USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1872 > Part 16
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Per cent
Average
Average
Attendance.
Attendance.
Average
Whole No.
Average
Attendance.
Per cent.
Attendance.
Newton Centre .
252 8
219 8
81 4
271 9
92 6
279.3 226.4 117.6
266 1 204.5
95.3
274.9
262.3
95 4
260 89 242 34
92 8
Upper Falls ..
200 7
175 6
87.4
219 3
91.4
90.2
223 8
205.8 91 5
218.32, 198.83
91.07
Lower Falls.
119 2
110.1
92 3
118.3
112 2
94 8
109 2
92.9
115.9
105.8 91
118.59
109.79
92.5
Auburndale. .
181.8
148.3
81.5
206
182 4 382 5
88.5 93.7
188 2 397.3
168 1 373.2
93.9
3-4.1
357 9 93 1
419 96
392.84
93.5
Newtonville ..
381,1
321
84.2
132 7
395 1
91.3
409 7
389 8
95.1 |
425 2
375.8 88 3
402.17
362.71
90.1
Newton ..
395.6
354 8
89.1
407.6
379.8
93.1
125.4
398.7
93.7
397.8
359
30 2
401.67
371 05
92.3
Oak Hill.
46.8
43.4
92 7
42.2
38.5
91.2
45 9
41.1
89.4
41.8
37.7
92 4
45.91
42.27
92 7
High School.
122.4
115.2
94.1
119 3
114 8
96.2
117.25
110.25
94
1.57
107
92.4
125.53
119.61
95.2
Total.
2125 7
1877.1
88 3
2225.3
2060.7
92.6
2207.1
2060.9
93.3
2158.8
1967
91.1
2174.23 2000.76 -
92.1
264
247 2
93 6
259.8 222.7
238 205
256.6 220.5
233 200.5
255.6 219
234.9 201.7
255.4 213 5
91.7 83.3
239.6 216.8
233
97.2
Newton Centre Upper Falls ...
220.5
210 4
95.3
120.8
111.6
92.3
118.2
108
91.3
118.2
108
91.3
121.9
110
90 2
115 8
109 6
94.6
Auburndale . ..
162
154
95
175.5
162.5
92.5
178
162
94
183
159
86.6 95
165.7 401.8
93.7
431.4
399.8
92.6
West Newton .
421.3
399.7
94.8
441.4
93.4
402.3
93.3 90 8
431.5 388.4
334.8
186.6
428.4 402.2 392.9
365.1
92.8
398
368 2
92 5
Newton ... Oak Hill
46
41.2
89.6
46.7
42 9
91.8
42.9
93.2
47.7
43.6
91.4
50 129.1
122.6
94 8
125.65
119 45 95
High School .
2148.65 2029.5
94.4
2201.7
2037.6
92.5
2183.1
2009.7
92
2170.2
1980
91.2
2174.2
2002
92
2147 7
1982 9
92.3
Total
SEPTEMBER.
OCTOBER.
NOVEMBER.
DECEMBER.
JANUARY.
FEBRUARY.
Average
Whole No.
Average
Attendance.
Attendance.
Average
Whole No.
Average
Attendance.
Attendance.
Average
Average
Attendance.
Per cent.
Average
Average
Attendance.
Per cent
Attendance
Whole No.
Attendance.
Attendance.
Average
Average
Attendance.
Per cent
Attendance.
Lower Falls ...
1:20
113 4
94 5
176 8
155.5
>8
Newtonville ...
390
360 8
92.5
405.1
374.1
91.6 92.3
374
92.5
395.9
362.2
91.4
46.6
93.2
47
4+ 7 95.1
130.85
128.2
97.9
132.25
127.45 96.3
403.8 46 131.9
125.35 90.5
130.95
125.8
96
367.9
91.2
396.7
356.5
924
394.3
374 6
95
397 5
412.4 363.7
430.9 398.2
361.7
91.2
91.9
234.3
188
196 2
90.4
92
90
92.1
Average
Average
Per cent
Whole No.
Per cent
Whole No.
Attendance.
Whole No.
91.8
Average
Per cent
Average
80.3
180 6
155.7 86.2
181.19; 161.32
89
West Newton.
425.3
388.9
91 6
408
254 8 200 6
Attendance.
