USA > Massachusetts > Worcester County > Worcester > Town annual reports of the several departments for the fiscal year ending December 31, 1872 > Part 7
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A good teacher must be a constant learner. It is not enough that one has taught the same subjects, in reading, arithmetic, grammar and geography, or any other study, from year to year, till they are as familiar as the alphabet ; this very familiarity may render the teaching lifeless and uninteresting. Thought and study in other fields will bring something of freshness to the old sub- jects, and enable one to invest them with some charm for the chil- dren. The teacher must be a student.
Long experience may improve the teacher, or it may entirely unfit him for his duties. Time adds to the strength of the oak, for it is constantly putting forth branches ; but a fossil remains a fossil, valuable only as the relic of a former age.
To ascertain what means of improvement the teachers enjoy, the following circular was addressed to each of them :
OFFICE OF THE SUPERINTENDENT OF SCHOOLS.
In pursuance of the plan laid before the teachers nearly a year ago, and with a view to ascertaining how far any system of general reading can be carried out in connection with our Public School Education, the Superintendent asks for information from the teachers on the following points :
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I. What are some of the works, not directly prescribed for use in your school, which you have had occasion, or found time to consult, as aids to your instruction, during the past year ?
II. What opportunity have you had, and how far have you been able to turn it to account, for guiding the reading of your scholars ?
What are some of the books which they have read, by your direction, or to your knowledge ?
III. What use could you make of a library of general books of reference and reading, if such were placed in your building?
IV. Mention some of the books which you think ought to be included in such a library.
If you will answer these questions one by one, as briefly or at such length as you choose, and forward your replies on or before the 22d inst., you will aid essentially in promoting an object of great interest to all our schools.
WORCESTER, June 12, 1872.
A. P. MARBLE.
The replies, which were received from nearly all, contain some valuable information. They show an activity for the general culture of the pupils and of the teachers themselves, from which the best results may be expected.
Besides good scholarship, constantly improving, the teacher must be familiar with the improved methods of teaching. Noth- ing is easier than to have a mistaken confidence on this subject. As already stated the circumstances of school life are changing. Pupils leave school at an earlier age than formerly. The sub- jects to be studied are more numerous. Every year a higher degree of scholarship is required for the average man. The question then is how to do more work in less time. This question is receiving the attention of the ablest educators in the land. It becomes every teacher to know what methods have been discarded, and what new ones are approved and what disap- proved. If all had made these methods a subject of study, as many have, it would not be possible to find, in our schools, a class of forty pupils, each in turn spelling the same word from memory, with the same words of a definition even less under- stood than the word defined, in dreary, dull monotony; nor a class repeating verbatim a three-page list of propositions; nor the same paragraph read successively by fifty pupils, each in the same tone; nor weeks and months spent in teaching addition,
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for example, after the class has learned to add; nor a teacher shooting off the list of questions from a text book with all the regularity, rapidity and intelligence of a revolver, each dis- charge being followed by a report from the pupil; nor a formida- ble list of astounding facts repeated by a class who had not the remotest idea of what they were saying. Such things as these are to be seen; but happily they are exceptional.
Good teaching is impossible without a personal interest and pleasure in the progess of the pupils. This leads to a careful study of their individual character, and a diligent search for the good points that are to be found in every nature, and the avenues to the heart. In every pupil, there is some chord whose vibration, if touched by a skillful hand, will lead him upward. Diligent study of the pupils, their surroundings, what they are, what they ought to be, and what they may become, is the part of a good teacher.
But thorough, faithful teaching does not always carry on the school smoothly. Long travel on the beaten track may avoid all jar. Advancing to new fields will sometimes produce friction ; but better the friction than no progress. There is a quiet of the school room which is like the stillness of a gallery of mummies. Better have life and action, even with a little noise. The happiness of pupils ought indeed to be constantly sought; but it should be the happiness that comes from healthy intellectual training and growth, not that of indulgence in pernicious habits. The faithful surgeon sometimes causes pain for the patient's good; so the discipline of thorough teaching may at the time be irksome; yet it is best. The approval of the trained scholar that is to be, rather than that of the undisciplined youth before him, should be the teacher's reward.
Above all, a strong manly or womanly character-virtuous, truthful, honest, just and generous-alone is fitted for the control of the young. They look for these qualities. They should never lose their confidence, through the failure of any teacher. There is no sadder sight than the attempt of one knowing himself to be untrue, and yet trying to instruct the young, before whose searching eyes the true character cannot long be concealed.
The object of school is not to acquire knowledge merely; it is
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not alone to develop the mind and ensure a future healthy growth. The broader aim of cultivating true manhood and womanhood should always be in view. Very early, children learn to deceive. By precept and a pure example they should be taught to be severely truthful; for there is no easier and no worse vice than lying. They are selfish; the pleasures of gen- erous conduct should be brought to their view. They are indolent; the sweet rewards of toil should be theirs. None of these things can be taught, till they are first apprehended and acted out.
