USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1877-1878 > Part 13
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 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17
-
ened by the delivery of brief addresses, and by read- ings and music by persons invited for the purpose by the principal.
During most of the year there were four teachers employed, and five for a smaller part of the time. The attendance varied from thirty to eighty, being affected by the home occupations of the pupils, and various other matters. The expense of the school averaged somewhat over ten dollars per night.
GEO. W. SHINN, for the Committee.
SUPERINTENDENT'S REPORT.
TO THE SCHOOL COMMITTEE OF NEWTON.
In accordance with the rules of the Board, the following report is respectfully submitted :
SUMMARY OF STATISTICS -
FOR THE SCHOOL-YEAR ENDING JUNE 30, 1877.
I. - POPULATION.
Population of the city, State census, 1875 16,105
Number of persons in the city between five and fifteen years of age May 1, 1878 . 2,846
Number of persons in the city between five and fifteen years of age May 1, 1877 . 2,881
Decrease for the year
35
II. - SCHOOLS.
Districts supervised by principals .
4
Districts supervised by committees
6
High school, - both sexes
1
Grammar schools, - both sexes
2
Grammar and primary ·
11
Primary
3
Whole number day-schools
17
Number of evening-schools
1
Number of evening drawing-schools
2
III. - SCHOOLHOUSES.
Number of schoolhouses for high school .
1 Seats
300
88
REPORT OF SCHOOL COMMITTEE.
Schoolhouses for grammar and primary grades 17 Sittings 3,376
IV. - TEACHERS.
Number of teachers in High School
(Male, 4 ; Female, 4.) 8
Number of teachers in grammar grades . 29
(Male, 4 ; Female, 25.)
Number of teachers in primary grades . (Male, 0 ; Female 50.)
50
Number of teachers having primary and grammar grades 10
Whole number of teachers in day-schools 77
Whole number of teachers in evening-schools . ·
5
Special teachers 4
(Calisthenics, 1 ; drawing, 1 ; music, 1 ; military, 1.) Whole number of teachers
86
V. - PUPILS.
Number of different pupils enrolled 1878 3,359
Number of different pupils enrolled 1877 3,342
Increase 17
Average number of pupils belonging for the year ·
. 2,740
Average number of pupils belonging for the year 1877 . 2,684.4
Increase
55.6
Average daily attendance (day-schools) . . 2,527
Average daily attendance 1877 . 2,453.8
Increase 63.2 .
Average daily absence (day-schools)
.
213
. Average per cent attendance . 91.9
Average number belonging to High School
256
Average daily attendance at High School
239.4
Per cent of attendance at High School .
94
Day-schools -Tuition .
$61,161 25
Incidentals 9,116 21
Total cost
. $70,277 46
.
·
89
SUPERINTENDENT'S REPORT.
Amount appropriated by city council : -
Salaries and officers, janitor, and fuel
$72,409 92
Dog-tax
811 33
Incidentals
9,116 21
Unexpended balance
000 00
Total
$82,337 46
Total appropriations city expenses . $378,400 00
Per cent appropriated for schools 1878 .219
Per cent appropriated for schools 1877
.263
Valuation of city, May, 1878 : -
Real $18,604,105 00
Personal ,
6,408,825 00
$25,012,930 00
Per cent valuation expended for schools .00332
Total expenditures for schools $83,208 63
Expense per capita whole number pupils enrolled $24 77
[For further details see secretary's report.]
The yearly attendance ought to be considered high enough at eighty-five per cent in the lower grades, and ought to fall below that in the stormy months. The health of the little ones is of far greater importance than any exercise they have to do at school, though the school may be the best possible.
With the higher grades it is different. New-England character and enterprise have not been founded on fair- weather education; and teacher and pupil in the higher grades ought to be prepared for all kinds of weather, except the very roughest.
Pupils of tender constitution, or actually indisposed, must be instructed to take care of their health first; and enforced absences should not injure their standing, or make them unhappy in their work.
SCHOOLHOUSES.
Schoolhouses, grounds, and accessories are in excellent condition. The accommodations of the Thompsonville
90
REPORT OF SCHOOL COMMITTEE.
