USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1872 > Part 14
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
Some of these features, thus briefly adverted to, your Committee discuss more at length in their reports upon the several grades of schools, and special branches of in- struction, to which we now invite your attention. We trust the citizens will attentively read, also, in connection with the Committee's, the full and able Report of the Super- intendent, which accompanies it. We reprint at this time, for general perusal, the Rules of the Board, and its Regula- tions for the Schools.
.
12
THE TRAINING SCHOOL.
The Committee had in view two objects in establishing a Training School ; viz., to supply the numerous Primary and lower Grammar Schools of the town with more thoroughly trained teachers than can be obtained otherwise, and to furnish to the young ladies graduating from the High School an opportunity to fit themselves for useful and honorable employment.
The ability to acquire knowledge is one thing, and the power of imparting it, and holding a school in a proper state to receive it, is quite another. For teachers in our public schools we demand persons who have proved themselves to possess both these powers, - whose minds are well stored with information, and who have the ability to teach.
Our High School gives the means of obtaining knowledge, but offers no opportunity to prove or to develop teaching powers. We are therefore obliged at present to look among experienced teachers in other towns for our own supply ; and our young ladies are compelled to leave their homes, and to practise their chosen profession elsewhere, before we are justified in employing them in our schools. The Training School, we hope, will remedy both these difficulties : it will provide for our young ladies in their own town a training in the practical work of teaching, equal, we believe, to the experience of two years in the schoolroom, and such as is given in no normal institution. It will in- troduce them into the methods of teaching employed in our schools, which is an important consideration in the qualifications of teachers; and, after giving them the chance to show and to improve their power to teach, it will enable our schools to avail themselves of all the home talent that is adapted to their wants. Not all who pass through this school can be employed in Newton. It is not a large proportion of those who enter the profession, under any circumstances, who become successful teachers. But the school will do for them what can be done ; and many
13
who enjoy its advantages will find profitable work in other towns, where the requirements are not so great.
The plan of the school is fully described in the Superin- tendent's Report. In carrying this plan into effect, we were so fortunate as to obtain for principal a lady of emi- nent and tried ability, whose generous enthusiasm already makes sure the accomplishment of all that we expected of the school.
Miss Hanson has been well seconded by Miss Grant, who had previously distinguished herself as a primary teacher, and who has made excellent use of her talents in placing before the young teachers admirable models of instruction.
Eight young ladies have been constant attendants since the school opened in September ; and no one can witness their thorough preparation for their work, their efforts to put their lessons in practice in the schoolroom, and their kindly, intelligent criticism of one another's work, without seeing that their chances of success as teachers are very much increased by their training, and that, whether they succeed or not, they will receive a development of mind and charac- ter which of itself amply justifies the establishment of the school. The ability of these young ladies is so decided, that it is proposed to appoint three of them as responsible teachers of the three schools, two lower Grammar and one Primary, which, for the remainder of the year, will be in- cluded in this department. These young teachers will be under the direction of the principal, with whom, also, they will continue their studies and their preparation for the work of every day.
We have the less hesitation in taking this step, as we are assured by the Examining Committees that the classes now under the care of the school are doing exceedingly well, in some respects showing superior advantages.
It may be well to add that the entire expense of the school will scarcely, if at all, exceed the cost of the usual . instruction of the Primary and Grammar classes included in it.
The time of admission is, by the present rules, at the ‘
₺
14
opening of the school year, in September. " Graduates from the High School, and those who have had an equiva- lent education, are suitable candidates." " Other applicants may be admitted by special vote of the School Board, after examination and recommendation by the Committee on the Training School." It is very much to be desired that those who wish to enter the school should first obtain a general High-School education, if possible : they will find their time and labor amply repaid by the accuracy of their future work, and the abundance of their resources.
THE HIGH SCHOOL.
