USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1874 > Part 18
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As the subcommittee on the High School have made an especial report, I need not here enter into the details of its history for the year. I have visited it from time to time, as often as my other work would permit, and it has been one of the pleasantest duties of my office. In the character of the work, the ability of its teachers, and in the breadth of its courses of study, it is an institution in which the city may well take pride. There is a spirit and life in many of the recitations, which argues well for the teachers, and promises well for the scholars. While there are many recitations to be conducted, so well have these varied courses of study been fitted and adapted to each other, that the time has not been cut up into so small parts as to prevent the accomplishment of something definite in each recitation. Nearly an hour is given to each, which allows time to instruct, time to educate, and time to test the scholars' fidelity.
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REPORT OF SCHOOL COMMITTEE.
The transition from the grammar school studies, to those taken the first year in the High School is somewhat abrupt, and at first the scholars meet with difficulties which tend to discourage those who are not well prepared for them. Their mental development is summoned at once to the front, and if they have been unfaithful in the grammar schools, it is immediately apparent. Soon each scholar finds his level, and the class is arranged in divisions accord- ing to the ability of the pupils. Those, whose minds have grown as they ought, under proper grammar-school cul- ture, enter upon their new studies with interest and profit. Much of the work, of the first year, is of that hard grind- ing character, which is strengthening and fitting the pupils for the more interesting and inspiring work of the last two years. Those who cannot sustain themselves grow uneasy, and many leave at the end of the first or second year. Hence the importance of a most thorough preparation for entering upon the High School course. It is a great wrong to the pupils for their parents to wish or even to allow their being pushed forward into the High School before they are well prepared, from a mistaken notion that the great end is gained when once a child is enrolled as a member of that school. The class which entered last year was as well prepared, I am told, as any that ever entered, still there were a number who were not prepared to grap- ple successfully with the studies which there await them. When such lack of preparation is caused by incompetency, it can be overlooked, and every possible assistance should be given to the dull pupil; but when it is the result of laziness, indifference, or any unnecessary cause, it is a wrong to the school to allow its being clogged in its work by any such material. I would have many more take our excellent High School course, but I would not have that school lowered to receive them, but would have them raised to enter it.
Another important agency in raising the tone of this school would be a more rigid requirement for promotion. Though
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a teacher be ever so faithful, and labor with all earnestness, there will be many a pupil who is insensible to any such influence. In every college there are students who creep disgracefully through its curriculum, who would be aroused to no effort, were it not necessary to put forth enough to maintain their position as members of the college.
So in our High School, as in others, there are those whose only concern is to move peacefully on, willing to receive all that the teacher can pour into them, but quite unwilling to exert themselves, by vigorous study, to bring out some results. These scholars are quite content to say day after day, "I don't know," so long as they are suffered to float quietly with the current, and to enter the harbor at the end of the allotted four years. Such scholars should have oars put into their hands, and be compelled to row, if not for life, at least for promotion. I believe the teach- ers work faithfully, and, though accomplishing much, with a little assistance from the School Board, insisting upon at least a respectable performance of the prescribed work by the scholars, they would accomplish much more.
I have purchased during the past year several of Kie- pert's valuable wall maps for use in the study of the classics and ancient history. These maps if faithfully used, will add greatly to the intelligence of the instruction. History without constant use of maps is almost useless. Books have also been purchased, though there is not yet a library at all commensurate with the character and needs of the school. I hope in the enlarged building, we shall have a library containing the best reference books for the use of both scholars and teachers, where they can quietly consult them during school hours. It is a trite remark that those who have been distinguished for their learning, have been those who have had great difficulties in getting books. It is true that the filling of one's shelves with books and his brains with facts is often in the inverse ratio : but in a school, a good library is as essential to really intel- ligent work, as in a lawyer's office or in any professional
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work. To train pupils to use books intelligently, is an important duty in any school of this grade.
I have been especially interested during the past year in the work done in the senior classes. The polishing process is applied here with a vigor which must delight any one who can appreciate such work. There is a skill and quickness in the questions, and a promptness in the answers, which shows that valuable work is done by both teachers and scholars. The master's influence, exerted through this class in its varied work in mental philosophy, English literature, Latin and Greek and also upon the second and third classes in the classical course is felt throughout the school. Concentrated effort will exert an influence which quietly but surely permeates the whole - more effectively than scattering of force over a large sur- face, which would tend to destroy its power.
THE REDUCTION IN THE NUMBER OF MASTERS.
