USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1881-1882 > Part 10
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LINCOLN SCHOOL.
The Lincoln School, with its three classes, fills an important place in our city school system. The prog- ress of the children is good ; and no teacher has more friendly interest and support from parents than Miss Wilmarth.
For the Committee of Newton District,
LINCOLN R. STONE, Chairman.
REPORT OF DRAWING COMMITTEE.
AT the close of the year ending June, 1880, the Com- mittee on Drawing, not feeling quite satisfied with the work accomplished in the grammar and primary grades, knowing also that the special teacher felt the same dis- satisfaction, and feeling sure that the only remedy was in more thorough supervision, requested the teacher to visit all the schools at least once during the year, to examine the work done, and point out definitely her plans and method.
The result of this action I will give in the words of Mrs. Bowler : " This amount of supervision, you readily see, can be only nominal, though it has been supple- mented by two or three visits in some instances, and a few meetings with the teachers. At the first visit, I was convinced that some change in plan was necessary to bring out more life and thoroughness in the teaching. The drawing that had shown so proudly for us at the Centennial Exhibition was fast deteriorating. While the teachers labored faithfully, they had in many cases little understanding of the plan, and the work was pro- ductive of confusion. Having considered the matter carefully, it was found that the books then in use could not be satisfactorily graded, and permission was obtained of the Committee to adopt blank books for regular work, and printed books for perfect copies when required. Charts were then given to each teacher, and the work arranged for the year."
51
DRAWING.
In February Mrs. Bowler left the schools for a few months' absence in Europe for rest and study. Upon her return in September she wrote, "I found that the drawing had been progressing well. The class entering the High School was better prepared than any preced- ing class. The teachers expressed themselves happy in the plan, and some begged that no change be made in it."
Owing to a misapprehension on the part of the pub- lishers of the drawing-books, the work this year suffered a little delay ; but finally the same general plan as last year has been adopted, and will be carried on through the year with, we trust, even more pleasing results than last year.
For the plan now in operation in the grammar and primary grades, Mrs. Bowler claims greater simplicity, with bolder figures for disciplining the eye and hand ; a regular and systematic gradation, with an amount of work not too great for the teacher to accomplish in the time given ; also the certainty of the figures being illus- trated on the board by the teachers, thus giving them discipline and interest in the work.
In the High School the same plan is pursued as last year, a minute description of which was given in the last Report.
The increased supervision of the past year has resulted in increased interest and better work. Could more of the time of the special teacher be given to the grammar and primary grades, we feel confident that we should soon find the drawing in our schools inferior to none in the State.
In behalf of the Committee,
A. A. SMEAD, Chairman.
INDUSTRIAL DRAWING.
EARLY in the year your Committee received several applications from citizens in Ward Five to open a school for mechanical drawing at the Prospect-school house, the applications representing that a considerable num- ber of mechanics in Wards Five and Six had expressed a wish to attend such a school.
With this unusually favorable prospect, a school was opened Dec. 29, and continued on Tuesday and Thurs- day evenings to March 30. The teacher's records show that the whole number of scholars registered was forty- three, and, with the exception of five or six, -attracted by the novelty rather than the advantages of the school, - the attendance was unusually good. The scholars were mostly carpenters and machinists. On the last evening of the term a portion of the scholars' work was placed on exhibition, and examined by the superin- tendent, Committee, and several citizens who had taken an interest in the school. The work was exceedingly creditable to the teacher and scholars. The teacher. Mr. H. N. Mudge, earnest and enthusiastic himself, inspired his scholars with a love for their work; and the interest was fully sustained to the close of the term.
Upon the earnest solicitation of members of the
53
INDUSTRIAL DRAWING.
school, and citizens, an increased appropriation of three instead of one hundred dollars was recommended for the present year, and granted by the City Council. For the Committee,
E. W. WOOD, Chairman.
REPORT ON MUSIC.
