USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1879-1880 > 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 | Part 18 | Part 19 | Part 20
The fundamental principle in object-teaching is never to use the sign of the object when the object itself can be pre- sented ; for attention to the sign distracts the child's atten- tion from the thing signified. And in learning to read, for the child, the words are the objects to be taught : the objects for which they stand, in this case, become the signs of the words.
Picture-reading is so easy and pleasant to old and young, that. many excellent artists are constantly employed upon this most impressive and most rapid method of telling a
92
REPORT OF SCHOOL COMMITTEE.
story. The pictures of childhood remain ineffaceable through age, when the words can seldom be recalled. The office of the picture is to teach some lesson : it should not distract the child's attention from the words to be learned. The word itself, if the idea it conveys is familiar to him (as it ought always to be in the first steps of learning to read), is the picture we wish to impress most deeply upon his mind. But, in the examination of results obtained by any method, it is not to be forgotten that an enthusiastic teacher with an unphilosophical method will produce far better results, on the surface, at least, than an indifferent teacher with philo- sophic method.
All explanations of the idea and thought are foreign to the work and a hindrance, because, in learning the written lan- guage, the words should be taken from the child's vocabu- lary, and sentences given him of which he perfectly grasps the thought, and realizes the idea of every word. There can- not be too much talk at other times by the pupil, with the class and teacher, upon all subjects interesting him, to im- prove his use of language; but, in his direct attacks upon written language, any thing said beyond securing his attention to the words and sounds he is to learn disturbs and hinders him. The average child at school-age can readily understand all the thoughts usually found in first readers. It is well to print the sentences, as fast as learned, upon little slips of paper, cut it into triangles and rectangles, with a word upon each piece, and give it to the child to re-form, which will amuse him, and cultivate the geometrical faculty at the same time that it is true object-teaching of the very objects to be learned. He should also spell by sound, from the beginning, daily, all that he has learned, but never unless his eye is fixed upon the word so spelled. This cannot be too care- fully attended to, if he is to learn to spell ; since this prac- tice, and writing all he reads and learns, are all the exercises in spelling he will need at first.
Having illustrated thus some of the methods pursued in most of our schools, we return to the more legitimate task
93
SUPERINTENDENT'S REPORT.
to speak of their condition. As we said before, the work done has been exceedingly satisfactory in the primary grades, giving evidence of most faithful efforts on the part of the teachers, and corresponding progress of the pupils under their instruction. In addition to the generous supply of books by the city, and a liberal assortment of other aids to primary instruction, one teacher invites her pupils to bring their own books, and read to her and the class from them, - a practice much to be commended to all grades, - thus not only adding an interesting variety to the exercise, but giving the teacher an excellent opportunity to learn the kind of reading interesting the pupil, and also to improve and guide his tastes. therein. Another, in the second grade, besides making excel- lent progress in reading, writing, and number, taught her class two hundred lines or more of choice poetical selections, which they seemed always delighted to recite in concert or individually, -more as a pastime than as a task, for the simple reason that the heart of the teacher was in all of it. On visiting recently another teacher of the same grade, we found her with a small section of five pupils reading, and at the same time three other sections, in different parts of the room, reading each to little pupil-teachers of the advanced section of the room, who, by their wonderful zeal and tact, already gave proofs of superior teaching ability. Each pupil was reading a whole lesson or more, and doing it admirably and orderly, under the youthful tutor ; and it would be diffi- cult to say which received the greater benefit from the exer- cise, - the teacher, or the taught. All these teachers have time enough for the required work, and some to spare in mak- ing the children happy by all those little ways instinctively known only to those who love them. But we have not room to speak of all the excellent work done so faithfully by all the teachers of these grades. We refer to the above as illus- trative specimens.
GRAMMAR-GRADES.
The work of the grammar-grades has been performed dur- ing the year with the usual fidelity and success. In two or
94
REPORT OF SCHOOL COMMITTEE.
three cases only, temporary inconvenience was felt by neces- sary changes of teachers. But the final results, as shown by the written and oral tests, were of a satisfactory character. It is due to the earnest, efficient teachers of these grades to state that throughout the year a most gratifying and more marked individual effort was observed in all the work, a more secure feeling of independence in methods, and a cer- tain personal responsibility for results obtained ; all which are the surest signs of progress, -are, in fact, the results of a proper effort on the part of the teacher to realize his or her own ideal in school-work. The highest results can be ob- tained, we believe, only when the largest freedom of action is allowed under the rules, with the strictest individual responsibility.