Such are some of the qualifications of a good teacher. Should less be desired in those who are to form the minds of our children ? It is not discouraging to know that few have attained this standard; for the virtue consists in striving for it, and many are so doing. Least useful of all are those who have come up to their own ideal excellence. They should at once retire on their laurels.
PUPILS.
The whole number of pupils enrolled during the year is con- siderably larger than that of last year. The average number belonging, however, has been less by two hundred; and the average daily attendance less by two hundred and seventy-three. This decrease in the averages is due partly to the opening of a school in the Catholic Institute, by which about five hundred children were withdrawn from the public schools, and partly to the withdrawal of children from school, to work, as soon as they have attended the time required by law. This is an evil which will increase as the value of children's labor and the cost of living increase. It may be observed, however, that the num- ber of pupils at the close of each term respectively, is greater than for the corresponding term of the previous year. The ratio of daily attendance to the number belonging, is one-half of one per cent. less than for the previous year. The number of pupils perfect in attendance for the whole year, for three terms, and for two terms, respectively, is less than it was last year. The number for one term is larger.
Of the whole number registered in all the schools, except the
15
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Evening schools, less than seventy-four per cent. (.738) is the average number belonging for the year. Of this average number less than ninety per cent. are in the schools daily. The cost of the schools for the year is $128,000. There has therefore been a pecuniary loss from absence, of $12,800; or making allowance for unavoidable causes, a loss of $10,000. But dollars and cents cannot express the loss occasioned by this absence; the inter- ruption of classes and the loss of interest in school cannot be so computed. If feeble health unfits any children for the discipline of the public schools, or if some parents choose a different course of study, or desire their children to be taught in school the religious creeds which they themselves hold, but which from the nature of the case the public cannot undertake, since there could be no agreement what that creed should be, all such parents have the right to satisfy themselves in these particulars; and the public is concerned only to know as it has the right to know, that the education so received is thorough and sub- stantial. Whatever is accomplished in this way relieves the community to just that extent.
The disparity between the whole number registered and the average number belonging to our schools shows two facts: First, that the law requiring the attendance at school of all children of school age three months in the year, is pretty thoroughly obeyed ; and secondly, that about two thousand chil- dren are withdrawn from school at the end of that time. The first of these facts is a triumphant answer to the charge of some of our western friends, that the law of this State for compulsory attendance, is a failure and cannot be enforced. The second, proves the necessity for extending the time of attendance re- quired, to the whole school year. The enforcement of the law would doubtless then be as complete as it now is, and less difficult. It is useless to repeat arguments on this subject. Thorough universal education is the recognized necessity of our institutions. Not more words but a little healthy legislation, is the need of the hour.
COURSE OF STUDY.
The studies pursued in the several grades are outlined on
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succeeding pages. They are substantially the same as last year. In every class, especially in the lower grades, the specific things required are few; the outline of the requirements is comprehensive. In filling this outline the greatest diversity of talent or the lack of talent, may be displayed. In the third grade, for example, it is easy to take a class through the Second Reader in six months; that is a work that can be displayed to admiring visitors. But how about all that is comprehended under Language, Spelling, Writing, Arithmetic, Drawing and Oral Lessons, in that grade? When all this has been accomplished, and the Nursery has been used as prescribed, there will generally be but little call for the Third Reader, before the last term.
In the first grade writing with script letters has been quite generally substituted for printing, with good results. It may be learned just about as easily; and it can be used much more rapidly.
Music also, has been taught since September in the first grade twice a term, and in the second and third grades and the Subur- ban schools monthly, by the music teacher. Musical notation, etc., is taught from charts.
The Oral lessons in each grade give opportunity to interest children in the simpler facts of Natural Science, and in History, which should not be ommitted. Stories about prominent histori- cal personages, and facts which fall under the children's obser- vation, if wisely employed, may be the seeds from which the broadest knowledge may grow.
An attempt has been made to teach Geography by topics in the seventh and eighth grades.
MORAL INSTRUCTION.
Public schools are not a benevolent institution merely, however benevolent may be their operation. As has been so often re- iterated by the State through her long history, they are instituted for the public safety. That safety requires that her citizens be not only intelligent but moral,-having a fine sense of justice, a sacred regard for truth, and a profound respect for the rights of others. Does the State, then, confine the education sought by
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her public schools to training the intellect, or does she aim at the development of the whole man, physically, mentally and morally-body, mind and soul ?
The constitution enjoins that "Wisdom and knowledge as well as virtue" shall be "diffused generally among the body of the people;" it requires the inculcation of "the principles of human- ity and general benevolence, public and private charity and all social affections and generous sentiments among the people."
