USA > Massachusetts > Worcester County > Worcester > Town annual reports of the several departments for the fiscal year ending December 31, 1884 > Part 23
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The complete working of the free-text-book system remains to be seen. The first year, when everything is new, there is of course no friction. The problem will not be quite so simple when one pupil has to use a book more or less damaged by pre vious use. And yet there need be no great difficulty about this. In fact the little self-sacrifice which a pupil must practice in accepting something not the best, may do him more good than the using of a book somewhat soiled can do harm. Among grown people there is often enough seen a disposition to take the best and pay no attention to the wishes or the needs of others. If, in short, free text-books furnish the occasion for the practice of generosity towards school-mates, this will not be the least of the benefits to arise from supplying the books.1
1 A suggestion from the School Report of the City of Boston, 1884. The last paragraph has the appearance of a reductio ad absurdum :
" On the other hand, may it not be that, by having and using his own books, though obtained at the cost of some little sacrifice, habits of care and economy are formed, which are, in themselves, a kind of education?
"The law of 1884 requires that school-books be, not given, only loaned by the town or city, to the child. Would it not have been wiser to make them a gift ? Are not the arithmetic, the atlas, the geography, valuable possessions to the pupil,-like his tools to the mechanic,-worth being owned and carried with him when he leaves the help of teacher and school behind ?"
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THE COURSE OF STUDY.
A revision of the curriculum has been made during the year. The general outline has been preserved, except that technical English grammar formally begins at Grade VII. ; previous to this grade the exercises are mainly oral. The principles on which instruction in a part of the studies is based, are hinted at in the following extract from the revised course of study : -
INTRODUCTION.
Never teach a definition till that which is to be defined has been clearly apprehended by the pupil.
The thing named should always be learned before the name.
A rule is the statement of a principle or a process ; the pupil should never be required to learn one, except as the best expression of what he already knows.
Be careful that the hand-writing does not become careless in the frequent written exercises-in every one of the grades.
The following suggestions respecting the course of study, and all the work of preceding grades, should be kept in mind by every teacher. Neither this book nor any text-book can be profitably used, until the preface, which sets forth the author's plan, has been carefully studied by the teacher.
PREFACE.
Text-books in the hands of pupils have been both abused and neglected. On the one hand, the mere memorizing of books imperfectly understood, may become dull drudgery; on the other hand, mere oral teaching may interest pupils for the time, without leaving much definite knowledge in their minds, and without cultivating the power of application and the ability to acquire knowledge from books-both very important in education. The present tendency is towards the latter fault. A middle course is the most profitable. Let there be in every one of the higher grades-from the Fourth-some real study from books to develop the power of fixing the attention; but at the same time let the text-book be vivifled, and let the subject of study be ampli- fied by oral teaching. There should be no extreme use of either method.
In some cases, Mental Arithmetic for example, the work of the several grades is indicated by the pages of the text-book now in use. This is merely a short way of showing what subjects are to be studied; and it does not imply any more confinement to the text-book than to have the subjects of study printed at length.
In Reading, in the higher grades, the text-book should be studied. A few of the best pieces should be selected; they should be critically examined, and their meaning made clear to the pupils. The proper rendering should be insisted on; and the elocution should be made to voice the sense. This is
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drill. It is no objection that sometimes the pieces are difficult for the pupils. No one advances who does not attempt something a little beyond his present attainments. Reading at sight and for mere entertainment has also its place ; but supplementary reading may be carried to excess in our schools.
Spelling is learned by constant attention to the forms of words as they are seen. This subject should be noticed in connection with every other lesson- the reading, the writing, the geography, etc .; in this way the habit of seeing how words are spelled is formed. This is not all, however. Certain words from the spelling-book are to be learned in each grade. A great advantage may be secured by drill in this as in other studies.
It is well in the higher grades beginning with Grade VI. to select ten or a dozen words once or twice a week, from the spelling-book, as a dictionary exercise. Let pupils define them and then use them in sentences. This exercise, and the defining of new words in the various lessons, will beget the habit of consulting the dictionary. A small dictionary should be in the hands of every pupil for this purpose; and he should be induced to use it often.
Language is best learned in the earlier stages, by using it correctly to express thought. In requiring pupils so to use it, however, care must be taken that they first have the thoughts to express. It is a cruel abuse to compel one to use language-the medium of thought-when he has nothing to say.
The correcting of incomplete and improper expressions is an important part of this early teaching of language; but this teaching should not be at the mercy, so to speak, of the pupils' incorrect use of English; that is, there should be a positive advance in some definite direction, as well as a negative, in the correcting of errors. The little manual, Graded Instruction in English by Orville T. Bright, has therefore been selected as the basis of instruction in all grades below the Seventh. This does not contemplate the teaching of grammar in the ordinary sense.
