USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1879-1880 > Part 9
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GRADUATING EXERCISES.
Similar evidence of the thorough work done in our school was given by the retiring class in their closing exercises on graduation-day. The large audience that filled the hall gave evidence of their interest by remain-
25
HIGH SCHOOL.
ing in their seats till the close of the protracted session. The essays were creditable to the several speakers, show- ing a degree of independence in thought, and extent of culture, that could only come of earnest labor, and that were quite inconsistent with the theory that the pupils had reached the end of a four-years' pastime. The elocution was not perfect, though it showed training and painstaking effort.
PRESENT SYSTEM OF INSTRUCTION, ALLEGED DEFECTS.
In the last report attention was called to a suggestion that a change in the curriculum of the High School was desirable ; and, while it was stated that a change for the better would be promptly adopted by the Board, and welcomed by the teachers, it was pertinently remarked that the proposed change would be a return to the system abandoned by us a few years ago, and, as it was then supposed, for valid reasons.
Those reasons it was not the purpose of the report to give. It is desirable, however, that they should be given, so that it may be clearly seen whether they were mistakenly or justly regarded as valid, and, con- sequently, whether it is advisable to play an abandoned rôle over again, or to adhere to our present system.
Under the old system, there were two courses of study, - the college course and the general course. The studies of the college course were conformed. as for obvious reasons they must be, to the require- ments of the colleges. The general course was de- signed, as it now is, for pupils who finish their school education at the High School. The studies of this course were virtually all required ; that is, pupils were
26
REPORT OF SCHOOL COMMITTEE.
required to take them all as a condition of graduation from the school. The college course answered its pur- pose reasonably well; but the general course proved defective, especially in the number and kind of studies. The number was too small for some pupils, and too large for others. Pupils that were able in body and mind could take more studies than were required ; while pupils who were not very vigorous or clever were obliged, in order to do their work well, to take less.
In the kind of studies there was a similar want of adaptation. Studies that were well calculated for the training of one pupil were far from being always well calculated for the training of another ; so that pupils either would pursue a study that was not adapted to their strength or capacity in a superficial or perfunctory sort of way, or would drop it altogether. As all the studies were required, whenever pupils dropped a study, they lost their right to graduate ; and, in losing their right to graduate, they lost, naturally enough, much of their interest in their studies and in the school. Then they would drop other studies, and by and by they would drop themselves out of school. Bad examples are contagious. The spirit of " dropping" grew and multiplied, till classes found to their sorrow, when they reached the end of their course, that most of their members had dropped away. Not more than one in fifteen, sometimes not more than one in twenty, of those who entered the school at the beginning of the course, went through, and graduated.
For these reasons, the general course was revised, or, rather, an entirely new one was framed. As the evils of the old course grew out of its want of adaptation, the new one was made wider in its range of studies, and largely elective.
27
HIGH SCHOOL.
The superiority of the new course manifested itself in the more enthusiastic, and consequently more thor- ough work of pupils, and especially in the great pro- portional increase in the number of graduates. The number of a class when it graduated from the school, as compared with its number when it entered the school, was no longer as one to twenty, or as one to fifteen, but as one to five, and sometimes as one to three.
Later, another course was added, -the mercantile course. This course was designed to give pupils such general knowledge and training as would be servicea- ble to them in a business-life; and, if the number of pupils taking it be an indication of its utility, the course must be regarded as meeting a want in the community.
Under the present system, then, there are three courses, - the general course, the college course, and the mercantile course. In each of these courses cer- tain studies are required, while others are elective. The elective studies predominate in the general course ; the required studies, in the other courses. Moreover, pupils in one course are allowed, under certain restric- tions, to elect studies from other courses. Both the mercantile course and the general course admit of im- provement in certain particulars. The former espe- cially would be bettered by diminishing the number of required studies. The college course, whether for better or for worse, must be conformed, as was pre- viously said, to the requirements of the colleges.
