USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1881-1882 > Part 8
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SCHOOLHOUSES.
The Report of the Committee last year called atten- tion to the need of additional accommodations for the steadily-increasing number of children demanding our care. The seating-capacity of our present schoolhouses is 3,300. This is almost exactly the number we now
13
GENERAL REPORT.
have in the city between five and fifteen years of age ; so that, if the pupils could be equally distributed through the schoolrooms the city has provided, we should, for the present, need no further buildings. But obviously no such distribution can be made. It must be added, also, that besides the 3,300 under fifteen, there are some 200 or more pupils over that age who must be provided for. The consequence is, that sev- eral of our schoolhouses are crowded to such a degree as to seriously interfere with the best working of our system.
LIGHT, VENTILATION, DRAINAGE.
The importance of suitable provision for the best physical condition of teachers and pupils in our schools is not overrated by the public. Educated minds must not be purchased at the cost of shattered bodies. Nor is there any need of paying that price for knowledge. It is the plain duty of parents, and of all public servants, to guard the one no less than the other. The school- houses of Newton are not faultless, certainly, in their sanitary arrangements ; nor are our janitors or our teachers exempt from liability to make mistakes in the heating and ventilation of their schoolrooms. But if any one has supposed that Newton is behind her neigh- bors in care for the health and comfort of her school- children, or in the pains she has taken to secure good ventilation, light, and drainage to the schoolrooms, fuller inquiry will certainly show them that they are wrong. This is not saying that there are no defects to be remedied, nor that there has been no advance in school architecture since our houses were built. The contrary is known ; and the City Council have generously
14
REPORT OF SCHOOL COMMITTEE.
responded to the call of this Board, and of the public, by making ample appropriations from the city treasury to meet the expense of needed changes in three or four of our school-buildings. These changes are in progress at the time of rendering this Report.
SEWING IN THE SCHOOLS.
The subject of industrial education has repeatedly been before the Board, and the question of its introduction into the schools of Newton earnestly debated. The necessity for such education was obvious enough, but the practicability of it not so. There was, indeed, a preliminary question underlying the whole matter ; as it was urged by some that it was not competent for the city, in its corporate capacity, to engage in eleemosynary works, however desirable in themselves, and that the training of children in manual occupations by which they could afterwards get their living could not, there- fore, be undertaken in schools supported from the pub- lic treasury. But to say nothing of the assumption here made, - that such teaching is eleemosynary, -the objection would seem to be answered by the existence among us of institutions where persons have long not only been aided by taxation, but supported, and that with the free consent of all good citizens.
Another question entering into the discussion was where to fix the limits of such education: in other words, what shall be taught, and how ? This question was not so readily answered. A part of the difficulty here grows out of the error - very common and wide- spread, but still an error - that only that is education which comes from books, and books in school. But, on the contrary, any agency which tends to wake up
15
GENERAL REPORT.
the natural powers, and bring them into exercise, with consequent increased vigor and growth, is, by the very meaning of the word, an educational agency, and may logically enter into the course of instruction in our pub- lic schools. Practical instruction in handicraft is such an agency, with the additional advantage that it is fitted to the needs of the pupil in making him a productive citizen. Why should the State support the poor, and be afraid to teach children how they may avoid becom- ing poor, - teach them the elements of some craft by which they can gain their living, instead of coming upon the public for their support ? Prevention is always better than cure. Does not the interest of the State lie just where lies the interest of the child ? In every instance of a child so taught, the State adds to its substantial wealth, making every such citizen a positive rather than a negative factor in her own aggrandizement.
If these considerations are sound, then they dispose at once of another difficulty that has been urged against the project of industrial education in the schools, - that there is no time for such teaching. It is our duty to find the time; plainly so, unless the teaching from books has the exclusive, as it confessedly has the pre- scriptive, right to the time of teacher and pupil, and the patronage of the State.
But besides this, the objection assumes more than is true. The experiment has been tried; and the result has shown that time can be found for such teaching without hazarding progress in studies to which it has heretofore been thought necessary to confine the pupil's attention.
