USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1875 Vol. 1 > Part 6
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12
No one knows better than the teacher of a class the pupils' knowledge of their studies, and at the end of the year she can tell what scholars are ready for promotion ac- cording to the standard of the school in which she teaches. Her own examinations are designed to train her pupils in habits of accuracy. An examination of a class by some competent person, who does not teach it, is at the same time an examination of the teacher's work, which every good teacher craves, and which every poor teacher fears. It is a more exact test of the character of the teaching, than an oral examination, for reasons which readily suggest them- selves.
The system adopted last year seemed to me a fair one,
72
REPORT OF SCHOOL COMMITTEE.
and the result of the year's work strengthened my faith in it. Each set of examination questions was, as it were, stamped with the approval of all the masters and of the Superintendent. It brought the schools more nearly to uniformity by improving the tone of the weaker ones. There was, however, one objection to it. It was sometimes difficult for some school to complete each month's work in just four weeks, owing perhaps to the sickness of a large number of scholars, or of the teacher; but with that system, the examination must occur at the appointed time.
I believe that a similar plan can be adopted without requiring every school, regardless of circumstances to come to a certain fixed point every four weeks. As recommended by the special committee appointed to con- sider the condition of our schools early in the year, the examinations for promotion can be given by the School Committee through the Superintendent, and thus be more official in their character. In most places the examina- tion for the High School is conducted by the School Com- mittee, and is the one of all, to which the scholars look forward as an important one. The scholars of the highest grade in a grammar school usually work hardest; the boys in a high school, intending to take a collegiate course, are usually the hardest workers in the school, and of these, those who are in the first class, and soonest to pass the ordeal of the examination, are the hardest workers of all. If nothing important hinges upon an examination, it does not act as a spur to the naturally indolent, but if promotion depends upon it, it is a great incentive.
Such examinations are designed to show to impartial, unbiassed judges, the fitness of applicants for the work before them. The standard which all our colleges are raising from time to time, is raising in just the same pro- portion the work of our high schools. If, however, every high school were to send to the university, whatever boys its teachers considered fitted, the university would not be able to maintain a high standing, and each high school would decline somewhat in character.
73
SUPERINTENDENT'S REPORT.
I sincerely hope that the influence of Wellesley and Smith Colleges is to be exerted upon all our New England high schools in the same way. In our grammar schools few teachers could stand the pressure that would be brought to bear on them, if the question of promotion depended on their judgment alone. It is just here that the School Board can cause its influence to be felt, by assuming the responsibility connected with this question of promotion. Every teacher for the purpose of strength- ening her own judgment can give occasional examinations. Every master can examine his own district, but when the question of promotion is at stake, the examinations should come from the Board, who in this way can help the teachers, and at the same time examine the character of their work.
In visiting schools abroad, I was particularly struck with the marked influence exerted upon them, by the school authorities, who, in Germany, Austria, and Eng- land, where alone I had any opportunity of seeing school management, are in a certain sense government officials.
An important feature in English elementary education is the employment of highly educated men, appointed by the queen, on the recommendation of the Lords of the Committee of Council on Education, to be her Majesty's Inspectors of Schools. It is the duty of these men to visit all the schools under government patronage, to examine carefully into their condition, to inspect all registers, and especially to make a thorough examination of each scholar, to test his proficiency. The Blue Book report made to Parliament by the Committee of Council on Education, is mainly composed of the reports of the Inspectors ; these consist of tabulated statistics, and careful statements as to the number of scholars examined, the number who have passed the required examination, the per cents obtained by the schools in the different studies, and the character of the work as revealed by these examinations, which are both oral and written.
74
REPORT OF SCHOOL COMMITTEE.
They give definite, precise, valuable information. The inspectors examine a school till they know it thoroughly. Nothing is taken for granted. It is not assumed that a school is really doing well because it appears well upon a superficial examination : presumptive evidence is not the gauge by which they measure the school.
They have no hobbies, by which they measure it, nor are they prepared to condemn it, for some little unfortu- nate occurrence to which all are liable. Their business is to know the schools, and to report them as they know them. These reports are not couched in general terms of universal approval, based on general impressions, but they give the results obtained by their examinations, and from these results they show whether a school is improving from year to year, or retrograding. I learned from Dr. Rigg, of the London School Board, whose work entitled "National Education " has attracted considerable attention in Amer- ica, that this thorough inspection was a most powerful agency in raising the character of the schools. With him I visited several of the London schools, both denomina- tional and secular, all of them, however, under government patronage, and therefore subject to inspection. In conver- sation with the teachers I noticed especially the influence of these examinations.
