USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1872 > Part 18
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spelling, no pupil should ever be compelled to use words which to him are meaningless. The effect of such super- ficial work is fatal to real progress in education.
A thorough knowledge of words enables the pupil to form clear ideas. The power to express these ideas clear- ly can be gained only by practice in speaking and writing. The pupil should always be required to give his answers in complete sentences. This exercise in language should begin with the lowest grades, and should continue through the highest. All errors of speech should be carefully cor- rected. Pupils should also be trained to correct expres- sions by being encouraged to give the contents of a reading-lesson, a description of a visit they have made, or an object they have seen. A story or anecdote may be read, and the pupils required to give in their own words all that they can remember of it. Instruction in morals and manners may be combined with the study of language in this exercise.
Pupils should also be trained to express their thoughts in writing. This exercise should begin as soon as their progress in penmanship will allow. The first primary class is abundantly able to pursue it with profit and pleasure. It may be made one of the most attractive and useful of school exercises, if the subjects are selected with proper care, and are sufficiently varied to excite the interest of the pupil. Sentences may be written from dictation ; words may be given, and the pupil required to use them in sentences; the contents of a reading-lesson or object-les- son, an anecdote, or story, may be written; general reviews of other branches of study may also be made in writing; letters of business and friendship, notes of invitation, ac- ceptance, and regret, may profitably occupy much time and attention ; indeed, the variety of the exercises that may be used is almost unlimited. In all these written exercises, instruction should be given in the proper use of capitals and the marks of punctuation. Abbreviations and con- tractions should also receive attention. The extent to which this instruction may be given with profit varies in
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the different grades. The primary grade should deal only with the simplest principles; but in this, as in the other grades, each principle should be thoroughly comprehended, and made familiar by constant and abundant practice. These exercises should be general ; the entire class writing on the same subject. Nor should they be omitted for a single day. Skil and accuracy in the use of language can be acquired only by constant and persevering practice. In no branch of study is the old precept, that " practice makes perfect," truer than in this. It is by no means necessary that the written exercise of each individual pupil should be examined and corrected by the teacher. Such a waste of energy should neither be encouraged nor countenanced. I would be by no means understood to imply that individual teaching is not sometimes necessary in this branch of study, as in all others; but I believe that most of the time of teacher and pupil should be occupied in the manner I have indicated.
Let us suppose a class at work on a written exercise in language, and that the subject is a description of an impor- tant event in history. The teacher passes to and fro, running his eye over the slate of each pupil, until he has obtained a knowledge of the general character of the work, the excellences to be commended, and the errors to be corrected. The work of one or more pupils is then written on the board, and the pupils are invited to point out any error that they may have discovered in punctuation. The use of capitals is next considered ; then follows the orthography ; then the relations of the words, phrases, and clauses, are carefully considered. The thought being clearly discovered by this syntactical analysis, the pupils suggest such changes in the language as may lead to greater simplicity, clearness, or condensation of expression. A few minutes of synonomy and derivation closes the lesson. Of course, each pupil is expected to give a reason for his criticism. Sometimes there is a serious difference of opinion, and a warm discussion ensues ; each pupil being interested in having his opinion confirmed by the judgment
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of the class and the teacher. This discussion is of in- calculable value, in that it helps to fix the principles of language in the mind of the pupil, and to train him to quick- ness of thought, and accuracy of statement.
At the same time that the pupil is trained to correct ex- pression by constant and extended practice in writing and speaking, oral instruction should be given in the classifica- tion of the words with whose meaning and use he is already familiar. The properties and inflections of the different classes of words should be learned, but only so far as they may aid the pupil in learning to speak and write correctly. Etymological parsing should be abandoned. The golden hours of youth should not be wasted in the endless repetition of long and tedious formulas for parsing. Such wearisome monotony and meaningless forms create in the pupil a distaste for a study, which, if properly pursued, is one of the most fascinating in which the human mind can engage. And then, too, this exercise does not lead to the result we are aiming to reach. A pupil may parse Milton's " Paradise Lost," " Locke on the Human Under- standing," and Bryant's " Thanatopsis," and still be unable to compose a common letter of business or friendship.
Syntactical analysis, that is the relation of words, phrases, and clauses, is of great value, and should receive careful attention. The pupil should learn that words, phrases, and clauses are interchangeable, and should be able to substitute the one for the other with facility. In this way he acquires variety and grace of expression.
Care should be taken to distinguish theoretical from practical syntax. By practical syntax is meant "those principles that are of real application, since they may be violated in the actual forms of words." A knowledge of practical syntax is essential to one who would speak and write correctly. Hence this subject demands and should receive patient and thorough study.
In the study of grammatical forms, analysis, and syntax, each principle should be illustrated, and applied in the daily written exercises of which I have already spoken. I
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is only by this means that it can find a safe lodgement in the mind of the pupil.
