most practically useful branch of a French education,-was accurate and often elegant, indicating a familiar acquaintance with grammatical forms and idiomatical ex- pressions. The renderings, in particular, of difficult passages from the somewhat antiquated French of Racine, were such as would be creditable to a class in any of our colleges.
The translation from English into French-an invaluable exercise in learning the written language,-was very neatly and accurately written upon the black-board, and sometimes given orally, with great promptness.
The good results of this constant training in these double trans- lations were very apparent.
Of the French Pronunciation, we may say, in general terms, that it compared favorably with what it has been in former years, even when the classes had instruction from teachers who had spoken the language from infancy. In other words, the pronunciation of the pupils, with a very few exceptions, was well up to that standard level beyond which American students rarely ever advance, in this country.
Our report would be incomplete, were we to neglect to pay a merited compliment to the two French teachers, Miss Gardner and Miss Perry. Having been only a few weeks in the school, taking the place which Miss Parmenter had been obliged to relinquish, on account of ill health, Miss Gardner deserves great credit for the excellent manner in which her classes acquitted themselves, As for Miss Perry, her knowledge of French, wholly acquired in the High School, may be referred to as an example of the success with which the language is taught there, while her deportment as a teacher, was alike honorable to herself, and creditable to the institution, of which she is still a pupil. GEORGE JAQUES, JOSEPH SARGENT.
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It is proper to add, in this connection, the written testimony of Dr. Henry Clarke, who has had particular charge of the French department. Respecting Miss Parmenter who has been obliged to leave the school during the year, by protracted illness, he says :- " She has gained for herself a high reputation as a teacher. Her method of instruction is excellent. Possessed herself of a good pronunciation and an accurate knowledge of the language, she has imparted to her pupils the same habits of accuracy and thorough- ness in the study of it. She commanded the respect and esteem of her pupils, and has carried with her their best wishes and those of her Committee."
Dr. Hill gives his impressions of the High School, in the follow- ing language, with which we close our report :
I have been familiar with the school with the exception of one or two years, some thirty years. I remember when it was merely a school for boys, and was a source of constant trouble and anxiety to the Committee; when again the commodious edifice was erected in which it is now gathered, and when under new auspices, a just pride was awakened and a noble enthusiasm enkindled in its be- half. I have seen it in its most depressed and most prospered state: and after a frequent examination and careful study of its character, 1 am free to declare that I have never seen it when it was more worthy of the respect and confidence of the community. The careful preparation of the scholars for admission, the exact scholarship of Mr. Sprague, the enthusiastic devotion of Mr. Calkins, and the thorough discipline of Miss Parmenter, have now raised it to a degree of excellence, which I think has never been surpassed.
Yet excellent as the school is, its present condition should not satisfy us. A community like ours continually rising in the scale of intelligence and cultivation, demands more of us. Permit me to mention some particulars in respect to which improvement should be attempted. First of all, there should be more system, and a more exact standard of requirement in the admission of scholars. Candidates should be required to be thoroughly ac- quainted with all the studies gone over in the lower schools, and proficiency in one study should not be accepted in lieu of profi- ciency in another. The ambition of parents to press their children
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forward too early into the High School should not be encouraged, but thoroughness should be our first aim, advancement the next. A system of rules and a course of study for each year and each term of the year, should be adopted, and as rigidly adhered to as circumstances will admit. Otherwise there is danger of looseness and irregularity.
In the next place, I should suggest that there is a better way than to employ advanced pupils in hearing any of the recitations in this school. Those who have been employed hitherto, have been acceptable to the Committee and respected by the scholars. They have done as well as persons in such circumstances can be expected to do. Still, I doubt the wisdom of this policy and would prefer as a general rule the employment of regular and permanent teachers. Instruction though it may be as thorough, will not as a general thing be received with the same confidence from a fellow pupil as from a regular teacher. There will be a constant tempta- tion to test the strength of the temporary instructor and unless he have more than ordinary dignity, and careful scholarship, this dis- position to carp will result in inattention and insubordination.
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