While the examinations for promotion must have some- what more or less of a technical character in all the grades, special effort has been made to have them show at the same time, as much as possible, the general training of the pupil, and his ability for independent thought. The papers of the ninth class gave evidence of careful drill in the required work, and excellent preparation for advanced study. Having frequently observed the methods of instruction, and the prog- ress made during the year, it was with confident expecta- tions of an excellent record that we certified to their quali- fications for admission to the High School. The average age of the class, its marked ability, and its general excellence of character and deportment, will enable it, we feel assured, to sustain a high rank in the High School; thus reflecting proper credit upon the work done in the grammar-grades, and manifesting at the same time a more just appreciation of the opportunities here provided for a broader and more liberal culture.
It is not necessary to enumerate the long list of excellent methods adopted by different teachers to accomplish the re- quired work of these grades. One illustration will suffice. We were particularly pleased with the enthusiasm of one class as shown by the ingenuity of some of its members in
95
SUPERINTENDENT'S REPORT.
extemporizing simple apparatus of their own construction to illustrate the elementary principles of physics, -one of the studies pursued by a section of the eighth grade, which also did the work of the ninth.
Such efforts of the pupil, however rudely constructed the pump, engine, or battery may be, are deserving of the high- est commendation ; for this is education of the best, most practical kind. In this as in other matters, as well as in the general tone and bearing of the pupil, there are the clear evi- dence of still higher attainments.
PENMANSHIP, DRAWING, AND MUSIC.
The examination-papers at the close of the year were re- markable for neatness of appearance, and general excellence of the penmanship. With few exceptions, they exhibited a great degree of uniformity in their preparation. It is confi- dently expected that still higher excellence will be obtained in this branch as the lower grades, having given greater at- tention to the exercise, advance to the higher. Both in pen- manship and drawing it is evident the regular teacher may be able to give the necessary instruction in a perfectly satis- factory manner. As one need not be a mathematician before venturing to instruct in the principles of common arithmetic, so one need not wait to become an artist before attempting to teach the elementary steps in drawing. Though the re- sults have been satisfactory in these branches, the most important fact concerning each is, that there are evidences that still better results will follow. In music, while the work has been all that might reasonably be expected, it is clearly evident that the regular teacher does not feel always the confidence in her own ability necessary to ac- complish the best work. While much faithful work has been done by those who have musical taste and ability, and with satisfactory results, others have not been able to carry on the work with the same degree of success as with the aid and supervision of an able special instructor.
96
REPORT OF SCHOOL COMMITTEE.
DISCIPLINE.
We are in great danger of ultimately abolishing the very charms of childhood by the absurd restraints we put upon its innocent freedom of action. We seem to be in too great haste to file and march it on all occasions into the measured step, grave demeanor, and dignified repose, that will so well become it when it has learned by practice the duties and re- sponsibilities of the citizen-sovereign. For boys and girls who are not trained to some manual labor, gymnastics or other regular drill will not suffice. Healthful, out-of-door sports must be engaged in, that will give by their free exer- tion buoyancy of spirits, life, and activity to the physical and mental powers.
Inexpensive games and sports should not be allowed to die out, nor give place to organized clubs, so costly in prepa- ration, and so wasteful of time and energy in settling dis- puted contests, or passing upon alleged violations of the laws of the game as established by the national association. Even the old-fashioned, hilarious, free-and-easy game of base-ball, formerly played for pure fun instead of profit, seems to have passed away ; and it is painfully ludicrous to see a handful of boys fantastically arrayed, with ball of absurd density, preventing its free and fun-provoking use as of old, spend half of their time, that ought to be given to the exhilarating sport, in discussing the proprieties and rules of the game as played by paid professionals who have other objects in view beside winning the game in hand. Are we to have no child- hood, no boyhood and girlhood, to witness the innocent pastimes of which keeps dulness from age, and perpetuates the charms of existence ?