A year has now passed under the new plan of organiza- tion adopted in the summer of 1873, reducing the school districts to four and placing each in charge of one master. This was certainly far more economical than the former plan, of employing eight masters in a city having a school population of less than 3,000. . It has also resulted in the employment of masters' head assistants, teachers of experi- ence and ability, at such salaries that there is good hope of retaining them. This plan leaves the charge of these large buildings much of the time in the hands of the head assistants, as the master is necessarily absent in the other schools of his district. It is a position of great respon- sibility, and demands teachers of no ordinary executive ability. We are fortunate in having teachers able to per- form this work.
As to the economy of this arrangement, there can be no question. Its advisability, at least the reducing of the
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number of masters one half, depends upon the view taken of the relative importance of male and female teaching. The influence of the two sexes on school work, is analo- gous to the home influence of the two parents. As the training of both parents will give the truest development at home, so the united work of the male and female teacher will give the best development at school.
The influence of a refined and cultivated mother, of high Christian principle, cannot be overestimated ; but the father's work is equally important. His own experience fits him especially, to train his boy for the work which is before him, either in professional life, on the political arena, as a business man or a mechanic. He, knows precisely where his boy will need strength. He can discern his aptitudes, develop his talents, fire his ambition, and help him to guard against especial temptations which a father alone can foresee.
In the school room, it is the lady teacher, whose intui- tions and quick sympathies, draw out the confidence of the child. She can encourage those who are distrustful of their own powers, arouse the dull, and soften the too stern rigors of school room discipline. She has a wonderful aptitude for imparting instruction in a clear, interesting, and sprightly manner. - The male teacher, on the other hand, must do in the school room something analogous to the father's work at home. He can do more to arouse in the boys a thirst for higher knowledge, and stimulate them to pursue their studies as far as possible. Though parental influence be wanting, the unseen but powerful influence of the true master, will exert its effect upon his scholars as surely as water dropping day by day, produces its effect upon the hardest rock. It is a notorious fact that many a boy whose parents are anxious that he shall have a colle- giate training, to which he is himself averse, after coming under a skilful and accomplished master, will so imbibe the spirit of study, and will so enjoy his new acquisitions in the fields of thought constantly opening before him - as to
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become eager for that college course - which had before seemed so distasteful.
A similar influence might be brought to bear much more powerfully than now, but, with our present number of masters, obliged to do work so different from this, it is in a great measure wanting.
The master in Dist. No. 1 for example, must visit more or less the schools at Newton Centre, Newton Highlands, Upper Falls and Oak Hill which are far apart, and, of course, more or less time must be spent in going from one to the other.
The master in Dist. No. 2, has charge of only two schools, one at Auburndale and one at Lower Falls, which allows him more time for personal teaching. The master in Dist. No. 4 has in charge the schools of a large section, of the city, Ward 1, together with the Jackson School at North Village.
The master in Dist. No. 3 must spend more or less time in the three schools of West Newton and the two at New- tonville.
Though every moment is devoted to the interests of the schools, in buildings so scattered, and with so many pupils, there can be comparatively little direct personal inter- course. Fortunate as we are in our head Assistants, I believe that with one more master in Dist. No. 1, and one to take the three schools in Newtonville, more and better work could be done. We should lose none of that influ- ence that a lady can impart, and should gain more of that described above as exerted peculiarly by the master.
DUTIES OF SUPERINTENDENT AND OF MASTERS.
This leads me to say a few words upon the functions of a master, as well as of those of a Superintendent. The city of Newton pays its Superintendent and masters, salaries for services which are considered worthy of the price paid. If the work done by them is such as can be secured at a
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much lower rate, the city is a loser in just that degree. Much of the work now done by both Superintendent, and Masters is not such as would be most profitable to the city. What then is the proper function of each ? On the part of the masters, the most telling, effective work, is personal instruction, in which his mind is brought into close con- tact with the minds of his pupils, quickening, stimulating, arousing and encouraging them ; giving them the result of his careful study and thought.
Especially does this seem necessary when we consider how few scholars, comparatively, attend the High School. The work of the Grammar Schools is the sum total of their school education. How important then, that they should have every possible advantage here; that a master well versed in the practical points of business, of citizenship, of all matters of every day life which it behooves every coming citizen to know, should have the guidance of these young persons who are soon to enter upon the duties of active life.
His teaching should not, as in former years, be confined to the highest class, where his work was largely devoted to correcting errors contracted in the lower grades; but much of his time should be spent in the lower grades, teaching, correcting errors of the subordinate teachers, exhibiting the best methods of instruction, and forestalling the necessity of so much corrective work, in the upper classes.