And as our forefathers had indulged in religious persecution, having come to a better mind, they enacted in the interest of the minority then, and in all future time, that money raised by taxation for the support of public schools "shall never be appro- priated to any religious sect for the maintenance exclusively of its own school."
In the Statutes also is expressed the duty of "all instructors of youth to exert their best endeavor to impress on the minds of children and youth committed to their care and instruction, the principles of piety and justice and a sacred regard to truth"-with the whole list of social virtues. By the same laws, the Bible, the recognized authority of all christians, is directed to be read daily, without sectarian comment, in every public school. By the rules of our schools "It is recommended that the reading be followed with prayer by the teacher, or the Lord's prayer by the scholars."
It would thus appear that ours is a Christian State ; and ours a Christian system of schools. The system of morals which the Bible inculcates is adopted, and the Lord's prayer is the recog- nized form of petition. How this question would stand if a swarm of Buddhists should over-run these shores is a curious sub- ject for contemplation. Should the Dhammapada then take the place of the Bible? At this distance a sufficient solution, per- haps, is suggested by the word assimilation.
All that is comprehended in the above extracts from the con- stitution and the laws is required by the rules from the teachers in our schools; and the requirements are obeyed. The physical development of the children is an object of their special care. The intellectual training belongs to them of course. The duty
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of cultivating the moral faculties is no less clear. And religious education, so far as that is distinguishable from the moral, is equally the duty of public school teachers, since they are re- quired to impress upon the minds of youth the principles of piety; and piety is "The filial sentiment felt by man to God, the Father of all; a sense of dependence upon the Supreme Being, producing habitual reverence, and a disposition to know and obey his laws."
Where such are the laws, and such is the practice, where daily from thousands of sweet lips, the Lord's prayer, the incense of the pure heart of childhood, arises, it is easy to see with how little ground the adherents of an effete system of Euro- pean education, reproach their brethren in this country who are the supporters of our public schools, with the charge that these are "Godless Schools !"
While, however, the aim of our common school education is thus broad, it should be borne in mind that it does not attempt to do everything for the child. Schools cannot take the place of parents. In the family among brothers and sisters the best affections of the child spring into being. The Christian church is an instrumentality for religious culture by no means to be ignored. But in their sphere, and so far as they go, the public schools neg- lect no faculty of childhood. Sweet childhood! We have left behind us its tender feelings, its transient joys, its trusting spirit. It returns to us in the little children whose footsteps it is our happy lot to guide in school; and the teacher's vocation may be thrice blessed in always trying never to "offend one of these little ones." And to some it comes again and still nearer, per- chance to tarry briefly, and when the heavenly brightness has been withdrawn, to leave a denser darkness behind.
STATISTICS OF ATTENDANCE.
Accurate statistics, concerning the attendance, etc., are necessary in order to ascertain and control the causes which influence the prosperity of our schools. The records are liable to variation because rules are susceptible of various constructions. To reduce this variation to the minimum, a record is now kept by the
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principal of each building substantially as set forth in the fol- lowing rule of the St. Louis schools for defining the "Number Belonging."
"In all cases of absence of pupils from school whether with intention of returning or not and whether the absence be occasioned by sickness or other causes, including even the suspension of the pupil, and excepting only the case of transfer to some other school in the city, the pupil's name shall be kept on the roll as "belonging" for three days and dropped uniformly on the beginning of the fourth day in case he does not return.
The following remarks are made in order to answer in a general way all questions that have been asked regarding the motives and significance of the change.
I. Its object is to secure a standard entirely free from arbitrary construc- tion by the teacher. Heretofore five (ten) days has been generally allowed as the period for retaining the name of a pupil absent for sickness. In some cases the pupil's name has been dropped after two days when the cause of absence was not known; sometimes it has taken three days or longer to find out the cause of absence. This has depended much on the energy and promptness of the teacher or on the stress laid on regularity by the school authorities. Under this rule the pupil's name is kept just three days, unless trans- ferred, no more and no less, even in case of permanent removal, or death of the pupil, and whether the causes of pupils' absence are known or un- known.
II. Three days is selected not because four days or five or two days would not answer the purpose, but for the reason that it covers about the usual period necessarily required to ascertain definitely, why the pupil is absent and what he intends to do. It is not the purpose of the rule to prescribe any action on the part of the teacher to ascertain these particulars, but in most cases the regulations of the schools or the custom of the teachers will lead to such measures; and it would be unpleasant or awkward to retain a pupil's name for five days or more after his death or permanent removal, while three days would not be thus objectionable, as cases are constantly occurring where it requires three days to ascertain definitely the fact. Less than three days is not only too small a margin for the getting of definite information, but it is too small a margin to indicate the interference of the irregularity of attendance with the school duties.
