USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1866-1868 > Part 29
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Number of School-houses in town
14
Number of Public Schools 39
(Viz. : 1 High, 8 Grammar, 12 Intermediate, and 18 Primary.) Increase for the year 3
Number of Teachers employed . 54
(Viz. : High School, 4; Grammar Schools, 18; Intermediate
Schools, 13; Primary Schools, 18; Vocal Music, 1.
Increase for the year 6
Number of different teachers employed during the year . 70
Number of children in town of school age, May 1, 1868 2,292
An increase of 219
Whole number attending school during the year 2,170
An increase of . 176
Percentage of attendance
80.93
Number of pupils over 15 years of age ยท 194
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Without exception, the several villages have now sub- stantial, commodious, and elegant school edifices, well adapted to the present and prospective wants of the schools. The expenditures in this particular have been large, but we believe the future will justify them, in the increased attractiveness of our villages and the character and progress of the schools. Within the last three years the town has expended $170,000 in this direction, and the total value of our school property is not less than $298,000. All needed provision has been so generously and promptly made, that, with the ordinary increase of population, no further appropriations for this purpose will be required for some years. We have prefixed to our Report inexpensive cuts of two of the earlier built of our school-houses, which may be followed by others in subsequent Reports, if found to serve the public desire.
In fixing the salaries of our teachers for the ensuing year we have adopted the principle employed in the cities and many of the towns, of regarding length of service. Without doubt all teachers become more valuable as they become better acquainted with the schools and the citi- zens, and perfect their methods and systems; and by adding to the salaries of established teachers what may be properly saved from the compensation of those who are recent and less experienced, we may be able to retain teachers who receive calls to other places.
In place of the present general salary of Principals of Grammar schools ($1700), we have therefore established these salaries at $1600 for the first year's service, $1700 for the second, and $1800 as the maximum. For female teachers, $500 for the first year, $550 for the second, and a maximum of $600, instead of the present general salary of $550. We believe this system will serve the interest of the town and prove satisfactory to the teachers.
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We have carefully estimated the probable expenses of the ensuing year, and taking into account the additional requirements of our new school-houses and the increased expense of our corps of teachers, we recommend an ap- propriation, therefor, of $49,000, and a further appro- priation of $7000 for incidental expenses.
We now commend to your consideration the accom- panying special Reports of the Sub-Committees of the different grades of schools.
JOHN B. GOODRICH, Secretary,
For the Committee.
HIGH SCHOOL.
The High School enters upon the tenth year of its history in a most prosperous and promising condition. Though it has lost two Principals during the year, - Mr. E. B. Hale, now Superintendent of Schools in Cambridge, and Mr. T. W. Bancroft, now Professor of Rhetoric and Belles-Lettres in Brown University, - and though, for five weeks, the exercises were necessarily suspended, in consequence of the alteration of the build- ing, the school is more flourishing than at any former period. The number of pupils in attendance is one hundred and thirty-six, which fact of itself shows the necessity there was of the recent enlargement. The teachers have labored earnestly and faithfully with the classes. The examinations have been very satisfactory, and have shown an intelligent comprehension of principles on the part of the scholars, and not simply a verbal, mechanical repetition of the words of the text-books. The Committee consider themselves very fortunate in
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having secured the services of Mr. F. A. Waterhouse, the present Principal, who, coming with the highest recommendations, has already justified their expectations, and will, we believe, raise the character of the school, till it shall compare favorably with any in the State.
The advantages for obtaining a complete and thorough education which are afforded here are unsurpassed ; but, in order that the school may take and keep a prominent position, the high standard of scholarship must be strictly maintained. All those branches which are taught in the lower grades must have been perfectly learned. The processes of arithmetic, .the principles of grammar, the knowledge of geography, the ability to read, spell, and write well, must have been previously acquired before one should be admitted to these privileges. This is for the interest of each pupil, as well as of the school. Unless this is done, the High School will be such only in name.
