USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1871-1872 > Part 13
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This reduction of time has been brought about, not by crowding more into each year, nor by the omission of any necessary or important part of the work, but by striking out really superfluous things, so that the course of study is really better in itself by the omissions made, aside from other advantages.
13
The programme of studies, then, is another thing in which important changes have been introduced. It has been pre- pared with the utmost care by the Superintendent, in con- sultation with the teachers and the Committee, and forms a complete guide to the teacher as to work, methods, and materials.
In arithmetic the work has been diminished by the omis- sion of various unimportant subjects, such as duodecimals, alligation, and exchange. Instruction in written arithme- tic is given orally from the very beginning of the course, and mental and written arithmetic are taught parallel with each other throughout. More attention than ever is paid to the teaching of principles rather than rules, and of prin- ciples underlying rules. Here, as everywhere, the aim is to educate, and so care is taken that no process be given without the attempt at least to explain it and the reason for it. The tendency of this is to discourage dependence on the text-book on the part of both teacher and pupil, and in this study, at least, to encourage the use of the understand- ing and reasoning powers instead of the memory.
In geography, the course is reduced fully a year and a half by the omission of details in map-questions. Only the broader outlines and general and more important facts are given, with the conviction that not only is the course shortened in this way, but that the mind, being relieved of a multitude of details, retains then more readily the larger outlines. This is the course that reform in geographical text-books has taken ; and, while we have made as yet no change in text-books, we have made this reform in the use of our text-books. Some of the time thus gained we have given to the study of Dr. Hooker's " Child's Book of Na- ture," taking it up in the fifth, and completing it in the fourth class. This is an admirable book, teaching in a clear, con- versational way such facts as a child can understand about plants, animals, and the elements.
In grammar, quite important changes have been made. Very much less of technical grammar is taught, and less use is made of the text-book; and yet we think that the instruc-
24
14
tion given is such as to give the pupil a better and more correct use of language, both in speaking and writing, than with the old method. The text-book is not introduced at all until the second class, though constant reference is to be made to it by the teacher. But a beginning is made in teaching the proper use of language in the lowest Primary School ; and this is kept up, with constant additions and prog- ress, till the end of the Grammar-school course. We will give very briefly the outlines of this course in grammar as a specimen of the entire programme. In the first term of the sixth class, the pupil is taught the meaning of the terms " sentence," " statement," " question," and " command," and taught it so thoroughly that it must become a fixed element of his knowledge. In the second term, instruction is given in the same thorough way in the different classes of words, object-words, action-words, quality-words, com- mon and proper names, &c. In the next class, instruction is given in the first term in the meaning of "limitation in language," and the way in which object and action words may be limited, also in the use of abbreviations, contractions, and quotation marks ; and in the next term, besides a re- view of the preceding, some of the rules for capitalizing and punctuation are given. In the first term of the next class, some of the leading general grammatical terms, such as " idea," " thought," sentence," " subject " and " predi- cate," are explained ; and in the second term the parts of speech are taught. In the first term of the next class, instruc- tion is given in the classes and properties of the five most im- portant parts of speech, and the phrases and clauses to be substituted for them; and in the second term, in the forma- tion and analysis of sentences, and in letter-writing. Then, in the second class, the text-book is taken up, but such a text- book as continues the plan of teaching language rather than technical grammar, and at the same time the oral instruction on specified topics is kept up. This glance at the programme will give some idea of the system, simplicity, and thoroughness of instruction at which it aims throughout.
In reading, very much more is done than formerly. The
15
Fifth Reader is finished in the third class. In the second class and first term of the first class, the Historical Reader is used, and General Reading in the second term of the first class. Observation seems to indicate that a natural manner in reading is to be obtained only through a combination of occasional careful drill with general rapid reading ; i.e. by sometimes reading short lessons with the utmost care, and the rest of the time reading longer lessons with correspond- ing lack of drill. The feeling is, that, on the one hand, con- stant drill may make elaborate, painstaking, and showy readers, but may prevent naturalness and ease through the constant self-consciousness which it causes ; and, on the other hand, that quantity-reading without drill is sure to make slovenly readers.
An addition has been made to the course of study in defining, or synonymy, which is taught through the entire course. In the reading lesson each day, the teacher gives, and encourages the scholars to give, the synonymes of words occurring in it. How often one knows the meaning of a word, but is puzzled to express it, or give its equivalent ! And how frequently one can avoid sameness or repetition in writing or conversation by this familiarity with different words expressing about the same thing ! How often, too, when we are puzzled to express the exact shade of our thought, this knowledge of synonymes gives us just the word we need ! Of course this has been taught more or less in our schools before ; but this regular drill in it meets a real want, by calling the scholar's attention constantly and prominently to it as an important thing.