Objections have been raised to the present system, certain of which it may be well to consider. It is sup- posed by some persons, that pupils have the exclusive right to elect their studies ; and, as they are incompe- tent to do so, the elective feature of the system is pro-
28
REPORT OF SCHOOL COMMITTEE.
nounced to be unwise. The answer to this is plain and decisive. Pupils have not the exclusive right to elect their studies. It is the duty of the parent or the teacher to guide or influence their choice. It is some- times said that parents are not competent to aid their children in the election of studies. Admitting this to be true, they have the teachers to fall back upon. But the framers of the elective course did not admit this to be true. They believed that a large majority of parents sending children to our High School were intelligent enough to determine what and how much their children should study, - whether, for instance, they should take algebra instead of French, or twelve lessons a week instead of twenty.
It is sometimes even maintained that parents, though they know enough to choose studies for their children, should not be allowed to do so. They must take what is provided for them by the authorities, and ask no questions. No matter if an intelligent father objects to the initiation of his daughter into the mysteries of trigonometry ; no matter if an intelligent mother is averse to German gutturals for her son, - trigonometry and German are prescribed, and must, therefore, be taken, or the children must be denied the privilege of the school. This is sufficiently autocratic. It may be the right system for some communities ; but the School Board, when they introduced the elective feature, did not think it the right system for ours. They believed that with us, and in a school supported at the public expense, intelligent parents should be allowed a voice in determining the studies of their children. and con- trived a plan to give that voice expression. But, even if pupils were to elect their studies, they could not go far astray.
29
HIGH SCHOOL.
In order to graduate from the school, pupils are required, under the present system, to take, as the mini- mum, twelve lessons a week throughout the course. Of these lessons, seven at least must be in prescribed studies : the remainder are in elective studies, any one of which could hardly fail to be of some advantage to the student, and could, whenever expedient, be easily changed for another.
Another objection is, that both teachers and pupils are distracted by the multiplicity of studies. A brief consideration of facts will show that this cannot be the case. The instruction in the school is largely depart- mental. The majority of our teachers have in charge but one or two branches each; the rest have a com- paratively few branches each ; and all have branches adapted to their several tastes and capacities. That, under this arrangement, teachers properly qualified for their position should be distracted by the multiplicity of studies passes understanding. The case with pupils is similar. Rarely, if ever, do pupils take so large a number of studies as to be distracted by them; and, even if this should happen, the distraction could easily be remedied by diminishing the number.
Another objection, for which there is still less ground, is, that the system makes superficial scholars. People glance at the wide range of studies, and, assuming that each pupil takes all the studies, conclude, that, where something of so many things is done, nothing can be done thoroughly. The conclusion is entirely right; but the premises are entirely wrong. No pupil ever did such a thing as to take all the studies. No pupil, even if so inclined, would be permitted to do such a thing. Such a thing would defeat a main end of the system. A
30
REPORT OF SCHOOL COMMITTEE.
main end of the system - perhaps it would be better to say the main end of the system - is to afford pupils an opportunity, not of learning a little of every thing, but of learning a few things well, - a few things, not rigidly prescribed, but carefully selected ; for, as there are many paths to a right culture, it is believed to be better for each pupil to take, so far as practicable, the path best suited to his mental and physical powers, than for all pupils, irrespective of their powers, to be forced to travel the same path.
Such are the objections to the present system com- monly urged as most important. So far as they are not purely fanciful, they are based, it would appear, almost entirely on misconceptions of the nature and working of the system. Other objections there are; but they will generally be found either to lie against drawbacks for which there are compensating advantages, or to in- volve, not so much the distinctive features of the system as mere matters of detail. Even the advocates of the system are not quite satisfied with its details. They are willing to admit that here, at least, are certain defects which might well be remedied ; such, for instance, as the number of hours a week assigned to certain studies, or the order in which certain studies are pursued. They would not, however, approve of having the remedy applied, as some well-meaning doctors advise, so as to sacrifice the system. Still less would they approve, if - as the old system was abandoned for reasons drawn from an experience of its defects - a return to it, or to any thing like it, should be brought about because of alleged defects in the new system that do not exist.
+
31
HIGH SCHOOL.
CALISTHENICS AND MILITARY DRILL.
