USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1875-1877 > Part 17
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We have not been uninterested spectators of the protracted discussion which was held in our neigh- boring city over the question of the admission of girls into the Latin School, but which was largely devoted to the consideration of the expediency of mixed education in high schools. With us it is an experi- ment of years, and not a matter of open debate. Young ladies recite in all the classes with the other sex, and every year take the full classical course. Where there is equally good physical health, we find the young lady bears the strain of this now very strenuous course with equal ease, and without any manifest physical injury. There are the same varieties of tastes as among lads. Some have strong prefer- ences for the classic languages, some for modern, some for mathematics, and nearly all for English literature. They measure very equally with the other sex in readiness of acquisition, and also in thoroughness. There are certainly fewer improprieties of conduct brought to light in this mixed institution than we have personally known to occur in schools of one sex, whether boys or girls. The influence upon teachers, and upon the discipline of the school, of the presence
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REPORT OF SCHOOL COMMITTEE.
of both sexes, is manifest and beneficial. It is a singular fact, noticed also in the instance of other mixed high schools besides our own, that in passing to and from the school, with rare exceptions, the sexes move by themselves ; and all observe in outward conduct proprieties of bearing that are not character- istic, ordinarily, of pupils of the separate sexes when dismissed from the restraints of the schoolroom. With almost wholly moral discipline, the tone of the school has been kept at its usual high grade. Its first class, under Principal Waterhouse, is always marked for manliness and ladylikeness of deport- ment.
The one great addition to the physical culture of the high school during the present year is the estab- lishment of a military drill. Lieut. Carter of the United-States army, a resident of our city, now on the retired list from disability, has volunteered to drill the male members of the high school. Before this, serious complaint had been made as to the lack of adequate physical culture in the school. Many of the boys, growing rapidly, and bending over their desks, were showing seriously the need of some pro- nounced exercise to set them up, and keep them straight. The usual gymnastic appliances of such institutions are both expensive, and attended with no inconsiderable peril to the daring lad. But the military drill has been admirable every way. It is a capital intellectual discipline : it teaches the habit of immediate and absolute obedience to the word of command, and it has developed and strengthened to a remarkable degree already the chests and limbs of the lads. The students have entered heartily into
23
HIGH SCHOOL.
the matter, and even volunteered attendance upon their only holiday, in addition to the time regularly allotted, twice a week, from the school-hours. The experiment has fully justified the value of the service, and the Committee would not now think of dispensing with it in the future.
We referred last year to the large amount of over- work, reaching, in all, thirty or forty additional hours every week, which was performed by the teachers of the high school. The Board, at the request of the Committee, sought to relieve this by securing the special services of a teacher of reading and elocution, - Mr. Henry W. Smith, of the School of Oratory of Boston University. He rendered very efficient ser- vice for a few months ; but, as his instructions did not relieve the burden of extra work borne by the teachers, it was found necessary to secure an additional instructor. The Board was so fortunate as to obtain the services of Mr. Thomas Bond Lindsay, who had just finished a special professional course of study in Germany. He proves to be a valuable accession to our corps, and enables us to offer, in connection with other teachers, such tuition in French and German, and in English literature, as no school of its class can surpass. No other changes have occurred during the year among the instructors of the school; and we can speak with great satisfaction both of the quantity and quality of the teaching which has been bestowed. It has not been measured by the limitation of school- hours, nor the simple requisition of a round of ser- vices : it has been freely, conscientiously, and ably given. Leading educators of the State, after exami- nation, have voluntarily expressed their high apprecia-
24
REPORT OF SCHOOL COMMITTEE.
tion of the character and scholarship of the institution. How much of this is due to the indefatigable labor and high capacity of the accomplished principal is too well understood to require any repeated assertion. His best testimonial is the growing body of graduates, who are bringing constant honor to him and his excellent school.