The matters of oral instruction, music, and drawing, we will speak of in another place, as they are a part of the gen- eral school system, and not of any one grade.
In the Primary Schools the changes have been mainly in the earlier and more gradual introduction of the various studies, and in the greater variety of the exercises. None of the branches generally taught in our Primary Schools are too difficult for the very earliest period, after the scholar has learned the first elements of language. All that is ne-
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cessary is to make them clear and simple. Hence, spelling, writing, language, oral instruction, music, morals and man- ners, and drawing are taught in the very first term, and in the next term instruction in number is introduced. In this way variety is imparted to the exercises, and both teachers and scholars are relieved.
The same variety is obtained by constant departure from the text-book in all these studies. In spelling, for instance, the scholars are taught to spell their own names, and those of familiar things, such as the months, days, and the town and State in which they reside. In reading, conversations are introduced on the meaning of the lesson ; and by print- ing on the slate the pupils are familiarized with the forms of the letters, and thus the reading is made easier.
In arithmetic the exercises are varied by combining written and mental arithmetic, as in the Grammar Schools, the scholars being taught Roman and Arabic notation and numeration as far as one thousand. Also, by the use of charts, slates, blackboard, and the numeral frame. Special care is taken to give them concrete as well as abstract ideas of number, by making them count, add, and subtract dif- ferent objects, such as blocks and marbles. · In addition and subtraction, instead of the old tables, in which the num- bers increased or diminished each time by one, those are used in which the steps are taken according to arithmetical progression, as 2+3+3 &c .; the other process being, if the pupil has wit enough to discover it, merely counting instead of adding or subtracting.
The effect of all this is not only to give variety to the different exercises, but also thoroughness to the instruction. Because the pupil is made to look at the subjects from many sides and in different ways.
One of the most favorable changes in this grade is in the substitution of writing for printing. Some of the reasons for this were given in the last Report, and the results so far fully justify the step. Some of the specimens of writing are quite creditable.
These are the most important events and changes in the
17
different grades of schools. Of more general matters we wish to mention the systematic course of oral instruction or object-lessons that has been introduced in all except the High School. There is a regular progress in these : the object being to develop at first the perceptive, then the conceptive, and then the reasoning powers of the pupil. Every realm of nature and art is explored for the subjects of these lessons, and the general intelligence of the pupil is very much increased. What he would otherwise merely absorb in regard to familiar objects, he is now systemati- cally taught ; the vague notions of these things which are all that many of us have even now are crystallized ; and the scholar is taught to ask questions after the proverbial time when they all do, and is encouraged to expect definite answers. The influence on the teacher, too, is beneficial. His range of text-book topics is so limited, that his occupa- tion, so far as these go, does not necessarily make him a reading or studying man. But here there is constant stimn- ulus to learn all that he can about nature, the arts, manu- factures, and commerce, so that he may have constantly new and interesting materials for these oral lessons.
The same constant, systematic, and progressive instruc- tion is given in morals and manners. Of course knowledge is not all that is necessary to produce right character and conduct ; but it is a very important element in their culti. vation. And it is especially advantageous by this means to keep the subject constantly before the child's mind, lead- ing him to reflect on it and see its importance. Its tendency is to prevent, at least, heedless or ignorant misconduct. And, if this instruction is to be given, we hold that teachers are specially fitted to give it. They have acquired in other things a faculty and methods of instruction that can be ap- plied to great advantage here.
There has been great progress in teaching music thiis year. Both theory and practice begin to be taught in the lowest Primary School, and this is kept up throughout with constant drill and steady progress, so that reading music with comparative ease is to be one of the acquirements of
18
our Grammar-school pupils in the upper classes. This is the way in which we shall become eventually a musical nation, like the Germans; and by such thorough and uni- versal instruction in such things as music and drawing, many of the hard lines are to be taken out of life, much of the commercial and materialistic spirit is to be removed from the nation, and cultivated tastes and refined sympa- thies are to be inculcated and diffused.