I do not think that in this country, as such, the same system would be possible or advisable ; but that something akin to it, can and should be done in our cities and large towns, I believe most fully. In most of our cities, the examinations are given by the teachers only, and the papers rarely examined by others. The examinations, other than those of the teachers, consist mainly of hasty oral examinations given occasionally by a few of the gentlemen of a school board, or by a superintendent. The superintendents generally, I find, in the multiplicity of other duties connected with their office, have all too little time for the effective performance of this most important work.
75
SUPERINTENDENT'S REPORT.
If, however, a written examination is given occasionally, and the papers are sent to the office of the School Com- mittee, it will be of little benefit unless the papers are then carefully examined, with reference to the scholarship of each class and to the uniformity and fairness of mark- ing. No two teachers mark exactly alike, so that one scholar might receive a much higher mark than another, even though he had done no better. This matter ought to be most carefully attended to, in justice to the scholars. The influence of such an examination of the papers, when they are all brought together for inspection at the same time, is of the greatest value to the schools. But this thorough systematic examination of schools is not done to any extent, in this country, for the want of the time neces- sary for the preparation with sufficient care of the ques- tions for an entire city, and for the examination of the returns.
I am of the same opinion that I expressed in my report of last year, that the work of school superintendents should be much more like that of the English Inspectors. It would bring them into a closer relationship with all the schools. It would furnish the occasion for most profitable teachers' meetings. It would make all feel that they were working in common, and would in my opinion have a great influence in raising the character of all our schools. The questions for such examinations would be most im- portant, as indicating the character of the work required. Those questions, in arithmetic for example, are not the most beneficial, which aim merely to discover whether the teachers and scholars have done a little routine work, for they simply offer a premium upon dry, barren teaching of a few bare facts and principles, calling for husks rather than meat. Those questions, however, are valuable, which will necessitate such teaching as will awaken thought, arouse mental activity, and brighten a child's intellect. Our danger is the drifting into the mechanical and artificial, our aim should be the awakening of keen
76
REPORT OF SCHOOL COMMITTEE.
clear thoughts. The children should have such training, that it need be a matter of no great moment what the phraseology of a question is, provided it be intelligible. The boy who can tell you what is the square root of 729, but cannot answer if you ask him what is one of its two equal factors, has not an intelligent idea of the meaning of the term square root, however correctly he may answer that question. It is simple injustice to the pupils to make them wait till they reach the last class in the grammar school before attempting to give them really intelligent ideas in arithmetic, as comparatively few ever finish the grammar school course, a course of instruction as complete in itself, and as important as is a high school or university course. The boy who cannot answer a question unless it is put in a stereotype way, has but a poor preparation for the ques- tions which he must encounter in every day life, which will not be taken from a book.
If these questions for examination do not aim so much at discovering the intelligence of the work, as its mechan- ism, the mechanical will be made paramount, the intellec- tual subordinate ; while a child's fitness for promotion depends on his intellectual growth mainly, with which must be combined a certain mechanical proficiency.
THE COURSE OF STUDY.
To prepare the way for such a system of examination, and to indicate with greater exactness what is to be made prominent in our course of study, I should recommend the laying out of that course with much greater exactness. The studies in some of the classes need a different arrange- ment, especially since the addition of the two branches of natural science in the Eighth and Ninth Classes. The programme of arithmetic can be altered from the lowest primary class through all the grades so as to bring forward the children more rapidly and more intelligently. Instead of attempting accuracy in each of the four fundamental rules successively they should all be taken along together,
77
SUPERINTENDENT'S REPORT.
as they are intimately related, and the practice from year to year will beget the requisite accuracy. In the Fourth Class, the children have not had sufficient experi- ence in writing, for a valuable written examination in their Geography, but should rather be trained in the writ- ing of occasional abstracts from their daily lessons, which will not affect their promotion. The examination in this should be carried forward into the Fifth Class, where geography can be taken as a careful study. The same is true of the Child's Book of Nature in the Fifth Class. The work in history needs to be laid out with definiteness. In the assignment at the masters' meetings of the monthly work during the past year, based on the general Course of Study prescribed by the Board, it was evident to all that various improvements might be made.
With the course of study laid out more minutely in all its parts, and so arranged that four examinations can be given upon it somewhat as follows, viz., in November upon the work of September and October ; in February upon the work of November, December and January, in April upon the work of February and March, and in June upon the work of April and May, we should have exam- inations enough to test all the work ; the per cents ob- tained, with the teacher's judgment will be sufficient data for deciding the fitness for promotion. Any teacher can, at any time, take the time of an ordinary recitation for a written examination, and the master can introduce his own examination from time to time. The papers returned to the office of the Committee can be kept there for a cer- tain time for inspection, and then returned to parents so that all can know just what each child is doing.