The plan of study which I have imperfectly sketched contemplates the use of the text-book only in the advanced classes of the grammar grade ; and even there it should be used largely as a reference book. The ability to use a reference book rightly is no mean acquirement. The tech- nicalities and nice distinctions that belong to the science of language are omitted, as they can hardly be regarded as a part of elementary education. To acquire the art of speaking and writing correctly is the object of the study of language; and this object is kept steadily in view.
I believe that the study of language, if pursued with this object and by this method, will enable the pupil to form clear ideas, and to express them with such grace and accuracy, that the work of composition - the terror of the school-room through the centuries - will be easy and agreeable. If a child has learned to read with such ease as to have a fondness for reading, if he has acquired such a knowledge of language as to derive pleasure from its use in giving expression to his thoughts in writing, his future education is assured. To give such training as will develop the mental faculties, and at the same time create a love for their exercise, is the legitimate work of the school.
SPECIAL INSTRUCTION.
The plan of work in vocal music, writing, and drawing, I give in the words of the special instructors in those branches. I congratulate you upon having secured the services of gentlemen so eminently fitted to fill the places to which you have appointed them. Their methods of in- struction are admirable, and cannot fail to have a beneficial influence upon the character of the instruction given in other branches of study.
VOCAL MUSIC.
" Upon entering the primary school at five years of age, the children are taught to listen to and imitate musical 5
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sounds given them by the teacher. The first work for the child - which, if well done, renders subsequent instruc- tion easy and successful - is to strengthen and develop the faculty of imitation in a musical direction. To this end the promiscuous practice of songs, without regard to their character, is not well adapted, being too difficult a step for those children who have not, under still earlier influences, arrived at some perception of musical forms. Besides, it does not lead, naturally and directly, to the elementary in- struction which is designed to follow. Our method here, as well as in the higher grades, is substantially that pursued in the Boston schools, with such modifications as adapt it to our school system.
" Beginning with a single sound, at a pitch proved by experience to be the most beneficial for the little ones, a graduated series of exercises is presented, as the pupils acquire power to reproduce them. These are so arranged, that, while the power of imitation is being developed, the perception of the rhythmic and melodic elements is quick- ened. No explanations are allowed at this stage. The simple facts are presented to the mind through the sense of hearing. And the supervisor of musical instruction gives most decided testimony to the excellent method of general instruction in our primary schools, which renders this branch of study in the lower grades more than ordinarily successful. At this stage of progress, care is taken that all is sung in proper time, in correct movement, and with a good quality of voice. The exercises are accompanied with words, the articulation of which receives attention.
"This work is succeeded by giving the sounds of the as- cending scale with numerals, beginning with two or three sounds, and increasing the number with increasing ability on the part of the pupils, until the eight sounds can be given by the class. Volunteers are encouraged to give exercises alone. The sounds are next taken both in as- cending and descending order with numerals and syllables ; their Italian scale names being used interchangeably with the numeral scale names. Relative pitch only is taught,
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the scale exercises being taken so that they shall not be uncomfortably low or high in the extremes. To strengthen the association between the scale names, and the actual progressions which they represent, the exercises hereto- fore practised with words are now sung with numerals and syllables by imitation. This work is carried on until the exercises grow into little songs of various easy rhythms, and include five or six sounds in the middle of the vocal compass. Pictured representations of the scale are also presented to the eye of the pupils, which. fix the succes- sion of sounds in the mind still more firmly.
" The method of writing short and long sounds by quarter and half notes ; the making of measures by counting time, and the written measures with bass and double bass ; the necessity of characters to represent portions of time passed in silence, and the corresponding quarter and half rests ; the letters used to represent fixed pitch ; the staff, with its lines and spaces ; the G clef and its uses; several sounds of the scale represented by notes upon a staff, in- stead of by a picture as before; the time-mark showing the number of beats to the measure, -these are all pre- sented to the eye upon blackboard or chart, and studied in a practical way until the use and meaning of each is seen by the pupil. The exercises heretofore sung by words, numerals, and syllables, are now presented to the eye of the pupil, the time being made apparent by the proper motion of the pointer ; and thus, by looking and singing, he becomes accustomed to the ordinary notation as a means of prepa- ration for the work of singing at sight, which is to follow later. With the advancement of the primarians, new forms of measure, higher and lower sounds, with their pitch names as well as scale names, sharped and flatted letters used in constructing scales, and the position of those scales upon the staff, are all brought out in representation to the eye, simultaneously with the sounds thus represented.
