USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1874 > Part 19
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Write a few lines about Oregon.
CLASS VIII.
1. Locate, and write a sentence on Genoa, St. Salvador, Cape Cod, St. Augustine, Quebec.
2. Write one or more sentences on each date; 1492, 1497,. 1498, 1512, 1513.
3. Give a short account of DeSoto.
4. Speak of the Jesuit priests.
5. What four nations made most of the early explorations ? (The following not to be marked.)
Mention some incidents in the first voyage of Columbus.
Tell how the New World got its name.
Who were the Huguenots ?
Who were the Mound Builders ?
Describe the Indian's disposition.
GEOGRAPHY.
CLASS VII.
1. Locate and describe the principal city in each of the New England States.
2. Locate and describe the Green Mountains.
3. Name the three leading commercial States of New Eng- land.
4. Name the three leading agricultural States of N. E.
5. Which of the N. E. States exports the most lumber ? Why ?
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SUPERINTENDENT'S REPORT.
6. Name the N. E. States largely engaged in manufacturing.
7. Name the Middle Atlantic States.
8. Which of the last named States is the most important ? Why ?
9. Which are better adapted to agriculture, the N. E. S. or the M. A. S. ? Why ?
10. Describe a route by water from Boston to New Orleans. Draw a map of N. E. Locate the principal city, river, and mountains of each State.
CLASS VI.
1. Name the great oceans.
2. Name the principal coast waters.
3. Name the principal divisions of the land surface.
4. What kind of rivers afford water-power? What kind are useful for navigation ?
5. What is a river-system ? Name one.
6. What is meant by the climate of a country ?
7. From what do we obtain the materials for our food ? Clothing ? Shelter ?
8. What is commerce ? What are imports ? Exports ?
9. Describe the route by water from Albany to Chicago.
10. Where are large commercial cities generally located ? Why ?
CLASS IV.
1. What have travellers learned about the earth ?
2. What are very high hills called ?
3. By what are coral islands formed ?
4. What is mining ?
5. Describe a volcano ?
6. Why do not people live on deserts ?
7. Why is the camel useful for crossing deserts ?
8. Name the continents on the Eastern Hemisphere.
9. Why is it colder at morning and evening than at noon ?
10. What is the best way to represent the surface of the earth ?
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REPORT OF SCHOOL COMMITTEE.
NATURAL HISTORY.
CLASS V.
1. How does the elephant drink ?
2. Why has he so long a trunk ?
3. How do wood-peckers obtain their food ?
4. Who were the earliest paper-makers ?
5. What two uses have the cushions on the cat's feet ?
6. How does the cuttle-fish escape from his pursuer ?
7. From what do we obtain silk ?
8. What means of defence has the turtle ?
9. How do the feathers of a duck differ from those of a lien ?
10. Tell us about the vulture.
LANGUAGE.
CLASSES VIII AND IX.
1. Punctuate the following sentences: Scott the novelist was a fine poet essayist and historian.
Of good delivery distinct articulation is a fundamental requisite.
Listen children to my statement.
It is Sterne who says God tempers the wind to the shorn lamb.
2. Construct a sentence with the verb fly in the present tense.
Construct a sentense with the verb lie (to recline) in the past tense.
3. Construct a sentence with the verb take in the past per- fect tense.
Construct a sentence with the verb drink in the present perfect tense.
4. Construct a sentence using the verb come in the poten- tial mood.
SUPERINTENDENT'S REPORT. 65
Construct a sentence using the verb see in the subjunc- tive mood.
5. Write a sentence with an adjective clause. Underline the clause.
6. Write a sentence with a participial phrase. Underline the phrase.
7. Write a sentence with an adverbial phrase. Underline the phrase.
8. Combine into a simple sentence the following state- ments :
Thomas Jefferson was the author of a state paper. The state paper is known in history. It is known as the Declaration of Independence. He was president of the United States. He was the third president. He died at Monticello in Virginia. He died July 4, 1826.
