USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1866-1868 > Part 30
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A teacher should not depend too much, in recitation, upon her book. "Make, daily, a thorough preparation for your work, so that when your class is called, you are as familiar with the contents of the book, as your class ought to be, and master of the subject," is the precept of our Normal Schools, and one that should be followed by teachers, in all grades of schools.
By these general remarks, we have endeavored to pre- sent a fair statement of the condition of our Intermediate Schools, and, by suggesting deficiencies, to stimulate all to labor earnestly in the future to promote their best welfare.
HORATIO F. ALLEN, For the Sub-Committee.
PRIMARY SCHOOLS.
The Committee to whom was intrusted the supervision of the Primary Schools, have taken great pleasure in wit- messing the steady developing of the infant mind, as well as the faithful and earnest spirit in which the several teachers pursue their daily work.
They have made their regular quarterly visits to all the
24
Schools, while the several members have made more frequent visits to the Schools in their immediate neigh- borhood.
We do not deem it necessary, if it were expedient, in our Report, to institute any comparisons as to excellence, when all are in so satisfactory a condition, and when the teachers, without exception, are working so successfully ; and yet, among the seventeen teachers employed in these schools, we naturally find a marked diversity of gifts, and consequently, different degrees of excellence. Some are evidently born teachers, and by intuition quickly perceive the working of the youthful mind, and as quickly adapt their teaching to the capacity of the pupil. Others, with no less zeal and faithful, loving devotion, fail, in a meas- ure, to address themselves to the understanding of the pupil, or to stimulate the imagination and engage the heart ; yet these are acceptable and successful teachers, in common estimation, while the first are in the highest and truest sense educators.
The more your Committee have examined into the phi- losophy of teaching, and the curious development of the human mind, the more thoroughly have we been impressed with the importance of securing the highest order of talent for the Primary Schools.
Formerly, almost any one possessing an ordinary edu- cation, was thought competent to teach a school for begin- ners. This mistake, as we deem it, arose from a wrong conception of the true nature of a teacher's profession, as well as from ignorance as to the growth and natural development of the infant mind, in all its varied and multiform faculties.
A child of six or seven years, that can pronounce small primer words fluently, and spell them correctly, is looked
25
upon as bright and intelligent. This may be true, but this exhibition, perhaps, is simply the result of a good memory, good in itself, but of infinitely small importance compared with the uniform and healthful expansion of all the faculties. The natural order of development should be more carefully studied by the teacher, while more free- dom should be given her in her methods.
We are endowed, in common with the lower animals, with the faculties of hearing, seeing, tasting, and smelling, as well as of observation. These may be largely cultiva- ted, and only through such cultivation can we lay a broad and generous foundation for a noble superstructure. Yet in our schools, many of them much crowded, the teacher finds almost no time to depart from the regular pro- gramme, for the pupil must be prepared according to the book, to enter the next grade, regardless of nature's teach- ings, which are peculiarly God's methods ; for should the pupil be judged incompetent, the teacher's reputation suf- fers, though she labor never so earnestly and successfully as a true educator, in forming in her pupils careful and exact habits of observation, that in having eyes they see, not only the objects God has created all around them, but their beauty and utility.
How infinite the field thus opened to the teacher and the child ! and with what bounding joy will the child enter such an opening vista ! feeling none of the restraints of the book, which too often hamper the gushing spirit of childhood, while narrowing the sphere and dampening the enthusiasm of the true teacher.
We have said thus much upon the general subject of primary teaching, because we deem it of infinite impor- tance, that, in any system of education, the groundwork should be thoroughly understood and appreciated ; for
4
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then only shall we see a structure rise typical of a noble manhood and womanhood, worthy of our age, and of the generous support given to the schools of Newton. To se- cure such results, it is only necessary that we give more freedom to our teachers in their methods, and more flexi- bility to our grade lines ; that we reckon a pupil's pro- gress, not so much by the number of pages gone over, as by the systematic growth of the mind, body, heart, and soul.
The whole number of pupils in our Primary Schools at the close of the year was 877; while the average attend- ance during the year has been remarkably good, testify- ing to the interest of the pupils, and a due appreciation on the part of the parents of the excellence of our schools.
We would renewedly commend these teachers to the sympathy and intelligent co-operation of parents. By your frequent visits to the school, show your interest in them personally, and by your cheerful acquiescence in their reasonable requirements, that you fully appreciate their ar- duous services in your behalf. Be careful that through inadvertence they are not socially ostracized ; assure them of a cordial welcome at your fireside, and in the social circle ; for in no way can you so lighten the responsibility constantly bearing them down, and under which so many faithful teachers sink.
