USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1869-1870 > Part 13
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27
We are happy to be able to report that the present con- dition of the school is most satisfactory. We are con- strained to say that never before have we been so strongly impressed by the high character of the school in every aspect. The quality of instruction is apparent in an unusual degree of refinement and culture among the pupils, which is a rare direct effect of common-school instruction, and attests almost necessarily a general excel- lence. Encouraged by the enlarged facilities for their work, and stimulated by the large increase of pupils, the teachers have seemed to bend their energies to their work during the year with unusual earnestness, and almost, we regret to say, to physical exhaustion. The extension of the last vacation to two weeks was suggested by this cir- cumstance.
A very large class from the Grammar schools presented themselves for admission to the High school at the next
13
term. We are sorry to say that the average proficiency of the class, so far as determined by the examination, was below that of previous years, and the Committee felt obliged to extend unusual and generous, although impar- tial, favor to some other considerations in the approval of applicants. When a pupil has completed the term pro- vided in the Grammar school, it is, of course, to be greatly desired that he should pass with his class into the High school. But it is useless to himself and harmful to the school to enter unless fairly qualified. We believe that it is the almost uniform judgment of educators that a written examination upon printed questions is the best and gener- ally a conclusive test of proficiency, especially when, as with us, such examinations are freely practised in the Grammar schools ; and when it is apparent that the failure is the result of a lack of proficiency, the Committee would be doing a wrong to the school to admit the pupil.
We beg to suggest in this connection that the teachers of the different grades of schools should carefully acquaint themselves with the capacity of the pupils in the lower classes, with a view of promoting those whose age, ambition, or quickness to learn, may warrant it. We are satisfied that many pupils enter the High school indiffer- ently prepared, who by thus gaining a year in the lower classes, and spending an additional year in the higher classes, of the Grammar school, would have secured a thorough preparation. We would not, however, encour- age the application of very young scholars for admission to the High School. The intellectual studies of this school demand for their comprehension or profitable pursuit a maturity of mind which comes only with years.
The exercises of the graduating class were attended by not less than six hundred visitors, for whom accommoda-
14
tions were made by the removal of the desks. The fifteen young ladies and gentlemen of the class were warmly and deservedly praised for the uniform excellence of their exercises. In them, those results for which the early and ever remembered friend and guardian of the school watched " anxiously, yet hopefully " were most conspicuously manifested.
JOHN B. GOODRICH,
For the Sub-Committee.
NAMES OF THE GRADUATING CLASS.
GENEVIEVE H. ALEXANDER.
EMILIE D. HUNTLEY.
EDWARD W. CATE.
HELEN J. MERRITT.
GEORGE H. COFFIN.
EMILY S. MOORE.
EDITH C. DANFORTH.
ALFRED SCHOFF.
CARRIE P. ELLIS.
H. ADDIE STEARNS.
ALFRED ELY.
LOUISE M. SWEET.
ANNIE M. HINCKLEY.
ELLA G. SWEETSER.
IDA M. STONE.
GRAMMAR SCHOOLS.
YOUR Committee have made their regular quarterly vis- its to the several schools belonging to this department, and have carefully observed their conditions, as well as the methods employed by the several teachers, and we gladly bear testimony to their general excellence.
During the year, two of our masters, in Districts Nos. 5 and 6, have resigned, to accept of situations in the neigh-
15
boring city ; and it is no less a pleasure than a duty to say that both Mr. Waterman, from No. 5, and Mr. Haskell, from No.6, during the several years spent in our service proved themselves teachers of the first class. All who observed them in the school-room could but notice their singular devotion, and the marked success attending their teaching.
The vacancy in No. 5, was filled by the appointment of Levi F. Warren, of Salem, a teacher of established reputa- tion, won by many years' service as Grammar master in that city ; and in Dist. No. 6 by the appointment of J. S. Hayes, of Manchester, N. H., of like experience and reputation. The wisdom shown in these appointments was made appar- ent during our recent examinations, for the Committee were unable to see any falling away from the usual high standing of these schools ; we shall expect much more, when they shall have had time to fully establish themselves, and to de- velop their methods. Several of our long-tried and faith- ful female teachers, too, have left us, or will at the close of the year ; among whom we would name Ellen E. Miles of No. 5, Mrs. Haskell of No. 6, Miss Claflin, of No. 7, and Miss Harbach, of No. 2, all teachers of a high order. They merit and receive our grateful thanks and best wishes for future usefulness.