This branch is taught, like the others, through the teachers. They may not know so much music as many others, but their training as teachers fits them to teach what they do know. We have an admirable music-teacher in Mr. Tilden of Medfield, who visits each school once a fortnight, hears the children recite or sing what they have learned since the last visit, and gives the teacher her work for the next time. And this work, so laid out, the teacher performs by a daily lesson and drill of ten minutes. The programme in this study is laid out with the same care and system as in the other studies, and was prepared by the music-teacher.
The subject of drawing was taken up very early in the year, with the determination to give to it the same attention as to music, and to teach it in much the same way, - through the regular teachers, superintended by a drawing teacher. The importance of this study is well stated by Mr. Smith, the English art-teacher, now in the employ of the Boston schools and of the State Board of Education. I will not quote his language here, but briefly, in my own language, some of his statements. He says that what the State demands for its citizens is education in "industrial draw- ing; " i.e., such drawing as shall improve the character and increase the value of its manufactures through the in- creased beauty of their patterns. Many of the European States owe much of their prosperity to the artistic excel- . lence of their manufactures, brought about in the same way. To accomplish this object, there are three classes of citizens to be educated, - children, adult artisans, and the general public. For children, elementary instruction should be
1
19
given in the public schools ; for adult artisans, night schools and classes should be provided; and for the public, museums, galleries of art, and public courses of art lec- tures ; all of which must commence with the teaching of drawing in the public schools. And then, to continue the work begun here, art schools and galleries should be added.
The first two features of this system, described by Mr. Smith are possible to us, and have already been inaugurated ; viz., free hand-drawing in the public schools, and night schools for mechanical drawing. But we have had dif- ficulty in securing a proper teacher for the former, and so have not yet determined the details of the instruction. We have secured lately, however, the services of Mr. Bowler, the celebrated and successful writing-teacher, who is now giving his attention specially to drawing; and we feel confident, that, under his direction, we shall have important results to record another year.
Evening schools for instruction in mechanical and indus- trial drawing have been opened in the villages of Newton, Newton Upper Falls, and Newton Lower Falls. Mr. Albert F. Hall, a graduate of the Institute of Technology, and who has completed his studies in one of the polytechnic schools in Germany, has been employed as teacher; and the progress made has been quite satisfactory. The full benefit of such schools, however, cannot be secured, until those instructed have a better knowledge of the elements of plane and solid geometry and of elementary drawing. The latter defect, however, will be removed by the sys- tematic instruction in drawing now given in our public schools. The object in these evening schools has been to enable mechanics to read, and, if necessary, to make such working drawings as are needed in their business. We hope that those attending will persevere, and especially endeavor to obtain the preliminary knowledge mentioned above, so as to derive all possible advantage from the schools.
Another important change introduced this year is in the character of our teachers' meetings. We still hold our gen-
20
eral meetings of all the teachers twice a year. But in the main these have given place to meetings of the teachers in each grade under the direction of the Superintendent. In these, each teacher is sure that the subjects discussed are such as will directly interest him; while in the general meeting either general subjects alone could be discussed, or, if subjects of special interest to one grade were intro- duced the rest were only remotely instructed or interested.
Notwithstanding all this array of carefully-prepared sub- jects, methods, and helps in instruction, the Committee feel no less than before, but rather more, the importance of good teachers. In this connection, we will say that some ob. jection is naturally made to so minute a programme as the course of study, going into details so much, and giving so many directions to the teachers, as tending to hamper them, and having somewhat of a mechanical appearance. But, as regards methods, to which alone this objection could apply, the programme is not intended to enforce rules, but simply to suggest principles. And these suggestions good teach- ers should welcome, and poor or inexperienced teachers certainly need.
As regards the selection of teachers, we are determined to exercise the utmost care to make no mistakes, and stead- ily to rectify those that are or have been made. As one means of securing good teachers, we have determined to establish a training-school. This will enable us to use such material as we have in our own town among the graduates of the High School, and also to secure more readily and surely teachers accustomed to our methods. Experience and ob- servation teach that even a person with a natural gift for teaching, who has neither experience nor training as a teacher, wastes much time in acquiring right methods ; while a person of only moderate ability may acquire these methods in a comparatively short time under careful train- ing. But we think that practice, as well as theory, and practice accompanying theory, is necessary. And hence we propose a training-school, in which the two shall be combined. We intend to take three rooms in the Claflin
21
School at Newtonville, that being a central point, and to place the schools occupying them, including the primary and the sixth grammar class, under the charge of the prin- cipal of the training-school, who is to see that the embryo teachers in training instruct them properly.