We have a right to expect, also, that those who enjoy these facilities will show their appreciation of them by industry and fidelity. We desire to see an esprit du corps, a sense of honor, a love of excellence, characteriz- ing the school, which will be manifest in the deportment and manners, as well as in the diligence of its members.
The elective system, which was adopted last year, and by which a scholar may pursue either an English or a classical course, has thus far worked well; and we are glad to mention the fact, that Latin, although an optional study, has been chosen by a majority of the pupils. As a means of enabling a person to understand the meaning of words and the analysis of sentences, and as a basis for acquiring the modern languages, the study of Latin is invaluable. There is no necessity for any opposition
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between the sciences and the classics. An acquaintance with both is essential to the highest culture. An educated man must not be ignorant of the world in which he lives, nor of the literature of the nations of past ages. Why should not some knowledge of both of these be acquired ? There can be no danger from hard study, if one will only take sufficient exercise, avoid late hours, and be careful to preserve his physical health. We should educate all our faculties, and not be satisfied with a partial development. We should undervalue nothing that will strengthen and enrich the mind, or help us to think, to write, and to speak effectively. We should appreciate the worth both of theoretical and practical knowledge, and add to the study of words, the study of things. There is truth in the remark, that " we are shut up in schools and colleges and recitation-rooms for ten or fifteen years, and come out, at last, with a bag of wind, a memory of words, and do not know a thing. The old English rule was, 'All summer in the field, and all winter in the study.' The sight of a planet through a telescope is worth all the course on astronomy; the shock of the electric spark in the elbow outvalues all the theories; the taste of the nitrous oxide, the firing of an artificial volcano, are better than volumes of chemistry."
We would earnestly urge all those who are now in the Grammar Schools, to complete the entire course, to go through the High School, and, if possible, to go to college. The worth of instruction increases as they advance; and what is of equal value with a finished education ! What will give them so much power and influence, what will afford them so much satisfaction and delight, as that wisdom whose price is above rubies, and which is not to be valued with pure gold ! One of our
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most eloquent and accomplished writers has said, that he would rather occupy the bleakest nook of the mountain, with the wild wolf and the rattlesnake for his nearest neighbors, with a village school, well kept, at the bottom of the hill, than dwell in a paradise of fertility, if he must bring up his children in lazy, pampered, self- sufficient ignorance. The period of education should be extended as long as possible ; for experience proves that, in the majority of cases, but little consecutive study is done after school is left. With the best appliances for obtaining a knowledge of the languages and the sciences, furnished to every scholar free of cost, it would seem that all who can appreciate the advantages of mental growth and culture will hasten to improve them.
We commend the High School to the renewed favor and interest of the community, and trust that they will see that it is provided with every thing which will make it what it ought to be-the crown and glory of our school system. Every year should witness some addition made to its resources. Its library should be increased, and supplied with all needful books of reference. Its walls should be adorned with engravings, maps, models, representations of medals and coins, and whatever will illustrate the scenery, the history, the manners and cus- toms of ancient Greece and Rome. Such a hall would speak to every beholder, and would inspire the pupils with a love and an enthusiasm for classical study. New- ton has been generous and lavish in providing the most ample accommodations for her children. Yet it is not the outside, but the inside of our school edifices, that is most important. It is not the structures, but the instruc- tion that is given in them, that has made famous the great schools of other lands. It would be far better to secure
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and keep the best teachers, than to erect the most costly buildings, for the training of youth. We hope that the graduates of this school will always keep their interest in it, that it may never lack friends who will be devoted to it, and who will endeavor to meet all its wants.
In conclusion, we ask the parents to co-operate with the teachers, to visit the school, to become acquainted with the methods that are used, and to communicate their own views and wishes in reference to their children. So only can the best results be attained. The weekly cards of approbation, which are given to all those who are perfect in scholarship and deportment, the monthly re- ports, which, it is requested, may be examined with care, and returned with the signature of the parent, will show what progress each one is making. The spirit that pre- vails in the school is excellent ; and, with devotedness on' the part of the teachers, with perseverance and diligence on the part of the pupils, with the concurrent sympathy and effort of the parents and the Committee, the High School will continue to be an honor to the town, and a means of incalculable benefit to all who shall avail themselves of its privileges.