Though the number of pupils to a master in Newton may be much less than in Boston, still the difficulty of reaching pupils so widely scattered more than balances this difference. Our present arrangement is in fact a system of local supervision, in which some of the work of a superintendent is done by the master, while his own work of teaching is too much interrupted. Too much valuable time is frittered away in attending to the minor matters of selling books, keeping accounts, and dealing out supplies. A very different order of talent would be per- fectly competent to do this work.
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REPORT OF SCHOOL COMMITTEE.
The proper work of the Superintendent is to elevate and unify the whole system of education in a city. This can be done in various ways. He must visit the best schools of other places, and study the best systems of other cities, by a personal inspection of the workings of their school management. He should study the best foreign systems, through such educational works as contain the best account of those systems, and the best thoughts of foreign educators. He should know all improvements in the construction of school houses, and in school ap- paratus of every description. He should also know what are the best reference and text books, not through what interested persons tell him, but from personal exam- ination. He should also know where the best teachers are whom the salaries which his city pays will secure. He should seek to elevate the character of the instruction by constant systematic examinations of all the schools, and should keep a record of these examinations in such a form that any member of the School Committee may know at any time the exact condition of any class. He should be an expert in the work of every class, from those who are reading Homer, or discussing questions in metaphysics, through all grades to the little ones reading the " Nursery." His examinations should be so searching as to reveal the precise character of the work in the several classes, not desultory and irregular, not rambling and vague, but striking right to the point. They should discover whether what is new is good, as innovations are not necessarily improvements. The Superintendent from a standpoint where he has the whole field in view, should be able to select the good and to reject the bad.
A second and very important part of the Superintend- ent's duty, is to unify the instruction and work throughout the city. Without some one who knows the work of all the schools, there is a liability, in fact a strong probability that there will be great diversity in the work. Each school has its excellencies and defects, as one study
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is made more prominent than another, according to the tastes and preferences of the instructor. This will produce a one sided development, and the work will lack that sym- metry which a nice adjustment of the studies and of the time to be allotted to each will tend to secure. The exam- inations, both oral and written should be uniform through- out the city, and should be prepared by the Superintend- ent, or under his supervision.
He should also strive to secure uniformity in promotions ; should seek to increase the attendance by constant co- operation with the teachers, in their efforts with individual scholars ; he should see that truants, and the evil-disposed are judiciously and firmly dealt with, until it becomes evi- dent that their reformation cannot be effected by ordinary . means, when the truant-law should be enforced. By these and similar means which readily suggest themselves, he should seek to elevate the schools in his care.
This is a work demanding experience and ability, and is well worth the money expended for such a purpose. But if the Superintendent's time is to be spent in the oversight of such details as attending to repairs, purchasing and fur- nishing supplies, keeping accounts, paying bills, and simni- lar work which can be done quite as well by one who has not made education a study, and who can afford to do this work at a much lower rate, it would be far more eco- nomical for the city to employ such a person.
The work of both Superintendent and masters should, in my judgment, bear directly upon the education of the chil- dren.
But in a city containing a population so scattered, with no central point where all can obtain books and stationery at reasonable rates, it is necessary for the School Commit- tee to adopt some plan, by which all can be furnished with books at a fair price, and without inconvenience. For the past two or three years, they have been furnished by the Superintendent to the teachers, and by the latter to the scholars ; the time taken for this is just so much taken
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REPORT OF SCHOOL COMMITTEE.
from educational work. If Newton were to adopt the sys- tem of furnishing
FREE TEXT BOOKS,
The Gordian knot would be cut, and the time saved for work in the school room.
The books and supplies purchased by the city directly from publishers at the lowest cash price, and used in a series of classes, would cost the city far less, than it now costs parents. On this subject I can only reiterate what I said last year. Time, and the experience of others, only tend to confirm my belief in the wisdom of this plan. ยท Many a sensitive scholar, now prefers to leave school, rather than to be a beneficiary of the city. When books are free to all there can be no such feeling. In Fall River, where this plan has been in successful operation during the past year, the testimony is enthusiastic in its favor, as in other cities where it has been partially tried. I believe that its adoption in all our cities and large towns is only a question of time, as its advantages are more fully understood. If it were adopted here, where for the reasons mentioned above it would be especially advantageous, the books and supplies could be kept at a central office, from which they could easily be sent as required to any part of the city, the teachers being responsible for their proper use, and ac- counting for them from time to time, as the School Com- mittee directed. This would save the teacher the time required for making change, dunning for money, and bal- ancing accounts. This business could be easily done by a clerk, who should be at the office of the School Committee at stated times. He could also purchase all the necessary supplies, such as stationery, erasers, brooms, pails, mats, &c., and furnish them in the same way. The cost of dis- tribution would be less than at present, as the numerous little express bills would be avoided.