Whole No.
Per cent.
91.6
410
180.8
Per cent
Per cent
.
39
EVENING SCHOOL AT NORTH VILLAGE.
This school began Nov. 24, 1871, and closed March 22, 1872. It was divided into two classes ; one for children, the other for adults. The former was in session forty-six evenings ; the latter, twenty-five. In the class for children, the whole number of different pupils was ninety, - boys, thirty-seven; girls, fifty-three. The average attendance was fifty-eight. Forty-five of this class were under fifteen years of age ; forty-two were over fifteen ; and three were over twenty. In the class for adults the whole number was fifty-eight. The average attendance was forty-three. All of this class were over twenty years of age. Instruc- tion was given in the common English branches. There was a class of thirteen in book-keeping.
The record of this school is quite satisfactory. Such schools are of great service to those whose early educa- tion has been neglected. They deserve to be generously encouraged and supported.
QUALIFICATIONS OF TEACHERS.
The citizens of Newton have established, equipped, and sustained their public schools with a liberality that chal- lenges comparison. They have done more : they have in- trusted to them their dearest interests, - the education of their children; thus showing their appreciation of the in- estimable value of our system of free public schools. But, after all has been done that a generous and enlightened public spirit can do, the character of our schools must depend largely upon the quality of the instruction that is given in them; that is, upon the qualifications of the teachers. For the proper training of the child, for that education which fits him for the broadest and truest in- fluence, the highest qualities of mind and heart are needed. A full and accurate knowledge of the subjects to be taught is essential; but this is by no means all that is essential. The magnetic power that attracts and wins the heart, and inspires the mind and soul with a love of the pure and true ; the gentleness that disarms, and the firmness that
40
convinces ; the kindness and courtesy which proceed only from the heart that is in sympathy with its kind ; a con- secration to one's work, which creates a similar devotion in others ; a generous sympathy that begets love; a faith and patience that are not wearied in waiting for the harvest, - these are moral qualities ; but they are essential to the teacher who would achieve the highest success. These are natural qualities : they exist in the person, and cannot be supplied from without.
To these qualities of mind and heart should be added the knowledge that comes from a special training in the art of teaching, and a careful study of its theory. The human mind, its several faculties, and the order of their development, should be made the subject of profound study. The best methods by which to interest, instruct, and quicken the mental faculties, should be made familiar by practice and observation. The ability to direct, rather than repress, the natural activities of the child, so that they may contribute to his education, should be acquired. Methods of discipline should be subjected to the most searching analysis. The springs of human action should be thoroughly understood. Natural penalties for forbidden action, whose object is to educate the child to a larger power of self-control, should be distinguished from those artificial punishments that only serve as a safety-valve for anger or some worse passion. All this, and more, can be accomplished by a special course of training. The value of this training is understood and recognized in every other vocation. Why is this particular calling excepted from the general rule ? Is it because the labors of the teacher are less important to the well-being of the com- munity ? By general concession they are of the first im- portance. To the instructors of youth the highest interests of the State are intrusted. There is here and there one that can succeed by the force of native talent, just as there are natural poets, orators, and artists. Still the mass of teachers need the systematic training of which I have spoken ; and, indeed, those who are endowed with native
41
genius, and special aptness for their work, would be bene- fited by such a preparation. The requisite knowledge must be obtained in some way, - either directly by study, or indirectly by experience. The latter is a slow and tedious process for the teacher, and oftentimes a very expensive one for the pupil. It is not enough that teachers are faithful: they must have the ability to do the work they have contracted to do. The last twenty-five years have witnessed improvements in our system of education. Ilave they kept pace with this progress ? New subjects have pushed their way into the curriculum of studies during the last few years. Have they thoroughly mastered these subjects ? and do they thoroughly appreciate their importance as a means of education ? In short, have they the ability and willingness to render the quality of service that the new circumstances demand ? It is unreasonable to expect that all who enter the lists will win the prize of success. Experience alone can determine one's fitness or unfitness for a given work. My sympathies go out toward any one who fails of success in his chosen vocation, and most specially toward the teacher ; for I know the difficulties that have to be met: but my sympathies go out even more strongly toward the chil- dren, who also suffer the mortification of failure, and whose time and energies are thereby wasted. I have seen the time of fifty pupils worse than wasted for an entire year by the incompetency of a single teacher. Can charity toward one justify the robbery of many ? As regards the employment of teachers, our schools should be conducted on strict business principles. No merchant is influenced by charitable considerations in the selection of his clerks, to whom he commits, to a great extent, his reputation as a man of business, and his hopes of success. It would be equally shortsighted to make our schools an ayslum for in- competency from a desire to render relief to the unfortunate. There are many deserving people who are utterly unable to discharge the duties of a teacher. It should be borne in mind that the highest standard that can be fixed will be
42
low indeed compared with the magnitude of the interests at stake.