In Grade II., for example, " the use of the different forms of irregular verbs " does not mean that a list of such verbs, with the forms of each, is to be learned in the old-fashioned way. The work of this grade will not be " too hard " if the teaching is intelligent.
By carefully studying the preface to this little work, and by following its plan as developed from stage to stage, teachers will discover what the plan is ; and if this is followed, some definite part of the structure of our language will be learned in each one of the grades; and this knowledge may be assumed in the succeeding grades. Of course, the work of all preceding grades must be taken up by the teachers this first year (1884) more carefully than will be necessary in future years; but much of it will not now be new. As said below, however, such a review in this and in every other study is always in order.
In Grade VII. the systematic study of grammar is first taken up; but even here and in the succeeding grades of the Grammar schools, a correct and effective use of good English-which is the object of this study-is to be learned not merely by the study of the grammar, but by using the language to express thought. The inspection of the various industries or natural objects in the neighborhood of the school, and the study of them, will, in
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one way, furnish the ideas; and when there are ideas to express, using the language becomes easy. But technical grammar also is useful, at the proper age; for with a knowledge of it, and only with this, a pupil can correct his own language, and at length become his own teacher.
In questions for examination, technical terms are in future to be avoided in all grades below the Seventh. And yet when a pupil has conceived the nature of a part of speech or a relation, and asks its name,-not till then,-there is no objection to his knowing what the name is.
In Arithmetic (Grade II.) Drill especially on the combinations that make 10. Do not use the plus sign exclusively, but add and subtract figures in columns. The usual arrangement of figures in horizontal lines, with a sign before each to denote that the result up to that point is to be either increased or dimin- ished, is frequently erroneous; for example :
6+9-5×3-2+7+8 =?
Here, it is intended that 10 = (6 + 9-5) is to be multiplied by 3; and not that 15 = (5 × 3) is to be subtracted from 15 = (6 + 9). But the expres- sion is inaccurate. It is better to place the figures vertically with the sign before each, thus :
-2 :7 +8 6 +9 After the final result, and in writing all large num-
-5 ×3 bers in the Fourth grade, a period should be placed at the right in anticipation of decimals.
= 12.
Drill pupils to name instantly the sum of any two digits, instead of hurry- ing on to 20, 100, &c. Practice adding by sight instead of depending upon the ear-memory. Do not teach subtraction by counting backward, but by recalling addition.
Numeration should be taught as numbers occur to be read.
In teaching written division, begin with "long division " of small numbers ; and later teach " short division " as an abbreviation of this process. After both processes are learnt, insist upon practice in short division, when the divisor is twelve or less.
In Geography, the first steps are the place lessons in which the relative posi- tions of objects in sight are indicated by a picture or a map. In this way, from seeing how what is under his eye is represented upon paper, the pupil is prepared, by an exercise of his imagination, to understand the representations of remote or more extensive territories.
In Grade IV. a general view of the whole world is given-a few things about many continents and places. This is followed in Grade V. by a more detailed account of the same. The pupil here discovers how the little knowl- edge he has may be indefinitely extended and broadened. The succeeding grades have each their appropriate share of a more comprehensive study of the earth. The work assigned to each grade presupposes a knowledge of all previous grades, not dim and indistinct, but kept fresh in the minds of the pupils by constant Reviews.
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These reviews need not be formal; but they should be systematic and regu- lar, in order that the teacher, who ought to know what the pupils have previ- ously studied, may "stir up their minds by way of remembrance." This remark applies to all studies and all grades. Good judgment is needed in making these reviews that they may be effective while not consuming too much time.
The art of questioning should be studied by every teacher, in the High School as well as in the First grade. A skilful question, by arousing the mind, and leading it to recognize while not suggesting the answer, is an important educational force.
Worcester, Mass., October, 1884.
SUGGESTIONS ABOUT TEACHING GEOGRAPHY.
TO ACCOMPANY THE COURSE OF STUDY.
January, 1885.
The Course of Study is, of necessity, only an outline of the subjects taught in the schools. The earnest teacher will of course give breadth to the teach- ing by introducing correlative matter. The following hints will enable those teachers, who have not a better way of their own, to follow the course more in detail; but it is not desirable to tie up the teaching too strictly ; and such is not the purpose of these suggestions. For the sake of uniformity in the progress of pupils in the several studies it might be desirable to state minutely the work to be done, not only by terms but by months and weeks, and even by days. While, however, in a system of graded schools, a degree of uniformity is necessary, since pupils are often sent from one school to another, yet too much effort at uniformity hinders the best kind of teaching. Any further subdivision of the course of study than is here made, by terms, is likely to produce such a result. These suggestions are made to help and not to hinder good teaching; and they are not to be insisted on too rigidly.
For the Committee on Teachers,
ALBERT P. MARBLE,
Supt. of Schools.
THE BI-CENTENNIAL.