To a careful observer, it must be apparent at once that the community must mainly rely upon the Grammar schools for the education of the masses. They are emphati- cally the schools for the people; How few, of the two thousand children now in our schools, will ever apply, even, to enter our excellent High School? certainly but a small proportion ; hence the imperative nature of the call to enlarge and broaden the facilities of these schools, where so many must take their graduation, and to which so many
16
must look as their Alma Mater. We would enlarge their curriculum of study from time to time, by introducing such branches as will be of use to them in the practical duties of life : not attempting so much to turn out scholars, as to make good citizens ; not machines for money-making, but noble sons and daughters. " A man's speech is a measure of his culture ; a graceful utterance the first-born of the arts." Hence, we would recommend that special attention be given to the study of Language, not only that they may readily comprehend the best expressed thought of scholarly men, but that they may gain facility in the expression of their own. By language, we do not mean technically Grammar, for we are not sure that there is any necessary connection between the study of Grammar and correct thoughts and expression, no more than between the rules of Arithmetic and correct arithmetical expression, or the solution of problems.
The power of expression, it seems to us, can only be gained by frequent and long-continued exercise in writing, - not set compositions merely, though they are valuable, but by abstracts of the various studies, written demonstra- tion of problems, business letters, correspondence, etc. ; for though reading may make the full man, writing alone mak- eth one exact. Our recent examination for the High School has given intensity to this thought, for we observed a great want of power of expression in the written exercises of the pupils, - so that we were forced to acknowledge that language may be a vehicle for concealing thought, if not of expressing something entirely unlike what was intended. We earnestly commend this subject to our teachers, and assure them that, in future examinations, more reliance will probably be placed upon the evidences of growth and de-
17
velopment, than upon mere technicalities, which too often measure the memory alone.
Another suggestion which your Committee would make regarding the teaching of Arithmetic, is this : that more effort be made to take the pupils away from the text-book, - or rather that they accustom them to perform examples drawn from common or real transactions, and expressed in the usual language of business. We found classes, as a whole, thoroughly and accurately taught, ready to solve problems with alacrity when taken from the book, that were at once thrown off their guard when examples were given them involving gold and currency transactions.
What we would attempt would be, to so fill the minds of the pupils with a knowledge of the principles of arith- metic and the science of numbers, that they would become "ready reckoners " - independent thinkers - a rule unto themselves sufficient for every emergency.
More attention, we think, has been given of late to read- ing and spelling, so that a marked improvement was noticed in many of the schools. Also in the department of pen- manship most excellent specimens were exhibited in most of the schools. In this art, we are persuaded much more depends upon the teacher than upon the system ; for we find with the same system very different results. The best teachers command the highest success.
We do not deem it necessary to speak of the schools in- dividually, yet it is but simple justice to say of them, as a whole, that they never have given surer evidence of im- provement than during the last year. A varying success will attend any school however, for pupils are not machines, and classes are not all from the same mould. Our teach- ers are alive to the magnitude of their work, and are aim-
3
18
ing high ; and though somewhat hampered by the inherent evils of the graded system, they are ever ready, - yes, anx- ious, to broaden and deepen the channels of their useful- ness. By their faithfulness they have deserved success, and by their ability they have secured it. We renewedly commend them to the hearty, cheerful, intelligent co-oper- ation of the citizens of Newton.
GEORGE E. ALLEN, For the Sub-Committee.
INTERMEDIATE SCHOOLS.