EDWARD J. YOUNG,
For the Sub-Committee.
GRADUATING CLASS.
KATE ASHTON.
EDWARD S. SMILEY.
PERTIE D. BRAY.
ISABEL STETSON.
JOHN W. CHISHOLM.
MINNIE J. THRALL.
JAMES W. FRENCH.
WM. F. WHITTEMORE.
MARY MCCUTCHEON.
SARAH J. WOOD.
JULIA A. ROBINSON.
SARAH G. WOODWORTH.
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GRAMMAR SCHOOLS.
This department has suffered more than any other in change of teachers ; but the close of the year finds them all, with a single exception, in a satisfactory condition. The successive changes in the management of the school in District 4, could hardly fail to affect seriously its progress. It is now, however, rapidly recovering itself, and we may expect from it creditable results under its new Principal.
We have seen little to condemn and much to commend in these schools. The different branches are taught intelligently, diligence is easily secured, and orderly con- duct appears to be spontaneous. We must except from unqualified approval, however, in some cases, the Gram- mar of the graduating classes. A greater proficiency than was generally exhibited is demanded for a fair preparation for the High School, where English Grammar is not dis- tinctively pursued. Gymnastics and music were well employed; and we note with special praise the general and remarkable excellence of the penmanship of all the classes.
Various collateral exercises, depending greatly in their value upon the enthusiasm and tact of the teacher, have added much to the results of the year.
We have been pleased to observe a general endeavor, on the part of teachers, to present subjects to their pupils in an interesting and intelligent manner, seeking to attract and enlighten the mind of the pupil, and to lead it to originate, instead of arbitrarily exacting a technical and, perhaps, illy-comprehended statement already prepared by another. Still, there is no grade of common schools to which we look for greater actual results, or of which we
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expect so much. In the lower schools, we are confined to the elements of things. We are satisfied on account of what we are promised in the future. Proficiency in technical knowledge is the superstructure hereafter to be laid. But, as the child matures, and enters the Grammar School, and, in most cases, approaches his last opportu- nities of school instruction, we look for positive results. Determine these results by the test of the text-book, and we are generally satisfied, and congratulate ourselves. Other tests are more difficult, uncertain, and obscure ; and we generally neglect to apply them. The result is, that the teacher, well knowing that the first test must be an- swered, and that, in the general judgment, he must stand or fall by it, pursues a system which fails to satisfy the demands of a sound education. The teacher deserves no blame for this. Whenever a general appreciation of more varied and comprehensive efforts is apparent, the teacher will be as sensitive to the popular idea of duty as he is now. Until then, we shall be disappointed in the contrast between the results of our superior advantages and the few months' schooling of the children of other days, in the little red school-house. This contrast certainly does not lie in the greater knowledge of our children in arithmetic, grammar, or geography. It should consist in this - that, in former days, common-school studies were pursued for the sake of the amount of absolute knowledge imparted by them; but that to-day, the chief intellectual object of common-school education is to supply the mind with materials to work with, and instruments to work by, and to develop, train, and strengthen its powers by discipline.
Now the fact is, the three branches of study which prin- cipally engage the teacher's efforts, don ot, unless the text- book is employed as a help, rather than as an all-sufficient
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means, greatly promote available intelligence and mental resources. The study of arithmetic is generally consid- ered as a comprehensive discipline of the mind. Yet Sir William Hamilton says, " If we consult reason, experience, and the testimony of ancient and modern times, none of our intellectual studies tend to cultivate a smaller number of faculties in a more partial manner than mathematics."