CHANGE OF PROGRAMME.
To make room for the additional studies introduced into the Eighth and Ninth Classes, and to carry out the sugges- tion of my first report, a change in the daily programme was indicated in a general way, and upon this a pro-
78
REPORT OF SCHOOL COMMITTEE.
gramme for the different classes was laid out by the Super- intendent and Masters.
Five hours a day could not be further subdivided, as the time for each recitation had been reduced to a minimum. In this first report, I spoke of the evil of attempting to carry on so many studies at once, with daily recitations in each. Instead therefore of each of the studies, especially of the higher grades, receiving attention daily, each has its own time assigned to certain days of the week, occur- ring less frequently, but occupying more time at each recitation. The more difficult subjects receive an hour at a time, three times a week.
Time is also secured for some silent study in most of the rooms, which is quite as important as the recitation.
During the hour the children are not constantly. read- ing, but a part of it is devoted to explanation and instruction by the teacher. It is easy to carry out this arrangement when there is a single class in a room; where the Eighth and Ninth Classes are in the same room, it can also be done by the master and head assistant dividing the work between them. A similar plan is adopted in the lower grades, modified as the difference in age and mental attainments makes it necessary.
By this arrangement the work can be carried out suc- cessfully, provided the children are not taxed too much out of school, either by amusements, late hours, or other matters of instruction. Much will depend on the force of the teacher, and the power to command the attention of the pupils. It is the possession of this force, and of the power to make an impression upon the scholars, whose thoughts are not allowed to wander, which gives German teaching its marked power. In my visits at the schools of Berlin, I noticed with great pleasure the business-like direct way with which the teachers imparted instruction, and " drove it home " to the mark. Every eye was on the teacher, every brain was busy, and at the close of a recitation teacher and scholars alike, had a pleasant sensation of something accomplished.
79
SUPERINTENDENT'S REPORT.
When a teacher can stand before a class without a book, conscious of being master of the subject under considera- tion, fearless of the questions of the keenest of his pupils, he can push forward the work, and make a progress in it, which would surprise the person, who must sit, with book in hand to refresh his own memory, or help him to do what the children must do without it.
Text books are excellent for the study and desk, but are not conducive to rapid independent work in a class, especially in geography, history, or arithmetic. There is a wonderful power in the eye of a teacher, where it can be fixed constantly upon the class.
If side issues are all kept in the background, during a recitation, and nothing allowed to come in to distract attention and so waste time, great progress can be made : in fact, with good attendance, so rapid progress ought to be made, that no scholar could be absent for a day with- out realizing his loss on his return.
PRIMARY SCHOOLS.
The work in the three lowest grades has been well done during the past year in most of the classes. In a few in- stances, owing to the siekness of the teachers, their work was done by substitutes, and as usual in such cases the classes fell behind. The methods of instruction are good, and these methods are in many cases accompanied by that force and earnestness on the teacher's part which is necessary to bring the classes successfully through the prescribed work. Our primary schools are by no means equally good. There is not one, however, which can be called a positively poor school. It is not necessary for me to individualize in a general report, as the reports of district committees speak of the different schools.
I examined each of the primary classes during the latter part of the summer term. In the First Class nearly every scholar read and spelled, and in the Second and Third Classes nearly every one was examined in reading, spelling
80
REPORT OF SCHOOL COMMITTEE.
and number. The results of these examinations were unusually good in nearly all the schools, and the scholars showed themselves well prepared for promotion. The reading was intelligent, the spelling correct, and the num- ber was recited promptly and accurately. The work in reading in this grade is the first in importance, but so easily do the children acquire it, that in every case the scholars were able to do more than the work prescribed by the Board. The First Class in every school completed the Primer in April, and during May and June read from the Second Reader. They also read from the Easy Book.
The Second and Third Classes completed their reading books before the end of the year, and spent considerable time upon the Nursery, reading at sight its interesting stories. In arithmetic the First Class is required to develop the idea of number as far as ten, and to combine groups of objects. This they do easily, during the latter half of the year. It is mere play for them when properly taught with objects alone. In the second year the work is en- tirely in addition and subtraction, no result to exceed one hundred. This work is both mental and oral with abstract and concrete numbers. We have aimed especially during the past year to break up the habit of dealing so entirely with the abstract, and to keep constantly before the pupil, by simple practical questions, the reason involved in all these simple processes.
Teachers who have a faculty of clothing their lessons with interest, find that the children can easily do the work assigned. Simple slate exercises accompany the oral work, care being taken not to require work upon the slate, which will involve principles not called for in oral work, as the reducing of tens to units in the cases of subtraction which involve the so-called borrowing of former times. During the third year, the work is to develop the idea of notation and numeration to one thousand, with the multiplication and division tables through the 12's, and slate work involving the same principles with both
81
SUPERINTENDENT'S REPORT.
abstract and concrete numbers. Roman numerals are also taught, in connection with the reading lessons.