Our school system is now so thoroughly organized in all its details, that the excellences and defects of teachers are easily discovered. None can attribute either success or failure to circumstances ; for the conditions, in all cases, are the same. The work to be done, and the appliances for doing it, are simi- lar in all schools of the same grade. The pupils are pro- moted with the same care, and on substantially the same basis. Success or failure must depend, then, upon the personal qualifications of the teachers, and the energy and fidelity with which they apply themselves to their work.
It is with pleasure that I acknowledge the earnest and faithful labors of our teachers during the past year. They have consecrated themselves to their work with willing- ness and zeal. I am happy to add, that, in the main, their efforts have been crowned with success.
TRAINING SCHOOL.
The Training School, which was established last year by vote of your Board, and went into operation at the beginning of the present school year, is intended to meet the demands of our schools for trained teachers. It is to be hoped that this school will furnish all the teachers that may be needed for the primary schools, and the lower grades of the grammar schools.
The establishment of this school cannot be regarded as an experiment. Similar schools have been in successful operation for several years in Boston, New Bedford, Cam- bridge, Worcester, Springfield, Lawrence, and other cities, and in some of the larger towns of the State, until they are coming to be regarded as a part of our Massachusetts school system. They form a prominent feature in the educational system of other States, and of foreign countries. In Nor- way, Sweden, and Germany, they have enlisted the deepest interest of the friends of popular education.
43
The following are some of the advantages of a training school such as you have established and organized.
It furnishes the best system of training, in that it combines the practice with the theory of teaching.
It increases the percentage of successful teachers, and thereby saves much time and money that would otherwise be wasted through inexperience. Any institution that utilizes brain-power by training and directing it vindicates its claim to a place in an educational system.
It increases the permanency of teachers, by taking away all inducements for entering the profession for a short time ; for it is improbable, at least, that any one will give her ser- vices for a year, without compensation, unless she intends to continue in the work for a considerable period.
It furnishes trained substitutes to fill temporary vacancies.
It affords a convenient medium for introducing new metli- ods of discipline and instruction.
It offers to every young woman in Newton, provided she is qualified to improve its advantages, an opportunity to fit her- self for one of the highest positions of honor and usefulness.
Finally, it imparts symmetry and completeness to our school system, in that it furnishes special training for a par- ticular vocation, an element which is yet to be an important feature of our higher education.
The course of study in our Training School occupies one year. Instruction is given in natural history, psychology in its application to the work of instruction, drawing from natu- ral objects, and in the theory and art of teaching. There is also a thorough review of the work prescribed for the pri- mary and two lowest grammar classes.
The teaching corps consists of the principal, assistant, and a class of pupil-teachers ; that is, the young ladies who are preparing for the work of teaching, and most of whom are graduates of our High School. The children to be taught are the pupils in the five lowest classes in the Claflin School, the three primary, and the fifth and sixth grammar classes.
I will give a brief outline of the plan upon which the work of the school is carried on at the present time.
44
A class of children is assigned to each pupil-teacher, which she is to instruct for one month ; the succeeding month she takes another class : in this way each pupil-teacher becomes acquainted with the teaching in all the grades of the school. Whenever it is thought advisable, a pupil-teacher, instead of having charge of a class for a month, is required to observe the work of her classmates. The school opens at quarter past eight in the morning, when the principal meets the pupil- teachers in their recitation-room, and considers with them the work for the day in their respective classes. At nine o'clock, the pupil-teachers go into the different rooms to take charge of their classes. They teach, under the supervision of the principal and assistant, until half-past eleven ; then they again meet the principal in the recitation-room, and spend the remainder of the session, until quarter-past twelve, in the consideration of some one of the branches laid down in the programme of study, and in the criticism of the work of the day. The school-hours for the children are the same as in the other schools of the town, with the exception of the morning session of the primary classes, which closes at half- past eleven, instead of twelve.