School answer very well the temporary purpose of its organi- zation. The changes made in the Hyde Schoolhouse meet a much needed want of the district for better classification of the pupils in attendance, and have increased greatly the con- venience and safety of the building. It only remains to divide the yard by a close fence, and remove the accessory building to near the foot of the yard, to be approached by a covered way on both sides of the dividing fence, - as should be the case where possible in each school-lot. Such an arrangement would be of important hygienic value, especially where there is a lack of proper drainage.
HEALTH.
The whole year has been one of almost exceptional charac- ter in the inestimable blessing of good health. We have certainly abundant reasons for gratitude in the continued enjoyment of the great natural opportunities afforded by the city to pupils and teachers - to all classes of persons weary with the worry and work of life - to recuperate here their physical and mental powers in a clear, pure atmosphere, surrounded on all sides by the greatest variety of attractive views and pleasing objects, both natural and artificial. It is to be noticed that the wealth of these physical advantages as to hill, lake, rivulets, and forests, dotted with the residences of taste and refinement, serves not alone to gratify the eye of the observer, but they are one and all a positive direct inspiration to nobler efforts of body and mind. To lead the pupil to a just appreciation of these bounties, to carefully attend to the condition of the schoolroom, and teach the simpler laws of health, are by no means the least important duties and privileges of the teacher; and in these respects the efforts of all teachers of the public schools are to be highly commended.
COURSE OF STUDY.
The work upon the programme for the grammar and pri- mary grades adopted by the Board has been highly satisfac-
91
SUPERINTENDENT'S REPORT.
tory. The judgment of the Board as to the amount of work to be done as a whole has been fully vindicated, and the wisdom of the general distribution of its parts to the several grades is apparent. It would be too much to expect to find each grade at once fitted for the exact work ultimately in- tended for it, or every teacher cheerful and confident upon the work assigned her grade ; but time, patience, and earnest effort, soon remove such impediments, and all seeming diffi- culties are at last easily surmounted. It would manifestly be impossible to make a programme defining with absolute precision the exact amount of details to be gone over by each class and teacher, no more and no less. The freedom of the teacher to make use of individual illustrations and observations would be greatly limited thereby, the amount of such observation and illustration depending upon the ability and wants of the pupil and the skill of the teacher. With the disposition of the Board to make any slight modi- fications really needed in the details of the work or the apportionment of the general topics, no just complaint can be made of the requirements for promotion in these grades. While it is not believed that the studies are too varied or too full, upon the whole, yet it is respectfully submitted to the consideration of the Board, whether some modification in the kind of language-work for the fourth and fifth grades might not be properly made. The technical part of the lan- guage-work in these grades produces the least satisfactory results attained in any study. It is a question of some moment to the pupil's subsequent pleasure and progress in his school-work, whether he is not too little profited and too greatly discouraged by directing his attention at so early a period to the more difficult distinctions, definitions, and clas- sifications, before his actual possessions and use of words in their proper relations would fairly warrant. Would it not be better to devote the great amount of time now put upon such work to the positive increase of the pupil's vocabulary, by learning new words, both in meaning and use, and to obtaining greater facility in the proper use of what he has
92
REPORT OF SCHOOL COMMITTEE.
already acquired, in connection with the acquisition of new ideas, and new relations of the old ?
Some modification of the requirements in this branch would meet with the most hearty approval of pupil and teacher, and is especially commended to the Board by the superin- tendent.
INSTRUCTION.
In accordance with the rules of the Board, regular bi- monthly meetings of the teachers of the several grades have been held, of which due notice was given at the beginning of the year (in all twenty), the attendance upon which was full, or absences properly excused in nearly every case. The masters were also present as well as at their special monthly meetings. It is evident, from the voluntary testi- mony of the earnest, progressive teachers employed by the Board, that these meetings have been of much practical value to all parties, not only because they afforded opportu- nity for discussing some of the fundamental principles of education, and best methods of instruction, but also for com- paring notes upon the progress of the work in hand, hearing and giving suggestions with reference thereto.