In four of the larger villages, Sub-Primary schools have been established, composed of children of the youngest school age, and we recommend that such be formed in all districts when the primary class is large. In these schools, the aim of the teacher is to present school duties in their most attractive guise; more freedom is allowed than in the other schools, and the time is devoted to the simple elements of reading, by the use of phonic charts,
27
physical culture, singing, etc. ; while the inventive facul- ties are stimulated by the use of building blocks, drawing and printing on the blackboard. We deem it of vital im- portance that this opening porch, as it were, of the temple of science, be made attractive and inviting; for when once a love of school is secured, the future success is made certain, and the pupil enters upon his upward course with a brave and joyous spirit, sure harbinger of success.
The teachers in these schools are peculiarly adapted to their work ; and the results thus far command our warm approbation. The Committee, in closing, extend to our primary teachers, one and all, their hearty commendation for their singular devotion and reasonable success.
GEO. E. ALLEN,
For the Sub-Committee.
MUSIC.
The Committee on Music in our schools have given such time to the examination of this department as they have been able to, in their recent visits to the schools ; and, upon the whole, were well pleased with the general character of the exercises in the various schools at the closing examinations.
The duties of a teacher, in this department, have steadily increased, from year to year, until his whole time has been employed in his weekly visits to the Interme- diate and Grammar Schools. We are satisfied that no effort has been wanting, on the part of the teacher, in imparting thoroughness, both in theory and practice ; and the results are such as to fully justify the expenditure for this department of education.
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Whatever tends to social culture and refinement, should be carefully fostered and encouraged in our schools ; and we are convinced that nothing tends more directly to secure this, than the practice of singing. How the recol- lection of the songs of our childhood entwines itself into our very being, cheering many an otherwise lonely hour ; softening, with its sweet harmonies, all discord and ill temper, and strengthening us against temptations! We feel that our schools, excellent though they be, would fall short of their highest success, were this department wanting.
We would suggest, however, that in future, less time be given in the Intermediate Schools to the theory, and more to the practice of singing ; for while the former is often dry and uninteresting, the second is ever heartily welcomed by the youngest pupils. The chief end to be sought, should be the cultivation of the ear, to appreciate the different shades of tone, and to develop a correct taste in execution ; while in the Grammar Schools, a systematic drill may be given in the simple elements, interspersed with singing. In this way, the time will pass pleasantly, as well as profitably, and the music-teacher will be greeted by smiling faces as he enters the several school-rooms.
Our teacher, Mr. A. R. Trowbridge, who has filled the position since its establishment, closes his labors with the school-year, on account of ill health; and the Committee gratefully tender him their thanks for his faithful and arduous labors, giving himself to the schools without reserve. His success, while gratifying to the Committee, has been duly appreciated by the pupils, who, we feel sure, will join the Committee in their sincere wish that a needed rest will bring a complete restoration to health.
For the Committee, G. E. ALLEN.
STATISTICAL TABLE.
TEACHERS.
Grade of School.
Whole No. Summer.
Whole No. Winter.
Average attendance
for the year.
Percentage of
attendance.
Amounts paid to
Teachers.
Edwin B. Hale
T. W. Bancroft
High School.
119
108
109.22
95.80
$812 50 625 00
F. A. Waterhouse
66
66
1,200 00
Margaret Kyle, 66
66
66
1,000 00
Carrie Spear, 66
700 00
1
D. S. Farnham.
Grammar.
75
71
63.05
86.38
550 00
Intermediate.
41
40
29.16
72.00
550 00
F. L. Ripley.
Sub-Intermediate.
50
54
42.50
81.73
550 00
Isabel C. Patten.
Primary.
65
81
53.54
73.34
70 00
Chas. W. Hill
892 50
Levi C. Wade
Grammar.
50
49
43.00
86 87
807 50
Lottie P. Harbach, Asst .. Amelia B. Coe
165 00
E. Maria Upham.
Intermediate.
50
49
43.92
88.72
151 25 110 00
M. L. Perkins
Sub-Intermediate.
63
63
51.50
83 72
550 00
Primary.
54
60
44
77 19
550 00
Sibylanna Clark
Sub-Primary.
77
64
53.25
75.53
550 00
Grammar.
29
24
25.76
97.22
1
190 00
Lucy G. Coe ..
Intermediate.
31
34
30.30
93 49
550 00
A. H. Campbell
Primary.
