USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1877-1878 > Part 10
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The adoption of Abbot's "How to Write Clearly," in place of " Parker's Aids," has given a new interest to composition-writing and to the study of rhetoric in general. The reading of standard authors, as hereto- fore, has gone on with a careful drill in the analysis of style, figures of speech, contemporaneous history, and usages ; so that we have the satisfaction of knowing that the pupils thoroughly comprehend the specimens of standard literature the time permits to be taken up.
The examiner again complains of the meagreness of the historical course, but supposes it impossible to ' extend it much, owing to the press of other studies and the limitless field of investigation which the study of history presents.
All we can hope to do is to give some outline of the leading events of history, and then expect the pupils to fill up the outline by more extended reading in the future.
The examiner highly commends the fidelity of the teachers in the branches of this department, and believes they have done all they can to secure the advancement of their pupils.
GEO. W. SHINN.
THE CLASSICAL DEPARTMENT.
In the administration of the system of instruction in this department during the past year there have been no changes that radically affect its character. The same general course has been pursued as during the
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preceding year, and the same gratifying success has attended the labors of teachers and pupils. The usual amount of work has been done, and with the usual thoroughness, with the same skill that has given our school its well-deserved and honorable reputation at home and abroad. An enlightened zeal for their work, stimulated by the consciousness that a watchful and intelligent public stand ready to approve or censure, and sustained by other and far higher motives, has saved our teachers from a mere methodical discharge. of their daily tasks. It has lifted them above that dull routine of monotony by which professional teachers sometimes expect by so many turns of the crank to transform the boy, listless or lazy, into the finished athlete, ripe for the prizes of life or the nearer honors of the university. This department is to be congratu- lated that its teachers are not mere locum tenentes, but intelligent and interested educators. Of their zeal and capacity we have elsewhere spoken, and pointed with definiteness to the good fruit these have borne.
In our method of teaching the classical languages a modification has recently been introduced into the school, which demands notice in this report. The patent fact that so many have been unable to read at sight a page of a Latin or Greek author, even after they have com- pleted their high-school and collegiate training, has been an argument against the study, as a waste of time, which its friends have not found it quite easy to answer. It has raised the question whether too much time has not been spent on mere grammatical analysis, and too little on learning to read the language, as an English- man would learn to read French or German. Gram- matical analysis certainly is not mere " scholastic rub-
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bish ;" neither is it, on the other hand, to be aimed at as an end : it is rather a means to an end, and that end . reading, - putting the student into intelligent commu- nication with his author. This is what is aimed at in the modification alluded to. The members of the senior class are required to test their ability to read Latin and Greek at sight. An exercise of this kind is demanded of them once a week. The book is put into their hands after they have taken their seats for reci- tation ; and they are required, without previous special preparation, without knowing, indeed, from what they are to read, and without the aid of dictionary or gram- mar, to render into English the sentences before them. The plan is working well, and cannot fail to secure the best results.
In the distribution of the work of this department, principal Waterhouse has been assisted by Mr. Kent, Miss Spear, Mr. Thomas B. Lindsay, and, since the res- ignation of the last-named, by Mr. Davis : upon Mr. Davis has devolved, in part, the instruction of the first and fourth classes in Greek and Latin.