Such meetings enthusiastically sustained, with entire free- dom in the expression of thoughtfully considered opinions, and carefully stated results of actual experiments and methods of the schoolroom, cannot fail to be of advantage to the successful working of the entire system as established by the Board. It is believed that the interest in these meet- ings has increased, at least with the great majority of the teachers, rather than diminished, and a like arrangement has been made for the present year.
Of the important topics engaging our attention, and having most direct bearing upon the whole of school-work, it may not be amiss to mention one upon which we have attained great unanimity of sentiment; and action in accordance therewith cannot fail to produce most important results, not only in the greater acquisition of knowledge on the part of the pupil, but also in the formation of correct habits of men-
93
SUPERINTENDENT'S REPORT.
tal action, enabling him to enter upon the duties of life, or a higher course of study, with greatly increased chances of success. The fact upon which we agree might be briefly stated as follows: that the pupil will think and reason in spite of all the restrictions and repressions to which our methods may subject him. It is consequently the office of the teacher to lead the pupil to think clearly and to reason correctly. The latter is impossible without the former, and the former cannot be attained until the pupil can express his thought readily in his own appropriate language. Repeating glibly formal definitions and stereotyped syllogistic formulæ is neither conducive to greater knowledge nor to correct mental habits. To think clearly, the pupil must be allowed or re- quired to express his thought in his own language and in his own way, and, when it is evident he is in possession of the thought, he may be shown fitter methods of expressing it; and thus his every step in more exact speech re-acts upon thought, and leads to clearer thinking, which, in its turn, leads to clearer expression of the thought. His thought and language are thus mutually dependent, each, in turn, assisting and assisted by the other. A more thoughtful recognition of this important fact has led and is leading to a very whole- some re-action in the methods of instruction, the effects of which are plainly visible in the greater enthusiasm of teacher and pupil, and an evidently increasing pleasure in school-work. In swinging away from the senseless repetitions and useless rigmarole of mental arithmetic and parsing, quite common a few years since, there has been unconsciously a gradual ten- dency to the opposite extreme, of omitting all explanation on the part of the pupil ; which method would, in a short time, render him incapable of any clear thinking, and consequently of a ready and apt expression of his thought, and ultimately incapacitate him for pleasant future higher efforts. An intel- ligent effort is constantly made in our schools to remedy both of these evils, and marked progress is almost everywhere visi- ble in the right direction. Perhaps no effort educationally more important has been made during the year to realize the
94
REPORT OF SCHOOL COMMITTEE.
expectations of this Board in perfecting their system of public instruction.
It would not be strange if, here or there, a teacher were found, wearied with long and anxious service, to whom every suggestion of relief is only an additional burden, and the bare intimation of the existence of possibly better methods forbodes confusion and failure; but, if we have any such, they have not yet reported : only expressions of hearty co-operation have been heard, and commendable efforts to improve upon the present observed.
PROMOTION.
GRAMMAR AND PRIMARY GRADES.
Per cent of Pupils in each Grade.
GRADES.
DATE.
Total.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
September, 1873
19.8
12.5
12.1
15.6
12.8
11.1
6.5
5.5
4.0
100
September, 1876
14.6
14.7
12.9
16.1
10.8
9.7
10.0
6.3
4.9
100
September, 1877
15.9
12.1
13.6
14.0
14.8
8.5
8.0
7.5
4.7
100
September, 1878
16.2
13.1
11.5
12.8
14.8
11.3
7.3
7.1
5.9
100
Number in each Grade.
GRADES.
DATE.
Total.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
September, 1873
498
316
304
390
323
280
163
137
101
2,512
September, 1876
. .
380
383
338
420
282
252
261
165
129
2,610
September, 1877 .
424
321
361
398
394
225
214
199
126
2,662
September, 1878
428
347
306
341
392
300
194
190
157
2,655
95
SUPERINTENDENT'S REPORT.
Number in each Grade by Districts, September, 1877-78.
GRADES.
DISTRICTS.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Newton, 1877
67
53
54
85
74
48
44
38
18
481
66
1878 .