REFERENCE was made in the last Report to a desire on the part of the Committee to increase the attendance at the High School, and specially to enlarge the number of graduates among the classes. And attention was called to two measures intended by the Committee to forward this result, - one of which was the reduction of the Grammar School Course to six years, together with the abolishing of the examination for entrance to the High School ; and the other the transfer of a part of the master's time from the Classical to the General Course; thus giving the entire school the benefit of his superior strength and culture.
The difference of six months between the school year and the financial year makes it difficult to report definitely on the success of these measures. They were not inau- gurated in time to affect the last entering class in the most advantageous way ; and we are now only in the middle of the next school year. Probably, if any thing, the quantity of the last entering class was rather at the expense of the quality ; and some were admitted who were really unfitted to pursue the studies of the High School to advantage. But the very thorough system of examinations now fairly established in the grammar schools makes it possible . hereafter to determine with the utmost exactness as to the preparation of each scholar for this next grade of school.
15
Certainly a series of weekly written examinations kept up through the year is a surer test than one examination at the close of the year, and is much less subject to dis- turbing influences. And it only remains for the Committee to fix a uniform standard for all the schools, up to which the examinations of each pupil must come, and to make that standard reasonably high, in order to secure even better results as regards the quality of the classes than formerly. The introduction of a large proportion of elective studies into the General Course, of which mention will be made hereafter, has so increased the work of the teachers, that the addition of one teacher, made last sum- mer, simply leaves things as they were, without enabling us to make that use of the principal in the General Course, that we had wished; and for this purpose still another teacher will be needed the next school year.
Another measure for the good of the school, in which the Committee has taken great interest, we are sorry to say has not met with the desired favor from the town. And we wish to urge on the citizens the justice and expediency of paying some part of the expense of convey- ing scholars from the other side of the town to the High and Training Schools. Of course, if we provide such conveyance free of expense, we discriminate against those who have to pay their fare on the cars. But, if we convey these scholars for the average price of car travel from the villages on the Boston and Albany Railroad, we simply remove the discrimination that has all along been made against the pupils on the other line of railroad, and do something towards equalizing the privileges of the various parts of the town in reference to this school. And, as to the expediency of the measure, we can simply say that it would bring to the school, and keep there, many valuable additions.
One advantage which has been obtained from the addi- tion to the corps of teachers is the more thorough division of labor among them. Each teacher is kept largely to one line of studies, for which he has a special fondness or fitness,
16
and time for more thorough preparation than if his time were divided among a greater and promiscuous number. We have already indicated why we wish to make an excep- tion to this rule in regard to the principal, whose range of work we would widen rather than narrow; but, like all exceptions, this proves the rule. And it really seems un- necessary to show that it is better for the same teacher to instruct several classes in one branch than one class in many branches, or, worse still, to divide himself among different branches and classes promiscuously : at least in the higher grades of schools, where such thorough acquaint- ance as is necessary for successful teaching, with the various subjects taught, implies almost encyclopedic knowledge, and where each branch requires more or less distinct methods of instruction.
There has been a marked improvement lately in the study of the modern languages in our school. In this we have attended to an increasing demand, that, in these languages, the use rather than the theory should be taught; that the study of the structure and grammar of the language should be made subordinate to the acquiring of facility in the read- ing, writing, and specially the speaking, of that language ; and that such facility is to be acquired mainly through the ear and tongue, through the actual hearing and speaking of it. With this in view, we have introduced special native instructors in both French and German, who with really in- adequate time - only an hour a week -yet do much to familiarize the pupils with the spoken language.
Besides this the regular instruction in French is given by one of our own teachers, well versed in the language, who is able to keep up the same method in the class-room, to some extent, giving her instruction, much of it, in French instead of English.
But the most important event in the history of the school during the year is the revision of the course of study, in- troducing a greater number and proportion of elective studies, and reducing the required time in the General Course from four years to three ; the fourth year being re- tained, but made optional.
.
17
The following is a programme of the revised course of study as adopted by the Board, Sept. 19, 1872: -
HIGH SCHOOL.
GENERAL COURSE.
FOURTH CLASS. - FIRST TERM.