To secure thoroughness of supervision, the different departments were given into the hands of the several members of the Committee ; and from their reported examinations we make the following extracts : -
THE MATHEMATICAL DEPARTMENT.
The classes in algebra, instructed by Mr. Kent, were, at the time of examination, working problems in quadratic equations, and acquitted themselves very creditably, showing by correct and rapid solutions a good knowledge of the principles passed over; while by the excellent class deportment, and lively interest in the subject, they showed me that their teacher had been critical and exact in his teaching, and had rendered himself popular with the class. A loose, inefficient teacher can never long hold the attention of a class ; for there is nothing a pupil more respects than thoroughness in a teacher, except it be the tenacity with which he holds them to a faithful per- formance of every duty.
I also examined a class in commercial arithmetic, taught by Mr. Sampson. This class was made up of the more advanced pupils, and evinced a good degree of interest in the subject, and considerable maturity of thought ; and I doubt not they would readily adapt
25
HIGH SCHOOL.
themselves to the practical work of the bank and counting-room.
A class also in political economy, taught by Mr. Sampson, was examined. The several members of the class, all young men, readily entered into the discussion as the subjects were propounded, and showed as good thought as could reasonably be expected from those of their age. And it seemed to me, that, in all I wit- nessed, there was an effort to teach as thoroughly and practically as possible on the part of all of the teachers. I therefore am free to say, regarding this department, that my expectations have been fully met, so far as my examination extended.
GEO. E. ALLEN.
THE CLASSICAL DEPARTMENT.
During the past year an attempt has been made in certain quarters to revive the old controversy over public high schools ; and not only has the wisdom of offering to all our children a higher education been called in question, but the right to do it at the public expense has been strenuously denied. It is not pro- posed to argue this question here; and our concern with it at the present time is only so far as it bears on the classical course of our high school. Special objection has been made to this department of our work, - an objection amounting, in some cases, to animosity, - on the ground that it was a species of favoritism fitted to benefit only a select few at the expense of the many. Nothing could be farther from the truth. So far as the impression prevails, there- fore, that there are here any pets of the public, to be
26
REPORT OF SCHOOL COMMITTEE.
specially trained and exceptionally advanced, it ought to be at once and forever removed. Our school does indeed embrace - as at present organized, through the liberality of the city - four courses of study. But it should be noticed that these do not rank at all as higher and highest. They are parallel and rival, not exclusive, interlacing and interweaving parts of one system ; so that the pupil in one department is educated not more than, but only differently from, his fellow-student in another. The aim is to secure to every pupil, in whatever department, the same ulti- mate self-development, whether he be preparing for the counting-room or for college, the editorial chair or the machine-shop. To each pupil the whole field is open to his choice ; and each receives, what- ever be that choice, an equal portion of the attention, sympathy, and help of our faithful and earnest corps of teachers. The classical course has no special instructors of its own, and differs from the general course only in that it omits two or three branches, and adds a study of the ancient Greek. Whatever objec- tion, therefore, lies against our classical course, bears with equal weight against our whole high-school system.
The teachers to whom have been intrusted, the last year, the department of classical instruction, have abated nothing from the faithfulness and ability which have won for them an enviable reputation in the past. We congratulate our constituents that they are able still to retain in their service the schol- arship, tact, patience, and assiduity which have borne them such fruit in the past, and which have shown no signs of faltering, certainly, or decay, during the
27
HIGH SCHOOL.
year under review. In their hands, at least, the study of a classical tongue is eminently practical ; for it is both a pleasure and a high mental discipline. For this reason, in part at least, this study is growing more and more in popular favor, each year showing an increase of pupils, and notably among those who do not design to prolong their school-life beyond the days passed in this building; so that the number of those now studying Latin in the school is believed to be larger, both actually and relatively, than ever before. Of the last graduating senior class, number- ing thirty-two members, ten young gentlemen pre- sented themselves for college matriculation, and were examined. Seven of the ten were entered without condition, and five of them " with honors." Of the remaining three, who passed conditionally, one had one condition, -algebra; a second had two, - algebra and punctuation ; and a third was conditioned on two branches, neither of which, however, had he pursued in our school. We may congratulate the Board on so fair a record, while we point both pupils and teachers to a higher goal yet before them, and ad- monish them that we shall then only be satisfied when all competitors are behind them. The good name of our school, and that better future to which we look, are in their hands; and we cannot believe they will allow them to suffer.