III. This item of number belonging is 'kept at all' for the purpose of showing, by comparison with number in attendance, (a) the importance attached to the attendance on school by the community; (b) indirectly how much influence the teacher exerts on the pupils and through them on the parents; (c) local and temporal causes interfering with attendance, such for example as epidemics, local excitements, &c. Its exhibits being free from arbitrary control by teacher, it furnishes the Superintendent the occasion for inquiry into the causes of any variation from the usual percentage.
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IV. The entire number enrolled compared with average attendance shows more general causes, such as are not dependent to so large a degree on the inclination of the parent or pupil or the energy and ability of teacher. For instance the poverty of the people causes the withdrawal of pupils to place them at work during certain seasons of the year. But the number belonging compared with the number attending indicates causes dependent to a large degree on the tone of the community, the will or inclination of parent and pupil and the influence of the teacher. Hence the latter item indi- cates a field wherein much can be done for the improvement of the schools, and indirectly of the tone of the community, while very little comparatively can be done to influence the former item. (i. e. entire number enrolled.)
V. It is the short absences that interfere most with the progress of the work of the class. Long absences may be provided for by the transfer of the pupil on his return to a lower class, but the short absence necessitates the injurious practice of hearing a pupil 'make up' his lesson by himself-a process wherein all that is of special value in a recitation is lost and both pupil and teacher demoralized thereby. If the recitations ommitted by cause of absence are not 'made up,' the strictness of recitation is liable to be relaxed on the plea that the pupil was not present when the class 'went over' the particular subject under consideration : for no recitation is worthy of the name that does not constantly recur to the points treated of in previous lessons."
This plan adopted throughout the country would facilitate comparison and bring out interesting facts. Uniform statistics in other particulars would be equally desirable. If the science of conducting schools is to be studied, the data must be both uniform and reliable. In this direction the value of the Bureau of Education at Washington is becoming more and more ap- parent.
For obtaining accurate and useful information about the work- ing of the school system, the operations of each year and the principles adopted for their guidance, must be faithfully recorded. This consideration must explain the fullness of detail of this report, whatever failure may appear in the execution. The history of our schools prior to the year 1839 is fragmentary, and the materials from which it might be constructed are fast disap- pearing. Should circumstances favor the project, an attempt may soon be made to collect them in permanent form.
There seems to have been a revival of interest in public schools about the year 1823. In an appendix may be found a copy of the Report of a Committee made to the citizens in
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that year, which is of general interest. Only two or three copies are known to be in existence. Its statements are applicable now. A few years later there was an awakening on this subject, and for aught we know it may have originated here, which resulted shortly after, through the influence of Horace Mann, in placing Massachusetts in the van of educational progress. Hon. Henry Barnard, an authority in such matters, has stated that the Center District of Worcester was among the first in this State, and therefore on the continent, to establish a system of graded schools. The Manual, printed about the year 1828, copies of which are also rare, will be interesting.
DONATIONS.
Besides the busts and pictures obtained by the pupils and teachers, the High School has received the gift of a beautiful call bell, from A. L. Burbank, office chair from J. D. Chollar, carpet for reception room from Barnard, Sumner & Co. To the Drawing school, has been presented models, patterns, etc., from N. B. Chamberlin, Boston; and Washburn & Moen Mfg. Co .; R. Ball & Co .; L. W. Pond; Ames Plow Co .; Witherbee, Rugg and Richardson; Gilbert Loom Works, and other parties of this city, whose names are not now at hand. All these gifts are valuable; but the spirit that prompts them is more so.
Cyclopædias for reference have been purchased for the schools at New Worcester, South Worcester, Sycamore street, Ash street and Orange street.
IN MEMORIAM.
MR. GEORGE JAQUES has been removed from this Board by death. He had been a member twelve years, since 1866, continuously. He was a member of the High School Committee ten years, and chairman of that Committee since 1869. The influence which he has left behind, from the unostentatious labors of all these years to improve our schools, will remain a blessing long after his name shall have ceased to be heard on our lips.
MISS ABBIE PRATT, who died in August last, had been a teacher in this city about thirty-eight years. The school house on the
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Common was erected in 1838. Then a teacher of a few years' experience, she occupied one of its rooms and continued there with but a few months' interruption till last Summer. The house was then demolished; and within a few weeks her labor was done. Singular as is this coincidence, it is less so than the fact, that through all these years she retained the freshness and enthusiasm of youth. She inspired the children with a wonderful self-respect; and the excellencies remarked of her in the year 1838, were no less observable to the last. Under her care, have passed the children of the richest and the poorest. Many of our prominent citizens owe something to her influence. To see the full value of such a life might send the blush to the cheeks of many who are to outward appearance more fortunate.
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