The Committee, therefore, think the time has come for making the experiment, at least on a small scale, in
16
REPORT OF SCIIOOL COMMITTEE.
the schools of Newton. And in what way can they better begin than by the introduction of sewing, into the grammar grades at least, one or two hours a week, taught by a competent instructor ? In not a few of our families this important matter is wholly neglected ; and either because the mothers are too busy with the daily drudgery of the family, or because they are pitiably incompetent, or hopelessly indifferent and improvident, the garments of the children are ragged : girls do not know how to mend them, and actually grow up wholly ignorant of the way to use a needle. Experiment in the Boston schools has shown, that by taking a pittance only of their time, they can be taught both to mend, and also to cut and make, most skilfully, many of their own garments. What a boon to the over-burdened mother, to the hapless children of the thriftless or im- provident one! If it is benevolence on the part of the city government to do this, it is sound policy as well ; for instruction and provident habits are the two great preventives of pauperism.1
SUPERINTENDENT'S REPORT.
We invite the attention of the friends of our schools to the report of the Superintendent, as found below. It is but simple justice to that officer (while it is a satis- faction to the Committee) to state that his influence for good has been felt throughout the whole system of public instruction, and that his competency, and his
1 Since writing the above, a committee of the Board, to whom was intrusted this matter, has made a report recommending the adoption of the measure. This paper was presented too late for incorporation into the annual report this year, but will be found below in an appendix. It may be stated that the Board adopted its recommendations, and that they will be carried into execution next year.
17
GENERAL REPORT.
devotion to his work, need no further proof. In the judgment of your Committee, the wisdom and economy of continuing this office in Newton are amply demon- strated by the experience of its administration the past year.
A. E. L.
THE HIGH SCHOOL.
THE High School during the past year has been under the charge of the following teachers : viz., -
EDWARD H. CUTLER .
Head Master.
EZRA W. SAMPSON
Master.
JOHN F. KENT .
Assistant Master.
S. ALICE WORCESTER
Assistant.
CAROLINE SPEAR
. Assistant.
MAYBELL P. DAVIS
M. ABBY SMITH
Assistant. .
MARTHA E. FOOTE
Assistant.
EVELYN RICH
Assistant.
EMMA F. BOWLER
Drawing.
JENNIE E. IRESON
Elocution and Calisthenics.
ELIZA B. BARRY
Rhetoric.
CAPT. FRANK N. BROWN
Military Drill.
Miss FOOTE, who has for several years past so success- fully taught in the department of English language and literature, was induced to resign her position at the close of the year, that she might accept an honor- able place among the faculty of the college at Welles- ley. The Committee were sorry to lose so valuable a teacher, and reluctantly accepted her resignation. The vacancy thus made was, however, happily filled by the appointment of Miss RICH, who came to us with an enviable reputation gained by large experience in the duties of her department, and who is justifying the expectations of the Committee and of the head master
Assistant. .
19
THE HIGH SCHOOL.
of the school by success in her new position. At a later period (in the present month of December) Mr. JOHN F. KENT, our competent and efficient assistant master for years past, was likewise drawn away from us to accept the position of head master of the High School at Concord, N.H. His place has been filled by the appointment of Mr. S. Warren Davis, a gentleman who has heretofore taught acceptably for us as a substitute for more than a year, and who is well acquainted with the aims and the working of the school. Mrs. BOWLER, our accomplished teacher of drawing, was granted leave of absence for six months, that she might visit the galleries of art in Europe. She also visited schools of sculpture and painting, and examined the most approved methods of teaching these branches of her department. Her place, during her absence, was filled by a competent substitute, so that there was no inter- ruption in the work of the school. The teacher of military drill, Mr. FRANK N. BROWN, soon after the beginning of the new year, was obliged, by the failing health of his wife, to remove to the Pacific coast, and therefore resigned his position as teacher of this depart- ment in the school. The remaining teachers are the same as at the time of rendering the last annual report.
STATISTICS.
The number of pupils in the school during the year has been 302, - 11 less than a year ago. The average of the last seven years has been a fraction over 289. Of the 302 now reported, the distribution by classes and courses of study will be readily learned from the following tables : -
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REPORT OF SCHOOL COMMITTEE.