The friends and patrons of the school are aware, to some extent at least, of the important changes that have recently taken place in the requisitions for entrance to our higher institutions of learning. The undersigned has more than once called attention to these changes, and to their important bearing on our preparatory school. It seems necessary still further to do this at the present time, in order that parents who design to place their children at college may better appreciate the true con- dition of things, better understand the task imposed upon our teachers, and the neccesity for hard work on the part of pupils. They should understand, that if the
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teacher's demands are more exacting, if the lessons are more numerous or more difficult, it is because without this added labor, the goal they seek for their children, college matriculation, cannot be reached. The standard of admission to these higher schools- wisely or unwisely is not here discussed - has been essentially raised ; and though that standard is not uniform in all our New- England colleges, yet in them all much more is demanded now than fifteen or twenty years ago. In Harvard, for example, not only has there been a marked increase in the amount demanded of Latin, ancient history, geography, algebra, and grammar; but French is now required (to be read at sight), English composition, phys- ical geography, and natural science. The examina- tions embrace sixteen subjects, occupy nearly three days, and are conducted wholly in writing. They are no child's play, but demand solid work. That in English composition, for example, requires the writing, on an assigned theme, of " a piece of English correct in spell- ing, punctuation, grammar, division by paragraphs, and . expression." And no less practical and severe is the test applied to the fifteen other subjects required.
This sketch by no means tells the whole truth: it does but suggest it. But, brief and imperfect as it is, it furnishes a sufficient answer to the question, " Why is a four-years' course in the High School necessary ?" When these four years are reduced to school-hours, and from these hours is deducted the time given to music, drawing, and physical culture, there remain some three hundred and thirty-six days of ten hours each, in which the whole work is expected to be done. Such is the task we are at present imposing upon our teachers and their pupils. It is not necessary that our children
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should enter college. That question must be settled in each case on its own merits. But if they are to enter ought we not to give them time for the necessary prep- aration ?
Our question gains significance from the demand now made for a better acquaintance with English as a condi- tion of entering our higher schools. The college has often been charged, and with reason, with graduating men who, however much they might know of Greek and Latin, did not know how to use their own language. Five years ago Harvard University practically admitted her obligation to do what she could to remove this reproach, and in the published catalogue of that year demanded for the first time the examination in English above referred to. Other colleges have felt the stimu- lus, and are making the same demand, in kind at least, if not in degree. Every sensible man must feel that this is an advance in the right direction. Let us have Latin and Greek grammar, if we can, with all their philosophical intricacies, - the oratio obliqua, and the " more and less vivids." But we may buy these at too high a price. And this we certainly shall do, and jus- tify all that has been said against " scholastic rubbish," if we send our pupils to college, or even out of college into life, without their being able to read or write cor- rectly a page of English. Not the classics instead of English, but the classics for English, is the creed of this department of our school.
AMOS E. LAWRENCE.
DEPARTMENT OF NATURAL SCIENCES.
The studies embraced in this department, under the charge of Mr. Sampson during the past year, were : -
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Physics, in three divisions, with 83 pupils. Botany, in three divisions, with 56 pupils. Chemistry, in two divisions, with 28 pupils. Astronomy, in two divisions, with 25 pupils. Book-keeping, in one division, with 16 pupils.
Politics for young men, in one division, with 9 pupils.
The labors of Mr. Sampson have been constant and faithful in his department, and he has, in addition, de- voted much time, in and out of school hours, to the records and statistics of the whole school.
The method of examination was the same as last year ; each pupil being called upon, without previous notice, to state and discuss subjects connected with the study under consideration.
The result of the examination, although not equal in excellence to that of last year, was generally satisfactory ; the class in physics (the largest, and pursuing the most important study) appearing best, after which, in the order of merit, were the classes in book-keeping, politics, botany, chemistry, and astronomy.
The unfavorable result of this year as compared with that of last is to be attributed chiefly to the endeavor to occupy too much ground (which in education as in farming is unwise and unthrifty) and to the lowering of the standard of admission.
Our High School, from its excellence and high repu- tation, is in great danger of suffering from the latter evil. All of a suitable age in our own city, and many from neighboring cities and towns, wish to enjoy its advan- tages at once, and press for admission, whether properly prepared for it or not.
That this is an evil which needs to be guarded against will be seen from the experience of a year or two past.
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REPORT OF SCHOOL COMMITTEE.