IN the Annual Report of the Board a year ago, the Committee on Music say, " It is now four years since a special instructor was employed to teach this branch, and we could hardly expect to find the standard as high as formerly : indeed, some of the parents, as well as the teachers and Committee, feel that the children are suffering great loss from want of proper instruction in this branch."
The Board subsequently took the same view of the case, and, after mature deliberation, decided to return to the abandoned usage of four years ago, and appointed as special teacher of the department, Mr. T. L. ROBERTS. His report to the Committee is appended.
LINCOLN R. STONE, Chairman.
TO THE HONORABLE SCHOOL COMMITTEE OF THE CITY OF NEWTON.
It is with much pleasure that I submit to you a report of the condition of vocal music as I find it, upon assum- ing the duties of its supervision, in the public schools of this city, together with some thoughts and suggestions which have taken form in my mind, and which I have thought best to enter into this Report.
First, I wish to say it is neither my intention nor desire to criticise the work that was being done in music
55
MUSIC.
previous to the introduction of my own methods, but only to refer to it as illustrating more forcibly some of the prominent peculiarities of those methods.
Much work has been done in music ; but owing to a misconception of what should, and what should not, be taught, the seed thus laboriously sown has fallen, some " in stony places," and some " by the wayside ; " and the great desideratum - namely, capacity in the scholar to read music at sight - does not come. Why ? Because teachers have been trying to teach singing, or vocal music, by theory instead of by practice. Let me illus- trate : the teacher draws a staff on the blackboard, and requests a scholar to step up and tell what he or she can about it; then the teacher writes a scale on the staff thus drawn, and, in answer to the teacher's ques- tions, the scholar says, "That is do, that is re," etc., throughout the scale; then come the different kinds of notes and other characters treated in a similar man- ner, until the time allotted to music is expired, and not a note has been sung.
While much time has been spent in teaching music in this manner, some teachers, on the contrary, have spent most of their music time in practice; and the result their schools show for themselves.
The theory that has occupied so much of the chil- drens' time should and will come to them in due time in an incidental manner, while the valuable time is being utilized in attuning and harmonizing the car and voice through the infallible medium of practice. Ac- cording to the "Delsarte Philosophy," the impression must come before the expression, the thing before the name of the thing: so the child must get an impression of the scale by hearing it sung, and singing it, over and
56
REPORT OF SCHOOL COMMITTEE.
over again ; thus attuning at once the ear and the voice, and impressing upon both organs a correct rep- resentation of the instrument by and through which they are in future to interpret music to the world.
I do not care to boast of the superiority of the meth- ods which I pursue in teaching music to children ; for I am confident that parents and friends will have oppor- tunity to judge of the merits of those methods by their fruits, which is the only true test.
The teachers generally throughout the city have taken very kindly and cheerfully to my methods, and some of them have entered even enthusiastically into the work ; and the scholars under their instruction have consequently made very decided improvement in sing- ing.
A teacher who puts enthusiasm and thoroughness into his or her work need not be especially trained in music to apply these methods, and get good results from them : in fact, I think as good a class as I ever heard was in charge of a teacher who thought at first that she could not teach music at all, saying she had no ear for music, and knew nothing whatever about teaching it. But she was induced to try it; and, being an ear- nest teacher, she put her usual enthusiasm and deter- mination into the work with the above-mentioned result.
I am much pleased with the outlook for music in the schools of this city. The public taste is on a high plane ; the material to work upon is good ; the teachers are not only willing, but anxious, to adopt the new methods : and, with the Committee and superintendent in full sympathy, I trust I may not be accounted too sanguine, if I indulge in lofty anticipations of our possi- bilities in the musical field in the near future. Before
57
MUSIC.
concluding this Report, I beg leave to call your attention to two important matters in connection with the study of music in our schools. The first is the necessity of providing a musical staff of some kind for each of the schoolrooms in the city, with the possible exception of the rooms of the first grade.