Under the present arrangement, during the afternoon ses- sion the grammar classes are taught by the assistant, the primary classes by two of the pupil-teachers, subject to the criticism of the principal.
Allow me to quote a statement of the German method of training young men and women for the work of teaching. It is taken from a letter addressed to Commissioner Eaton, and published in his last admirable Report. It must be re- membered that most of the teaching in the schools of Ger- many is done by males ; females being employed but rarely, except in the Kindergarten schools. Of the Teachers' Seminary at Gotha, for the preparation of male teachers, and the Kindergarten Seminary, for the education of female teachers, the writer says, -
" A description of the educational methods of these insti- tutions is given, not only because they have been practically successful, but because they represent the latest and most thorough methods of scientific education.
45
" The male teachers' seminary comprises about seventy pupils, divided into three classes ; a three-years' course being necessary to graduation. In addition to the usual studies of our best normal schools, two subjects are introduced, - a complete history of educational systems, and a theoretical and practical knowledge of music. The history of educa- tional methods comprises some twelve authors, commencing with Pestalozzi, and extending to the present day.
" But what distinguishes this seminary from most others, and gives it its peculiar value, is that several large common schools, comprising two hundred male scholars, are attached thereto. The graduating class is, therefore, not merely in- structed theoretically in the art of teaching, but also prac- tically ; being compelled to teach under the supervision of the professors, and subject to each other's criticism.
"One of the pupil-teachers of the graduating class, for instance, takes the school in hand for an hour, and conducts the recitation. The others of the class, with their professor, look on, note-book in hand, in which all the criticisms and observations are noted; every scholar making a criticism being, by the rules, compelled to quote the language or event he criticises.
" Perhaps four or five pupil-teachers have had charge of the school during the day ; when the class adjourus with the professor to its own room, and the day's proceedings are criticised.
" For the purpose of instructing the young teacher in the true method of finding his way to the lieart of his pupils, further conferences are held, where the character of each pupil is thoroughly criticised.
"Every pupil-teacher is expected to know the name and appearance of all his pupils, so that he recognizes them at once, and addresses them readily by their proper name. When the character of each pupil has been carefully can- vassed, his characteristics are noted in a record-book, ac- cording to the final judgment of the conference. This is done for the purpose of determining wherein the pupil ought to be encouraged or restrained, and what are his gov-
46
erning motives, so that he may be controlled without resort to harsh measures. This analysis of character, and the at- tention devoted to each pupil, enables the seminary school to dispense with whipping or other harsh treatment. It may be presumed that the teacher who conducts the school un- der the critical eye of perhaps twenty observers is not only upon his best behavior, but is sharpened up to the ut- most limit of his capacity.
" Having described the method of educating teachers in the male seminary, a few words of illustration will be suffi- cient to explain the method of the female teacher's seminary, in connection wherewith a large Kindergarten school is con- ducted. The pupil-teachers here also learn to teach not merely theoretically, but practically, being temporary teach- ers themselves, and criticising their fellow-pupils.
" But what appeared to me most charming was the per- fect good-nature with which this almost inexhaustible crit- icism was listened to by the pupil-teachers themselves. In my discussions with men, I have seldom found those who could separate the subject from the person, and who could bear adverse criticism, of even a favorite doctrine, with equanimity. A training which enables a young lady to submit to such minute criticism in regard to defects of voice, grammar, style, appearance, &c., and which permits the fair critics to speak out with perfect frankness and good faith, knowing that their own turn will come next, is cer- tainly very superior, and has few equals in the world as a method of teaching self-control."
The superiority of the schools of Germany is mainly due to the fact that they are manned by a corps of thoroughly trained teachers. The neglect to provide the means for a similar training is the weakness of our American system. Hence I regard the establishment of a training school as the most important act of your administration.
SCHOOL-SUPERVISION.
The most important objects to be accomplished by a thorough supervision of our schools are the following :
47
first, a uniformity of text-books ; second, a uniform system of grading ; third, a uniform course of study ; fourth, a uni- form system of examinations to determine the fitness of pupils for advancement from one class to another. These are objects of prime importance ; and, unless they are se- cured, the system will lack that harmony and unity of action which are essential to its highest success.