Of 84 who were admitted last year, 19 fell below an average of 60 in their previous examinations, with the result of poor recitations during the year, and of dis- appointment and mortification to themselves in most instances, and of injury to their classes and the school. Is there not reason to fear that the large number of the entering class of this year (more than 100), and the low averages shown by some of them, indicate that the evil in question is not decreasing, and needs guarding against more rigidly ?
Inasmuch as a large majority of those who enter the High School finish their school education when they leave it, it would seem highly desirable that the instruc- tion given and acquired should be largely practical, and likely to be useful in after-life, leaving the pursuit of abstruse speculations and theories to those who have time and taste for more extended researches. This remark applies more particularly to those studies which may be called ornamental, and which were never pursued in our common schools until lately.
Thus in botany, it would, no doubt, be well if every pupil knew the name and nature of every flower in the world and the meaning of all the hard words used in describing it; but a great majority of them would be much more benefited by knowing the name and charac- teristics of growth, and uses, of the forty varieties of trees which they pass in their daily walk to school.
In astronomy, parallax, spectra and nebulæ theories may safely be left to scientists ; but no pupil should leave our High School without knowing the north star, the method of finding it, and its uses, the planets, the larger fixed stars, the signs of the zodiac, and the more important constellations. These are constantly before
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them, asking for recognition, and, when once known are ever after valued as friends, and give as constant pleas- ure as friendly intercourse with neighbors and acquaint- ances.
In drawing, it is well to be able to design a pat- tern for embroidery or a wall-paper, or to copy from a model or painting on one's desk, but far better to be able to make a fair representation of a tree, an animal, a landscape, or other object, as it exists in nature. The power to do the former may be pleasing, and perhaps may give a livelihood to a few ; but to be able to do the latter, even in a moderate degree, would be a source of pleasure to all, as varied as the objects of sight, and as lasting as life.
In like manner, practical every-day knowledge should be drawn from the study of chemistry, of physics, and, in fact, from every department of science or literature taught in our schools, by the young men and women so soon. to be thrown upon their own resources in the battle of life, leaving the abstruse and merely speculative or theo- retical subjects and lines of thought to other institu- tions and more advanced pupils. In this way only, can the disaffection which is apparent and often expressed, not only in other and distant communities, but here in our midst, regarding our common schools, and more emphatically regarding our High School, be successfully counteracted, and the lavish outlay of the money of a tax-burdened people be justified.
H. S. NOYES.
THE MERCANTILE DEPARTMENT.
In the division of departments in the High School for personal supervision the past year, the mercantile course has fallen to the undersigned.
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Every succeeding year has justified the wisdom of its establishment. Pupils that would otherwise leave the school in a year or two remain through the whole course to avail themselves of its opportunities. It is meeting with the hearty appreciation of the parents of young men who are not anticipating a college or profes- sional training ; and we are still receiving requests from neighboring towns for our reports setting forth its plan and success. Every year improvements are made in its working, as its object and requisitions become better understood by our teachers. The course is popular with the pupils. In 1877-78 there were thirty-one enrolled in this course ; in 1878-79, thirty-five. Before the pres- ent term closes there will probably be forty scholars in this department.
Last year, with much reluctance, we gave up the famil- iar lectures upon political economy, and practical topics relating to business modes and morals, on account of the difficulty in securing time, with the pressure of other studies. We hope, this year, to renew this important branch of practical education, and to secure lectures upon vital topics of economy, civil service, currency, finance, and the elements of a noble and virtuous charac- ter : certainly the public school should be the nursery of intelligence, patriotism, honesty, and purity. Nothing can be more impressive than to have these manly and Christian virtues enforced upon the minds of our youths in familiar, conversational lectures by the well-known and respected citizens of our own town.
BRADFORD K. PEIRCE.
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HIGH SCHOOL.
SPECIAL REPORT ON MODERN LANGUAGES.
The grade of instruction in the French and German languages during the past year has been maintained as in past years. The citizens of Newton rejoice in such opportunities as our High School affords in these branches.