Grammar, too, if taught mechanically, according to the " book," affords but little mental discipline. Unless the earliest and most persistent object sought is to give the pupil an insight to the philosophy of language, and to lead him into an appreciation of the principles of its structure, a deplorable failure will be the natural result. We have heard children recite glibly about "co-ordinate conjunctions " and " complex adjective elements of the third class," who could not correct the false syntax of a simple sentence.
We might speak of the barren rote-work to which the study of geography is often reduced. But the object of these strictures is only to suggest and insist upon the plain necessity, on the part of every teacher, of keeping constantly in view the true object of school instruction, and of withdrawing from the text-book whenever his own mental resources afford better means of helping and lead- ing the mind of the child. As before said, we are glad to observe in our schools an increased appreciation of these principles. Some of the above suggestions appear in a late Report of Mr. Harrington, Superintendent of the New Bedford Schools, which we should like to see in general circulation among the friends of education.
We have long thought that an occasional meeting, in- cluding all our teachers and, perhaps, the Committee, for an interchange of views and the consideration of questions
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pertaining to the schools, would be interesting and profitable. We propose that an early meeting of this kind be held, to be continued if found to be desirable.
We again commend the teachers of the Grammar Schools for their devoted and successful labors through the year, and we trust that they will continue to merit as they have in the past, the gratitude of parents, the esteem and love of pupils, and the intelligent approval of the public.
JOHN B. GOODRICH, For the Sub-Committee.
INTERMEDIATE SCHOOLS.
There are thirteen Intermediate Schools in the various sections of the town - two at Newton Centre, two at the Upper Falls, one at the Lower Falls; one at Auburn- dale, two at West Newton, two at Newtonville, and three at Newton Corner. There should have been three at West Newton, as the one taught by Miss Simmons has been very large and cumbersome, requiring an assistant. The completion of the new building will enable the Committee to make this much desired change.
The Sub-Committee on this grade have made their regular quarterly examinations of these schools, with the exception of one omission at the Upper Falls, in the summer, when the schools there were closed earlier than usual, to enable the Committee to move the old school- house. They have made, in all, fifty visits, additional to the frequent ones required of each in his own locality, and have endeavored to study carefully the methods of instruction and discipline employed in them, to make
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such suggestions as seemed needed, and, at the close of the year, by personal examination of the classes, to ascertain the relative proficiency of the pupils in the various schools. The teachers have, without exception, labored with commendable zeal, in season and out of season, for the advancement and well-being of their schools ; and we believe we do not state too much, when we say that these schools were never, as a whole, in so good condition, both in regard to thoroughness of instruc- tion and in general good order, as at the close of the year just past. And yet, much remains to be done.
The principal things required in these schools are thor- ough instruction and drill in vocal gymnastics, reading, and spelling, with arithmetic taught through the fun- damental rules of written arithmetic, the Primary Geog- raphy, Swift's Natural Philosophy, writing, and singing. Of these, spelling - one of the most important - is too little taught, as a whole. The spelling-book is not used enough. Worcester's Primary Speller should be finished in the Primary School, and the Comprehensive in this grade-not merely gone through with, but learned. The time spent in learning to spell in the Grammar School is usually waste time, except such as may be needed for review, to refresh the memory. It has been our experience, after many years of observation, that a . boy or girl who enters our Grammar Schools a poor speller, generally leaves it a poor speller, after a four years' course. Spelling is one of those things, that, unless learned while a person is young, never can be learned. Not so with
ARITHMETIC,
which seems to be the natural bent of the Yankee mind, and is probably better taught than most of the other