If we would have greater mental activity, the child must have greater physical freedom. Boys have a ready source of useful exercises always at hand at friendly trials of strength in all kinds of sports ; not so with the girls : the proprieties, as well as the teacher's regulations, sadly interfere with their free enjoyment of youthful sports. Therefore it is no small
97
SUPERINTENDENT'S REPORT.
part of a teacher's duty, and highest privilege, if she would secure a ready and orderly compliance in learning their tasks, or a quiet, respectful listening to her instruction, to aid them in devising innocent games, and encourage them in all proper youthful sports.
But it is said, " We must watch them," "They must keep off the grass." Why must they keep off the grass ? “Be- cause they will mar the beauty of the plat; " and "is there any thing more beautiful than a well-kept grass-plat ?" Most certainly there is ; and it is a grass-plat or lawn with groups of joyous children (boys and girls) thereon, indulging with perfect freedom in all proper, innocent sports.
In riding through the city a benevolent philosopher would say, "What a thoughtful people ! How happy childhood must be here! How fortunate children with such playgrounds, compared with those who live among mere piles of brick and mortar !" - the grass-plat, so beautiful to the sight, so soft to their little feet, so elastic a cushion for the little rough-and- tumble games so useful in developing their muscles and in quickening their mental as well as physical activity, so invit- ing in color and neatness. Why should they be told to keep off the grass-plat, when it seems so admirably contrived for their special needs ?
This is one only of the unreasonable restraints we put upon childhood. To hamper the child with unnecessary and unreasonable restraints, clearly against his own judgment, is to make him eager to break through all restraints, whether reasonable or not, is to confuse his judgment as to the proper and improper, the right and the wrong. For these reasons, we have been gratified at every attempt we have witnessed to allow the largest possible freedom to pupils of every grade, consistent with an orderly, respectful deportment.
With proper oversight, and judicious management of the occasional abuse of such freedom, we believe the greatest possible success will be attained under it in training up the youth of our schools to become self-respecting, order-loving, law-abiding citizens.
98
REPORT OF SCHOOL COMMITTEE.
HIGH SCHOOL. 1
The results of the principal's first quarterly examination of the fourth class of the High School, in the main, justifies the expectations of the superintendent, elsewhere expressed in this report. The age and ability of its members give promise of an excellent record throughout their course.
In the classical department of our high schools there is a fixed and definite course of study required of the pupil, the satisfactory accomplishment of which is an imperative neces- sity for successful advancement to the higher college course supposed to be in view. The same course is sometimes thought to be able to give a sufficient education to one who intends completing his studies with graduation at the High School. No greater mistake could possibly be made as to what constitutes a valuable practical education in accord- ance with the demands of the times.
The classical courses in their minimum requirements as- sume that a given amount of work must be done by the pupil to entitle him to a certain rank or position as a scholar among educated people.
A course of study based upon an assumption so venerable from the long series of years it has held an almost unques- tioned sway over the public mind has by itself a marvellously inspiring influence upon the young pupil's mind.
That influence is clear and positive. He thinks these studies are indispensable ; for the wise in such matters are all agreed upon their necessity : surely, then, these paths must lead directly to the fields of knowledge, and the moral effect of the confidence inspired by such definite requirement can- not be over-estimated. With pupils entering upon work the importance of which is thus emphasized, whatever may be its real ultimate value to their right education, there springs up naturally enough a certain esprit de corps that ordinarily car- ries on the class to sure victory. With the general or scien- tific course, the perfection of which should be the highest
1 From December quarterly report.
99
SUPERINTENDENT'S REPORT.
aim in a system of public education, the case is entirely dif- ferent. Not only do the schools themselves differ as to the number and extent of branches pursued, but occasionally the same school attempts to offer all possible combinations of such courses.
Such an attempt, seemingly based upon the assumption of the impossibility of agreement upon what is possible and ne- cessary in a general course, is not only wasteful of the teach- ing force of the schools, but most disastrous in its influence upon the mind of the young pupil. The crowning glory of our public schools is the definite provision for the most liber- al, most practical education for the average future citizen, not for specialists and professionals.