9 & 10. Write not less than five lines about the cotton-gin.
CLASS VII.
1. What is a relative pronoun ?
2. Write a sentence containing a relative pronoun. Under- line the pronoun and its antecedent.
3. Combine each set of statements into a single sentence by using a relative pronoun.
a. Putnam shot the wolf. The wolf had stolen his sheep. Columbus discovered America. - b. Columbus was an Italian.
4. Write a sentence using do in the present tense.
66 past tense.
5. Language Lessons, page 77. Change Longfellow's lines as directed.
6. Change nouns and pronouns to plural : The lady and her child came to me for the key.
7. Change nouns and pronouns to plural : I stopped my father's ox that was running towards me.
5
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REPORT OF SCHOOL COMMITTEE.
8. Write a sentence using only five words, each of a dif- ferent part of speech.
9. Write from six to eight lines about Christmas.
CLASS VI.
1. Write two sentences ; one, containing silver as an adjec- tive, the other containing silver as a noun.
2. Change the following sentences to the plural form: The pony is in the valley. The thief has given up the penny.
3. Write the plurals of the following nouns : Daisy. Jour- ney. Roof. Knife. Motto.
4. Change the number of the nouns and verbs in the fol- lowing sentences : The boys do well. The ox goes in the path.
5. Write a sentence containing the plural of the following words : Child. Sheep.
6. Write a sentence containing the singular of pence. Write a sentence containing the singular of teeth.
7. Write a sentence containing only five words, an arti- cle, adjective, noun, verb and adverb.
8. Write a sentence containing a conjunction and a prepo- sition.
:9. Write two interjections.
10. Write from five to seven lines about Christmas.
CLASS V.
1. Supply transitive verbs with three or more objects, to the following subjects :
Boys
The hunter
2. Supply intransitive verbs to the following nouns : The bell Water
3. Write the following sentences and draw a line under the limiting adjectives :
This way is the best. Many flowers blush unseen.
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SUPERINTENDENT'S REPORT.
4. Write a sentence containing a qualifying adjective.
5. Combine into a single sentence the following state- ments : A man gave them to us .. He was great. He was wise. He was good.
6. Construct a sentence containing one proper adjective.
7. Add the suffix ful to the following nouns, and define the adjectives formed : Hurt; Truth.
8. Add the suffix less to the following nouns, and define the adjectives formed : Sight ; Speech.
9. Add the suffix able to the following nouns, and define the adjectives formed : Pay ; Move.
10. Correct the following sentences : Have you wrote your letter ? How many is there ?
CLASS IV.
1. Write a declarative sentence in answer to the following question :
What are the names of the senses ?
2. Write a declarative sentence about George Washington.
3. Write an interrogative sentence containing the word earth.
4. Write a sentence with two nouns.
5. Underline the verbs in the following sentences: The stars shine. Bees make honey.
6. Write a sentence using a quality-word.
7. Construct a sentence telling how the boy writes.
8. Draw a line under the adverbs in the sentences : Now you may go. Mary works cheerfully.
9. Correct the following sentences : I didn't do nothing. I've got to get my lesson.
10. Describe Newton in a single sentence. What is it ? Where is it ? For what is it noted ?
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REPORT OF SCHOOL COMMITTEE.
ARITHMETIC.
CLASS IX.
1. What sum of money should I receive for a note of $760, payable in 90 days, when discounted at a bank at 8% ?
2. The inside measurement of a shed is 18 ft. in length, 10g ft. in width, 7 ft. in height; how many cords of wood will it contain ?
3. Find the square root of 32.
4. What is one of the two equal factors of 447.3225 ?
5. A., B., and C., engage in trade. A. put in $200. for four months; B. $400. for five months ; and C. $600. for two months. They gain $400. What was each one's share of the gain ?
CLASS VIII.