English Language, 3; Chemistry, 3 ; Music, 1 ; Drawing, 2; Latin, 3 ; * Algebra, 3 ; * Natural History, 2; * Penman- ship, 1 .*
SECOND TERM.
English Language, 3; Chemistry or Botany, 3; Music, 1; Drawing, 2; Latin, 3; * Algebra, 3 ;* Mineralogy, 2; * Penmanship, 1 .*
THIRD CLASS. - FIRST TERM.
English Language, 3; Natural Philosophy, 3; Music, 1; Drawing 2; Latin, 3 ; * French, 3 ;* Geometry, 2; * Geol- ogy, 2; * Commercial Geography, 1 .*
SECOND TERM.
English Language, 3; Natural Philosophy or Physical Geography, 3; Music, 1; Drawing, 2; Latin, 3; * French, 3 ; * Geometry, 2 ; * Manual of Agriculture, 2; * Commercial Geography, 1 .*
SECOND CLASS. - FIRST TERM.
English Language, 3 ; Physiology, 3; Music, 1; Drawing, 2; Latin, 3 ;* French, 3 ;* German, 3; * Trigonometry, 2; * Ancient History, 2 ; * Science of Government, 2 .*
SECOND TERM.
English Language, 3; Modern History, 3; Music, 1; Drawing, 2; Latin, 3 ; * French, 3 ;* German, 3 ; * Polit- ical Economy, 2 ;* Surveying, 2; * Arithmetic and Book- keeping 2 .*
2
18
FIRST CLASS. - FIRST TERM.
English Language, 3; Mental Philosophy, 3; Music, 1; Drawing, 1; Latin, 3; * German, 3; * Modern History, 2 ;* Astronomy, 2 .*
SECOND TERM.
English Language, 3; Moral Philosophy, 3; Music, 1 ; Drawing, 1; Latin, 3 ; * German, 3 ; * Modern History, 2 ; * Elocution, 2 .*
Declamation and Composition through the course.
CLASSICAL COURSE. FOURTH CLASS. - FIRST TERM.
Algebra, Latin, English Language.
SECOND TERM.
Algebra, Latin, English Language.
THIRD CLASS. - FIRST TERM.
Greek, Latin, Geometry, English Language.
SECOND TERM.
Greek, Latin, Geometry, English Language.
SECOND CLASS. - FIRST TERM.
Greek, Latin, Ancient Geography, English Language.
SECOND TERM.
Greek, Latin, Ancient Geography, English Language.
FIRST CLASS. - FIRST TERM.
Greek, Latin, Ancient History, English Language, Arith- metic, Modern Geography.
SECOND TERM.
Greek, Latin, Use of Logarithms, English Language, Algebra, Geometry.
Declamation, Composition, Music, and Drawing * through the course.
19
There are three courses of study, - the General Course, the Classical Course, and the Three-Years' Course.
The Three-Years' Course embraces the first three years of the General Course.
A student who has completed any one of these courses is entitled to a diploma, provided he has done at least twelve hours of class-room work per week, exclusive of Composi- tions and Declamations.
A student may elect from any one, or all of these courses, such special studies as he is qualified to pursue, and, if he makes satisfactory progress, is entitled to a certificate.
Students who take special studies, without pursuing at the same time one of the prescribed courses, are not re- garded as regular members of the school; and their con- nection with the school, and their hours of attendance upon recitation, are subject to special regulations.
No class will be formed in any optional study, unless five or more students elect that study.
The optional studies are indicated by a star.
The figure annexed to any study indicates the number of exercises per week in that study.