The general or scientific course so far transcends all other purposes of the public school, that its successful accomplish- ment should entitle the pupil to the highest school honors the city can confer.
To this end it should be definitely arranged according to the logical dependence of the branches pursued, and should admit of no doubt or option in the child's mind as to the importance of thorough mastery of the work assigned.
All pupils need not be required to complete such a course, sufficient cause excusing them therefrom; and such pupils could receive a diploma stating the exact ground passed over. But that such a course should be properly mapped out for them we think is beyond the shadow of a question.
Living in an age when the startling discoveries of every day not only open up new fields of investigation, but throw their illuminating rays far back upon the obscure past, it is the clear right of the pupil to be put in full accord with all the best methods and thoughts of his time. There is ample time for this, if he begins aright, and does not waste his ener- gies upon fruitless tasks.
With the excellent art-room, philosophical and chemical laboratories, generously provided by the city, and the natural history cabinets (yet to be completed), the advantages of our High-school pupils for a superior practical education cannot easily be surpassed.
100
REPORT OF SCHOOL COMMITTEE.
CONCLUSION.
In conclusion, the condition of the schools is such as to command the hearty support of this Board and the full sym- pathy of the citizens by whom and for whom they are sus- tained. Notwithstanding occasional errors and temporary failure of success as a body, the faithful teachers intrusted with the education of the youth of the city are entitled to your fullest confidence.
In order to increase their efficiency, to enable them to attain more nearly their own ideal standard of excellence, it only remains for me to ask that the same generous, liberal, honorable treatment, that has ever characterized all your relations with them, be continued.
E. HUNT, Superintendent. Nov. 26, 1879.
SECRETARY'S REPORT.
STATISTICS.
NAMES OF TEACHERS.
Department.
Class.
Whole No. of
the Year.
Average
Average
No. of Pupils
under 5.
No. of Pupils over 15.
High School.
Francis A. Waterhouse
Ezra W. Sampson
John F. Kent .
S. Warren Davis 1
S. Alice Worcester
Carrie Spear
M. Isabel Hanson
66
Mattie E. Foote
Special Teachers.
Jennie E. Ireson .
Calisthenics, Elocution. Milit. Drill. Drawing.
Mrs. Emma F. Bowler .
District No. 1.
916
744.5
688.8
8
45
Albert L. Harwood .
Master.
Mason School.
Mary L. Searle
Head Assist. Assistant. 66
8,9
Maria F. Wood
6
Kate Taylor
5
Hannah H. Taft
66
4
Lottie P. Harbach
3
Ellena H. Thompson
2
Ellen M. Cook.
1
Prospect School.
Martha L. Perkins
Head Assist. Assistant.
8, 9
Marion M. Miller .
6,7
Ella F. Crooker
66
4, 5
Helen Norwood
66
3, 4
Lizzie W. Everett
2
Mary P. Fanning .
1
Hyde School.
Lilla M. Means
Principal. Assistant.
5,6
Cevilla R. Richardson
3, 4
Alotta E. Stearns
1,2
Oak-Hill School.
Mary E. Minter
Principal.
1, 2,4,5,7,8
282
253.2 232.7
249
M. Abby Smith
Pupils during
Whole No.
Attendance.
Master. Sub-Master. Assistant.
R. G. Carter
Emma I. Henshaw
1 Substitute for Miss Hanson.
102
REPORT OF SCHOOL COMMITTEE.
NAMES OF TEACHERS.
Department.
Class.
Whole No. of
the Year.
Average
Average
No. of l'upils
under 5.
No. of Pupils over 15.
Thompsonville School.
Helen A. Davis
District No. 2.
380
306.3
287
6
25
Hamilton School.
Ellen M. Leland
Head Assist.
6, 7,9
Carrie L. Kimball
Assistant.
4,5
Sarah H. Jumper
1, 2, 3
Williams School.
Elizabeth A. Pinnock .
Head Assist.
8, 9
Phebe W. Bunker
Assistant.
6, 7
Ella F. Brown .
=
2,3
Ann B. Smith .
1
District No. 3.
930
770.2 705.6
3
55
Levi F. Warren
Master.
Peirce School.