I would suggest that the most convenient, though perhaps the most expensive, way of doing this, is to have a board exclusively for the uses of music, with two staves painted on one side, and with the other side plain, hung in a frame, and reversible, so that either side could be used. This plan would overcome the objection that some teachers have raised to my sugges- tion to have a staff painted on the blackboard ; namely, that they could not spare the space required for such a purpose.
The second is the matter of procuring or authorizing a new series of musical text-books, especially for the lower and medium grades, and, in some cases (in schools where the " Fourth Music-Reader " has not sup- planted the " Hour of Singing "), in the upper grades.
The music of the series now in use is known almost by heart, even by many of the youngest scholars ; so that intelligent and profitable study upon it is well-nigh impossible.
Fortunately there is in process of publication, to be out about Christmas time, so I am informed by the editor, a series of music-readers which I believe will be superior to any thing of the kind ever before published. I have been granted a cursory glimpse of the manu- script pages of the new series, which revealed to me several very important points of excellence in them.
I am aware, of course, that you cannot act upon a
58
REPORT OF SCHOOL COMMITTEE.
thing so indefinite as this last matter; but I hope it may at least serve to bring the general subject before your minds, when I am sure you will agree with me in the opinion that a new series of music-readers is de- manded in order that the best results in music may be realized.
However, when this hypothetical proposition assumes definite form, - when the books of this new series are to be seen in print, so that they may be examined by you, - I shall hope to address you again on the subject. Respectfully submitted.
T. L. ROBERTS,
Instructor of Music, Newton Public Schools.
NEWTON, June 30, 1SS2.
REPORT OF THE EVENING SCHOOL FOR 1881-82.
THE school opened in the Lincoln building on the evening of Nov. 7, 1881, and closed Jan. 17, 1882, after being in session forty-five evenings. The number of pupils enrolled was over a hundred. The largest attendance was ninety-four; the smallest, twenty ; with an average of forty-five.
The work was in all respects similar to that of the two previous winters, and in many ways more satisfac- tory. Good discipline was easily maintained, and all seemed determined to make the best use of the privi- leges of the school. About one-half of the pupils were females. It would be hard to devise any plan by which the same sum of money could be more usefully ex- pended.
G. W. SHINN, Chairman of Committee.
STATISTICS.
Population of the city, United-States census of 1880 · 17,000
Number of persons in the city between five and fifteen years of age, May 1, 1881 and 1882, by wards : -
WARDS.
1881.
1882.
Increase.
Decrease.
I.
453
463
10
-
II.
603
645
42
III.
449
506
57
IV
523
562
39
-
V.
436
470
34
-
VI.
494
54
55
-
VII.
294
263
-
31
Total
3252
3458
237
31
Net increase
-
-
206
-
Whole number of pupils enrolled, 1880-81 Whole number of pupils enrolled, 1881-82
3677
Increase
Average number of pupils belonging, 1880-81
2844.7
Average number of pupils belonging, 1881-82 3092.7
Increase
248.0
Average attendance, 1880-81
2588.3
Average attendance, 1881-82
. 2796.7
Increase
208.4
Average per cent of attendance
90.4
-
-
·
61
STATISTICS.
Table showing the Annual Enrollment in each of the Primary and Grammar Grades in September, 1876-1882.
GRADES.
DATE.
Total.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
September, 1876
380
383
338
420
282
252
261
165
129
2610
September, 1877
424
321
361
398
394
225
214
199
126
2662
September, 1878
428
347
306
341
392
300
194
190
157
2655
September, 1879
431
365
359
298
344
294
271
159
157
2678
September, 1880
464
372
376
321
296
342
260
221
162
2814
September, 1881
530
386
381
394
270
312
311
211
150
2945
September, 1882
510
436
405
353
403
237
266
225
180
3015
Average
452
373
361
361
340
280
254
196
151
2768
Table showing the Percentage of Total Annual Enrollment in each of the Primary and Grammar Grades in September, 1876-1882.
GRADES.
DATE.