But if the books were not furnished free, it would be
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true economy for the School Board to employ some one to spend a portion of his time in doing this work. Even if it were to cost a little more than the present plan, the gain in time for Superintendent and teachers, would amply justify it, as would be manifest in the higher tone of the schools. If the services of the right person could be obtained, he would do much of the statistical work, and of the writing which is necessary in the management of the schools. It is customary in many cities for the School Committee to employ a clerk to attend to this work, and though Newton is small in population, its extensive territory, requiring so much time spent in going from school to school, should be taken into the account in considering a question like this.
It is useless for the Superintendent to attempt to keep an office hour every day, as, in so short a time, few would be accommodated. The Superintendent has no desire to escape hard work, but he would have this work such as would be for the highest good of the schools, and which would be most consonant with the duties before described.
EXAMINATIONS.
The work of the last school year was like that of the previous one. The course of study had been divided into monthly parts and the masters gave their classes one or more examinations each week. The results attained were quite dissimilar, as was evident from the examinations given by the Superintendent.
The papers from the several schools were returned to the office of the Superintendent, and subjected to a careful examination. These gave considerable insight into the workings of the schools, and showed that the work done was very different as were the results attained, while osten- sibly they follow the same programme.
These examinations occurring once a week, and occupy- ing more or less time as the teacher pleased, interfered in
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some cases too much with the work of instruction. More- over a scholar who obtained a low per cent in one district, would have obtained a much higher per cent in another, showing that these tests were not a fair criterion.
A somewhat different plan has been adopted as an ex- periment this year which ought to secure more uniform results. Each master was requested to give special attention to one or more of the studies of the grammar schools. To one was assigned the arithmetic, to another language, to another geography, reading, spelling and synonymy, to another history and the work in the " Child's Book of Nature." Each master lays out what he considers a suitable amount of work for each of the ten months of the school year, so as to complete the work prescribed by the programme of study. Once a month the Masters and Superintendent meet to consider the work thus laid out, when it is dis- cussed and altered, till considered by all a suitable amount for the coming month.
Once a month also on two consecutive forenoons, from 9-30 to 10-30 and from 11 to 12, tests are given, such that the average scholar can complete each in the hour. A few days before these examinations there is another meeting of Superintendent and Masters, when questions are presented for the coming test. Each master prepares, on the work assigned to him, such questions as he thinks can be an- swered in an hour. These are carefully considered, and altered, if necessary, till judged by all suited to the work done and the time assigned. They are then printed, and on the morning of the examination distributed to the teachers, who until then are not aware upon what their scholars will be examined.
In most cases these questions have been easily answered within the hour. If, however, from undue nervousness, a child is unable to finish in the prescribed time, so that his papers are not a fair exponent of his scholarship, his case will receive at the end of the year especial consideration. It is not proposed to adhere to a cast iron system which
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admits of no flexibility. Whether this is the best plan is not yet certain. It is an experiment worthy of a careful trial, but will be abandoned if a better plan is discovered. It is undoubtedly better to limit the time to an hour, and adapt the questions to that time, than to allow each child to take his own time, which is offering a premium on idle- ness, and encouraging wandering aimless thinking. Chil- dren can be trained to think and work rapidly, thereby economizing time, while on the other hand, they are often allowed to acquire the habit of dreaming idly over their work, which is fatal to subsequent mental effort. The difficulty which many experience in fixing their undivided attention upon a sermon or lecture, is owing to the neglect of suitable attention to this subject while they are at school. I know the minds of some children work more slowly thian those of others ; they become confused, if hurried, and seem to lose command of their thoughts. Still no plan intended for the general good, can be shaped for the benefit of the few. As in the daily recitations the teacher is called upon to exhibit patience towards the dull or slow, so in the matter of examinations, due consideration must be given to such. I submit herewith one set of examination ques- tions.
HISTORY.
CLASS IX.
1. What was the Fugitive Slave Law, and of what bill was it a part ?
2. What was the Missouri Compromise, and how was it re- pealed ?
3. Explain the Kansas-Nebraska Bill, and state what fol- lowed its passage by Congress ?
4. Explain the Dred Scott decision.
5. What were the views of the party that first elected Lincoln ?
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REPORT OF SCHOOL COMMITTEE.
(The following not to be marked.)
Who was Henry Clay ? David Wilmot ? John Brown ? What do you know of Daniel Webster's school-days ? Who were the Know-Nothings ?
State the views of the other candidates at time of Lin- coln's first election.
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