57
65
52.50
86
550 00
4
Cephas Brigham
637 50
Solomon Adams.
Grammar.
39
48
37.62
87.30
340. 00
66
164 00
E. J. Spalding
Intermediate.
44
49
41.25
88.71
261 25
S. M. Robinson
Primary.
48
60
41
75 92
-
5
Leander Waterman
Grammar. 66
40
37
30.50
79.22
550 00
E. E. Simmons
Intermediate.
79
81
66.95
83.37
550 00
Dora Puffer
Sub-Intermediate.
55
56
44.50
80.18
550 00
Clara Abbott.
W. Primary.
61
64
51.70
82 72
550 00
Sarah F. Jones
E. Primary.
62
67
51.02
76
6
261 25
Sarah E. Foster
Sub-Primary.
76
95
55
64.32
550 00
6
Silas H. Haskell.
51
52
47
91.26
1
550 00
M. A. Prescott
Intermediate.
50
54
38 75
74.52
550 00
J. W. Butterfield.
2d Intermediate.
50
48
37
71.84
550 00
J. A. Goodwin
S. Primary.
53
67
32.01
53.35
550 00
Lydia B. Bird
N. Primary.
39
42
29.75
73.45
550 00
Alma A. Leonard.
N. Sub-Primary.
59
71
33 43
51.43
550 00
7
Edward Stickney
Grammar.
1
178
175
166.05
92.82
510 00
Emily J. Claflin, Asst
66
550 00
Martha A. Verry, 6
66
550 00
H. F. Cole,
66
550 00
S. M. Duncklee, 60
550 00
Margaret Bamford.
N. Intermediate.
34
31
27.50
84.61
550 00
Martha C. Harriss
S. Intermediate.
51
42
39.50
86 23
550 00
Fannie A. Valentine
N. Primary.
59
48
44
£2.24
550 00
Kate A. Howard
S. Primary.
65
47
38 92
71.06
550 00
Annie C. Grant.
66
No. 2.
65
45
35
63.63
550 00
Priscilla P. Edes.
Sub-Primary.
40
30
75
220 00
W. T. Chase
Grammar.
26
26
19.84
76.30
562 50
H. F. Howard.
Georgianna Decker
Primary.
30
33
22.94
72.82
550 00
Asa R. Trowbridge
Vocal Music.
.
..
..
$39,717 75
3
Luther E. Leland.
1,700 00
Martha C. Hagar, Asst.
Elbridge G. Emory
Charles A. Chase ..
Adelaide B. Poor, Asst.
288 75
Mary E. Sanford ..
440 00
Isabel Treadwell.
80 00
38
32
30.73
91.39
1,700 00
Ellen E. Miles, Asst.
550 00
A. A. Baker, Asst
288 75
Kate D. May
.
...
. . .
8
Albert E. Winship.
127 50
675 00
O. W. Dimmock
150 00
1,050 00
2
261 25
101 25
Lula P. Cole
Clara M. Hovey
H. L. Macreading
550 00
Etta M. White, Asst
66
1,700 00
M. E. Stevens, Asst.
Emma W. Young.
812 50
A. Amy Breck, Asst
....
. ..
....
66
1,190 00
James H. Foss
Grammar.
1,700 00
Anna M. Haskell, Asst.
255 00 467 50
Į Districts.
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FINANCIAL STATEMENT.
Balance unexpended, Jan. 24, 1868, $1,158 75 Appropriation of March, 1863, for the school-year ending Jan. 22, 1859, 41,000 00
Received from the State School-Fund, 467 64
$45,626 39
Amount expended for the school-year ending
Jan. 22, 1869,
$44,654 59
Balance unexpended Jan. 22, 1869 971 80
$15,626 39
RECAPITULATION.
Amount paid for teachers' salaries, fuel, and care of school buildings : - High-School, $5,626 73
Schools at Newton Centre,
4,353 13
66 Upper Falls,
66
Lower Falls, .
66 Auburndale,
West Newton,
6,339 07
66
Newtonville,
6,000 69
66 Newton Corner,'
7,948 97
66 Oak Hill, 2,212 00
Instruction in Vocal Music,
1,050 00
$44,654 59
Furniture, repairs, and incidentals for schools,
10,285 64
Printing, .
288 40
Services of School-Committee,
1,323 00
Services of Building Committees for new school-houses, .