We wish it understood that we do not guarantee to those studying in this school positions as teachers. We intend to admit to it graduates of the High School, with the un- derstanding, that if they do well, and promise well, they will receive appointments in our schools as vacancies occur in the lower grades ; and, in any case, they will have re- ceived instruction which may fit them to teach elsewhere, if not here.
The evening school at North Village, under the charge of Mr. Hayes of the Claflin School, has met with the most flattering success. Persons of all ages have attended it, the number of adults being fifty-eight, with an average at- tendance of forty three; and of children ninety, with an average attendance of fifty-seven. The former study read- ing, writing, and arithmetic, with a class of thirteen in book-keeping. Eight of these, who did not know their let- ters on entering, now read quite fluently. The children all study reading, writing, spelling, and arithmetic, and forty of them grammar. The attendance has been quite regular, the order good: they have given close attention to their studies, and the results have been most gratifying.
In conclusion, it is simple justice to say that much of all this progress and reform is due to our Superintendent, who has made himself felt in every department of our school system, strongly, wisely. and progressively. The Town may congratulate itself, as the Committee do, on se- curing the services of one who so completely fills so im- portant a place.
GEORGE E. ALLEN ISAAC HAGAR, Annual Report. Committee on
EZRA P. GOULD,
STATISTICS.
Districts.
NAMES OF TEACHERS.
Grade
of School.
Whole No. of
different pupils
during year.
Average whole
No. of pupils.
attendance.
No. of pupils
No. of pupils
over 15.
Amount paid to teachers.
Francis A. Waterhouse,
High.
116
111
105
0
103
$2.625 00
Ezra W. Sampson.
66
500 00
Lydia C. Dodge
66
400 00
Carrie Sprar
800 00
David S. Farnham
Grammar.
227
166
157
0
11
1,800 00
Emma W. Young .
66
625 00
Fannie A. Shapleigh
. .
560 00
L. M. Adams.
55 00
C. E. Dewing
575 00
Isabel C. Patten
66
625 00
Sarah J. Wood
Primary.
121
90
79
3
0
275 00
Julia Perrin ..
275 00 365 00
Charlotte McDaniels
66
Saralı L. Tupper
Mixed, Highlandv. Grammar.
15
12
9
1
0
Levi C. Wade
193
133
123
0
18
1,800 00 625 00
Helen M. Dunn
286 25
Fanny M. Kin.
275 00 625 00
H. L. Macreading
133
99
86
3
0
625 00
Sybilanna Clark
625 00
3
Luther E. Leland
89
84
80
0
10
1,800 00 625 00
Cornelia A. Washburn, Anna G. Swain
206 25
S. Helen Stewart.
165 00
Lucy L. Drown
385 00
4
Charles A. Chase
150
113
103
0
19
1,800 00
Adelaide B. Poor
120 00
Lizzie M. Hall.
465 00
Marnie A. Richards
586 25
Mary E. Hardman.
65
52
47
0
0
5
John S. Hayes
206
149
140
0
38
1,800 00 316 25
Lizzie R Ginn
285 00
Nettie T. Winship.
600 00 625 00
Ella M Armes
Primary.
89
77
70
0
0
625 00 505 00
Ida F. Conner.
230 00 110 00
Nettie T. Armes.
Grammar, No. Vill.
90
78
70
0
0
575 (0
6.
66
180 00
=
275 00
L. W. Stearns.
Primary, No. Vill.
119
97
82
0
0
6
Levi F. Warren
325
242
234
0
30
165 00 500 :0 1.800 00 300 00
Elizabeth A. Pinnock .. Eliza E. Simmons. ..
445 00
Lucy G. Coe.
625 00 625 00
Ida F. Conner
345 00
Kate D. May
66
445 00
Jeannette A. Grant ..
275 00
James H. Foss
Grammar.
321
277
256
0
21
900 00
H. Chapin Sawin ..
560 00
Angenetre F. Tinkham
600 00
Martha A. Verrv
66
625 00
Martha C. Harriss.
625 00
Hattie F. Cole.
625 00
S. M. Dunckiee .
625 00
Margaret Bam'ord.
626 00
Mrs. E. J. Trowbridge,
120 00
Annie C. Grant .
Primary.
178
114
105
2
0
625 00
Carried. forward
2717
2127 1955
12
250
42.925 00
..
60
40
35
0
0
Grammar. 66
Primary. .6
110 00 440 00
Ellen W. Peterson
Grammar. ..
Clara A. Armes
66
Julia W. Butterfield.