" The next advance step introduces practice intended to give power to recognize unnamed sounds, either sung or played to the class, with ability to reproduce them with
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the proper numeral or syllable ; and, conversely, the name being given, to produce the corresponding sound. In the highest primary classes the work is to apply the proper scale names to notes presented on the chart or blackboard, and thus, with the strength gained by previous study, to begin to decipher musical phrases for themselves. The ยท time principles are here constantly reviewed, and the . pupils made acquainted with the use of every character employed.
" We cannot insist too strongly upon the importance of the work done in the primary schools in music: it may be said, indeed, to be vital to the success of this department of instruction, inasmuch as the greatest susceptibility to development exists in early childhood. Experience proves how hard it is to awaken true musical perceptions in pupils who have passed their first decade without them.
" On entering the grammar school, the pupils review the principles already studied, and receive instruction in a somewhat more technical form. They also, besides the practice from chart and blackboard, begin reading music from the book. Individual work is expected from every pupil ; and there are occasional written examinations in the work already done. Individual singing, not beyond a ju- dicious extent, constitutes a part of the course of study. Some practice in writing music upon the slate, as far as the time allotted to this branch will allow, is required. The various kinds of measure in common use are presented ; and along with the solfeggios practised are song forms with words, progressively arranged, to be sung in proper time, accent, articulation, and expression. The extension of the scale upward and downward is here presented, and care taken not to force the voices upward in an injurious manner. The pupils are taught to sing in alternate divis- ions, and to hear and produce two sounds of different pitch at once, so as to prepare for two-part singing. A care- fully graded series of exercises and songs for soprano and alto are now studied; all the pupils being prepared to sing the alto if required, gradually rising above the mere ability
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to sing the melody only. The chromatic scale is intro- duced and practised in its more common forms of employ- ment.
" Then follows learning the nine keys in common use, so as to apply the syllables readily in each, to tell the key from the signature used, and the place of the key-note in each, together with exercises and songs in each key, in one and two parts, to be read by note, and sung both by note and word. The method of application of syllables is in accordance with the best usage in elementary classes, and is what is sometimes known as the tonic do system, and which is undoubtedly to be the prevailing system, at least wherever the English language is spoken.
" After the practical difficulties have been, to some extent, surmounted, come the theory of the scale, with its order of intervals, the contents by letter of the different keys, the philosophy of the signatures, and some of the common modulations. Next, the intervals, major and minor, and the formation of simple chords, and practice of two-part music with reference to its harmonic relations.
"The division of all classes of sufficient strength into three sections, andI the practice of chords, exercises, and songs in three parts, together with the minor scale, and some more extended interval practice, complete the work of the upper grammar classes. The voices of the larger boys are carefully watched ; and at the period of mutation, when further vocal practice becomes injurious to them, they are not allowed to engage in the singing, but are're- quired to give attention to the subjects presented to the class, and are examined upon them. From the very first, the pupils are taught self-dependence ; and the assistance of the teacher, either instrumental or vocal, is limited to examples for imitation, and to extending only necessary help when pupils are struggling with a difficulty.
" In the High School the speciality of elementary instruc- tion is discontinued. Pupils who have come up through the grammar schools are now already fitted to take their parts in ordinary vocal music. The boys are here instructed in
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singing the tenor and bass, as their voices have passed the change, and are becoming serviceable again. The time allotted to musical study is mostly spent in the learning and practice of chorals, anthems, and four-part songs, such reference being made to elementary study as the proper performance of the music demands. Attention is given to the proper effects in chorus singing, and to such matters of style of performance, accuracy, and expression, as incident- ally come under notice in connection with the lesson.
" Throughout the year, the regular teachers have co-oper- ated most heartily with the music teacher in the schools of every grade ; and many of them have evinced remarkable aptitude in presenting to their classes the subjects con- nected with this branch of study. With the careful training now given to the younger pupils, years must witness con- stantly improved results in the work of the higher classes." 1
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WRITING.
" At the present time, the pupils of the grammar schools de- vote two hours per week, and those of the primary an hour and a half, to writing.
" Beginning with the lowest primary during the last half of the first year, the pupil learns the form of all the script letters. In the second primary, he reviews the small letters, and learns the capitals ; being able at the end of the second school year to write legibly, using both the capitals and small letters. The writing in both these classes is on slates, from copies on writing- cards, each of which contains but a single letter of very large size ; thus presenting but one letter at a time. As the first impressions are most lasting, the style of the letter given is very simple, and is also used in the higher grades, and by the best business writers of the country.
" In the first primary, the pupils begin to write in the prima- ry copy-book with a lead pencil. This is a new feature, and has worked well; the writing in these classes comparing favorably with the writing in the lowest classes of most grammar schools. As an experiment, this book has also been tried in several classes of the second grade, and has proved very successful.
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In this way it will be seen that writing has superseded, to a great extent, the printing formerly pursued in the primary schools, but which is now only used during the first six monthis of school life to assist in teaching the alphabet. The pupils have a knowledge of the form of the script letters ; and in their spelling-lessons, and when writing their names, can use them correctly without a copy. .