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branches. In some schools, time is wasted by too much memorizing. For instance : the teacher reads a long example ; the pupil, if he has previously committed it to memory, repeats it; or, failing to do so, the next tries, and so on, until the question is correctly stated. Then follows a set form for explanation; and if that form is deviated from in a single expression, it goes to the next. Much time might be saved by letting the pupil have the book for the more lengthy examples. The above is no exaggeration of what has been practised in some of our schools. Some of our teachers say they can get better work and more activity from their pupils without ever letting them have the book in recitation ; yet the tendency has been towards wasting time. Beside the work in the book, the pupils should have a good deal of arithmetical practice, by the teacher's giving original examples in adding, subtracting, multiplying, and dividing, both at the class recitation, and with the whole school, as a general exercise. We have seen, even in our Primary Schools, the pupils very ready in performing these exam- ples. In beginning the study of written arithmetic, it is of the greatest importance that children learn to write numbers correctly and readily. Too many scholars go through the Grammar Schools, and apply for the High School, without knowing how to write numbers. This is taught best where writing decimals and whole numbers are taught together. Decimals ought not to be made the bugbear that some arithmeticians would make them, by putting them away in another part of the book, and adding the word fractions to the name. A unit is a part of a ten, the same as a tenth is of a unit. The four fundamental rules, with notation and numeration, can be better taught with no book but Walton's Intellectual, and
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his arithmetical card, than by the use of the Written Arithmetic alone. The latter book is hardly needed till the principles of these rules are mastered. As good a class as ever was seen in the town of Newton was taught in this way ; and it was impossible to give them a number of nine or twelve places in whole numbers, and as many in decimals, which they could not write and tell all about it - and this an Intermediate class.
GEOGRAPHY
has received its due share of attention, yet with various results. Map-drawing should be practised in all the classes in geography, from the Primary through the Com- mon-School Geography. In no other way can the pupil get so accurate a knowledge of the forms and relative sizes 'of states and countries, the direction of the moun- tain ranges and rivers.
It is hardly necessary to say that the results of the instruction in this branch have been much more satis- factory in those schools where map-drawing has been almost daily taught, than in those schools where little or no attention has been paid to it.
Reading, in some of our schools, might be better taught, and consequently improved, by introducing more vocal gymnastics, spelling by sounds, etc., especially at the beginning of every reading lesson. This discipline of the vocal powers is needed in the whole course of school instruction, from the sub-primary, to the gradua- tion from the High School. Were this practised more, we should hear fewer poor readers and speakers in the pulpit and on the platform.
A good deal of interest has been manifested in the study of Swift's Natural Philosophy, and the children
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seemed more awake to the subject than to any other study.
The singing showed the good effect of instruction re- ceived in that department.
Teachers probably meet with their full share of discour- agements in the Intermediate Schools, as the boys and girls, to a certain extent, are of that age when parents can find profitable employment for them in the mills in some of our villages, or on the farm, which, in too many instances, induces them to keep their children out of school a part of the year. This is detrimental to the advancement of the pupil. Many of them never enter the Grammar School ; for after being put back once or twice into classes much younger than themseves, they become discouraged, and finally leave school altogether. Teachers do not feel like devoting much extra time to this class, as frequently they are dull scholars, are uneasy under discipline, and do not seem to reward the efforts of the teacher. As a general thing, teachers should devote the main part of their time to the poorer part of the class, and adapt their instruction to their capacities. These scholars need it more than the better ones.
Individual promotion is a good thing in the younger classes, and is much more easily made there, than in the Grammar School. There is a tendency in some villages, to keep the pupils too long in the Primary Schools, so as to have a smart first class to exhibit. Thus we find the lower grades crowded, while the upper ones are small.
It is an old saying, a good one, and one that cannot be too often repeated, that, " As is the teacher, so will be the school."
A teacher who goes to her work in the morning, finds fault with her pupils most of the time during the day, and
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gladly turns the key of the school-room door at four o'clock, will not meet with the highest success. Decision and energy are needed by the teacher, correction is needed by the pupils ; but continual fault-finding, or scolding, soon ceases to have its desired effect. Continual correc- tion of the same fault in pupils, tends to make them care less and less for it. Correction should be of such a nature, varying, of course, to meet the various dispositions of the children, as to make its repetition unnecessary, certainly not to be desired by the offender.
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