TABLE I.
CLASS.
Girls.
Boys.
Total.
I.
25
14
39
II.
44
35
79
III.
33
36
69
IV.
56
59
115
158
144
302
TABLE II.
CLASS.
-General.
College.
Mercantile.
Special.
Total.
I.
21
11
1
6
39
II.
.
41
16
4
18
79
III.
.
.
48
33
23
11
115
139
81
29
53
302
TABLE III. - GIRLS.
CLASS.
General.
College.
Mercantile.
Special.
Total.
I.
19
3
0
3
25
II.
28
4
1
11
44
III.
16
5
0
12
33
IV. .
38
13
0
5
56
101
25
1
31
158
TABLE IV .- BOYS.
CLASS.
General.
College.
Mercantile.
Special.
Total.
I.
2
8
1
3
14
II.
13
12
3
7
35
III.
.
13
16
1
6
36
IV.
.
10
20
23
6
59
38
56
28
22
144
.
29
21
1
18
69
IV.
21
THE HIGH SCHOOL.
Whole number (11 less than last year) 302
Average whole number (5.4 more than last year) 274.3 Average daily attendance (6 more than last year) 257.6 .
Per cent attendance (.4 more than last year) 93.9 ·
Whole number girls (12 less than last year) 158 Whole number boys (1 more than last year) 144
Whole number in General Course (2 less than last year) . 139
Whole number in College Course (2 more than last year) . 81
Whole number in Mercantile Course (6 less than last year), 29
Whole number in Special Course (5 less than last year) . 53
AVERAGE AGE ; TIME OF ENTERING, SEPTEMBER, 1881.
Class I. 18 years .
Last year, 1712
Class II. 1642 years
Last year, 17,22
Class III. 1541 years
. Last year, 16
Class IV. 15 years
·
Last year, 15132
GRADUATING CLASS.
Of the class graduated last June, thirty-one took the full four-years' course, and the remaining fifteen a three- years' course. Of the thirty-one, five entered Harvard ; two, Boston University; two, Wellesley ; one, the Massa- chusetts Institute of Technology ; and one has engaged in teaching. Of the three-years' graduates, three have entered the Massachusetts Institute of Technology, and one the Bridgewater Normal School.
ARRANGEMENT OF STUDIES.
The arrangement of studies for the school-year end- ing last June was peculiar, as special provision had to be made in each class to secure the studies needed to complete the course. This was occasioned by the change in the distribution of the studies made by the new course of study for the High School. Thus, physi- ology was taught in three classes, general history in
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REPORT OF SCHOOL COMMITTEE.
two, while in chemistry, in physics, and in astronomy, there were no classes. Henceforward the new order will be strictly carried out.
In the assignment of the work, the head master took all the Greek and Latin of the first class, together with the subjects of moral philosophy, general history, geometry, and advanced mathematics, in the same class, and sight-reading of Greek and of Latin in the second. Mr. Sampson took Roman history, two divisions in mathematics, one in physiology, and one in English, in the fourth class ; the review physics and mathematics of the second class ; the study of the United-States Consti- tution of the first class ; the special studies of the mer- cantile course, together with the supervision of the students of special chemistry in the laboratory. Mr. Kent took one division in mathematics in the fourth class, the Greek of the third and the second classes, and one division in Latin of the second, the geometry of the third class, and the ancient history of the second. Miss Spear took one division in Latin of the fourth class, all the Latin of the third class, and one division of the second. Miss Worcester, and during her leave of absence Miss Rich, took all the French and the German, except one division in French of the fourth class. Miss Smith took all the classes in physiology, except one division of the fourth class, the reading, and two divisions of the English of the fourth class. Miss Foote took charge of all the classes in English except the fourth. Miss Davis took two divisions in Latin, and one in French, in the fourth class, the gen- eral history of the second class, and the botany of the third. It will be seen that the time of all the teachers was fully occupied. Miss Spear and Miss
23
THE HIGH SCHOOL.