PROBABLY in none of our schools are the teachers harder worked than in this grade. The discouragements are greater, the material harder, there is more irregularity, there is less variety in the work, and the classes are gen- erally larger than in our Grammar schools. The routine of school duties is exceedingly wearing on our Intermedi- ate teachers. Over-work has in several instances been followed by long weeks of sickness. There is much cast- ing of the bread upon the waters which returns not after many days, - at least to the knowledge of the teacher. Still, we must all remember that seeds will sprout under favorable circumstances, after having lain dormant many- years. In the same way much of our teaching will bear its fruits after many years have passed, and the precepts imparted to the pupil have lain dormant and forgotten in the chambers of the mind till accident, perhaps, shall call them to light. In this view of the case, teachers may
19
take heart and labor on, waiting for time to develop what they failed to do.
The Committee, in their various visits to the Intermedi- ate schools, have found the teachers working with that earnestness and zeal which characterizes our whole corps. Without a single exception, we have found these schools in excellent order, and much improved. The suggestions which were made in our last annual report, and those made from time to time on our quarterly visits, have been acted upon with good results.
In some cases more general exercises, oral instruction on some interesting topic at stated times in the day, would relieve the tedium of the school-room. In some schools, teachers have given oral lessons in Botany during the spring and summer months, instructing the children in drawing the various parts of plants, the different shapes of leaves, etc., etc.
If pupils are inclined to be tardy, this might be an opening exercise, with the tardy ones locked out.
We have had little to criticize the past year upon the manner of teaching Arithmetic. The classes have been well instructed in both mental and written. Perhaps more written arithmetic might be thrown in incidentally in the younger classes in some schools.
We have been pleased to notice beautiful maps drawn upon the boards in most of the schools, showing a great degree of proficiency in that interesting and useful part of the study of geography.
Those teachers are the most successful who teach the subject rather than the book. If teachers depend upon a verbatim recitation, and the pupils are depending upon the promptings of the teacher to get through, the class
20
will very soon lose its interest in the study. A large part of the time spent in the recitation should be used in ascertaining what the pupils know of the subject, instead of merely repeating the text. Let the teacher shut the book, and, with the subject in her head and heart, infuse it into the minds of the pupils. If the teacher loves the subject, the pupils will do the same.
Reading and spelling are not yet up to our standard in most schools. Young pupils, to read well, should be familiar with the piece they are to read ; not merely with the words, which may be repeated from memory, but with the ideas. When this is the case, the voice assumes a confident tone and loses the hesitancy which always accom- panies a lack of knowledge. Of what use is it to them to read a sentence they do not understand ! The spelling- book would answer the same purpose. In regard to Spell- ing, our teachers have endeavored to carry the classes further than formerly has been done, and with some degree of success. But we find a great difference in the correctness and promptness with which pupils spell, in different schools.
Generally, we can say that those teachers succeed the best who have their heart in their work, who love chil- dren, and who feel that they are working, not for dollars and cents merely, but for the cause of education and for the welfare of those who are intrusted to their care.
HORATIO F. ALLEN,
For the Committee on Intermediate Schools.
21
PRIMARY SCHOOLS.
THE Committee have atten led to the duties assigned them, and are glad to be able to report the Primary schools, as a whole, in a very prosperous condition. A change of teachers in several districts has been a necessity. This, as a general thing, is deleterious to the interests and progress of the schools, but having been fortunate in the selection of successors, they have suffered little detri- ment.
In District No. 1, we had expected that the sickness, which prevented the opening of the schools at the begin- ning of the year, for three weeks, and the employment of a substitute for the Primary teacher for the last six months, together with the unfortunate changes in location neces- sitated by the burning of the school-house, would be especially disastrous to the Primary department. But we are happy to say that earnest efforts on the part of all interested to overcome the influence of these things has been in a great measure successful, and our last examina- tion was very satisfactory.
We expect the eighteen schools of this department will open the coming year with permanent and faithful teachers, each at her post of duty.
The number of pupils connected with these schools the past year has been equal to, and the average attendance, we think, will compare favorably with, that of former years. Still, we can but deplore that necessity which compels many of the children to be very irregular in their attendance. A large number of the pupils must obtain what education they have by or before complet- ing the Grammar course, and it is of very great impor- tance that they be able to make the most of the few years
22
allotted them for study. We trust parents will bear this matter in mind, and in no instance retain a child from school when it is consistent for him to be present.