"In the grammar schools, pen and ink are substituted for pencil, with more advanced copies and exercises. The first point to which teachers are required to give their attention is position, in which a marked improvement has already been made. Pupils must be held to proper position in writing their spelling-lessons, compositions, written examinations, &c., else they will lose, while writing those exercises, all that they gain in the writing-exercise. Some teachers show the proper position, but neglect to insist upon it. This is a great mistake. If good position is desirable, and pupils can take such a posi- tion, the teacher who can control his class should not tolerate any other.
" As it is necessary that the pupil should comprehend before he can successfully imitate, instruction is given from cards or blackboard, showing the analysis and proportion of the letter, to imprint the form upon the mind, that lie may not be de- pendent upon the copy for a perfect model, but will have it in the mind's eye, as it were.
" When the form is fixed upon the mind, the pupil then tries to imitate it ; but, as the hand will not always obey the will, he is given such exercises as will the most quickly bring it under his control. These are found in the exercise-book, in which every pupil spends one-third of the time devoted to the lesson. While practising these exercises, the powers of the fingers, hand, and arm, are invigorated, and trained to skill and dex- terity in the movements required to make the letters and various combinations into words. Thus, by the observation and execution of correct forms with accurate and definite proportions, knowledge and skill are gained, which, by care- ful and continued repetition, become habits requiring muscular rather than mental effort.
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" The exercise-book is not used to practise the copy, and in a measure to perfect it before writing in the writing-book, thus making the latter a sort of specimen-book for exhibition ; but it is needed for drill in the various movements that occur in writing in general, and the most difficult movements in that particular copy.
" While a handsomely written page is always desirable, and a beautifully written copy-book is always exhibited with pleasure and pride, yet when pupils are from six to ten monthis writing a book of twenty-four pages, making every letter about as slowly as it would be engraved, a .question arises as to the utility of spending time in this way.
" Keeping in mind the practical use of penmanship, that quantity as well as quality should be considered, attention has been given to rapidity of execution, as well as to the forms of the letters, and the movements necessary to produce them ; and in this I am happy to say much progress has been made. It is our aim to give the pupils in our public schools such a handwriting as will be of the most practical use to them ; and what is required, as it seems to me, is a plain, uniform style, with no superfluous lines, - a style that can be written rapidly and with ease, and read as easily as written."
DRAWING.
" Our aim in teaching drawing is to educate the eye and hand, so that the pupils will be able to see accurately, and represent truly, the forms and appearances of objects about them. To do this the pupil begins by judging of distances, such as measuring off on a straight line any distance, then another one like the last, &c. ; dividing lines into equal parts, as halves, fourths, &c. ; making straight lines in vertical, hori- zontal, and oblique position ; combining them into angles and simple figures, such as square, hexagon, &c. ; learning the names of the geometrical figures ; and all, except the lowest classes in the primary, learning to define them.
"In beginning the curves, he is taught to make them regular, in various shapes and positions. Then follow sym- metrical figures, such as a goblet, pitclier, vase, lamp, conven-
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tionalized leaves, &c. In 'all these exercises, the pupil is continually drilled in making lines of definite length, dividing them into equal parts, making curves of given altitudes, and repeating them on the other side of the figure in the same or reversed position. This drill trains the eye to great accuracy ; while the constant use of the hand in representing these figures gives flexibility and skill, and prepares the pupil for copying figures illustrating the perspective appearance of objects, after drawing which understandingly, he is prepared to draw from the object itself. Attention is first given to free-hand drawing ; this is followed by model drawing ; after which comes linear perspective.
" The pupils in the primary school draw on slates ; in the high and grammar schools, in books. The time given is eighty minutes per week, which includes the time for dis- tributing and collecting materials. The teacher draws each figure upon the blackboard, explaining every part of it ; and the pupil follows the dictation, line by line. A part of each class draw upon the blackboard, the remain- der in the drawing-book ; and at stated times all draw from memory the figures previously drawn on the board.
" The teaching has been mainly by the regular teachers ; and many who at first doubted their ability to draw or to teach drawing have met with flattering success. Thus far, no pupils have been found who are utterly unable to learn; but there are those who look without seeing, and try to draw without thinking; and the results, as might be expected, are unsatisfactory.
" I have held a teachers' meeting each week at Newton Centre for the accommodation of teachers in the south part of the town, and at Newtonville, for the accommoda- tion of those in the north part. At these meetings I give lessons to the teachers in drawing, though sometimes in writing, and direct what work shall be done from time to time, that all the classes of the same grade may be kept together. Each school is visited once a fortnight. While there, I usually confer with the teachers about their par- ticular work, observe while they are giving a lesson, or
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