Total.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
September, 1876
14.6
14,7
12.9
16.1
10.8
9.7
10
6.3
4.9
100
September, 1877
15.9
12.1
13.6
15
14.8
8.5
8
7.4
4.7
100
September, 1878
16.2
13 1
11.5
12.8
14.8
11.3
7.3
7.1
5.9
100
September, 1879
16.1
13.6
13.4
11.1
12.8
11
10.1
6
5.9
100
September, 1880
16.5
13.2
13.4
11.4
10.5
12.1
9.2
7.9
5.8
100
September, 1881
18
13.1
12.9
13 4
9.2
10.6
10.5
7.2
5.1
100
September, 1882
16.9
14.5
13.4
11.7
13.4
7.8
8.8
7.5
6
100
Average
16.3
13.5
13
13.1
12.3
10.1
9.1
7.1
5.5
100
Table showing the Annual Enrollment, and Percentage of Total Annual Enrollment, in each Class of the High School in September, 1878-1882.
CLASSES.
IV.
III.
II.
I.
DATE.
Number.
Per cent.
Number.
Per cent.
Number.
Per cent.
Number.
Per cent.
Pupils.
Total per cent.
September, 1878
96
36.9
76
29.2
53
20.4
35
13.5
260
100
September, 1879
127
43.1
72
24.4
60
20.3
36
12.2
295
100
September, 1880
104
34.3
97
31.9
60
19.7
43
14.1
304
100
September, 1881
114
39.9
58
20.3
77
26.9
37
12.9
286
100
September, 1882
104
35.1
92
31.1
51
17.2
49
16.6
296
100
Average
109
37.9
79
27.4
60
20.9
40
13.8
288
100
Total Number of
62
REPORT OF SCHOOL COMMITTEE.
Table showing the Annual Enrollment by Districts in each of the Primary and Grammar Grades in September, 1881 and 1882.
GRADES.
DISTRICTS.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Total.
Newton Centre in- ( cluding Oak Hill ; 1881, and Thompson-) 1882, ville .
§ 1881,
50
21
25
23
14
21
17
14
8
193
Highlands
1882,
25
32
19
22
20
16
16
15
15
180
§ 1881,
35
33
35
26
19
23
19
18
11
219
Upper Falls .
1882,
34
36
30
33
25
19
28
17
18
240
§ 1881,
19
11
11
15
12
11
6
19
5
109
Lower Falls . .
₹ 1882,
16
18
14
16
9
14
10
6
17
120
§ 1881,
40
33
26
.45 40
23
22
39
13
14
255
Auburndale .
1882,
33
37
39
42
15
25
27
13
271
West Newton
§ 1881, ₹ 1882,
100
77
68
74
37
80
51
20
41
548
102
71
86
64
78
41
57
29
35
563
§ 1881,
148
93
81
79
60
72
57
33
22
645
Newtonville .
1882,
143
123
88
71
77
52
54
39
28
675
Newton
§ 1881,
63
57
75
77
51
43
85
50
23
524
1882,
68
62
48
97
37
41
53
150
2945
Total .
§ 1881,
530
386
381
394
270 403
237
311 266
225
180
3015
Table showing the Percentage of Total Annual Enrollment by Districts in each of the Primary and Grammar Grades in September, 1881 and 1882.
GRADES.
DISTRICTS.
I.
II.
III.
1V.
V.
VI.
VII
VIII.
IX.
Total.
Newton Centre in- cluding Oak Hill
16.6
13.5 12
13.3 13.7
12.2 12.4
11.9 11.6
8.8 9.1
8.2 7.4
9.7 8.2
5.8
100
and Thompson- ville .
§ 1881,
25.9
10.9
12.9
11.9
7.3
10.9
8.8 8.9
8.3
8.3
100
Upper Falls .
1832,
14.2
15
12.5
13.7
10.4
7.9
11.7
7.1
7.5
100
§ 1881,
17.4
10.1
10.1
13.8
11
10.1
5.5
17.4
4.6
100
Lower Falls . .
