USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1880-1881 > Part 9
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23
THE HIGH SCHOOL.
In the month of November, Lieut. Carter resigned his position as special instructor, to accept an offer from the Military Academy at West Point; and, at the time of rendering this report, his successor has not been appointed.1
MUSIC AND DRAWING.
The music, during the past year, has been in charge of Miss M. A. Smith, not a specialist, but one of the regular corps of teachers in the school. Miss Smith is a well-taught and competent musician ; but, while there has been on her part earnest and faithful labor, it has been labor under grave discouragements, and has been only partially successful. If better results are desirable, and are to be expected, our experience points to the employment of a specialist in the department as the way to secure them.
Mrs. Emma F. Bowler still retains her connection with the school as special teacher in drawing and clay- modelling. To this has been added, for the next year, the teaching of penmanship, and the general supervision of drawing in the grammar-schools of the city. The time given to these branches is so limited, - Mrs. Bowler meeting her class for an hour only twice a week, - that the same results cannot be looked for as are reasonably expected in classes that make them a specialty in a school of art. And yet, as was evident to all on the day of our last annual exhibition, the results here are eminently satisfactory ; and the work shown by Mrs. Bowler's pupils, both in clay-modelling and in mechani- cal and freehand drawing, was awarded the praise of " excellent " by those well qualified to judge.
1 At the meeting of the Board in December, the place was filled by the election of Capt. Frank N. Brown. Mr Brown was formerly captain of the Claflin Gnard of this city, and is at present on the staff of Gen. Moore of Boston.
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REPORT OF SCHOOL COMMITTEE.
The present policy of the city in this matter of art- instruction has sometimes been disparaged as a clumsy and expensive way of giving a smattering only of the things it aims to teach. Those who say this could find no support for their position in the work of the pupils on the occasion referred to. And even if limiting the complaint to the grammar-schools they were right, and if the results were far more meagre than they are, it would still not be proved that even the little gained is not worth all it has cost. A superficial knowlege here is surely better than none at all. The old dictum, that " a little learning is a dangerous thing," is one of those half-truths that so often pass current as the whole. A child learns that fire will burn : it is a little learning, but it is not dangerous. And when, afterwards, he may learn in the laboratory the relative agency of carbon, oxygen, and hydrogen, in oxidizing wood, his larger learning will never supersede or render untrue the " smattering " knowledge of fire gained in his first lesson. The child gains the ability in the grammar-school to make a drawing that will serve as a most valuable aid to memory of an object he sees for the first time, or as a means of conveying a clearer idea of that object to others, or as a valuable aid in the business of his life. He gains besides a training of eye and hand that cannot but be of material service to him in whatever walk of life his future lot shall be cast. The " smattering " gained in our schools is raising the standard of taste in the community, and gradually forming a constituency to which true and high art can safely make its appeal. No further proof of this is needed than the large and yearly increasing demand by the people for the beauti- ful designs and harmonious colors of Christmas, New- Year's, and birthday souvenirs.
25
THE HIGH SCHOOL.
THE TEACHERS.
At the close of the school-year in June last the Board were reluctantly obliged to part with Miss M. Isabel Hanson, who has so long held an honored place in our corps of instructors. This they did the more regretfully because her qualifications as a teacher, approved by years of trial in the service of the Board, had been made even more valuable by recent residence and study in Paris. But the esteem for her character and qualifica- tions which would have led us to retain her demanded with even greater emphasis that we release her to more congenial duties and to fresher fields of effort and con- quest. The instruction in her department has been de- volved on others, and the number of the teachers kept good by the election of Miss M. P. Davis. The other teachers remain the same as last reported. Besides these, Miss Eliza B. Barry has been employed as assist- ant teacher in rhetoric and English composition. This is an addition from which much is hoped, as it is de- signed to result in giving more attention to this impor- tant branch of the pupil's training.
In conclusion, the Board express their high apprecia- tion of the conscientious and faithful work of the class- room, and the cheerful acquiescence of the teachers in the exacting demands of their position. With the wise co-operation of parents and pupils the school cannot fail of success.
For the committee,
AMOS E. LAWRENCE, Chairman.