1. I have a note for $422 dated Sept. 20, 1874; what will it amount to Jan. 10, 1875, at 8% ?
2. What is the compound interest of $800, for 3 years, compounded annually at 6% ?
3. If a note for $2,000, dated Sept. 8, 1872, be on interest till Jan. 8, 1873, when a payment of $1,700 is made ; what sum will be due Nov. 8, 1873 ?
4. Add 798, 684, 598, 764, 589, 746, 543, 846, 859, 784, 804, 791.
5. What is a note? What the face of a note ? What words must a note contain to be transferable ? What is indorsing a note ?
CLASS VII.
1. Add 989, 765, 872, 469, 987, 654, 324, 847, 596, 884, 846, 794.
2. If one acre of land produce 48 bu. 3 pk. 4 qt. 1 pt. of grain, how much will four acres produce ?
SUPERINTENDENT'S REPORT. 69
3. Find the sum of 1 A. 2 R. 30 sq. rd. 160 sq. ft., and 1 A. 29 sq. rd. 20 sq. ft.
4. From 16 m. 7 fur. 18 rd. 13 ft. 1 in., take 9 m. 5 fur. 19 rd. 6 ft. 8 in.
5. I sold 271 cords of wood at $9% per cord, and took my pay in flour at $9 a barrel; how many barrels did I receive ?
CLASS VI.
1. What is the sum of 789, 487, 689, 547, 684, 695, 887, 643, 597, 876, 543, 840 ?
2. What is the cost of 31} pounds of nails at 31 cents a pound ?
3. A man sold 20-4- tons of hay at $19g a ton ; how much money did he receive ?
4. What will 10 barrels of flour cost, at $92 a barrel ?
5. Write a complex fraction, a compound fraction, a mixed number, an improper fraction, a proper fraction.
CLASS V.
1. Add 786, 597, 876, 543, 897, 654, 327, 598, 987, 597, 884, 684.
2. 28608 is the dividend, 48 the quotient; what is the divisor ?
3. A man divided 42569 dollars equally among 87 persons ; how many dollars did each receive ?
4. I collected one bill of 794 dollars, another of 684 dol- lars, another of 874 dollars, another of 42 dollars ; how many barrels of flour could I buy with all this money, at 9 dollars a barrel ?
5. What is the quotient of 33496, divided by 79 ?
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REPORT OF SCHOOL COMMITTEE.
CLASS IV.
1. Add 8478, 3746, 7847, 6842, 4867, 3746.
2. Find the sum of 7846, 49, 846, 4102, 8979, 674.
3. A coal dealer sold several lots of coal as follows : - At one time, 8746 pounds; at another, 6846 pounds; at another, 568 pounds ; at another, 876 pounds. How many pounds did he sell in all ?
4. I bought coffee for 95 cents, sugar for 87 cents, raisins for 66 cents, rice for 75 cents, soap for 69 cents, and oil for 90 cents ; how many cents will pay the bill ?
5. What is a unit ? What is a number ? Write the characters used in Arabic notation. Write those used in Roman notation.
SYNONYMY.
CLASSES
CLASSES
CLASS V.
CLASS IV.
VIII. AND IX.
VI. AND VII.
Immediate
Agreement
Under
Amusement
Incessant
Image
Build
Curl
Detested
Liberty
Shelter
Whirl
Timid
Supply
Share
Isles
Comrades
Verdant
Contest
Seemed
Manacled
Steadfast
Plucked
Abode
Schemes
Gnarled
Safe
Bright
Pilgrim
Dun
Brief
Tiny
Censure
Guard
Haste
Intention
Blanched
Comprehend
Moaning
Constant
Prolong
Pillar
Defend
Suffers
Pursuit
Inflexible
Weary
Delight
Combines
Colossal
Inquiries
Great
Rewarded
Request
Buy
Counsel
Loiter
Gloaming
Suppose
Silent
Minstrel
Fray
Moved
Bathe
Plume
Foeman
Commands
Begin
Pillaged
Scatter
Observe
Guide
Prayers
Behold
Wished
Wet
Maximum
Posterity
Tremulous
Dismal
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SUPERINTENDENT'S REPORT.