1882,
13.3
15
11.7
13,3
7.5
11.7
8.3
5
14.2
100
§ 1881,
15.7
13
10.2
17.6
9 15.5
8.6
15.3
5.1
5.5
100
Auburndale .
1882,
12.2
13.6
14.4
14.8
5.5
9.2
10
4.8
100
West Newton . / 1882,
§ 1881,
18.2
14.1
12.4
13.5
6.8
14.6
9.3 10.1
5.1
6.2
100
Newtonville .
₹ 1882,
21.2
18.3
13
10.6
11.2
7.7
8
5.8
4.2
100
Newton
5 1881, ¿ 1882,
12
10.8
14.3
14.7 9.8
9.7
8.4
16.2 8 3
10.8
4 5
100
( 1881,
18
13.1
12.9
13.4
9.2
10.6
10.5 9
7.2
5.1
100
Total .
₹ 1882,
15.7
14.6
13
12.3
12.6
8.2
7.5
7.1
100
75
61
60
55
54
40 43
37
44 39
26
452
89
57
65
59
55
35
32
474
Highlands
1882,
13.9
17.8
10.6
12.2
11.1
8.9
§ 1881,
16
15
16
11.9
8.7
10.5
8.7
8.2
5
7.5
100
§ 1881,
22.9
14.4
12.6
12.3
9.3
11.2
8.8
5.1
3.4
100
9.5
4.4
100
13.8
12.6
13
19.7
7.5
312
1882,
510
436
405
353
11.4
13.9
7.3
3 6
18.1
12.6
15 3
4.1
100
1881, 1882,
18.8
6.8
100
100
492
211
7.3
63
STATISTICS.
Table showing the Number of Pupils and their Average Age by Grades and Classes for September, 1881 and 1882.
GRADES.
I.
II.
III.
IV.
V.
VI.
VII.
SCHOOLS.
No. of Pupils.
Years
Mos
No. of Pupils
Years.
Mos.
No. of l'upils
Years.
Mos.
No. of Pupils.
Years.
Mos.
No. of Pupils.
Years.
Mos.
No. of Pupils
Years.
Mos.
Years.
Mos.
High
$1881, 2 1882,
:
. .
·
. .
..
. .
..
.
..
. .
: : ..
: :
: :
: :
Mason
≤ 1881, 2 1882,
54
5
52
7 1
44 49
8 7
1 10
48 59
9 9
6 5
52 49
10 10
1 6
37 43
==
35 35
12 12
6 4
Oak-Hill .
§ 1881, 2 1882,
5
7
3 5
2 6
9 6
2 6
9 10
7 9
9
7
10
1
2 6
11 10
10 5
3 . co
15
4
2
10 |10
. .
Thompsonville,
§ 1881, 2 1882,
16 12
5 5
1
7 7
7 7
1
7 6
8 8
9 8
8 8
7 5
23 22
9 9
9 6
14 20
11 11
1
21 16
12 12
8 : 00
17 16
12 13
9
Hyde
21882,
25
5
8
32
7
10
11
35 30
8 8
4 10
26 33
9 9
1 4
19 25
10 10
4 5
23 19
11 11
3 4
19 28
12 12
13
5 9
Williams .
$ 1891,
40 33
6 6
1 1
33 37
7 7
6 3
26 39
8 8
6 3
45 40
9 10
3 1
23 42 12 55
11 11
6 1
2 4
51 43
12 12
8-1
Davis
$ 1881, 2 1882,
61 53
6
5
7
5 4
46 49
8
7 4.