In a town so large as Newton, and differing so widely in the character of its people, there is necessarily much difference in the general appearance and proficiency, even in the schools of the same grade. The causes for this are numerous : many of them are entirely local, while some are attributable to the difference in teachers. All may be equally faithful in duty and indefatigable in effort, but some of them, for want of proper experience in teaching, thorough acquaintance with their pupils and patrons, and natural adaptation to their peculiar work, may not be able to show all that improvement in their schools which their faithful labors would seem to demand. It is no child's play to be a successful teacher of a Primary school.
Some one has well said : " It requires the greatest wisdom to teach the profoundest ignorance." No opinion is more erroneous than that held by some, that almost any one will do as a teacher for little children. Thorough intellec- tual attainments, though indispensable, do not adequately qualify one for this important position. There is probably no part of the teacher's work more difficult than that of rightly training and educating children in the earliest years of their school experience. Consequently it requires in the teacher accurate scholarship, good general culture, a natural fitness for the position, and an enthusiastic love for children, coupled with the purest morals, in order that the wants of the little ones may be properly met, that they may be trained in body, mind, and heart, and receive that fostering care, for the want of which so many are suffering in the natural relations of life, and be able to form those habits of physical, social, intellectual, and moral character
23
which shall give assurance, for the future, of high attain- ments in all that is good and true. The office of a Primary school teacher, therefore, is an important one to fill, and comparatively few seem to be designed by nature and fitted by training for it. For all, then, who undertake the work, and, conscious of their own inadequacy, strive to discharge faithfully every obligation, we bespeak the forbearance, sympathy, encouragement, and cordial co-operation of the parents and friends of education.
While the regime of the Primary school-room has been much improved within the last few years, it is still far from being perfect. When we have books thoroughly adapted to the youngest minds, and rooms suitably arranged and furnished for the comfort of the child and the development of his entire nature, there is even then a large margin left for the exercise of the teacher's good sense, sound judgment, and genuine tact, in seeing that every pupil is constantly engaged, interested, and happy ; and no true teacher will allow the exercises of her room to become monotonous, or wanting in enthusiasm, or con- tten herself with completing any dull round of duty. Singing, gymnastic exercises, building with blocks, the putting together of dissected pictures and maps, black- board drawing, drawing from cards, printing and writing upon slates, object-lessons by the teacher, with occasion- ally the reading of a well-selected story, followed with a few judicious comments, - these, and such as these, are among the exercises, already employed by many, that will relieve the school-room of much of its tediousness for the little ones, and cultivate in them a love for the pursuit of knowledge.
We are glad to see the walls of many of the school-
-
24
rooms embellished with paintings, and the windows well filled and shaded with house plants, all of which are gra- tuitously furnished by the teachers and pupils. There is little danger that æsthetic culture will be begun too young, and the love of the beautiful is very properly united with the love and knowledge of the good and true. Besides, the highway of culture is sufficiently rugged and disciplinary, when we have strewn it with flowers and thrown around it every possible charm.
The proficiency made by the pupils in their studies, we should judge, would compare favorably with that of former years. Most of the scholars in the advanced classes are very familiar with the four tables in Arithmetic, and some of them readily apply the principles to quite difficult examples. Absolute perfection in the tables can come only by constant and continued application. Still, pupils should be made as familiar and ready as possible with them in the Primary schools, that they may be prepared for their rapid application as they advance to higher grades. Great care should also be taken that the young child does not form erroneous habits in reading, which will need to be corrected in the future. He should not only be required to read accurately, but he should also be taught pronunciation, modulation of voice, inflection, and emphasis sufficiently to render his reading natural and expressive.
In conclusion we would make honorable mention of those who have occupied our places before us, by whose fidelity and labors of love our schools have been brought to occupy so high a position. And because of their noble efforts, our tasks have been comparatively light and our duties exceedingly pleasant. But, notwithstanding that
25
the schools of Newton are so justly noted, still, no pains- should be spared to render them yet more successful, and carry them forward to a higher degree of usefulness.
J. TUCKER, JR.,
For the Sub-Committee.
MUSIC.