66
Lydia B. Bird
66
Emma H. Sanger
Lydia C. Dodge.
590 00
Ella G. Bates
Primary.
220
193
174
3
0
430 00
Hattie L. Butler.
625 00
sarah E. Foster.
7
. .
....
. .
2
Emma E. Farnum.
·
Martlia L. Perkins.
Primary. 66
Grammar.
Ellen M. Gifford.
320 00
Primary. 16
220 00 55 00
Etta M. White .
. . .
.
Martha M. Ring.
Mary A. Willard
Lilla T. Wilder.
Grammar. 66
1,900 00
Margaret Kyle
1
Average
under 5.
STATISTICS ( Continued).
Districts.
NAMES OF TEACHERS.
Grade
of School.
Whole No. of
different pupils
during year.
Average whole
No. of pupils.
Average
attendance.
No. of pupils
under 5.
No. of pupils
over 15.
Amount paid to teachers.
Brought forward ..... Fannie A. Valentine. ...
2717
2127 1935
12
250 $42,925 00
Primary. 66
300 00
Helen Edes ..
=
165 00
Josephine W. Littlefield,
385 00
Henry F. Howard.
Grammar.
46
30
28
0
19
1,800 00
Sarah E. King.
Primary.
28
19
16
1
0
625 00
Thomas Emerson
Superintendent.
1,500 00
Charles E. Whiting
825 00
William S. Tilden
450 00
Lucas Baker.
Mechan. Drawing.
450 00
Albert F. Hall
66
440 00
Totals
2791
2170
1999
13
269
$50,490 00
. .
...
...
....
....
....
....
....
7
...
625 00
Alma A. Leonard.
..
8
Music Teacher. 66
FINANCIAL STATEMENT.
SCHOOL APPROPRIATIONS.
Balance unexpended, Jan. 27, 1871 . . $2,524 28
Appropriation of March 6, 1871, for the finan-
cial school year, ending Jan. 26, 1872 . 54,000 00
Received from the State School Fund 577 39
Received from the County Treasurer, " Dog-Tax " 617 40
$57,719 07
Amount expended for the financial school year, ending Jan. 26, 1872
54,523 44
Balance unexpended Jan. 26, 1872
$3,195 63
Appropriations for Mechanical Drawing
$3,500 00
Amount expended
2,241 72
Balance unexpended .
1,258 28
Appropriations for Evening Schools
$1,200 00
Amount expended
. 526 75
Balance unexpended .
673 25
.
$5,127 16
Appropriation for School Incidentals $13,000 00 .
Amount expended .
$5,482 38
Amount expended in excess of Appropriation 2,482 38
Total balance unexpended $2,644 78
Amount paid for teachers' salaries, fuel, and care of school-buildings : --- High School
Schools in Newton Centre
6,251 37
" Upper Falls
5,503 62
66 " Lower Falls
3,872 25
66 " Auburndale
3,887 25
66 " West Newton
7,552 02
66 " Newtonville and North Village
8,170 17
" Newton Village
8,634 35
66 " Oak Hill
2,620 75
Instruction in Vocal Music
1,275 00
Amount carried forward,
$54,523 44
·
$6,756 66
25
Amount brought forward,
$54,523 44
Superintendent of Schools, (6 mos.) .
1,500 00
Furniture, repairs, and incidentals for schools
15,482 38
Mechanical drawing-schools
2,241 72
Evening schools
526 75
New School-house, River Street
15,000 00
School-house lot, cor. Crafts and Watertown Streets .
3,000 00
Finishing and furnishing the attic-story, Lower Falls school-house
2,200 00
Printing
522 25
Services of School Committee .
1,087 50
Services of Building Committees
400 00
Total expenditure for school purposes
$354,500 00
$96,484 04 Value of school property owned by the Town .
:
COURSE OF STUDY IN THE PUBLIC SCHOOLS.
PRIMARY.
THIRD CLASS. - FIRST TERM.
READING. - Lessons from charts and blackboard. First Reader, to the 30th Lesson. Teach the sounds and the names of the letters. Teach the pronunciation and mean- ing of the words before they are used in a reading lesson. Never allow a word to be spelled by the pupil while read- ing. Conversations on the meaning of what is read. Two or more lessons each day. Require the pupil to print let- ters and words on the slate until he can call each letter of the alphabet at sight. Teachers should remember that the sole object of these slate exercises in printing is to assist the pupil in recognizing the forms of the letters. Teach the pupil how to hold his book, and turn the leaves prop- erly.
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