· During the past year the Board have continued the military drill and calisthenics. Bi-weekly exercises in the drill have been required an hour each for the boys, and, for the girls, a lesson in calisthenics of equal length at the same time. These have been under the charge of special instructors, competent by training and taste to do thoroughly well the work assigned them. First Lieut. Carter is a graduate of the West-Point Military Academy ; and Miss Ireson is also a trained and enthu- siastic specialist in her department. The combined expense of these two schools is six hundred dollars, - a sum so small as to give emphasis to the affirmation of one of our most prominent citizens, that he would not, for five thousand dollars, part with what had been done for his son alone by the military drill. For it must not be forgotten that it was the physical defects of the pupils that suggested these drills. Stooping forms in childhood are premature deformities ; and, before the introduction of our system of physical culture, our rooms were full of them. Undeveloped muscles, sunken chests, and turtle-heads drawn down between rounded shoulders, were painfully frequent among both boys and girls.
The change for the better is most marked throughout the school; so that, with very few exceptions, the parents acknowledge the benefit to their children, and heartily thank this Board for what has been done.
It will be seen that the primary object aimed at was neither amusement nor exercise, but culture, -as truly so as in any other department of the school. A secondary aim, and yet certainly not an unimportant one, was, in the case of the boys, to give them the elements of a
32
REPORT OF SCHOOL COMMITTEE.
science which they may at any time need, and which, in no unlikely emergencies, restless and turbulent men may force the government to use. Our citizens have had opportunity to see for themselves the soldierly bearing of the High-school battalion, and must acknowledge, that, whatever else the drill is, it is not mere boys' play. If our city government can find argument and justifica- tion for fostering the Claflin Guard at no inconsiderable expense to the treasury, it will not be difficult for them to sustain the School Board by annually granting the small sum needed to maintain in our High School the military drill.
STANDARD OF ADMISSION.
The qualifications for entering the High School have been prescribed by the rules of the Board, with a view to its widest, as well as best, influence as a school for all the people. The restrictions upon entering it are based on the supposition that it will best serve the public by maintaining a high standard of education, by making it, what its name implies, an advanced school, meeting the demands of the times, and reflecting honor upon our town. Between those who complain that too much is required, and those, on the other hand, who say that we are satisfied with too little, the Board have sought the golden mean, and have left the standard of admission unchanged. It does not seem that it is too high; and in the judgment of the Committee we can- not afford to make it lower, either by modifying the rule, or by careless or mere routine admissions under it. We regard it of primary importance that the ex- aminations on which entrance is made to depend shall be honest and thorough ; and this the superintendent
33
HIGH SCHOOL.
and masters are charged to secure. Added emphasis is given to this demand, not by any admitted failure in the past, but by the tone of public sentiment, and the suspicion that the high schools of our Commonwealth are depreciating in character and solid worth, and no longer afford an education equal to that of private and endowed academies. The warning thus given may well be heeded ; and if it be true that some deserve to die, it becomes us to maintain at least our present standard, if we would prove that we deserve to live.
The responsibility of guarding and promoting the well-being of all the schools of the city devolves alike on each member of the School Board; but, for the purpose of securing a more effective supervision, the several schools are respectively given into the more immediate charge of individual members of the Board. A similar rule is adopted by the High School Commit- tee, and the various departments will be found reported below by the gentlemen to whom they have been assigned.
AMOS E. LAWRENCE, Chairman High School Committee.
THE MERCANTILE DEPARTMENT.
The establishment of a mercantile course in our High-school curriculum was an eminently wise and practical measure. Thus far, its results have proved successful and satisfactory. In its educational training, those who seek to become artisans, mechanics, mer- chants, or cultivators of the soil, or who contemplate other industrial pursuits, are favored with literary ad- vantages and privileges equally adapted to their needs, as are those anticipating services in professional associa- tions.
34
REPORT OF SCHOOL COMMITTEE.