The celebration of the two hundredth anniversary of the found- ing of the city was celebrated, Oct. 14 and 15, by a civic and mili- tary procession in the streets, and an oration by our distinguished townsman, Senator George F. Hoar.
In the line of the street parade were about four hundred boys from Grade IX and the High School ; and a chorus of five hun-
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dred young voices from the High School furnished part of the music in the hall at the delivery of the oration.
Historic occasions like this are educational in the best sense ; like object-lessons, as contrasted with unillustrated speculations, upon abstract and often vaguely indefinite themes, they impress upon the mind of the young the lessons of history, and display before the budding mind of childhood the examples which we wish them to imitate. Supplemental to the eloquence of the orator, holding up as it did for review and admiration the measures by which the city has obtained its present fame, and the generations of men by whose noble deeds this greatness has been achieved, was the greater eloquence of half-a-thousand youthful voices full of promise and hope for the future.
To this custom, long prevalent here, of uniting the school- children in public celebrations may be traced those patriot influences which prevail.
At the close of the civil war, in 1865, on the return of the veterans home from the army, the children of that day received them on Main Street and in Mechanics Hall ; and on the minds of the citizens of to-day the lessons remain. On the occasion of the visit to the city of Gen. Grant in 1869, and of Gen. Sherman in 1880, they were similarly received. Whenever the now deci- mated ranks of the Grand Army are seen in line upon the street, or meet, as they now more and more frequently do, to pay the last honors to a comrade who has joined the vast majority of the fallen, school children are represented either by a chorus of sweet voices to chant the requiem, or as interested spectators. All this, besides being beautiful in itself, furnishes one of the best lessons for the young. It unites the present with the past and makes of history a reality and not a mere fiction of the mind.
For the encouragement and the guidance of all active in public affairs to-day, it is fitting here to quote from the report of the schools for 1865, in order to show how our predecessors met the difficulties that confronted them, and to recall the closing scenes of the war :-
" It is deemed a fit subject for thanksgiving and congratulation that during this most eventful year, which witnessed the downfall of the great rebellion,
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and brought so many popular agitations and excitements, our schools have pursued the even tenor of their way, and maintained a steady course of pro- gress and increasing prosperity. And the larger fact may fitly be stated here for permanent record, that throughout the four years of war, the schools have in no way suffered neglect. Neither at the beginning, when for the moment business seemed paralyzed, and the foundations of prosperity imperilled, and we were plunging into a gulf of unimagined trouble; nor in the darkest hour, when anxieties thickened and the burdens of national, state and city expenditure grew enormous; and with derangements of cur- rency, the necessary costs of living doubled, did the efficiency of the schools abate or their resources and their usefulness diminish. Whatever other retrenchments were adopted it would have been deemed suicidal to retrench here. On the contrary, school-houses have been built, whose architecture and appointments are worthy of any day of peace and prosperity ; new schools have been opened, salaries of teachers have been increased to meet the heightened costs of living. And now that the storm of war is over, and the country starts on a fresh career, it is only with a deepened sense of the responsibility of the state thoroughly to educate all its children. The war has taught no profounder lesson than the need of universal intelligence as the safeguard of liberty and a chief corner stone of the republic. For wherever have been found free schools, have been found liberty and law and the love of liberty, and devoted loyalty to the law. Wherever popular education has been neglected, treason and rebellion have found the combustible elements to kindle easily into their fierce and flendish flame. Whatever other facts have complicated the controversy, these simple truths stand out so conspicuously, that all friends of education are impelled with a new enthusiasm to give and serve with their best strength and efforts in this holy cause ; and our city may well make any pecuniary sacrifice, before sacrificing that system of popular education which is a basis of liberty, law and all prosperity.
" On the Fourth of July, the schools were invited by the city authorities to join in a public celebration after the close of the war, and an oration to the soldiers who had returned from its fatigues and perils. The exercises of the day, so happily conceived and admirably carried out, made a reception of the soldiers by the school children a conspicuous and interesting feature of the occasion. About five thousand children, assembling first at their several school-houses, each child presented by the city with a national flag, each school carrying banners with fitting mottoes and devices, all clad in holiday garb and decked with flowers, marched in charge of teachers and marshals into position on Main Street, where a procession was formed, extending from Front street to a point near the Court House, and opening ranks, formed a continuous line on both sides of the street. Through this open file marched the column of soldiers, with music and civic escort, beneath triumphal arches, and amid cheers and waving of banners and a storm of flowers, to a festive collation at Mechanics Hall. This part of the day's programme was so well planned by the Marshal and his aids that it was executed without delay or fatigue. And thus were brought face to face in grateful greetings and response, the heroes who had successfully battled, suffered and conquered for nationality, popular rights and free institutions, and the young generation
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who are to be the chief heirs of all the priceless boon so purchased; a scene to all who witnessed it, at once suggestive and memorable."