Smith divided the serious task of correcting the com- positions of the fourth class. Mr. Cutler and Miss Foote supervised the rhetorical work of the first class. The corresponding work in the third and the second classes was faithfully conducted by Miss Barry, the special teacher appointed for this purpose, the other regular teacher's being too fully occupied to be able to take charge of this work in addition to their other labors.
It will be seen that during this year the new course of study was not fairly on trial as a whole; since, in making the transition, the entering class only could have its studies assigned by the established programme. With the school-year beginning last September, the new course was fully introduced in all the classes. So far as the changes have been tested, they have proved in a high degree satisfactory. Experience, however, suggests some modification in carrying out the course, provision for which was wisely made when the course was adopted. It will be remembered that one aim was " to discourage the general study of Latin ; i.e., to limit it, as a rule, to such pupils as are preparing for its further and fuller study in college." With our present number of teachers, the requisite economy in the distri- bution of the work makes it necessary for those pupils in the general course who elect Latin to study it in the same classes with the pupils of the classical course, who anticipate the severe and thorough study of the lan- guage required in preparation for admission to college. The result of this is, that many who begin Latin desire to drop the study at the end of the first year, or even sooner, and to substitute the study of French, thus involving conflict in the hours of their recitations
24
REPORT OF SCHOOL COMMITTEE.
throughout the rest of their course. Pains will be taken hereafter to advise parents that those only should elect Latin who have a decided taste for the study of language, and in whose case there is good reason for preferring Latin to the modern languages.
In respect to mathematics, it was understood, that, while the Committee fully appreciated the high value of this study as a means of mental discipline, they were disposed to retain their previous policy of not excluding from the advantages of a full course of study such pupils as, however faithful and assiduous, were unable to cope successfully with the difficulties of algebra and geometry. Individual arrangements of a satisfactory character have thus far been made in such cases ; but it is possible that it will be well, at any rate as an ex- periment, to make a separate division in the fourth class to take one or more of the studies now made optional in place of algebra.
The provision is doubtless judicious which permits pupils, for good reason, to select special studies, instead of taking either of the regular courses. This privi- lege, however, is liable to abuse ; and the effort is made to keep the proportion of special pupils as small as possible. Several boys are, at the request of their par- ents, made " special " simply by the omission of military drill. Care has been taken to investigate every case in the entering class in which a special course is desired ; and it is hoped that the favor has not been granted in any instance without sufficient reason. It is proposed to keep a list of special pupils, with the reasons in each case for which a special course is taken.
25
THE HIGH SCHOOL.
LABORATORY.
During the last school-year the chemical laboratory was fitted up and equipped in the upper story of the building. The anticipations in respect to the ventila- tion of this room have been fully realized. No odors from the laboratory have been perceptible in any other part of the building. The special appropriation of a hundred and ten dollars for new apparatus in physics has been judiciously expended, and the old apparatus has been repaired and put in good order. Although there are other instruments, notably a compound micro- scope and a telescope, which would be highly service- able, Mr. Sampson succeeds in illustrating the subjects of chemistry and physics more fully than they are pre- sented in some colleges ; and it is believed that we are fully equal to any other High School in the presenta- tion of these subjects.
In assigning the work of the different teachers in the year recently begun, the aim has been to intrust to the teachers the subjects they are severally best quali- fied to teach. Although the appointment of another assistant teacher would greatly facilitate the work by rendering it possible to make smaller divisions for reci- tations, the rhetorical work is this year taken by the regular teachers, without the assistance of a special teacher in this branch.
PHYSICAL CULTURE.
The importance of this department of our school, especially for the girls, can scarcely be overrated ; and it is growing in public estimation from year to year. A revived and intelligent interest in gymnastics has been
26
REPORT OF SCHOOL COMMITTEE.
manifested in the higher institutions of learning, - at Wellesley and Smith, and in the Boston University ; and the question can no longer be regarded as in any sense a debatable one. The department in our school is still under the charge of Miss Ireson ; and the interest of the pupils has suffered no abatement from that of former years. The boys have continued the drill and study of the manual under Capt. Brown, and, under his stimulus, have shown a keen interest, and made satisfactory at- tainments. Erect and manly bearing, and increased physical vigor, have been the obvious and gratifying result.