49 44
9
9
9
8 9
6 2
25 23
11 10
2 11
24 18
12 11
9 2
14
12
10
Adams
§ 1881, ¿ 1882, $ 1881, 2 1882, $ 1831, 2 1882,
29 15 37 51
6
1
21
7
11 : =
23 33 21 21
9 9 9 8
4 5 3 11
21 13 27 23
9 10 9 9
9 6
21 33
10 10
9 7
40 24
12 12
7
12 12
7 9
Jackson
$ 1881, ¿ 1882,
82 77
6
10
49 54
8 OC 00
1
37 34
9 9
5 8
31 35
10 10
6 9
39 35
10 11
8
32 28
12 12
2
: :
: :
Bigelow · 2 1882,
$ 1881,
53 56
6 6
6 5
45 52
7 7
6 4
61 51
9 9
·
Lincoln
. 2 1882,
10 12
6 5
2 7
12 10
7 7
5 8
14 13
8 9
Total ·
530 1510
6 6
1 1
386 436
7 7
6 4
381 1405
8 8
7 9
3:4 353
9 9
9
270 403
10 10
10 11
312 237
12
4
311 266
1 12 11
: :
· . .
..
..
. .
. .
. .
. .
. .
. .
.
. .
..
: .
15 16
9 9
9 8
12 9
10 11 10
5 .
11 14 22 15 56 23
11 1.2 12 12 12 12
9 . 9 8
6 10 39 25 12 13
11 8
Pierce .
$ 1881,
19 16
5
9
6
11 18
7 6
CC -1 9
11 14
7 8
8 8
8 CC OO
4
10
25 22
11 2
..
.
.
. .
12
9 11
Claflin
6
1
6
1
32 23 37
8 7
7 10
7
.
77 43
10 9
. 6
51 97
11 11
4
43 37
12 12
NON
8,5 41
13 13
1 8
Underwood . 2 1882,
$ 1881, 2 1882,
3.5 34
5
4
33
5
6
36
6 7
1
7 6
Hanıilton . 2 1882,
§ 1881, 50
5
11
21
7
3
48 49
4
6
2
6
8
29 22
7
7
6 1000
22 37
8
. .
. .
.
.
Franklin
39 49
5
9
Av Age
Av Age
Av Age
Av Age
Av Age
No. of Pupils.
Av Age
7
6
7
8
6
4
8
$ 1881,
$ 1881,
. .
8
§ 1881, · 1882,
12
. .
37 33 20 21
. .
9 . .
· 2 1882, $ 1881, 2 1882,
:
6
2
25 19
Prospect .
Av Age
..
64
REPORT OF SCHOOL COMMITTEE.
Table showing the Number of Pupils and their Average Age by Grades and Classes for September, 1881 and 1882. - Concluded.
GRADES. - Concluded.
VIII.
1X.
Class IV.
Class III.
Class II.
Class I.
SCHOOLS.
No. of I'mpils.
Years.
Mos.
No. of Pupils.
Years.
Mos.
No of Pupils.
Years.
Mos.
No. of Pupils.
Years.
Mos.
No. of Pupils.
Years.
Mos
Years
Mos.
Total Number of Pupils.
Iliglı
§ 1881, 1882,
58 92
16 15
1
51
37 49
17
8. 296
1881,
39
13 13
26 32
14 14
7
387
Mason
1882,
32
10
413
35
Oak-Ilill
1882,
13
i
36
$ 1881,
30
Thompsonville
2 1882,
14
13
co-1
15
14
6
· .
4
·
Prospect
1882,
17
13 13
6
6
5
8 10
.
6
14
3
17
14
120
Williams
1882,
27
2
13
14 14
6 4
·
271
Pierce
5 1881, 1882,
20 29
13
35
14
4
185
Davis
₹ 1882,
195
Franklin .
2 1882,
183
Adams .
§ 1881, 1882,
33 3.9
13
9
13
6
28
14
7
186 193
Claflin .
$ 1881, 21882,
189 216
Jackson
§ 1881, 2 1882,
50
13
11 10
23 22
14
6 6
298
Underwood .
§ 1881, ₹1882,
159 159
Lincoln
1882,
35
Total .
211 225
13 13
8 7
150 180)
14 14
5
114 104
15 15
5
58 92
16 15!