The disposition of instruction has been as follows : Mr. Lindsay has had the German classes ; Miss Worces- ter the French, with the exception of one class heard by Miss Hanson.
The present arrangement gives Miss Foote the begin- ning class in German, and all the rest of the depart- ment goes to Miss Worcester.
The conversation class in German was maintained by Mr. Lindsay out of school-hours, and was extremely popular. Miss Worcester complains that she has not time enough for these exercises, but will strive to give the full share of attention to conversation in French and German. Mr. Lindsay prefers Whitney's German grammar to the one now in use. The department is well maintained.
J. E. LATIMER,
Special Committee.
OCTOBER, 1878.
MILITARY DRILL.
As this is a new department in the High School, we here give place to a somewhat extended extract from the instructor's first report : -
To REV. A. E. LAWRENCE,
Chairman Military Committee Newton High School.
Sir, - In response to your call, I have the honor to submit the following report upon military drill : ---
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REPORT OF SCHOOL COMMITTEE.
I commenced the exercise of military drill as a means of physical culture on the 25th of September, 1877, by request of members of the School Board, under the fol- lowing rather peculiar conditions ; viz., that it should be experimental and voluntary on my part and the boys', directly contrary to every principle of military drill and discipline, which is necessarily arbitrary and compulsory, every detail being subject to severe discipline, under stringent rules and regulations. Owing to an insufficient knowledge by the Board of the kind and amount of work required, only forty minutes per week were al- lowed to cover the hardest, or elementary part of the instruction; but an extra hour was soon granted, ag- gregating about one hour and twenty minutes. The system of instruction is based upon a unit of four, and should never be deviated from if we would insure success. There were one hundred and thirty-four boys : there should have been over thirty units or " squads " working simultaneously under competent instructors or " drill- sergeants." To be a good drill-sergeant requires long experience, much tact, and a rare faculty for imparting knowledge clearly and accurately, as all the elementary work must be taught correctly the first time, or it has to be repeated. There were none such to be obtained among the boys, and I was obliged to make ten squads of from twelve to fifteen, and drill them in succession, two or three each hour, three drill-days being required to cover the entire number; thus extending the time far beyond what is allowed for the same number of sol- diers. The boys volunteered Saturday mornings, and I attempted, but with many misgivings, to gain time, but was soon compelled to abandon it, as only a portion re- sponded. The " setting-up," or " school of the soldier,"
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and elementary instruction, is the dryest, and to many soldiers the most disagreeable, part of the work, since it involves an almost endless monotony, and can only be accomplished successfully under the constant pressure of discipline and hard work. There can be nothing voluntary about it. It is and always will be compul- sory. It should be so with boys. When drill with them is voluntary, and its many mysteries yet an unknown quantity, it is natural they should wish to arrive at the pleasant and attractive part of marching to music, with guns, flags, &c., as soon as possible, and they will scarcely bear the pressure of the first arbitrary principles, unless word is given to that effect by the proper authorities, of which I was not one, being considered but a voluntary teacher. The long, halting opposition and discussion, and winter coming on, necessitating the use of a room rather limited for marching and squad drill, compelled a change in my course of instruction. In my judgment, any pressure or persistent effort towards a thorough " set- ting-up," such as is absolutely necessary at once for boys who have already contracted the vicious habit of stoop- ing and shuffling, would at this time have broken up the drill, which I, with no power to enforce discipline, could not have prevented; thus hazarding a complete failure of the experiment, and affording its opponents the gratification' they were so earnestly seeking for. Therefore but little " setting-up " was attempted ; and for the first year much tact and delicacy of handling was necessary to arouse and keep up their interest and pride, - especially those of the first class, upon whom its success largely depended, and who, interested just to that extent to have the A, B, C work skimmed over rapidly in order to derive the most benefit before gradu-
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ation, had, in their ignorance of the amount of in- struction necessary to do credit to themselves on such occasions, anticipated somewhat, and made definite arrangements for a street-parade on the 30th of May. Considerable pressure was brought to bear for this pur- pose, such an event evidently being considered as the surest evidence that the drill was proving a success. This was contrary to my judgment and advice, and compelled many changes not calculated to advance the drill properly or rapidly.