The supervision of the various departments of the school is assigned to different members of the Commit- tee ; and the following extracts from their reports are appended.
THE DEPARTMENT OF BELLES-LETTRES. · In this department of our High-school course there are included elocution, English literature, and history.
The training of the pupils in elocution, considering the limited time given, is most admirable. Miss Ireson's methods and spirit are worthy of commendation; and the success attending her work seems to show what excellent results might be obtained if sufficient time could be given. At present she is engaged only two days each week, and a portion of this brief period is taken up with the drill in calisthenics.
We can hardly overstate the importance of making good readers of all the pupils, and of cultivating the gifts of oratory which are possessed by some. To be able to read well (and that means to render intelligently the meaning of an author) should certainly be considered
27
THE HIGH SCHOOL.
an essential part of a good education. That many per- sons, who are otherwise fairly educated, fail in this respect, is only too evident when we hear the poor reading and the unattractive speaking of many. In the drill in elocution given in this school, the beginning- point is to teach the pupils how. to breathe properly, and how to use the vocal organs ; for, strange to say, many come to the school never having been taught the correct use of the lungs, the lips, the teeth, and tongue. Their tones are not well sustained, and their utterances are thick and indistinct.
It is necessary, before any progress can be made, to teach them the simple physiological principles governing sound-production and articulation.
When this has been done, to some extent, their atten- tion is directed to reproducing the thoughts of an author, not in the stilted and unnatural way which has rendered some systems of elocution absurd, but in a simple, easy, and graceful style. The best proofs of success are given each year in the public performances of our graduating classes ; the improvement being so marked, that the audiences assembling on these occasions cannot fail to notice it.
Miss Ireson's work reaches all the pupils, the majority being taught in classes, but some receiving individual instruction ; the latter being the members of the gradu- ating class of each year.
The study of English literature, under the direction of the head master and some of the assistant teachers, includes a review of English grammar, some instruction in rhetoric, and an examination of the works of some standard authors.
There are difficulties which are evident at once in the
28
REPORT OF SCHOOL COMMITTEE.
case of the majority of pupils. The first is their very inadequate knowledge of the principles of the construc- tion of language. Whatever may be said of the defects of text-books, and the pressure of other studies, a gradu- ate from a grammar-school should be fairly versed in the principles of English grammar. No matter how. they are taught, there ought to be sufficient attention paid in the lower schools to this subject, so that the analysis of sentences, and the correction of false syntax, may not be such new tasks to pupils when they come to the High School. Again : the injudicious reading in which many pupils are permitted to indulge out of school-hours, deprives them of the opportunity of form- ing an acquaintance with good literature, and makes the task of studying standard authors all the harder.
What the children read should be carefully looked after by parents ; and the inordinate fondness which some develop for light and sensational literature should be checked.
A few years ago, when this Board learned something of the use made of the public library by many of the school-children of Newton, a committee was appointed to draw up a list of suitable books. A pamphlet enti- tled "How to use the Free Library" was issued and widely distributed.
Some good was accomplished in pointing out the pernicious influence of too much novel-reading, and in calling attention to the list of really valuable books seldom taken from the shelves of the library.
It is necessary again to ask parents to do something to check this excessive indulgence in the reading of books that add but little to the permanent benefit of their children. A very little judicious oversight might
29
THE HIGH SCHOOL.
form a fondness for better books, and make the school- course in literature far more interesting than it is to some.
The course still retained is that adopted some years ago ; taking up Irving, Longfellow, Tennyson, Shaks- · peare, and other writers of eminence, and, while ascer- taining the meaning of the text, cultivating the ability to express it in the pupil's own words, but in good English.
The study of an author carries with it an examination of geographical, historical, biographical, and other allu- sions.
In this course, attention is paid to reading at sight, and also to memorizing important sentences. The lat- ter exercise tends to add to the vocabulary at the com- mand of the pupils, and to give them some appreciation of the strength of classical English in conversation and composition.
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