928 50
New School-house at L. Falls (balance of appropriation),
1,084 00
New at Newton Centre (in part of appro- priation),
16,722 26
New School-house at U. Falls (in part of appropriation), 26,200 00 New at West Newton, 30,000 00
Enlargement of High School building,
14,000 00
Total expenditure for school purposes, $145,486 39
4,629 40
3,290 10
3,202 50
31
SCHOOL PROPERTY.
High School House, . .
$30,000
Bigelow School-house, at Newton Corner,
32,500
Davis
" West Newton, 10,500
Grammar 66 " Newtonville, 29,000
66
66 West Newton,
30,000
66 66 " Newton Centre,
40,500
66
66 66 Upper Falls,
28,000
School-house at Auburndale,
24,000
66 " Lower Falls,
27,000
66
" Oak Hill,
14.000
Total value of school-houses built during the last ten years, including land and furniture, . $266,000 Value of five Primary School-houses, furniture, and land, . 32,000
Total value of school property owned by the town, . $298 000
COURSE OF STUDY IN THE PUBLIC SCHOOLS.
PRIMARY DEPARTMENT.
Elements of Reading and Spelling, by-use of Sheldon's or Leigh's Chart and Primer. Hillard's Primer, Second Reader, and Third Reader as far as twenty-fifth Lesson. Worcester's Primary Speller. Walton's Primary Arithmetic, - the four tables thoroughly learned. Drawing and Printing on Slates. Oral Instruction in Geography. Singing. Miscellaneous Oral Instruction and Physical Exercise.
INTERMEDIATE DEPARTMENT.
First Year.
Hillard's Third Reader. Worcester's Comprehensive Speller. Intel- lectual Arithmetic. Miss Hall's Geography. Writing.
Second Year.
Hillard's Fourth Reader. Worcester's Comprehensive Speller. Walton's Intellectual Arithmetic. Warren's Primary Geography. Writing.
Third Year.
Hillard's Intermediate Reader. Worcester's Comprehensive Speller. Walton's Intellectual Arithmetic. Written Arithmetic, -four Rules. Swift's Natural Philosophy, -part second. Review of Primary Geography, - third term. Writing.
32
GRAMMAR DEPARTMENT.
First Year.
Hillard's Fifth Reader. Anderson's U. S. History. Written Arith- metic, to compound denominate numbers. Mental Arithmetic, once each week. Penmanship. Worcester's Comprehensive Speller.
Second Year.
Hillard's Fifth Reader. Spelling and Defining. Warren's Common- School Geography. Arithmetic, to percentage. Mental Arithmetic, once each week. Writing, daily. Oral Instruction in Grammar.
Third Year.
Hillard's Sixth Reader. Spelling and Defining. Declamation and Composition. Hooker's Natural History. Greene's Grammar. Arith- metic, to Involution. Mental Arithmetic, once each week. Writing, daily.
Fourth Year.
Hillard's Sixth Reader. Spelling and Defining. Declamation and Composition. Grammar. Warren's Cominon School Geography. Physiology, taught orally. Common School Arithmetic, completed and reviewed. Mental Arithmetic, once each week. Writing, daily.
HIGH SCHOOL DEPARTMENT.
GENERAL COURSE.
First Year.
First Term - Arithmetic and Bookkeeping, Modern History, Com- position, Latin or French.
Second Term - Algebra, Modern History, Composition, Latin or French.
Third. Term - Algebra, Ancient History and Geography, Composi- tion, Latin or French.
Second Year.
First Term - Algebra, Natural Philosophy, English Literature and Rhetoric, Latin or French.
Second Term- Geometry, Natural Philosophy, English Literature and Rhetoric, Latin or French.
Third Term-Geometry, Natural Philosophy, English Literature and Rhetoric, Latin or French.
Third Year.
First Term- Geometry, Chemistry, English Literature and Rhetoric, Latin, or French and German.
Second Term - The same.
Third Term-Trigonometry, Natural History, Moral Philosophy, Latin, or French and German.
33
Fourth Year.
First Term -Trigonometry, Geology, Moral Philosophy, Latin or French and German.
Second Term - Surveying, Botany, Mental Philosophy, Latin or French and German.
Third Term - Astronomy, Physical Geography, Constitution of U. S. and Mass., Latin, or French and German.
CLASSICAL COURSE.
First Year.
First Term - Arithmetic, Ancient History and Geography, Latin Lessons.
Second Term - Algebra, Ancient History, Latin Lessons.
Third Term - Algebra, Ancient History, Latin Grammar and Reader.
-
Second Year.
First Term - Algebra, Greek, Latin Grammar and Reader.
Second Term - Geometry, Greek, Cæsar.