SPELLING.
CLASSES
CLASSES
CLASS V.
CLASS IV.
VIII. AND IX.
VI. AND VII.
tenement
tribunal
spearman
charcoal triumph
Delaware
catastrophe
aghast
cellar
achievement
sculpture apron
reindeer
idol
castle
amusement
academy
tyranny
chieftain
lodge
diæresis
minion
concealed
calyx
instructor
grievous
Austrian
visitor
predicate
emissary
specimen
eggs
rhinoceros
ridicule
tyrant's yoke
Florida
melodeon
loitered
Switzerland
secreted
alphabet
movable
seizes
spaniel
tableau
visionary
enemies
mantles
meridian
verdure
precipice
verdure
specimens
murmur
debtor
daffodils
catalogue
busy
dungeon
cheery.
siphon
wooer
anchor
message
forfeits
elements
atmosphere
welcome
encyclopædia
Pacific Ocean
groups
earliest
principal
cordial
stupefied
color
leopard
domestic
menial
satin
Burgesses
whatsoever
forfeited
velvet
disciple
yielding
hideous
petals
seminary
Plymouth
adieu
anthers
quotient
separate
leir
azure
croquet
religious
tremendous
kitchen
They are not so difficult as many might have sup- posed. Still, when the plan above described is called to mind, it will be seen that they cannot be at all exhaustive of the month's work.
In addition to the written examinations, once a month an Oral examination of the grammar classes is held for two successive days ; on Thursday of the lower three classes, on Friday of the upper three classes. No careful record of these examinations is kept, but, if those who seem to fail in a written examination, do well here, it is remem- bered for their interest.
72
REPORT OF SCHOOL COMMITTEE.
These examinations are open to every friend of the school, and afford a favorable opportunity for members of the committee, and for parents and friends of the scholars to get a better idea of their progress, than they could from an ordinary recitation. If rightly conducted, they show the progress which the class is making from month to month. It would be highly beneficial to the schools and encouraging to all teachers, to have many visits from par- ents on these days.
PROMOTIONS.
The question of promotion, like the shield about which the knights quarrelled, must be looked at from both sides to be fairly judged. From a parent's standpoint, it may seem unfair not to promote his child at the end of the year, as it necessitates his spending another entire year upon the same work. On the other hand, to the teacher, from whose class he is to go, it seems hard that he should be promoted, when he has wasted both his own time and hers, been indifferent when in school, and frequently absented himself. To the teacher to whom he goes, it seems hard that she must receive a pupil, known to be unprepared, and be expected at the end of the year to have him ready for the next promotion. She knows that every such scholar lowers the tone of her school, and makes her work harder, and more unprofitable. There is a difference of opinion among educators, on this question, some advocating promotion by classes, letting the individual sink out of sight. This course gives large classes in the higher grades, but lowers the tone of scholarship throughout the course. When a scholar knows that he will be promoted, he is apt to be indifferent and careless, a strong induce- ment for earnest work is removed. Although the desire for promotion is not so lofty an incentive as the importance of study for its own sake, still it does very decidedly in-
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SUPERINTENDENT'S REPORT.
fluence our scholars. It ought never to be abused, and the teacher who makes much use of this lever in raising a class, shows an ignorance of philosophy as well as a want of strength.
Some educators are very stringent in the matter of pro- motions, insisting upon an invariably high tone of scholar- ship-thereby driving out many from the schools who might receive great benefit from them. This savors too much of " Natural Selection," leaving the weak and helpless to be supplanted by the strong and vigorous. There is more humanity, more Christianity, in striving to bring up these weak ones than in leaving them to go down.
It is difficult to know where to draw the line. In fact I believe it is useless to attempt to fix any rigid standard to which all must come or perish. A certain per cent (seventy) has been fixed, which leaves no question as to a scholar's eligibility for promotion.