59
66
49
56
87
49
48
53
28
495
Newtonville, 1877 66
1878
88
93
69
74
87
51
36
42
39
579
West Newton, 1877 .
71
51
75
60
86 1
43
32
36
29
483
.
1878 .
84
50
57
63
65
80
27
27
29
482
Newton Centre, 1877,
127
104
110
123
101
61
56
50
29
761
66
1878,
134
104
104
113
105
80
56
46
32
774
L.Falls, Aub'dale,'77,
48
32
37
46
52
39
21
34
31
340
66 '78,
63
34
27
35
48
40
27
22
29
325
Totals, 1877 .
424
321
361
398
394
225
214
199
126
2,662
66
1878
428
347
306
341
392
300
194
190
157
2,655
Per cent by Districts, September, 1877-78.
GRADES.
DISTRICTS.
I.
II.
III.
IV.
V.
VI.
VII. VIII.
IX.
Newton, 1877
13.9
11
11.2
17.7
15.4
10
9.1
7.9
3.8
100
1878
11.9
13.3
9.9
11.3
17.6
9.9
9.7
10.7
5.7
100
Newtonville, 1877
18.8
13.5
14.2
14.1
13.5
5.7
10.2
6.9
3.2
100
1878
15.2
16
11.9
12.8
15
8.8
6.3
7.3
6.7
100
West Newton, 1877 . 66
14.7
10.6
15.5
12.4
17.8
8.9
6.6
7.5
6
100
1878 .
17.4
10.4
11.8
13.1
13.5
16.6
5.6
5.6
6
100
Newton Centre, 1877,
16.7
13.7
14.5
16.2
13.2
8
7.3
6.6
3.8
100
66
1878,
17.3
13.4
13.4
14.6
13.5
10.4
7.2
6
4.2
100
L.Falls, Aub'dale,'77,
14.1
9.4
10.9
13.5
15.8
11.5
6.2
10
8.1
100
66
'78,
19.4
10.5
8.2
10.8
14.8
12.3
8.3
6.8
8.9
100
111
81
85
84
81
3-4
61
41
19
597
Total.
·
Total.
96
Primary, Grammar, and High Schools, September, 1878.
GRADE.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Number.
Years.
Mos.
Number.
Years.
Mos.
Number.
Years.
Mos.
Mos.
Number.
Years.
Mos.
Number.
Years.
Mos.
Number.
Years.
Mos.
Number.
Years.
Mos.
Number.
Years.
Mos.
Mason
47
5
9
42
7
2
48
8
6
55
9
4
59
10
3
42
11 10
41
12
28
14
2
18
14
2
Prospect
35
5
5
36
7
2
33
8
4
29
9
5
29
10
8
24
11
6
13
12
2
16
13
5
10
14
1
Hyde .
·
25
5
10
16
7
3
15
8
4
25
9
8
14
10
11
14
11
11
.
. .
.
..
.
..
. .
.
Thompsonville .
23
5
4
8
8
. .
8
9
3
. .
.
. .
.. . .
.
..
.
. .
. .
. .
. .
..
..
. .
..
. .
·
4
6
. .
11
8
9
8
8
10
9
11
23
10
5
8
11
4
11
11
11
5
14
4
16 29
15 14
2
Williams
43
6
2
26
7
3
19
8
8
25
9
9
25
11
4
32
12
2
38
12
6
6
13 10
Peirce
·
.
. .
.
. .
..
. .
..
..
. .
..
..
18
9
5
24
10
4
..
.
.
.
5
2
24
6
6
29
8
. .
8
4
45
9
11
. .
. .
..
..
. .
..
. .
. .
..
. .
. .
·
57
6
2
26
7
7
28
7
21
8
7
16
9
8
. .
. .
..
. .
. .
. .
. .
.
42
12
9
39
14
10
Adams
16
6
3
31
7
4
8
3
24
9
6
45
10
10
24
12
4
24
3
. .
..
. .
. .
..