Sarah A. Warren
Head Assist.
8, 9
Mary J. Pickering
Assistant. 66
7,8
Eliza E. Simmons
6
Elizabeth F. Paddock
5,6
Davis School.
Ella G. Bates
Calista S. Wood
Principal. Assistant. 66
2,3
Sarah E. Foster
1
Franklin School.
Emma J. Thompson
Principal. Assistant.
4,5
Susan P. Richmond .
2,3
Mary E. Tufts .
1
Adams School.
Jennie L. Morehouse
Head Assist.
9
Abby J. Warner .
Assistant.
8
Estella M. Haynes
66
3, 4
Lydia A. Brierly .
66
1,2
Claflin School.
Alice Pitts
Principal. Assistant.
5
Mary R. Ware Lizzie Flint .
66
1,2
District No. 4.
889
717.5
626. 8
4
36
H. Chapin Sawin .
Master.
Pupils during
Whole No.
Attendance.
Principal.
1, 2,3
Luther E. Leland
Master.
Anna G. Swain
4,5
Susan E. Copeland
6
4
Lucy E. Davis .
6, 7
Lilla T. Wilder
3, 4
103
SECRETARY'S REPORT.
NAMES OF TEACHERS.
Department.
Class.
Whole No. of
the Year.
Average
Average
Attendance.
No. of Pupils
under 5.
No. of Pupils over 15.
Bigelow School.
Clara C. Prince
8,9
Eudora Sanford
8
Martha M. Bakeman
-1
S. Louise Shelton
66
6
Josephine H. Waters
66
5
Anna F. Gage .
4
Mary H. Dwyer
4,5
Underwood School.
Emma M Cleary
Assistant.
3
Annie L. Wood
2
Josephine W. Littlefield
1
Lincoln School.
Alotta C. Wilmarth .
Assistant.
1, 2,3
Jackson School.
George G. Edwards
H. Augusta Millard .
Principal. Assistant.
6, 7
Louise W. Stearns .
66
3
Ella M. Hotchkiss
66
2
Jeannette A. Grant.
66
1
5
4
Ellen F. Dalrymple .
Head Assist. Assistant.
Pupils during
Whole No.
104
REPORT OF SCHOOL COMMITTEE.
The following Table gives the Statistics of Monthly Attendance, and the Aggregate Attendance, for School Year ending June 27, 1879.
SEPTEMBER.
OCTOBER.
NOVEMBER.
DECEMBER.
JANUARY.
FEBRUARY.
Average
Whole No.
Average
Attendance.
Attendance.
Whole No.
Average
Attendance.
Per cent
Whole No.
Average
Per cent
Average
Average
Attendance.
Attendance.
Whole No.
Average
Per cent
Whole No.
Average
Per cent
Attendance.
Mason
372.3
341.8
91.9
375.8
91.4
309.3
343.1 242.4|
91.1 91.6
378.3 215
322.4 190.2
86.5 89.3
365.9 206
89.7 90.5
362.2
315.2
88.1
Prospect
209.4
201.5
95.6
221.1
95.1
265.2
90.2
90.8
Oak-Hill
18.7
17.1
91.4
22.1
18.3
82.8
15.2
78.3
99.8 20.2 37
88.1 16.7 32.1
88.2 82.6 86.8
17.5 33.9
85
36
31.4
87.2
District No. 1 .
741.3
69.3
93.5
756.1
697.5
91.6
820.5
725.6
89
750.3
649.5
86.7
721.4
639.4
85.5
717.6
628.1
85.6
Williams .
208.2
196.5
94.2
217.9
209.5
96.2
215.9
201.5
93.3
213.1
192.3
90.5
209.9
189
90.6
200.4
182.4
91
Hamilton .