The oral work in all the primary grades during the last year has consisted of regular lessons on form, color, objects, qualities and the human body. Occasional lessons have also been given by some of the teachers on animals, plants, and weight.
This work has been done much better and more system- atically than before, and when properly managed is a most pleasing and profitable exercise. It is not designed to tax the pupil's memory, but ought to be so conducted, that instead of being irksome, it should be a source of delight to all the children.
The work in music, drawing and writing in these classes is generally very good. Under the supervision of competent teachers in these special departments, and with the will- ing co-operation of the regular teachers, this work is com- ing up to a higher standard every year. I think that the work now required of the children in these classes is such that the average scholar can and ought to do it well. The average age of the children in the lowest class who expect , promotion is, at the beginning of the school year, consid- erably above six years. If all were to take the full gram- mar-school course, less perhaps might be done in these lowest grades, but as a majority of them do not complete that course, it follows that, while they are in school, every thing possible ought to be done for the development of their intelligence and reason. Parents who intend that their children shall remain in school during the thirteen years of our public-school course, sometimes feel that they are hurried. The lower classes, however, contain those whose school-life is to be short, and they should have the best possible opportunities. The teachers in these grades make the first and probably therefore the most last- ing impressions on the great mass of the children. Our work as now laid out is very similar to that of the schools in the other cities of the state, with perhaps more reading
82
REPORT OF SCHOOL COMMITTEE.
and oral instruction, and less work in number than in many places.
PRIMARY SCHOOLS IN BERLIN.
In visiting the schools in Berlin last summer, I was especially impressed with the work done in the primary schools, and with the rapidity with which the children were carried forward. At the Sophien Gymnasium, and at one of the principal Bürger Schule, I devoted consid- erable time to the primary classes. The teachers whose classes I visited, except in the female department of the Bürger Schule, were all men, even in these preparatory or primary classes. They invited me to select in each room what I would hear, and accordingly I called for reading, arithmetic, and number successively, in each of the three primary grades.
To say nothing of the wonderful attention given by the pupils, their rapidity in dealing with numbers, and the animation attending all the exercises, I will speak merely of the work as I saw it. The time per week in each grade was divided as follows among the four subjects taught, viz .: Religion four hours; German ten hours ; . number six hours ; and writing four hours. During the first year the work in German consists in reading through a primer, a book about as difficult as our second reader, with conversational exercises upon what is read; also con- versation upon oral instruction from picture cards, and the memorizing of little poems. The work in Religion is also essentially work on language. Bible stories are narrated, explanation given of all church festivals, such as Christ- mas, Easter, Ascension Day, &c., short prayers are taught, also a few verses from the Bible, and verses of poetry.
The work in number for the first year covers the four fundamental rules of arithmetic, as far as fifty, with the multiplication table as far as multiplying by six. In writ- ing they are taught to make both the capital and small letters, singly, and in words from the reading book.
83
SUPERINTENDENT'S REPORT.
In the second year they use a higher grade of reader, with oral relation of the subject read. Poems are recited. The substantive, adjective and verb are taught. Rules of orthography are given with reference to the modification of vowels; the derivation of words is taught, and exercises in dictation and copying given. . Bible stories are continued ; church hymns learned and ex- plained. In number the four fundamental rules are con- tinued with numbers as high as a thousand ; multiplication table completed.
In the third year exercises in reading are given with especial reference to the sense, mechanical fluency being by this time acquired. The matter read is required in oral recitations. Poems are recited. The simple sentence is taught with its composition, also declension, comparison, conjugation. The most common prepositions are taught ; exercises in orthography continued, with especial reference to the irregularities. Bible stories are reviewed, and the work of instruction in religion continued according to Fürbringer's text book, the first chapter of which is com- mitted, with an exposition ; the Lord's Prayer, Church and Bible verses are committed.
In number, the four fundamental rules are continued with any numbers without limitation, and detailed instruc- tion given in written arithmetic.
The scholars on entering this school are seven years old, about a year older than our lowest class, but in the three years they do as much in arithmetic and more in language, than our children do in five years. Drawing and music are not taught in these three elementary classes, but they are required to practise gymnastics two hours a week, in a gymnasium, under a regular instructor. In the above programme it will be seen that twenty-four hours of hard mental work are required of these little ones every week, besides the two hours of gymnastics, which instead of being child's play, as with us, is the beginning of that long hard drill which has made the Prussian soldier what he is.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.