An analysis of this course of study shows, 1st, That, of the twelve hours of weekly class-room work in the first three years of the General Course, nine are devoted to re- quired, and three to optional studies ; while in the fourth year, completing the General Course, eight hours are given to the former, and four to the latter. 2d, That the study of the English Language, Music, and Drawing, is required throughout the course; three hours each week being given to the English Language, one to Music, and two the first three years, and one the fourth, to Drawing. The remaining three hours are given for five terms to the natural sciences, in- cluding Chemistry, Botany, Natural Philosophy, Physical Geography, and Physiology, in the order named, and, for the remaining three terms, to Modern History, and Mental and Moral Philosophy, also in the designated order. 3d, That in the list of optional studies are included the entire course in mathematics and the languages, besides certain of
20
the less important or more advanced natural sciences, such as Geology and Astronomy, and several studies belonging to a professional or mercantile education, such as Survey- ing, Book-keeping, and Penmanship. 4th, That the time given to each of these optional studies is such that it is possible to take only one or at most two such studies in addition to the required in order to complete the necessary number of exercises.
It will be noticed, that, among the required studies, prom- inence is given to the English Language and the Natural Sciences. The first of these is a new application of an old principle. The place to be given to the study of lan- guage in any scheme of higher education has always been recognized; and it is unnecessary here to discuss its ad- vantages. As a means of mental discipline, it cultivates a wide range of faculties; and its contribution to the intel- lectual and general structure of the man is a singular com- bination of solid and graceful elements. But this principle has generally been applied only to foreign or dead lan. guages ; and, of course, there are many points of differ- ence between the study of these and of a native tongue, as also in the results of the two. But the essential bene- fits of the study of language are to be derived as well from that of our own as of other languages; and this is just the point which has not been recognized generally, and which makes the prominence here assigned it a new application of the old principle. And there are two rea- sons, among others, why preference should be given it in a High School Course. First, that it is our own language, a thorough knowledge of which is certainly most useful to the greatest number; and, second, that the study of other languages in a High School Course is necessarily elemen. tary, while this is already so far advanced as to lead us immediately into the study of a rich and varied literature, unrivalled in the history of human speech and thought, and creating a taste for the same, which is necessarily of incalculable advantage to the pupil. This advantage, that the study of language becomes the study of a literature,
21
belongs to other linguistic studies in College, but in the High School to the English alone.
In the natural, or, as they are called now, sometimes, the exact sciences, to which, next to English Language, pref- erence is given among the required studies, another set of faculties is trained, and different, more practical ends se- cured. But these general considerations it is unnecessary to present in this place. The question to be discussed here is not the absolute, but the relative value of certain studies in a High School course. These studies may be brought under the following heads, - Language, Mathematics, Nat- ural Sciences, and the Science of Humanity, - including in the last whatever pertains to man's inner or outer history, such as Mental and Moral Philosophy, History, Political Economy, &c. All these are included in our High School studies. The question is as to the relative place assigned them; and, in considering this, there are two fundamental objects to be consulted, - the mental discipline belonging to these studies, and their practical uses. For we do not choose to consider these as antagonistic and mutually exclusive ends, but as objects mutually corrective, and capable of adjustment and combination. As regards the study of Lan- guage, common consent has assigned it the first place as a means of general mental culture ; and we bring it fairly into line with practical uses by making the language required our own. As regards the study of Mathematics, the reasons which make us relegate that into the list of elective studies are, first, that it has already been pursued in the Grammar School as far as many minds find it either agreea- ble or profitable. It becomes in these more advanced stages entirely distasteful to them, and, instead of an exer- cise of the reasoning powers and the understanding, it becomes largely a mere exercise of the memory ; both of which reasons vitiate its usefulness in the direction of dis- cipline. And, secondly, its practical uses are certainly very essentially narrowed for most men after the Arith- metic has been learned. And the most important subjects embraced under the fourth head, viz., Modern History and
22
Mental and Moral Philosophy, we have included in the list of required studies, but have put them where we think they belong, - late in the course. They bring into action, properly studied, a set of faculties not until late developed; and the exacting nature of the study is such as to make it in its elementary form the fitting crown and close of this course, as in its more advanced form it is of the College Course.
But in the Natural Sciences, with the consideration of which we started, we have a wide range of studies, all of them, except in their most elementary forms, yet unstudied, cultivating a distinct class of mental powers necessary to the completeness of the intellectual structure, and embra- cing numerous practical ends ; all of which vindicates the place here assigned them among the required studies.