During the year ending June 18, about sixty hours, or thirty drill days, were devoted to the " school of the soldier," "school of the company," the "manual of arms," and "school of the battalion," the latter only sufficient to allow of the contemplated street-parade in May, and subsequent exhibition at the fête at Auburn- dale ; both being premature for the number of hours given to the drill, a large part of which was instruction under cover in the room previously mentioned. Com- mencing this year, nearly three months were devoted to military gymnastics, or the " setting up" and " squad drill," with excellent results, since they responded much more readily than last year; the knowledge acquired then, admitting of the exercise being varied, thus avoid- ing what would before have proved tedious monotony. The entering class of forty-six were drilled simulta- neously in the same movements, under well instructed " drill sergeants," and proved apt pupils. They are now in the battalion, not far behind the " veterans" of last year. The influence of these seniors in military knowledge afforded a marked contrast to the many dis- advantages under which all labored last year.
At West Point, about forty days of three hours each,
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under select " drill masters," are devoted to the " setting up," and "school of the soldier," before the "new cadets " are pronounced ready to go into the battalion, when they are placed beside an old cadet, who has drilled three years, to receive the full benefit of his experience, thus acquiring in a very short time that which is necessary to perfect him into a thoroughly drilled soldier, so far as drill goes. All this is accom- plished, of course, under the most favorable circum- stances of arms, equipments, time, space, &c., with every facility afforded both drill-master and cadet, and under the pressure of the most rigid discipline. Such a sys- tem of " setting up" would not have stood the test a single day in your school, under the conditions of ex- periment and voluntary obedience, depending entirely upon pride and interest, which I have set forth.
While the total time devoted to this exercise, about forty-four drill days, has been as yet insufficient for me to note or call attention to any very marked or radi- cal change in the personal or physical appearance of the boys, it must be apparent to the most casual observer that there is some change for the better, and that it has surely formed the basis for greater results ; and another year or two will demonstrate the fact that military drill under favorable conditions, instituted among rapidly- developing boys, is of incalculable benefit. The interest among the boys has never flagged, but steadily increased, and thus improvement has been possible, that, without it, would never have been conceived ; especially in point of discipline, which seems now to be pretty well under- stood, and generally regarded by all as necessary, and the basis of all unity of action. With a drum corps now organizing, a flag in process of construction for
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presentation to the battalion, through the kindness of its many friends, their esprit de corps cannot fail to be strengthened, and their means increased of appearing in a creditable condition before the public, for the gratifi- cation of their friends and themselves.
I take pleasure in commending the boys for their uni- form good conduct, obedience to authority, and marked gentlemanly bearing, since I took charge of the exer- cise, and for the active energy and zeal with which they have responded to my commands and wishes.
Military studies and organization constitute a science which is admirably adapted to every branch of business, especially to that of education. The grouping of men or boys into squads, sections, companies, and battalions, is of the first importance to enable the head to insure close attention and impart instruction. By this means, each one becomes individually responsible for his own conduct, gaining personal credit when due, and receiv- ing censure when necessary. The ordinary drill sets up the boy, and makes a man of better figure, better phy- sique, consequently prolonging his life, and adding to the measure of his influence as a citizen. If arms are added, so much the better for the physique; and the skilful use of the rifle is not only an accomplishment, but may add to the security of his own life and those of his neighbors. Again : the drill of a single com- pany contains all the elements of organization and in- struction needed for a battalion, and an army of the greatest magnitude is only a judicious combination of . battalions : therefore I would always favor and urge military education, as far as possible, in connection with the civil instructions of our country, as the best possible preparation for a skilful militia or army of volunteers,
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