Your attention is invited to this subject, that we may determine how far we have failed, and how far we have succeeded, in accomplishing these purposes.
TEXT-BOOKS.
The text-books in use in the several grades are uniform throughout the town, and are such as have been prescribed from time to time by the School Board. A pupil may pass from one school to another of the same grade, without being subjected to the expense and inconvenience of ob- taining a new supply of books.
GRADING.
The schools are divided into three grades ; viz., primary, grammar, and high. These grades are subdivided into classes, there being thirteen classes in all, to correspond to the number of school years. Three of these classes are included in the primary grade, six in the grammar, and four in the high. This grading is uniform in the several districts. Each class occupies a single room, whenever the number of pu- pils in the class is sufficient to warrant such an arrangement :" otherwise, two or more classes occupy the same room. In a few instances it has been found necessary to divide a class into sections, and assign each section to a separate room. During the past year, twenty-four rooms have been occupied each by a single class, twenty-six by two classes, two by three classes, two by four classes, and one by five classes. This enumeration does not include the High School, its organization being unlike that of the other grades.
The most perfect grading is that which assigns but one
48
class to a room. Experience has proved this beyond ques- tion. It would be strange indeed, if the principle of the division of labor, which has done so much to enhance the value of human effort in all the trades, should fail when ap- plied to the delicate and complicated machinery of the school. In the classification of the schools already existing, and in the location of new school-buildings, the importance of proper grading should be kept constantly in mind. In each district, pupils of the same grade should be brought together in the same building. At the same time, care should be taken to accommodate the pupils of the lowest grades as near to their homes as possible. The attendance, and consequently the progress, of very young children, is seriously affected by the distance they are compelled to travel. Parents should not be obliged to incur the expense of private tuition for this class of children, on ac- count of the remoteness of the school-building. On the other hand, there is no district whose area is so exten- sive, that the element of distance should materially affect the arrangement of the higher grades. I think it would be unwise to increase the number of fully organized gram- mar schools until those now existing have outgrown their present accommodations. By pursuing this plan, we shall realize a twofold advantage, - the more thorough instruc- tion of the upper grades, and the more perfect accommoda- tion of the lower grades.
COURSE OF STUDY.
A new and more detailed course of study has been pre- pared for the several grades during the past year. This curriculum indicates the subjects to be studied, rather than the text-books ; and thus many of the useless technicalities and abstractions with which our school-books abound are avoided. The work of each term is carefully mapped out, care being taken to give to each subject the prominence its importance demands. The work of similar classes is thus made uniform; and the transfer of pupils from one school to another is made without loss of time to the pupil,
49
or the class which he enters. This curriculum is intended to guide the teachers in the work to be done in their several classes, and to furnish the parents, and the public generally, with such information as will enable them to judge of the general scope of our system of public instruction. It is difficult to overestimate the importance of such a specific outline of work to the well-being of our schools.
It is only by this means that the greatest economy of time and labor can be realized, and the different parts of the system be made to work together in harmony. Would a corps of teachers, each working independently of all the others, be likely to act in unison ? It is easy to make a mathematical computation of the chances of such an issue of their labors. Teachers are now required to execute a certain part of a general plan. To require them to plan as well as to execute would be only to increase their labors and responsibilities.
I am aware that it is urged by some that these carefully defined metes and boundaries destroy the individuality of the teacher, and rob his work of much of its life and fresh- ness. I am unable to see the force of this objection. The course of study is prescribed by the school authorities, and is based upon what they regard as the true principles of education. Is the average teacher likely to discover any truer principles ? A system of public instruction cannot be fixed and stationary : it must grow with the progress of the age, and must be modified to meet the larger demands that are constantly being made upon it. Has the average teacher any sources of information on this subject that are closed to the school authorities ? Such an assump- tion is simply ridiculous. I claim that a judicious course of study develops the individuality of the teacher, instead of repressing it: it develops it in the only direction in which it can be profitably exercised, name- ly, in bringing the work of the school into harmony with the principles of a sound philosophy. It is intended for guid- ance and assistance, and by the true teacher is so re- garde d.
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