Besides those above mentioned we have introduced cer- tain purely practical studies with only little educational element in them, such as Surveying and Book-keeping, into the list of elective studies.
Besides the reduction of the required General Course from four years to three, and the introduction of a large number of elective studies, the Committee has adopted a sys- tem of special studies for those not able to pursue a regu- lar course of High School study. If, for instance, a person wishes to learn German or French, he can attend the classes in that study ; and if he pursues it far enough, and with sufficient industry, to attain satisfactory results, a cer- tificate of the fact is given him. And so with the entire range of studies. Such students, however, are not regarded as regular members of the school, and are subject to spe- cial regulations.
These three things - special studies, elective studies, and the three-years' course - have been adopted by the Com- mittee with one object ; and that object, in plain terms, has been to make the High School more popular. To secure this end we did not think that it was at all necessary to use meretricious or doubtful means, nor in any way to lower the standard of the school. We had sufficient confidence in the
.
23
good sense of the citizens to believe that it could be at- tained by merely seeking wisely the greatest good of the greatest number; and we believed, that by this means we should increase not only the popularity, but the real effi- ciency, of the school. This, as well as the other schools, is a public school ; and room should be made here for medium as well as first-rate scholarship, and for a certain variety of tastes and endowments. And so the good education of the many, rather than the critical education of the few, we have set before us as the real object to be attained. With this end in view we have first, then, reduced the required course to three years. We do not mean to intimate by this that we think it wise for any pupil to graduate then, nor that this is the proper time of a High School course for the majority of students; the fourth year being a kind of luxury for those who have the leisure to give to it. To avoid any such interpretation as this of our action, we do not call the fourth an extra year; but we designate the four-years' course, as before, the General Course, and the other the Three-Years' .Course. But we do recognize the fact that it becomes necessary, or at least important, for many to leave school after three years; and we think that these have al- ready completed such a course of study as to entitle them to a diploma of graduation. And we see that there are others, who are tempted to leave school after two years, who may be induced by the prospect of regular graduation to re- main another year. Then we know that the element of time is often an important one with the parent in deciding wheth- er his child shall go to the High School at all.
The same consideration led to the admission of special students. We thought that there were, very likely, those in the town to whom the advantages that the school offered for studying certain branches would be very acceptable and useful, who would, nevertheless, have no time for the entire course, and possibly no need of it. And we thought that it would therefore extend the usefulness of the school, without impairing its efficiency for the regular pupils, to allow such persons to attend the classes already formed in these studies.
24
And we were influenced in the same way in the exten- sion of the range of elective studies in the school. We will suppose that a fixed course of study can be arranged, which, on abstract principles, shall be superior to any other. We have not, then, taken into consideration the wants of the peo- ple, even if we have their needs. If, now, we introduce a little flexibility into the course, allowing the pupils and their parents some latitude for choice in the studies, while at the same time we fix a fair proportion, so as to secure in each case sound educational ends, is not the added attrac- tiveness of the school more than enough to counterbalance the slight departure from the supposed standard ? And is not the increase of attraction thus increase of solid useful- ness ?
But a more serious consideration is, that we have not taken into account the variety of taste and endowment among the pupils. Up to a certain point, probably the close of the Grammar-School Course, it is certain that it is necessary for every child to acquire a knowledge of certain fundamental things, in spite of likes and dislikes ; and the rauge of studies open to a child is not such as to require selection ; but, on entering the High School, there is a wide field of study open to him, out of which selections must be made. Shall this selection be made by the Com- mittee for the entire school, without any reference to indi- vidual bent or capacity, in conformity to the abstract value of the subjects ? or shall the parent, within certain limits, choose for his child ? That is, is not this matter of personal bent an important element in deciding the question of edu- cational value in regard to certain studies ? For instance, the study of mathematics has always been supposed neces- sary throughout a High School course ; but really does it not require, beyond most other studies, a natural aptitude in the scholar to make it any thing more than an exercise of the memory after finishing the arithmetic?
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.