Of the number enrolled in this department at the commencement of the year, nineteen have been regular pupils, availing themselves of its entire course of pre- scribed study, so far as included in the year's pro- gramme. Others have devoted a portion of their time to mercantile branches in the several class exercises. As an evidence of popular favor and appreciation, it is a pleasure to record the enrolment of forty-two pupils in this course for the year 1879-80.
The master's systematic distribution of the work in this, as in other departments of the High School, has been exceptionally excellent, and, with the co-operation of his assistants in the adoption and application of the best methods of teaching, we are realizing in good measure the practical benefit contemplated in its estab- lishment. In a grouping of the several branches pur- sued, the average rank attained in proficiency has been especially gratifying. Coupling this result with other and personal facilities for observation and judgment, it is only fair to say that the assigned studies have been mastered with a degree of intelligence and profit developing one of the most important elements of edu- cational culture; viz., the discipline, growth, and en- couragement of mental forces into harmonious and independent activity.
In view of the small proportion of our High-school attendants who continue their educational course in academic and collegiate relations, and of the notable fact that so large a number leave the school to enter, often immediately, into the active occupations of busi- ness-life, it becomes at once apparent that the impor- tance and value of this department cannot be over- estimated. In its judicious combination of classical
35
HIGH SCHOOL.
and scientific instruction, neither in undue excess, are found the most essential helps to the attainment of that mental culture and development so necessary to effi- ciency and success in a struggle with the world. Not only to our young men, but to our young women as well, it insures effectual means for the achievement of usefulness and greatness in every sphere of contem- plated or probable effort. Endowed with such instru- mentality, our mercantile department pre-eminently commends itself to parents and pupils.
JULIUS L. CLARKE.
MATHEMATICAL DEPARTMENT.
The writer of this report is gratified to find the ad- ministration of the mathematical department of the High School in very able hands, and working, so far as he has seen, with an efficiency and success worthy of unqualified commendation. It is still further gratifying to observe that this but repeats the spirit of previous reports upon this important branch of our school-work.
The practical adaptation of the mathematical course to the individual pupil is a matter not less difficult than important, and worthy yet of serious consideration. While for service in mental discipline, and for many and varied applications in practical life, the study of mathematics has ever held, and, for these permanent reasons, ever must hold, a wide and important place in every wise system of education, yet, still, the fact, fixed by the decrees of nature, must not be lost sight of, that the faculty for mathematics is a very variable gift, and one not corresponding with the average richness and power of the same mind on other lines. Therefore a
36
REPORT OF SCHOOL COMMITTEE.
most wise discrimination is important here, both on the part of school boards and teachers, that the rules and regulations of the former, and the demands of the latter, should not be oppressive upon those whom no fidelity of their own, no excellence of instruction, nothing. save Omnipotence itself, can make good in mathematics. It is believed, that, by the optional element in the High- school course, the discretion of our teachers, encouraged and sustained by the School Board, will ever keep any useless pursuit of mathematical studies at a minimum.
But it is to be regretted, that, in our grammar-schools, there is no such accommodating flexibility, while there are not wanting cases in which the strict enforcement of the regulation-tests in mathematics for promotion, and the unqualified exactions of teachers, amount to nothing less than crimes against nature. I am not aware that there is any adequate provision for such cases.
An unfortunate incident of the year has made perti- nent to this report the suggestion that it is hard to jus- tify that arrangement of studies, especially under a pro- fessedly elective system, which keeps out of reach, till the third year, such very practical branches as commer- cial arithmetic and book-keeping, while so many of our young men entering business-life take no more than one or two years of the course.1
W. S. SMITH.
THE CLASSICAL DEPARTMENT.
This department during the past year has been under the immediate charge of the master, aided by
1 See page 30 preceding for " defects in the details " of our system. If a modifying order of the Board, already adopted, to cover this matter, shall be found insufficient, further action will no doubt be taken. - A. E. L.
.
37
HIGH SCHOOL.
Mr. Kent, Mr. Davis, and Miss Caroline Spear as assist- ants. The first three have taught both Greek and Latin ; while, of the ancient languages, Miss Spear has taught Latin only. We refer to the statistics on p. 23 for the number of each class engaged in the study of the ancient languages, the number of the last gradu- ating class who have entered college, and the insti- tutions they have joined.