With the aim of securing the more effective super- vision of the school, the different departments were
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REPORT OF SCHOOL COMMITTEE.
again this year given into the hands of the several mem- bers of the Committee ; and from their reports we make the extracts below.
THE CLASSICAL DEPARTMENT.
During the past year, as stated above, the Board has revised the "course of study" as prescribed for the High School. The aim in this revision was twofold, - to concentrate study on fewer themes, and to discourage the general study of the classical tongues. This attitude towards the ancient languages has resulted from no lack of confidence in them as a means of mental discipline, nor from any wish to disparage them as part of a full course of study : on the contrary, we still regard them in such a course an essential element. But one of the lessons taught by our twenty-two years' experience in this school is that time may be wasted, or at least misapplied, in the study of Latin and Greek; that the pupil who intends to finish his course here, and of whom it is predetermined that he is not to enter college, or the school of professional training, can employ his time more profitably than over the Latin grammar.
The Board have therefore been led so to modify the prescribed curriculum as to discourage the indiscrimi- nate entrance of pupils upon these studies. When such beginnings must result, at best, in a smattering only of a language and literature that are to be dropped for- ever when school-days here are ended, it has seemed to the Committee wiser to direct the attention and study of such pupils to the natural sciences rather, and to our own language and literature, to secure thus the effective reading, and the correct and forcible speaking and writ- ing, of our English tongue.
27
THE HIGH SCHOOL.
But for those who are to enter college a different course must be prescribed. So long at least as all these higher institutions require, as a preliminary to entrance, that the candidate shall be well grounded in the elements of these ancient languages, and shall have accomplished a prescribed course of reading in them, they must be taught, and taught effectively, in our school. The demands of the college were never so high as they are now; and the fulness and minuteness of knowledge required as a prerequisite to matriculation is truly formidable, is quite in advance even of what was expected of the college graduate in the days of our fathers.
It is evident that this must impose a correspondingly heavy burden upon teachers and taught alike; and for a pupil to accomplish it in four years implies vigorous health, and close and continuous application.
The Committee are happy to report, that, during the past year, the pupils in this department have been eager and interested students, and that they have been met and guided by sympathizing and competent teachers. There has not been wanting, on their part, the patience and tact needed to stimulate and guide pupils untrained, as yet, to self-reliance and independent study ; and on the part of the scholars there has been, as a rule, an application to study as encouraging to the teacher as it has been fruitful of good results to the learner.
In the distribution of labor this year the elementary work with the entering class has been done by Mr. Kent in Greek, and by Miss Spear in Latin ; the latter having been assisted for a short time by Mr. Davis and Miss Ranlett. Miss Spear has also taught two divisions of the third class in Latin, and the Latin and Latin
28
REPORT OF SCHOOL COMMITTEE.
composition of the second class ; thus devoting a large part of her time to this branch, - one for which her acquirements and long experience so admirably qualify her. The other teaching in the department has been done by assistant master Kent, and by the head master, Mr. Waterhouse, and, after his resignation, by Mr. Cutler. A portion of Mr. Cutler's time has been given to the Latin of the entering class, and a larger portion to the first or graduating class. The reading at sight of Latin and Greek authors has been made one of the regular exercises of the upper classes, under Mr. Cutler's in- struction, and there has been attained a readiness and proficiency of rendering into English that has been quite satisfactory.
A. E. LAWRENCE, Examiner.
DEPARTMENT OF BELLES-LETTRES.
The teacher in this department finds herself dealing with elements that are not altogether harmonious. She finds in each of her several classes a portion who are looking forward to entrance upon a college course, and a larger portion who are to finish their school-life here. The needs of the two are not identical; the one part demanding thorough and rather technical training in the rudiments of the study as a basis for the super- structure to be reared elsewhere ; and the other proper- ly asking for a less scholastic style of teaching, and a freer range over the broad field of English literature. How to meet the wants of each is a problem not easily solved. The task would be comparatively easy if either class could be taken by itself. But from the nature of the case this cannot be done; and in dealing with the
29
THE HIGH SCHOOL.