AMOS E. LAWRENCE.
NATURAL-SCIENCE DEPARTMENT.
In conducting the examination of the department of the high school assigned to him, the method
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REPORT OF SCHOOL COMMITTEE.
adopted was to give to each pupil, as the class or section took its seat, a topic from the study under consideration, which, without previous notice or prepa- ration, each one was to state and discuss to the best of his or her ability ; after which a few questions relating to each topic were usually asked.
The results of the examination of different classes were as follows : -
CLASSES.
Pupils.
Perfect.
Good.
Poor.
Failures.
Algebra
7
4
..
1
2
Botany.
36
2
31
1
2
Chemistry .
44
15
27
. .
2
Commercial Arithmetic.
14
7
5
1
1
Politics for Young Men
15
8
. .
. .
Physics.
47
21
20
5
1
Logarithms
6
4
2
.
. .
In all.
169
60
93
8
8
It seems to your Committee that this result, with so large a percentage of perfect and fairly good recita- tions, and so few of poor recitations and failures, is highly creditable alike to the pupils and the teacher. It shows on the part of the pupils a good under- standing of the subjects studied, and the exercise of thought and memory in appropriating and retaining the most valuable parts, and excellent service on the part of the teacher.
Of the studies in this department, it may be said that they are all very important in the education of the youth of our city, and that the text-books and course pursued in each of them are sufficiently satisfac- tory, with two exceptions. In chemistry, for want of
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HIGH SCHOOL.
sufficient time, or for want of proper selection and condensation both of text and illustration, the entire subject of metals - their nature, combinations, and uses - is not touched ; and the graduates of our high school, with their diplomas in their hands, know noth- ing, unless learned elsewhere, of gold, silver, copper, platinum, tin, zinc, or even iron ; and the manufacture of steel, brass, and many other interesting and useful products, is a mystery to them ; so, also, are the pro- cesses of making common salt, saleratus, glass, gun- powder, and many other articles in common daily use. If, as is proposed, a change of text-books is made, from Nichols's to Hooker's, and great care is taken in selecting those topics of the most importance, and illustrating them with sufficient but not too diffuse laboratory work, it is hoped and expected that the course in chemistry may be more complete and satis- factory.
In physics, as taught at present, the year and the book are closed before the important subjects of optics and acoustics are reached ; and the mysterious power, which, under the names of electricity, magnetism, or galvanism, encircles the earth, and is perhaps working greater changes in civilization and the arts than any other, is entirely ignored.
The best remedy for this fault in the course, as well as in that of chemistry, will be found, it is thought, in a better selection of topics to be studied, and greater condensation of text and illustration on the part of . the teacher, rather than in taking time from some other department and study, for which all are so clamorous, and adding to this.
H. S. NOYES.
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REPORT OF SCHOOL COMMITTEE.
THE MERCANTILE DEPARTMENT.
The mercantile department of the high school was, of course, during its second year, less an experiment than during the first. The design of such a depart- ment grows in favor with pupils and citizens ; and the Committee are confident that its organization was a wise step in the development of the institution. It should be understood that the course of study marked out for this department is not entirely separate from that of other departments, being in many particulars identical with them, especially with the English de- partments. But there is a somewhat different order of studies ; and there are some studies - for example, commercial arithmetic and book-keeping- that are peculiar to this course. Every man in business must be aware that no school can make business-men ; that is, men who, when they are graduated, have an inti- mate and full acquaintance with the ways in which business is done, and, more than all, have the habits of business. The most that can be expected of school- work in this direction is, that it shall instil a general knowledge of the principles of business, impart, if possible; a clear comprehension of the art of keeping accounts, and so cultivate and enlarge the pupil's understanding, that he will become an apt pupil of affairs in office or shop, and be able to manage his own affairs with more thoroughness and security. ยท This last thing alone, if it could be achieved, would be of incalculable benefit.