Third Term - Geometry, Greek, Cæsar.
Third Year.
First Term - Latin Composition, Greek, Virgil.
Second Term - Latin and Greek Composition, Greek, Virgil.
Third Term - Latin and Greek Composition, Greek, Virgil.
Fourth Year.
First Term - Latin and Greek Composition, Greek, Cicero. Second Term - Latin and Greek Composition, Greek, Cicero. Third Term -Latin and Greek Composition, Greek, Cicero.
Reading, Composition, and Declamations throughout the course. Drawing, Perspective, and Designing.
In special cases, pupils may, with the consent of the Committee, deviate from the prescribed course.
34
LIST OF BOOKS
ORDERED FOR THE USE OF THE SCHOOLS.
READERS. Hillard's Series.
SPELLERS. Worcester's Series.
GRAMMAR. Greene's.
ARITHMETIC. Walton's Series.
ALGEBRA. Greenleaf's.
GEOGRAPHIES. Warren's Series, and Miss Hall's " Our World."
HISTORIES. Worcester's General, and Anderson's U. S.
PHILOSOPHY. Quackenbos's.
PHYSIOLOGY. Hooker's.
WRITING. Payson, Dunton, and Scribner's.
BOOKKEEPING. Payson, Dunton, and Scribner's.
DICTIONARIES. Worcester's Comprehensive.
NATURAL HISTORY. Hooker's.
SWIFT'S FIRST LESSONS IN NATURAL HISTORY. Part Second.
DRAWING. Bartholomew's System, and Apgar's Map-Drawing.
LEIGH'S AND SHELDON'S PHONIC CHARTS.
The Sub-Committee in the .High School Department order the following, in addition to the above : ---
GREEK. Crosby's or Sophocles" Grammar; do. Greek Lessons ; Xenophon's Anabasis, and Homer's Iliad.
LATIN. Harkness' Grammar and Reader; do. Viri Romæ; John- son's Cicero; Gould's Virgil; do. Cæsar ; do. Sallust.
FRENCH. Fasquelle's Method and Reader; Magill's Grammar and Reader.
BOTANY. Gray's.
CHEMISTRY. Youman's or Steele's.
GEOMETRY .. Greenleaf's.
NATURAL PHILOSOPHY. Quackenbos's.
AGASSIZ AND GOULD'S COMPARATIVE ANATOMY.
ENGLISH COMPOSITION AND RHETORIC. Quackenbos's Series. GERMAN GRAMMAR. Otto's.
NATURAL HISTORY. Smellie's.
INTELLECTUAL PHILOSOPHY. Wayland's.
MORAL PHILOSOPHY. Wayland's.
GEOLOGY. Hitchcock's or Tenney's.
ASTRONOMY. Olmstead's.
35
REGULATIONS OF SCHOOL TIME.
SECTION 1. The scholastic year consists of forty weeks, divided into terms as follows : -
First Term to commence the first Monday of February, and continue twelve weeks.
Second Term to commence the first Monday of May, and continue nine weeks.
Third Term to commence the second Monday of September, and to embrace twenty weeks, including a recess of one week at the annual Thanksgiving.
SECT. 2. In addition to the above described vacations, the schools shall be closed every Saturday, and the following holidays : - Wash- ington's Birthday, Fast Day, 17th June, Independence Day, Christmas and New Year's Day. Also, the teachers may leave their schools one half day in each term for the purpose of visiting other schools, and may attend the meetings of the County Teachers' Association, - no- tice of any intended absence to be first given to the Local Committee. In case of emergency, the Chairman may also suspend the schools for a day, his order to that effect to be directed, when practicable, to the Local Committee.
SECT. 3. There shall be two sessions of the schools, - a morning session of three and a half hours, from the first day of April to the first day of November, and of three hours during the remainder of the year; and an afternoon session of two and a half hours during the entire year, with an intermission, whenever practicable, of two hours. In very bad weather, the two sessions may be combined in one, of four hours and a half. The High School shall have but one session, of five hours, commencing at half past eight in the morning.
Provided that nothing in this section shall be so construed as to prevent teachers from detaining scholars, for delinquencies, a reason- able time after the regular school-hours.
SECT. 4. The recesses shall be as follows : - one in the morning, of twenty minutes, commencing one hour and a half before the close of school ; and one in the afternoon of fifteen minutes, commencing one hour after the opening. Besides these recesses for all the schools, there shall be one for those of the primary grade, of ten minutes, one hour after the opening of the morning session.
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