96.4
93.4
96.8
98.9
96.3
97.6
99.9
96.8
96.8
96.3
91
94.9
95.7
93
97.2
105.7
91.6
96
District No. 2
304 6
289.9
95.5
316.8
305.8
96.9
315.8
298.3
95
309.4
283.3
92.7
305.6
282
93.9
306.1
274
93.5
Peirce
159.1
155
97.4
159.4
150.2
94.4
158.9
153.1
96.2
157
145.4
92.6
154.7
147.9
95.6
152.5
142.2
93.2
Davis
188.6
178.5|
94.81
194.9
184.6
94.9
203.7
192.6
94.8
189.8
162.3
86.7
191.4
174.6
91.8
192.5|
171.6
89.7
Franklin
119.2
114.4
95.8
118
108.9
92.3
115
107.6
92.7
114.3
104.3
90.6
113.5
104.1
90.5
111.5
99
86.5
Adams
145.4
135
92.8
150.2
139.4
92.8
150.9
136.6
90.5
149
130
87.1
143.4
124.8
86.9
145.1
124.6
85.8
Claflin
163.2
152.4
93.3
174.3
162.4
93.2
169
152
90.1
159.3
132.8
83.5
149.9
130.2
86.7
145
125.7
86.2
District No. 3
775.5
735.3
94.8
796.8
745.5
93.3
797.5
741.9
92.8
769.4
675
88.1
752.9
681.6
90.3
746.6
663.1
88.3
Bigelow
315.3
295
93.4
316.9
292.6
92.4
309.5
282.7
91.4
306
266.2
87.1
295
261.8 105.8
88.9
304.3
269.2
88.8
Underwood
139.6
126.7
91
145.9
134
91.6
140.5
115.1
82.6
145.8
117.1
80.5
142.4
74.3
142.6
119.3
83.5
Lincoln
30.1
28.1
93.3
36.9
34.9
94.5
38.7
36.2
93.7
37.2
31.5
84.6
34.8
29.5
84.7
35.4
30.4
85.8
Jackson
231.5
201.8
87.1
233
205.1
88
228.9
199.1
87.3
228.3
197.1
86.3
214.3
177
82.5
216.2
181.1
84
District No. 4 .
716.5
651.6 91.2
732.7
666.6
91.6
717.6
633.1
88.8
717.3
611.9
84.6
686.5
574.1
82.6
698.5
600
85.5
High .
274 4
262.5
95.6
271.2
258.4
95.2
269.7
247.2
91.6
267.5
242.8
90.7
261.9
239.1
91.3
254.7
232.5
91.1
Total .
2812.3 2632.3
94.1
2873.6|2673.8
93.7
2921.1
2646.1
91.4
2813.9 2462.5
88.6
2728.3 2416.2
88.7
2723.5
2397.7
88.8
.
.
.
.
.
.
.
.
104.9
98.4
93.7
99.8
92.8
93.1
94.4
79.4
12.5
76.2
Thompsonville
36
34.2
94.8
37.3
35.9
95.5
19.4 37
34.7
93.1
Attendance.
Attendance.
Whole No.
Per cent
Average
Attendance.
Attendance.
Average
Attendance.
208.6. 189.6
91.9
Hyde
98.1
322.6 187.4 88.3 12.6 28.5
90.2
72
16.4
Per cent
Average
Average
340.6 209.9
84.4
99.6
Attendance.
SCHOOLS.
.
.
The following Table gives the Statistics of Monthly Attendance, and the Aggregate Attendance, for School Year ending June 27, 1879.
MARCH.
.. APRIL.
MAY.
JUNE.
YEAR.
Average
Whole No.
Average
Attendance.
Per cent
Whole No.
Average
Attendance.
Per cent
Average
Average
Attendance.
Per cent
Whole No.
Average
Attendance.
Attendance.
Whole No.
Average
Per cent
Attendance.
Mason .
389.8
335
90.9
365.6 220.8
324.3
89.8 94
356.1 223.9
320.1 212.7
90.5 95.3
345.5
301.6 181.5
94.5
Hyde .
96.2
88.4
91.9
108
97.7
90.7
101.2
95.3
94.2
105.9
98.9
93.2
Oak-Hill
16.7
15.3
82
19.7
15.3
77.6
16.2
79.8 96
18.6 36
34.3
95.4
District No. 1
750.3
665.6
89.8
750.1
677.9
88.7
738.5
679.8
91.1
699.6
631.6
90.7
744.5
688.8
89.2
Williams
199.1
183.5
92.2
212.3
196.2
93
210.7
198
95.3
187.9
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.