Claflin
51
5
6
43
2
8
9
10
6
42 87
11 11
27 49
11 11
11 10
12 18
9
53
13
8
28
14
3
Bigelow
·
.
.
. .
.
. .
. .
. .
..
.
45
8
2
. .
. .
. .
·
. .
.
..
. .
. .
.
. .
. .
..
. .
..
. .
Underwood
44
00
5
50
5
7
16
..
4
10
. .
.
. .
..
. .
Lincoln
Total
.
428
6 . .
347
7 3
306
8 4
341
9 9
392
10 11
300
12 ..
194
12 8
190
13 7+- 157
14 5+
High
.
.
35
18 +
53
17 +
76
16 +
96
15 +
..
..
.
.
. .
Total in High School
.
Total
.
. 2,655
Total for 1877
.
REPORT OF SCHOOL COMMITTEE.
DISTRICT.
Av. age.
Av. age.
Av. age.
Av. age.
Av. age.
Av. age.
Av. age.
Av.age.
Av. age.
14 .1
4
9
9
3
10
11
..
..
.
2
12
8
2
13
7+
4
2
7
3
..
..
. .
13
14 ..
Hamilton
20
5
·
16 27 . .
22 27 . .
..
. .
..
..
Franklin
·
12
12
Davis .
21
6
19
·
·
·
·
·
9
. .
. .
..
. .
..
Jackson
·
9
9
1
·
.
:
..
..
. .
..
. .
..
..
..
9
41
11
5
27
·
:
15 33
34 56
8
·
7
15
·
Oak-Hill
·
·
12 12
. .
12 12 12
.
. 2,662
. 260
7
Number.
Years.
97
SUPERINTENDENT'S REPORT.
Several cases of dissatisfaction, arising from lack of pro- motion at the beginning of the year, were satisfactorily arranged towards its close. Such cases should be reported at the earliest possible moment, and every opportunity be afforded the pupil to recover, in so far as possible, the lost ground. Independent of all cards and percentages, the teacher must know the intellectual status of each individual pupil, and, the quite as important fact, the effort he is making to understand his work, which has but little to do with the nervous anxiety he may manifest at the close of the day as to what per cent he has obtained in his recitations. The effort of the pupil is always plainly visible on the surface, and is detected in precisely the same way as we detect the presence or absence of sunlight, with as little trouble and with as. great accuracy.
While it is true that occasionally a very eager, industrious person, in the earnest pursuit of a special object, has mis- taken exceptionally bright moonlight for real sunlight, it is also true that the delusion is a short-lived one. An inatten- tive, listless pupil in a wide-awake schoolroom is as plainly visible at a glance as is a spot upon the surface of the sun. Every earnest teacher has observed what a painful total eclipse is suffered by a brilliant class of pupils when put upon work which they are compelled to perform in an un- intelligent manner. The light of intelligence in the child's countenance and the real desire to learn are always unmis- takable. To awaken and keep alive this desire is the most difficult task of the teacher. Interested watchfulness of the teacher will not allow a pupil to hide this light for six months, or three months, or even one, without reporting it to all parties interested in the pupil's progress. One word as to the complaint sometimes heard, that promotions are occasionally made without due preparation and examination. This must undoubtedly occur, but is not an unpardonable error, and should be immediately remedied for the pupil's sake. There is also another side to this question, or, per- haps, a condition much more to be deplored. It is possible
98
REPORT OF SCHOOL COMMITTEE.
to promote from one grade to another, or from one school to another, under most favorable conditions, and still hear simi- lar or more general complaints as to preparation for the advanced work. It is not always impossible to find the true explanation of such a case. It may be due to the entire change of school atmosphere undergone by the class. Let us imagine an extreme case.