MR. CHARLES E. WHITING has now completed his first year as teacher of Music, and the result has been such as to assure the Committee that we have in him an accom- plished and successful teacher, one who not only under- stands his subject, but who is "apt to teach." All are not aware, perhaps, of the extent and thoroughness of the instruction given in this department, and many, we are sure, consider it more in the light of a recreation than one of the regular branches in which thorough drill upon the rudiments is required ; yet such it is, and no pupil should pass through the Grammar school and not be able to read at sight any ordinary piece of music ; certainly the fault will not be in the teaching if it is so. A regular and systematic drill is given in each of the three . departments of musical science, Rhythm, Melodics, and Dynamics. In the first, treating of the staff, the letters upon it, the clef, division into measures by bars, different kinds of notes, marking time, etc., the pupilis not only required to know these characters and their uses, but to apply his knowledge in connection with Melodics, the basis of which is the scale. On this the pupil is exercised until he can not only sing with the voice, but with the
4
26
understanding as well. In the higher department of giv- ing expression to the sentiment, more attention is given in the upper classes and in the High school; the results of which all who attended the exhibition of the High school must have seen. It seemed to us highly creditable to teacher and pupils.
We would also bear our cheerful testimony to the suc- cessful efforts of our Primary teachers in developing the musical talents of the little ones, who come not under the in- struction of our Music teacher. It ever gives us unalloyed pleasure to listen to the songs of childhood, coming as they do from lips yet unstained by profanity, and other forms of evil speaking. In these schools, singing is a pastime, a delight ; it serves to beguile many an hour otherwise tire- some to these restless ones, whose minds, like spring-buds, are just opening to receive the genial warmth that ever comes from the true teacher. Those who have not enjoyed the sparkling, joyous songs of our Primary schools have a rich treat in store.
The liberality of the Town in providing a teacher in Music, and especially in furnishing pianos for our schools, is highly appreciated by teachers and pupils. No appro- priation has been more faithfully used, or has glad- dened so many hearts.
GEO. E. ALLEN,
For the Sub-Committee.
STATISTICAL TABLE.
TEACHERS.
Grade of School.
Whole No. Summer.
Whole No. Winter.
Average attendance
for the year.
Percentage of
attendance.
Scholars under 5.
Scholars over 15.
Amounts paid to Teachers.
Francis A. Waterhouse. .
High School.
138
111
110.88
.89
106
$2 500 00
A. Amy Breck, Asst ..
66
66
1,200 00
Margaret Kyle,
66
66
1,000 00
Carrie Spear, 66
66
800 00
David S. Farnham ..
Grammar.
66
65*
98
12
1,800 00
Emily W. Young.
Intermediate. 66
52
52
38.09
.73
4
350 00
F. Louisa Ripley ...
Sub-Intermediate. 66
49
56
39.50
.75
480 00
Sarah J. Nichels
66
100 00
Isabel C. Patten
Primary.
41
42
36.03
.86
550 00
Etta M. White.
Sub-Primary.
43
56
33.70
.68
3
500 00
Grammar. 66
38
27
31 05
96
25
1.700 00
Lottie C. Harbach, Asst. Clara M. Hovey
Intermediate.
55
47
38.16
. 15
550 00
M. L. Perkins
Sub-Intermediate.
48
54
44
.86
600 00
H. L. Macreading
Primary.
56
57
45.10
.80
561 25
Sibylanna Clark
Sub-Primary.
53
64
53.12
91
561 25
Grammar. 66
36
34
42.73 94 09
6
1,800 00
Intermediate.
32
34
30.51
.92
600 00
A. H. Campbell.
Primary.
45
58
47.37
.92
600 00
4
Charles A. Chase
25
29
23.55
.89
14
1,700 00
Adelaide B. Poor, Asst .. Mary C. Sanford.
Intermediate.
44
44
35.66
81
550 00
Isabel Treadwell.
Primary.
44
57
34
.67
511 25
Leander Waterman
40
38
34
.87
18
945 00
Ellen E. Miles, Asst.
50
60
45.5
.83
7
600 00
E. E. Simmons
Intermediate. 66
45
40
36.39
.77
3
600 00
Addie A. Baker
66
56
58
47.75
.84
237 50
Dora Puffer
315 00
Ella G. Bates
60
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.