incongruous elements of her problem the teacher's in- genuity finds full scope for its exercise. Something of dry detail and of technical rules is unavoidable. It is unavoidable, too, that rhetoric and logic should be taught in their elements only, and this more by illustrations from the author's page, as he is read in course, than in a rounded system and by formulated rules. In her de- partment during the last year, as formerly, Miss Foote's primary duty has been to teach English literature. In doing this, however, she has also taught rhetoric and logic. But she has taught these as one would teach botany. The living plant has been placed in the learn- ers' hands. The changes in our language, - of growth or decay, - the beauties of style, the secret of power in writing, rhetoric, and logic, have been studied in the field of literature, where the plants are found growing in the freedom and grace of real life, rather than in that herbarium of dried specimens, the text-book on rhet- oric. In this work the teacher in this department is an enthusiast, and has not failed to impart to her classes something of her own generous glow. Books of refer- ence and a valuable collection of our best English and American authors have been made accessible to the pupils by additions during the past year to the school library. The classes have proved, by their resort to these books, that they have been taught to read intelli- gently, and are learning to appreciate that which is best.
It has also been the teacher's steady aim, in the con- versations and discussions of the class-room, to cultivate in her pupils a pure conversational English. She is ever on the watch for grammatical solecisms, inelegant ex- pressions, and slang phrases ; aiming thus to weed out from the speech of the school those vulgarisms that are so
30
REPORT OF SCHOOL COMMITTEE.
constantly heard, and that so often deform the language even of not a few who claim to rank among the culti- vated and refined, - a wide field, and a hard one to till ; but the gains are apparent, and marked enough to be encouraging.
There has been, of late, such a revival of interest in the studies of this department, and so much has their importance justly been enhanced in the public estima- tion, that it seems to the Committee quite in place briefly to state here the plan of study adopted. In this way, better than by any other means short of visiting the school, will parents, and other interested, be enabled to judge of the aims of the department and of the work done in it.
The writers studied are, in the main, well graduated, but, from the first, somewhat in advance of the average maturity and literary appreciation of the pupil. One important object of the study is to implant and develop an intelligent and appreciative interest in reading of a somewhat high literary character in distinction from novels and other similar works, which are generally the only reading of the young.
To secure study on the part of the pupil there are assigned, for example : 1-
1. Some suitable passage to be committed to memory.
2. Ten or a dozen lines to be paraphrased in writing.
3. Preparation of the whole lesson in such a way as to enable the pupil to state in his own language the meaning of any passage.
4. The explanation of words placed in parenthesis by the teacher.
1 What follows is given as an illustration only. The method is varied by the demands of the lesson or the occasion.
31
THE HIGH SCHOOL.
5. Three words to be found by the pupil illustrating the meaning of some prefix, suffix, or root-word ; e.g.,-
pro : propose. produce. progress. -some : darksome.
blithesome. wholesome. duc or duce, to lead : educe.
induce. deduce.
6. The derivation of a few words, selected as the most interesting.
In conducting the recitation, the attention is first directed to the comprehension of the meaning.
In the study of words, by degrees the pupils are led to see that the spelling of English words was once phonetic, and that our present apparently irregular spelling has arisen from changes in pronunciation not attended by corresponding changes in the spelling. Phonetic decay is further illustrated by pointing out that most English words ending in a vowel end in e, once making a separate syllable, as also in such words as lovéd, now pronounced lov'd.
The teacher points out that every syllable was once a separate word. (In-de-struct-ibil-ity.)
Attention is called to the difference between the lan- guage of literature and the language of conversation, and it is shown how the former was developed out of the latter.
Illustrations in the text of the correct use of words commonly misused are carefully noted.
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REPORT OF SCHOOL COMMITTEE.
It will thus be seen that the ends proposed are dis- tinctly these three ; viz., -
I. To learn what good literature is.
II. To learn how to read it intelligently.
III. To learn how to appreciate and enjoy it.
In seeking to gain the first point, the teacher sets before the scholars specimens of the works of the great authors in our language. Among those studied have been Irving's " Sketch-Book " (selections), Longfellow's " Hiawatha," Tennyson's "Elaine," Cowper's "Task " (selections), Pope's " Rape of the Lock," Addison's " Essays " (selections), Milton's "Samson Agonistes," Shakspeare's "Julius Caesar," "Macbeth," Spenser's " Fairy Queen " (selections), Chaucer's " Clerk's Tale," short selections from Mandeville and from Bacon's " Essays," from Wordsworth, Coleridge, and Burns.