If he obtains sixty five per cent, he is to be promoted on condition of his sustaining himself. This decides the case of a large majority of scholars. Of the rest, age, ability, regularity, and faithfulness are considered in decid- ing upon their claims for promotion. The united judg- ment of teacher, master and Superintendent decides all doubtful cases ; the good of the child and school being considered in making up the estimate. In this matter of promotion, as in all questions of school management, the interests of the majority rather than of individuals must take precedence.
METHODS OF TEACHING.
Various modifications in the teaching of certain branches have been made during the past year, notably in geography, language, and history.
In LANGUAGE the excellent little books of Messrs. Harper and Brothers, prepared by William Swinton, have been
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REPORT OF SCHOOL COMMITTEE.
substituted for the oral work done in the lower grades of the grammar schools, and for the text books in the upper grades. These books are in the hands of the scholars, as a good text book is, I believe, safer than purely oral work. This series, known as " Swinton's' Language Series," con- sists of three books, a " Language Primer " designed for the lowest two classes of the grammar grade, a " Language Lessons " for the middle classes, a " School Composition " for the upper two classes. These books have very nearly hit upon the golden mean between technical grammar, and Language ; though why technical grammar, when studied as a means to the acquisition of language, rather than as in itself the end, is not an essential element of Language, I have never yet been able to discover. It has become somewhat fashionable in pedagogics, in this enlightened age, to decry every thing which can be called grammar, and scholars are supposed to pass from orthoepy, orthog- raphy and punctuation, to rhetoric, omitting etymology and syntax. In this way, children are found talking upon subjects, which have hitherto been considered as adapted to a later stage in school life, having apparently been shown a royal road to master the king's English, scorning the base degrees by which their parents did ascend. In the excellent books of Mr. Swinton, this defect is partly supplied. They swing back to a fair middle ground, between the narrowness of the past and the shallowness of the present. I hope that, with a careful use of these books, our children will be fitted for the practical work of life, or for the appreciation of a good course in either English, Latin, Greek, French or German, at the High School.
In GEOGRAPHY the system of Map Drawing found in our text books, has been abandoned for a much simpler system ; much of the instruction now is in map drawing. A few les- sons were given in September to all the teachers, and the result is, that our scholars can now put on the boards from memory, rapidly and quite accurately, good outline maps
75
SUPERINTENDENT'S REPORT.
of the grand divisions, and of some of the more important countries. Each school has been furnished with a set of fine outline wall maps, by the careful study of which, prior to the work of drawing, the pupil obtains a clear mental pic- ture of the form and features of the country. The recita- tions are first conducted wholly from the map. This is then laid aside, and the map is reproduced upon the black- board, by means of a system of equal squares, which serve to fix the prominent points in the country's outline ; by the aid of these points, thus fixed, the outline is drawn. I have been surprised at the rapidity and accuracy with which, in some of the schools, this work is done. It is less mechanical, and far more simple than the former method. The teachers are furnished with three text books, from one of which the oral instruction, in all matters of general inter- est is given ; from another, the instruction in map drawing ; and from the third, which is also in the hands of the pupils, the general work for study is assigned.
In HISTORY the text book has been changed during the year. Though we do not believe in frequent changes in text books, still if there would be a decided gain -it seems the part of wisdom to make a change. The U. S. Reader is an excellent manual for reading history, containing, as it does, choice extracts from standard authors, from speeches and historical poems. These however were too diffuse for class drill in history, and the work has been lacking in uniformity. Accordingly it was deemed advisable to sub- stitute a manual of U. S. History, retaining, as far as pos- sible, the use of the Reader for collateral work. It is not intended however that the teacher shall be confined to these alone, - but copies of Patton's History of the United States, and of Thalheimer's Manual of Modern History have been put into their hands ; also Mckenzie's History of the United States, published in England, has been purchased for the use of each teacher in history. With these books and others which are accessible, intelligent instruction can be given on this important subject. The topics in this, as
76
REPORT OF SCHOOL COMMITTEE.
in other studies are assigned monthly, including chronologi- cal biographical and. geographical reviews.