There has been in this department the same earnest work as in the past; and the same effort on the part of the teachers to awaken and sustain the interest of their classes has borne the same good fruit. The pupils, designedly thrown much on their own resources, have welcomed their tasks, not merely as required forms for the solution of a problem, - entrance to college, - but as opening doors of knowledge otherwise closed, and as the most effective means of intellectual training. If the Greek and Latin be dead languages, the dissec- tion of them has at least been full of life. The study is made interesting ; and pupils are never more wakeful than when they are called to deal with a page of Xeno- phon or Cicero.
AMOS E. LAWRENCE.
DEPARTMENT OF NATURAL SCIENCES.
The studies embraced in this department, the number of pupils, the average attendance during the year, and the average proficiency in each study, as indicated by the examination in June, will be shown in the following table : -
38
REPORT OF SCHOOL COMMITTEE.
STUDIES.
No. of Pupils.
Average Attendance.
Recitations.
Physics
78 in three divis'ns,
88 per cent.
20 per cent.
70 per ct.
Botany
59 in three
66
89
66
16
66
64
20
Chemistry
35 in two
92
36
.6
52
12
Astronomy
30 in two
66
85
23
66
65
12
Mathematics
(re-
26 in two
87
12
68
66
20
66
Commercial
arith-
metic
11 in one
94
20
70
10
Book-keeping
9 in one
85
66
-
100
Politics (for young men)
8 in one
60
95
10
66
85
5
66
Geometry,
loga-
rithms, &c. .
1
99
-
96
66
4
66
257
90 + pr. et. 21 per cent.
65 per et.
14 per cent.
·
.
.
.
-
·
.
The number of pupils, as given in the above table, and their average attendance, is believed to be correct, the latter being a little below the average of last year. Whether the average proficiency of the pupils during the year is as correctly indicated by their recitations at examination is more uncertain. If correct, the record must be deemed satisfactory.
All of the studies enumerated, a number of which are not supposed to belong to the department of natural sciences, are taught by the sub-master, Mr. Sampson ; and the question naturally arises, whether one man can do full justice to such an array of studies and so great a number of pupils, especially when, as in this case, the teacher is much occupied with other details of the school.1
Owing to the crowding of so many parasites into the natural science department, physiology, which more
1 Our associate is forgetting, for the moment, the admitted competency of the sub-master to teach these branches, and that they are taught to different divisions of pupils, on different days, and in different terms of the school-year. That superficial instruction or study should result from these facts seems hardly a logical conclusion. Both will of course be elementary, but not necessarily superficial. - A. E. L.
Perfect.
Good.
Deficient. 10 per cent.
66
view)
39
HIGH SCHOOL.
naturally belongs to it, was given in charge of Miss M. Abby Smith ; and twenty pupils in that study were examined, with results, as to attendance and proficiency, very similar to those in the table.
H. S. NOYES.
Our High School is primarily designed for pupils who do not expect to continue their school-life beyond its walls. It has sometimes been represented that the energies of the teachers were given to classical instruc- tion, and that the arrangement of the course contem- plated chiefly the preparation of pupils for college .. The opposite of this is the truth. Only a small minority of those who enter the school are looking to college ; and it is the aim, both of the teachers and the School Board, while not forgetting these, to give the best edu- cation possible to such as end their school-life with us. The natural sciences have therefore claimed no small share of their attention ; and whatever could be done, without too great an expense, to facilitate their study, has been wisely sanctioned by the Board. For this reason important changes have recently been made in the chemical room, involving slight expense, but greatly increasing its facilities. A window has been put in, fitted with inside shutters, for use in experiments requir- ing a dark room. The cabinet of minerals, and the case containing the metric system apparatus, have been re- moved, and permanently fitted in room 2. The force- pump, no longer needed, has been removed. The room thus obtained has been fitted up for work in qualitative and quantitative analysis. The fittings comprise a large hood, or case, with glass doors and glass ends, and having a pipe for ventilation, extending to the top of
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