In connection with this course of reading, which occupied the first half of the year, the teacher gave the classes a historical review of our literature, without text-book. The time has been profitably spent, and the results are good.
The second point is gained by a careful study of the author, in distinction from reading his pages. The details of method in doing this need not be repeated here, as they are sufficiently indicated above. It is required of the pupil to explain unfamiliar words and expressions, to give the derivation and meaning of cer- tain words previously indicated ; to explain allusions (biographical, geographical, historical, mythological, etc.), to explain, literalize, and name figures of speech, advancing from the simpler to the more intricate. Other subjects also come up in connection with the authors read, as the kinds of sentences, metres and ver-
33
THE HIGH SCHOOL.
sification, kinds of poetry, - as the epic, the dramatic, the lyric, the ballad, - and the laws of each. And in the study of Shakspeare by the graduating class the attempt is even made to discover the higher qualities of style. The plots and their construction, the charac- ters, the moral and philosophical teachings of the plays, are discussed ; and the papers presented by the class on these topics are oftentimes of no mean merit for expres- sion, thoughtfulness, and keen analysis. .
After such work as this, the third end aimed at takes care of itself. It follows logically that scholars who have thus read and studied will now appreciate and love good literature. We may confidently predict that they will henceforth seek their enjoyment in something higher and better than the sensational story, or in the crudities and barbarisms of the swarm of writers who ask to be read, but who are too indifferent or too lazy to care how they express a thought, or whether they have a thought at all.
In the fourth class Abbott's "How to write clearly " is still used as the best elementary book known to the Committee, though by no means satisfactory as a text- book on this subject. More writing of English has been exacted of this class than heretofore, and more help from the instructor in the examination and criti- cism of composition has been made practicable by the employment of Miss Eliza B. Barry as assistant teacher in rhetoric.
A. E. L.
MATHEMATICAL DEPARTMENT.
By the recently revised course of study, greater promi- nence is given to mathematics in the fourth class, inas-
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REPORT OF SCHOOL COMMITTEE.
much as algebra is no longer an optional study, and a review of arithmetic is also required. The arrangement by which the simpler elements of algebra are to be in- culcated in the grammar-schools, and a brief review of arithmetic is to introduce the mathematics of the High- school course, is obviously an improved adjustment of studies in respect to their relative difficulties.
The proportion of five recitations a week, instead of three, as heretofore, completes the requirements of the course in algebra the first year.
In the second year mathematical studies retain their place as optional in the general course, while in the classical, geometry is allowed two recitations a week.
During the third year there is a suspension of study in this department altogether.
In the fourth year the classical course resumes the study of geometry to the extent of two recitations a week; while in the other course, geometry, trigonometry, and surveying can " be taken in addition, as optional studies, by such pupils as are qualified, so far as the progress of recitations shall permit."
It is too much to expect that this arrangement will be satisfactory to everybody. Some will complain that their children are obliged to waste so much time on mathematical abstractions ; others, that there is too little of this important discipline. However that may be, it is something, it is much, to be said that the present plan of study has the unanimous concurrence of our teachers and our School Board as the one best adapted to the best educational results in our High School.
The sudden and unexpected change in the headship of the High School last year added largely to the labors and responsibilities of the teachers in the mathematical
35
THE HIGH SCHOOL.
department ; yet the year's work was carried through with a steadiness, strength, and success that render the assurance doubly gratifying that none of the recent changes and re-adjustments have in the least disturbed their relationship to the institution, to the acknowledged excellence of which they make such important contri- bution.
The School Board, as well as the citizens of Newton, are cautious and conservative in respect to all changes, and especially so in the important matter of text-books. Yet, while holding that these changes should not be too often made, they are as sure that the inferior old must often give place to the improved new, as that we live in a progressive and reforming age. Better books in every department of literature are continually making their appearance, and the school which never changes its authorities cannot keep step with the times. There- fore there must be occasional change of text-books. There have been such changes in the mathematical department the past year, and, like all such changes, they were intelligently, thoughtfully, and unanimously made.