In ARITHMETIC while the work should be made as practical as possible, the educating influence which it can exert is not overlooked. A blind mechanical performance of examples is useless. The ability to extract the cube root of a num- ber, without any intelligent appreciation of the truths upon which the process depends, is of little value to the pupil.
In teaching.interest and its kindred topics, usually only one method is given, and that the one considered the sim- plest. That form cannot be the one used by every banking house, or business firm, as they differ among themselves. The scholars need one definite practical method, and after leaving school they can easily learn whatever may be re- quired. Several text books are in the teachers' hands, and in the monthly assignment of work, they are referred to those in which the subject for the month has received the clearest treatment.
In READING we have not yet attained to any thing very satisfactory. There is a lack of real spirit, and of apprecia- tion of the sentiment. The reading is too mechanical, though there are some noteworthy exceptions. The voices need developing by systematic exercises in vocal gymnastics. This faulty reading is partly attributable to an attempt to read more than can be carefully studied. I think we shall obtain better results in future, if we at- tempt less and drill more fully on enunciation and the expression of the sentiment.
The work in spelling and synonymy is taken mainly from the readers. This work in synonymy is a capital means for the enlarging of the pupils' vocabulary. The spelling I think would be materially improved by the use of a good text book in all the grammar grades.
The work in the little book in geography, Our World, and also in the Child's Book of Nature has greatly im- proved during the year. Many of the teachers are entering more and more into the spirit of these excellent little books.
77
SUPERINTENDENT'S REPORT.
The instruction is becoming less and less confined to the text, and is growing broader and more intelligent.
Several of the teachers have illustrated the work in natural history and physiology, by specimens of the ani- mals and birds, and by various bones and other objects, which have given it a life and spirit which a mere recital of the text can never impart.
In the work of our grammar schools, at least in the upper classes, I think we make a mistake in attempting to carry too many subjects at once. I spoke at some length on this subject in last year's report, and have seen no reason to change my opinion since.
In arithmetic, for instance, the time in most cases is so short that all feel harassed, conscious that they have only a few moments, and as the inexorable clock indicates the hour for the next subject, this must be laid aside, perhaps at the very moment when the children are in just that state of mental activity which fits them for personal effort during the next twenty minutes, which would be more profitable than all that had been already done.
If each recitation in history, geography, arithmetic and grammar could be an hour, instruction, study and recita- tion could be so combined, that the teacher could gain for the scholars that time which they cannot find for them- selves, when work is simply assigned for which there is no time in school, and for which they must not take time at home. In this way, time is gained in the Boston schools, not only for such work as is done in our own schools, excepting perhaps the oral instruction and syn- onymy, but for more work in drawing, for physiology, nat- ural philosophy and physical geography. I hope soon to see some such programme tried here, especially in those schools where the two classes in a room have cut up the time into such small fractions of an hour.
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REPORT OF SCHOOL COMMITTEE.
.
THE COURSE OF STUDY.
The course of study was carefully considered last year in a series of meetings of the chairman of the School Committee, Superintendent, Masters and other teachers. It was some- what revised after having been tested for a year or more. In this revision due regard was paid to the importance of the different branches of study and the time to be assigned to each. Due prominence is given to reading, spelling, writ- ing, arithmetic and grammar, which continue through the nine years of the elementary course of study. Geography is studied three years, history two years and the "Child's Book of Nature " one year. Music and drawing are con- tinued through this course, though much less time per week is assigned to them than to the other studies for sev- eral reasons. Many a man who cannot give his children a liberal education is anxious, that, while in school, they should study that which he thinks will be most useful to them in after life. With this desire, he perhaps regards every moment devoted to music and drawing as wasted. Even others who have not the same pressure of necessity, share this feeling to some extent.
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