77 51
171 16
37 491
17 17
11 3231 8.3311
8
193 180
llyde
> 1832,
15
13
3
11
14
219 240
109
Hamilton
1881,
13
14 13
6
14
4
41
14
9
180
204
$ 1881,
164
§ 1881,
19
13
14
$ 1881,
₹ 1882,
18
14
3
17
11 286
114 104
15 15
5
Av Age
Av Age
No. of Pupils.
Av Age
Av Age
Av Age
Av Age
$ 1881,
5
13
25
( 1881,
14
14
270
266
329
Bigelow
§ 1881, 2 1882,
53
13
14
36
§ 1881,
3
11
5
2
1881, 2 1882,
5 1881,
255
13
22
SUPERINTENDENT'S REPORT.
TO HIS HONOR THE MAYOR AND THE SCHOOL COMMITTEE OF NEWTON.
I HAVE the honor to present, in compliance with the rules of your Board, my first Annual Report of the public schools.
It is a matter for congratulation that a change of administration, which is an ordeal especially trying to school interests, has been effected with so little visible disturbance in the current of progress. In view of these happy conditions, it is an act of simple justice to rec- ognize at the outset the generous welcome which has been extended by your honorable body to such opin- ions and suggestions as have from time to time been offered, the confidence and co-operation of the teachers, and the charitable forbearance of the public. It is a pleasure to recognize also the successful labors of my predecessors in office, whose wisdom and fidelity have left their indelible impress upon the schools of our city. In their annual communications to you, and through you to the public, there has been presented an abundance of well considered theory touching methods and prac- tical detail with careful expositions of each department of school work. I beg leave to depart from the usage of the last ten years, and to call your attention to some of the
66
REPORT OF SCHOOL COMMITTEE.
CONFLICTING THEORIES
which are consciously or unconsciously held wherever public schools exist, and upon whose mutual adjust- ment, more than upon any perfection of detail, depend the harmony and efficiency of a system. And, lest this discussion seem to imply an undue prominence of the evil here, it is proper to remark that its exceptional rarity in Newton, rendering its manifestation the more noticeable and its essential character the more obvious, has led to its special consideration.
In the work of education as carried on by the public schools, there are four classes of interests, represented by, first, parents, who are chiefly concerned with the end proposed ; second, school-officers, responsible for the end, responsible for the means, and equally concerned with both ; third, teachers, whose business is with means and appliances, and, under limitations, responsible for results ; fourth, pupils, from nature and habit concerned with what is immediate and present, and less thoughtful of ultimate ends. These interests, essentially one, are practically distinct ; and their representatives, charged with responsibilities which cannot be ignored, and stand- ing in relations recognized by common consent, have rights which ought to be respected. Unhappily, these rights are not always respected as they should be; and hence the conflict. The parent, in surrendering his child to the agents of his own creation, and waiving cer- tain rights in consideration of the benefits of association, does not relinquish all. The school-officer cannot yield to the personal demands of each, and at the same time be just to all. There is an allegiance which every teacher owes to professional integrity which forbids the uni-
67
SUPERINTENDENT'S REPORT.
form indulgence of a desire to please. The child has thoughts and opinions, feelings and sensibilities, likes and dislikes, scruples and principles, in the presence of which, obedience is but one of its privileges ; and yet the exaction of obedience at some special crisis may be the turning point in the child's moral history. A teacher whose loyalty to professional integrity leaves no desire to please, the school-officer who is oblivious of personal rights, and the parent who will surrender none, are alike supplying the elements of discord and strife, and in that degree hindering the work which they desire to promote.
The highest benefits of co-operative action can be realized only by the voluntary surrender of certain per- sonal rights; and in no sphere is this more obvious than in that of public education. The citizen at his home, and the pupil at his task, must alike inquire, " Will my freedom of action abridge the freedom of another ? " and all freedom not consistent with the common free- dom should be self-repressed.
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