The difference between imaginary or fictitious business and real business, in its power to interest and instruct, is immense. It is the personal stake
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HIGH SCHOOL.
that compels the business-man's attention, kindles his enterprise, and forces the habit of carefulness, and accuracy in details. If something of this kind could be combined with the attention to the theory of busi- ness now required, it is believed more real and satis- factory progress would be made. Perhaps a begin- ning in this direction might be attempted by requiring every pupil who takes this course to agree to keep a personal account of his receipts and expenditures, and report regularly and often to the teachers. There ought to be no objection to such a requirement on the part of pupils pursuing a mercantile course, or their parents. This would be actual business in a small way, but none the less advantageous for being small. It is the habit of accuracy, prudence, and regulating desires by means, that makes the safe and successful man in business, whatever the business may be. For nine-tenths of all the pupils in our schools, pecuniary success in life, if achieved at all, must be achieved by management and economy rather than by boldness in speculation. If the com- bined instruction of home and school can teach these, it will contribute more to a sound mercantile educa- tion than it will be likely to by any scheme of study that omits them.
The curriculum of study in the mercantile depart- ment is well adapted to stimulate and develop the minds of the pupils in those directions that will be serviceable in active business-life, as distinguished from professional life. If faithfully pursued to the end, it ought to justify itself by the intelligence, dis- cipline, and ability of the youth graduated. At the time of the annual examination, most of the classes
32
REPORT OF SCHOOL COMMITTEE.
appeared alert and interested. The most noticeable exception to this general commendation was the class in book-keeping. The sets of books presented by the pupils for inspection were generally neatly written ; but, in the recitation on the principles and practice of the art, there was want of certainty, definiteness, and spirit in replying to questions.
The course of lectures by gentlemen acquainted with various special departments of business, begun the year before, was continued last year, and proved a profitable as well as an entertaining feature. The class were required to take notes of the lectures, and write out a report of them. Some of these exercises were very creditable specimens of this kind of com- position.
WALTER ALLEN.
ENGLISH LITERATURE.
The English-literature course includes the study of Parker's " Aids to Composition," the reading of some of Irving's sketches in " The Sketch-Book," some of the plays of Shakspeare, and selections from the works of other standard authors. In addition to this, the pupils are required to prepare compositions to be submitted to their teacher for examination and cor- rection, and to read aloud from books containing choice selections of prose and poetry.
The examination, in the main, was highly satisfac- tory, and gave evidence of care and fidelity on the part of the instructors.
In the matter of reading, however, while there were evidences of improvement under the special
33
HIGH SCHOOL.
instruction of Mr. Smith and the training of the other teachers, the examiner could not but wish that the course of studies might be so modified as to give time, in the future, for a careful daily drill in reading aloud.
The defective articulation, the lack of skill in the general management of the voice, the want of fa- miliarity with the pronunciation of words out of the daily vocabulary, can only be remedied by frequent exercises in reading aloud in the presence of a teacher.
If no other expedient can be devised for gaining time for a reading-exercise, it is suggested that five or ten minutes of each day be secured in each class, when the lesson for the next day - whether it be in history, philosophy, or some other branch - be read over by the class and teacher.
The reading a lesson over aloud correctly by mem- bers of the class would probably be the best prepara- tion of the lesson for the next day's recitation ; for thus the ear as well as the eye would be trained.
The examiner's attention was not directed espe- cially to composition-writing ; but, having seen some evidences of the expertness of pupils in composing, he believes that this point is as well looked after as the present crowded course of study will permit.