W. S. SMITH, Chairman.
NATURAL SCIENCES.
Of the branches of natural science which are taught in the High School, chemistry, physics, and botany are in charge of Mr. Sampson, and physiology is taught by Miss Smith. Mr. Sampson has done good work, as usual; and the pupils have manifested a very good degree of interest in their work, and have made satis- factory progress.
The work of Miss Smith and her classes deserves
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REPORT OF SCHOOL COMMITTEE.
special mention and commendation. The several reci- tations at which your Committee was unexpectedly present presented some of the very best specimens of class-room work which it was ever his pleasure to witness. For enthusiasm on the part of the teacher, familiarity with the subject under consideration, tact in arousing interest on the part of the pupils, and in imparting instruction, the exercises witnessed, which were of the ordinary class-work, were models.
E. FRANK HOWE.
37
THE HIGH SCHOOL.
COURSES OF STUDY.
As several changes have been made in the Scheme of Studies for the school, it is thought best to place it in the hands of our citizens by publishing it in connection with the Annual Report.
There are three courses of study in the High School : -
I. The General Course, including the usual scientific and literary studies of a High-school course, and fur- nishing preparation for admission to scientific and tech- nological schools.
II. The Mercantile Course, intended for pupils desiring special preparation for business.
III. The Classical Course, furnishing preparation for admission to any American college.
Diplomas are given at graduation to those only who have taken all the required studies in one of these courses, or satisfactory equivalents.
I. GENERAL COURSE.
FIRST YEAR. - FOURTH CLASS.
FIRST TERM. - 1I. Physiology, 4.2 II. Arithmetic and Alge- bra, 5. III. French (Grammar and Exercises), 4; or Latin (Latin Reader), 5.
1 Each pupil is expected to have three studies, or their equivalent.
2 The figures indicate the number of exercises each week.
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REPORT OF SCHOOL COMMITTEE.
SECOND TERM. - I. Elements of correct English, 4. II. Alge- bra, 5. III. French (Exercises and Translation), 4; or Latin (Latin Reader), 5.
SECOND YEAR. - THIRD CLASS.
FIRST TERM. - I. English Language ; Study of English Au- thors, 3; Geometry (optional), 2. II. Physics, 5. III. French (Translation and Exercises), 4 ; or Latin (Cæsar), 4.
SECOND TERM. - I. English Language; Study of English Authors, 3 ; Geometry (optional), 2. II. Botany, 4. III. French (Translation and Exercises), 4 ; or Latin (Cæsar), 4.
THIRD YEAR. - SECOND CLASS.
FIRST TERM. - I. English Language ; Study of English Au- thors, 4. II. Chemistry, 5. III. French (Translation and Exer- cises), 2, and German (Grammar and Exercises) 3; or Latin (Vergil), 4.
SECOND TERM. - I. English Language ; Study of English Authors, 4. II. General History, 4. III. French (Translation and Exercises), 2, and German (Translation and Grammar), 3 ; or Latin (Vergil), 4.
FOURTH YEAR. - FIRST CLASS.
FIRST TERM. - I. History of English Literature, 4. II. As- tronomy, 4. III. French (Translation and Exercises), 1, and German (Translation and Exercises), 4 ; or Latin (Vergil, Cicero, Ovid), 4.
SECOND TERM. - I. History of English Literature, 4. II. Moral Philosophy ; Constitution of the United States, 4. III. French (Translation and Exercises), 1, and German (Translation and Exercises), 4 ; or Latin (Vergil, Cicero, Ovid), 4.
Throughout the course, Drawing (optional), 2; Compositions, weekly exercises in Music, and in Reading or Declamation.
Physical Geography, Mineralogy, Geology, Zoology, Trigo- nometry, and Surveying may be taken in addition as optional studies by such pupils as are qualified, so far as the programme of recitations shall permit.
Latin Composition, 1, may be taken as an optional study by those who elect Latin.
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