To transfer a class of pupils from a schoolroom where mere forms have been secondary, where their mental growth has been nourished and sustained by the intelligent compre- hension of their individual wants, where all their petty trials and failures have met a frank and generous sympathy, where the inspiring influences of an unselfish devotion, inexhausti- ble love and patience, have lighted one and all, and steadily maintained the glow of intellectual fire by close, constant, and persistent interest in the success of each individual pupil; to transfer pupils from such an atmosphere to. one of desolate frigidity, where distant, calm, and cool observa- tion takes the place of generous, sympathetic encouragement, where the time given to examination in daily tasks leaves no room for wholesome instruction, which is the proper function of the teacher, and no room for exercises necessary to form correct mental habits, - to do this and expect no friction, no failures, would be preposterous. While so extreme a case could not happen in this city, it has been stated as a possible one in school-life in order to emphasize the fact that the unity and harmony of the whole system may be promoted by a greater familiarity on the part of teachers with each other's methods and processes. When a pupil ceases to forget during vacation some of the isolated facts and dry technicalities of the previous year's work, and has acquired so securely correct mental habits that he no longer needs the example and inspiring enthusiasm of a living teacher, his education is already as complete as the schools can make it, and it will matter little to him when he leaves them.
99
SUPERINTENDENT'S REPORT.
TEACHERS.
The securing of well-trained teachers as vacancies occur is steadily increasing in importance, if we would keep our schools at a high standard of excellence. The superiority of the German schools is due to the practice of the state, which intrusts the instruction of the young only to thoroughly- trained teachers, who have received their education in semi- naries controlled and almost exclusively supported by the state. In Prussia, in 1876, there were ninety-nine such semi- naries with 6,729 male students preparing to teach in the elementary school corresponding to our primary grades and fourth, fifth, sixth grammar grades ; seven with 470 female students, -one female to twelve male teachers. Students are admitted to a three-years' course of study in these schools at the age of seventeen, having passed the required examina- tion. In these schools there is one teacher to ten pupils upon an average throughout the German states.
The students rise at five, and retire at half-past nine in winter, at ten in summer. For the first year, thirty-eight hours a week are given to the recitations and exercises of the school, and three hours daily out of school; the remaining hours (sixteen and a half or seventeen) are given to reading under direction of the teachers, industrial pursuits (domestic and agricultural), meals, and recreation, one-half day Wednes- day and Saturday for the recreation of collecting specimens of plants and minerals for the school. For pupils seventeen years of age, this is solid work, and means making a busi- ness of education; and the state recognizes the professional character of the services such training is likely to give by permanency of position, and future support of teachers worn- out in its service.
One who desires to teach in a secondary school is to go through a preparatory course of nine years, and an additional academic three-years' course.
The secondary schools admit pupils, boys nine years of age (the state not providing secondary instruction for girls), which
.
100
REPORT OF SCHOOL COMMITTEE.
covers the ground of our grammar grades, excepting the fourth, and the four-years of the high school.
The curriculum of the nine-years' course of the secondary school includes, -
In Latin, the grammar, and Cæsar, Ovid, Livy, Sallust, some of Cicero's Orations, Epistles, and Philosophical Writ- ings, Virgil's Æneid, Horace's Odes, Satires, and Epistles, Germania of Tacitus, Juvenal, Terence, Plautus, and Roman literature.
In Greek, the grammar, and Xenophon, Homer, Herodo- tus, Plato, Sophocles, and Greek literature.
German and French, and translating French into German and Latin.
Mathematics, - arithmetic, algebra, geometry, planimetry, stereometry, and trigonometry ; history, general, German, and local, with special regard to social and literary development ; geography in all its divisions, with map-drawing ; natural history, mineralogy, botany, and zoölogy, physics, an exhaus- tive course of mechanics, electricity, magnetism, light and heat ; drawing, gymnastics, and music throughout the course. Hebrew is elective for those who intend to study theology.
With the known disposition of the German to thorough work, the above curriculum looks not a little startling when we remember the graduate may be but eighteen years of age.
Candidates for teaching, after having taken such a prepara- tory course, which they expect to teach in their turn, are required to study a more advanced course, which we have not room to give, for three years longer, and, if successful in passing the searching examination of the official examiners are selected to assist in the secondary schools. Therein lies the great secret of the excellent results of the German school system. From this very brief abstract it is clearly seen that education in Germany, for pupil and teacher, begins with work, continues with more work, and can only end with the formation of habits of industry for entering upon any kind of work.
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.