The children of that year, it is interesting to note, are the men and women of to-day. They were educated amidst the busy scenes of the war, and they saw the thinned ranks of sol- diers just returned from the field. Nineteen years later a new generation of children occupy their places ; and to them the civil war is history remembered from books only, as most of the older citizens remember the war of 1812 or the Revolution, except as these children are made familar with those who took part in the contest on these public occasions. In 1865 the ranks of returning soldiers passed between the long lines of children with firm step and vigorous frames. In 1884 the ranks of schoolboys outnumbered, and could have inclosed, the lessening line of the veterans of the war; and in all these youthful bosoms, let us hope, lives the spirit which made those veterans brave, awakened by the living example.
THE EXHIBITORY IN EDUCATION.
As already hinted in the remarks upon the per cent. of school attendance, it is no part of the present purpose of the School Committee to carry on the schools to any extent for the sake of display. Nothing is more difficult or more absurd than the attempt to exhibit results which are moral and spiritual by tables of statistics, or to show the best results of teaching by set exam- inations, and the display of youthful attainments, before an assembled public. A high rate of punctuality may easily be secured by bringing to bear the requisite influences ; but if this is done at the expense of health, or by the neglect of other equally important duties by the children, or by a false system of records which but half reveals the truth, then it is an evil. Apparently brilliant displays of learning may be made by chil- dren who have been persistently drilled upon certain subjects within definite lines ; but if this appearance is produced at the expense of right mental training and real intellectual growth, the best has not been done.
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SCHOOLS .- SUPERINTENDENT'S REPORT.
It is so easy to work for show, and the tendency of regularly applied tests to produce such work is so great, that few of these tests have of late been applied in the Grammar and Primary schools. The case is somewhat different in the High School.
The best kind of education can be secured only by employing teachers who are adepts, artists; and then leaving to them the details of the art, so far as is possible among schools so inti- mately related to one another as those in a city must be. Such a teacher, while following the outlines of study as laid down in the printed course, will above all watch the effect of his teach- ing and the pupil's own efforts upon the development of that pupil's mind. The end he seeks is the education of the child in the highest sense, and not the mere absorption of a few facts. This healthy growth of the child's mind can not be shown at a public exhibition of any kind ; and therefore public exhibitions play no part in our school system. Teachers of the kind named avoid the display of both their work and the attainments of their pupils ; they should never be hampered by ill-advised interfer- ence ; they constantly improve with experience, and by reflection upon the import of their experience, in watching that most won- derful of all things within our knowledge, the development of a human mind.
Many of our teachers are of this kind. If the efforts of the School Committee in that direction could secure an entire corps of such teachers, they would in this way perform their highest function.
If these observations, thus imperfectly set forth, are correct, then it is quite possible that the Norfolk County Examinations, known to fame several years ago, may not represent the educa- tion of that county ; and that there is and ought to be in schools a quality not measurable by a plummet, a tape-measure, a pint- dipper, or the steelyards.
INDUSTRIAL EDUCATION.
There is a class of earnest men engaged in education, who seem to think that no year can present an account of work accomplished worthy of notice by the Great Father above, unless
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it exhibits some new scheme before unthought of, for the remod- elling of the public schools. They appear to forget that the great and beneficent forces of nature work silently, and that the thunder, the volcano and the earthquake are exceptional. If cultivating a garden, these men would not be content to let the plants grow under the genial influence of the sun and the air, and develop slowly and imperceptibly for a future fruitage. Following this plan in education, they would wish to see the fruit at once, and to pull up the plants by the roots, to see whether some fertilizer could not be applied which should send forth ripe fruit to the immature branches.
Allied to these, there is a class of social reformers who look to the public schools for the cure of every evil that infests society-evils for which these schools are in no way responsible, and with which they are not specially fitted to cope. From the decay of the apprentice system consequent upon the rapid intro- duction of machinery in all kinds of work, and the resultant division and minute sub-division of labor, and from the difficulty of getting employment, which always existed, but whichi becomes more apparent when large numbers of people seek a livelihood in cities, instead of remaining self-employed and self-sustaining tillers of the soil-from these causes with which schools have nothing to do, our educational empiricists and our social reformers would lay upon the public schools the burden of a special prepa- ration for one or more of the active industries of life, by teach- ing various kinds of trades.
The unwisdom of adding a burden of such doubtful utility and possibility of accomplishment upon a curriculum which is said to be already overcrowded, is a subject too broad for adequate discussion here. It is indeed quite possible that the social fabric may need some reconstruction with respect to the preparation which a child needs for active business, since the parents are usually so employed in stores, or mills or factories, that they have no opportunity to instruct their children. It is far more clear, however, that the public schools, as at present organized, cannot successfully accomplish what they may and ought in the direction of intellectual culture and a broad and
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