The only suggestion he can make is, that themes might be assigned bearing directly upon the lessons of the day, and be read by some of the pupils in lieu of a recitation.
Facility in the expression of one's thoughts upon paper can be acquired only by constant writing. The demands of the age require that such facility be
NOI NEWTON,
LIBRARY.
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REPORT OF SCHOOL COMMITTEE.
acquired ; and the examiner believes it can be better acquired by combining the preparation of brief themes with the daily recitations, than by formal essays at longer intervals.
The history classes made very good recitations, so far as the examiner was able to hear them; although the text-book used by some of the classes, it must be confessed, contained but a meagre outline of the facts and principles of history.
The study of history, however, opens up so wide a field, that it is difficult to do more, in the limited time afforded, than to take a bird's-eye view.
The literature classes gave gratifying evidence of the care with which they had been taught to com- prehend the style and the meaning of the authors studied.
If to this accurate analysis which they are required to make there could be added some instruction in the principles of rhetoric and the philosophy of ex- pression, the course would be greatly improved.
There is imperative need of some book to take the place of Parker's " Aids to Composition ; " and the examiner earnestly recommends the substitution of Hart's " Class-Book of Rhetoric," to be used through- out the whole literature course, such parts being taken year by year as bear upon the studies of the year in this branch.
The teachers feel the need of such a book, and would welcome very heartily its introduction.
Parker's " Aids" furnish very little help either in appreciating or in writing good English ; the book it- self being full of blunders, and really behind the standard of text-books required for high-school in- struction.
35
HIGH SCHOOL.
Kame's "Elements of Criticism," if revised, mod- ernized, and extended to the present day, would be the best book to use in the literature course ; but, in its present shape, it will not answer at all. The book that seems best suited to the needs of our pupils is the new work of the late Professor Hart, prepared by one, who, in addition to being a master of pure English, was one of the most accomplished instruct- ors of his day.
In conclusion, the examiner begs to say, that, while he would not underrate the importance of other studies, it should be a distinct aim in our high-school course to train the pupils to write and to speak good English, to have a fondness for solid and instructive literature, and to read the words of an author so as to convey his meaning accurately to a listener.
G. W. SHINN.
MODERN LANGUAGES.
I visited the classes of both Miss Worcester and Miss Hanson, and was much pleased with the recita- tions and the manifest enthusiasm of most of the pupils. I should think that a comparison with other schools of like grade would show that our high school is doing good work in the modern languages. In my conversations with Miss Worcester, she ex- pressed herself as much gratified by the interest man- ifested by the committee in her department, almost hinting that but little attention had been paid to her work hitherto.
At my request, Miss Worcester made the following suggestions in reference to this department : -
36
REPORT OF SCHOOL COMMITTEE.
" The work in French comes into the first three years of the high-school course.
" The text-books for the regular course the past year have been Magill's Grammar and Reader, and the ' Telemaque ' of Fenelon. The college class has read Voltaire's 'Charles XII.' After a year's work with the classes of the three different years, I am convinced that the work in French done in our school is not what it ought to be. The course, at present, enables the scholars to translate French into English with case, to translate English into French with more or less difficulty, and to apply the principles of etymol- ogy and syntax. This may be said to be the scope of Latin and Greek, making the proper substitution of terms ; but, in a modern language, more than this is necessary.
"In our day of frequent interchange with the people of other countries, either in the line of travel or of commercial relations, there should be, in addition to the training already noted, a familiarity with the spoken language. The ear should be educated, as well as the eye; and the scholars should be taught to ex- press themselves, as far as it is possible in the time allotted to the study, in the foreign tongue.
"' A word is the sign of an idea,' we are taught. A word, spoken or written, should call to mind the picture represented : so, whether we see or hear the word ' horse,' 'cheval,' or 'pferd,' for instance, the im- age of the object may present itself instantaneously to the mind. This is easy and natural in the mother- tongue : it requires more practice and effort in a for- eign one.
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