USA > Massachusetts > Middlesex County > Newton > Town of Newton annual report 1886 > Part 9
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" Why should not this law be amended so as to include among the classes of children affected by its provisions those who persistently refuse to comply with the reasonable rules and regulations of the school ? Let us look at the practical working of this law, and then consider its probable effect, if amended as suggested, upon the class of children under con- sideration.
"Under the truant law habitual truants and absentees from school between the ages of seven and fifteen can be com- mitted by the court having jurisdiction to any institution of instruction provided for the purpose, for a term not exceed- ing two years. In looking over the reports of our truant officers for five years. I find that the average yearly number of truants thus committed has been ten and six tenths, four- teen being the largest number in any one year. These facts, however, do not show the full value of the law. The impor- tance of the services of the truant officers is not to be judged by the number of truants brought before the court, or even by the number of cases of truancy which have occurred during
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the year; but rather by the number of children now in our schools, who, but for the watchful care and personal influence of these officers. would be wandering about the streets. exposed to the dangers and temptations of a vagrant life. The wisdom of enacting the truant law is no longer questioned, for the beneficial results are too apparent.
" Were this law changed as proposed, I am confident that equally desirable results would be secured under the amend- ment. The number who would receive sentence would be comparatively small. but the very existence of the law would be a restraint upon every pupil inclined to do wrong, and it would also have a salutary effect upon the parents of such children, causing them to co-operate more heartily with the teachers in their efforts to secure proper respect and obedience."
Mr. Coggswell goes on to discuss somewhat in detail the character and administration of such a school as he proposes, and then briefly restates the whole subject as follows:
"1. There are pupils in our schools who seriously inter- fere with the work, and some plan should be devised by which these pupils may no longer be a hindrance to the progress of our schools.
. "2. This result can be secured in only one of two ways, -by the reformation of these pupils, or by their removal from the schools. With public sentiment as it is, the endeavor to reform them by corporal punishment is inexpedient.
"3. Removals should be made only by 'due process of law'; and all pupils thus removed should be provided with equal advantages in a special school.
"4. This school may be the truant school modified and improved, or it may be a school established exclusively for this class of scholars.
"5. The number of scholars sent to this school would be
1×8
comparatively small. but the effect of sending the few would be a powerful restraint upon every pupil inclined to do- wrong.
"6. The object of the plan proposed is two-fold : first, to remove from our schools a disturbing element ; and, second, to benefit the very scholars who are removed. "
I concur with Mr. Coggswell as to the need of additional legislation, and trust that such an amendment to the truant law as he suggests will receive the approval and support of this Board.
Your attention is invited to one other phase of this ques- tion. The general statutes. chapter 48, section 14, provide that "If three or more towns in any county so require. the county commissioners shall establish at the expense of the. county, at convenient places, therein, other than the jail or house of correction, truant schools for the confinement, dis- cipline, and instruction of minor children convicted under the- provisions of sections ten and twelve [of the truant law] ; and shall make suitable provisions for the government and control and for the appointment of proper teachers and officers there- of. "
I recommend that we avail ourselves of these provisions. of the statutes and that for this purpose we invite two or more of the neighboring municipalities to join with us in a petition to the county commissioners for the establishment and main- tenance of a school to which truants and, in case the legisla- ture shall give the requisite authority, those pupils "who per- sistently refuse to comply with the reasonable rules and regu- lations of the schools," may be sent for discipline and instruction. A school of this character would be a lasting benefit to children who need the restraints of such an institution, while the withdrawal of this element from our schools would very much increase their efficiency and useful- ness. I commend the subject to your consideration.
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AUTHORITY OF TEACHERS.
My attention has been called, on several occasions dur- ing the past year, to the misconduct of pupils going to and returning from school. On investigation I have found that the misconduct complained of is confined chiefly to a few boys whose perverse spirit and vicious habits are in striking contrast to the excellent tone and conduct of most of the pupils of our schools. I have found. too, a reluctance on the part of teachers to attempt the control of these boys beyond the limits of the school, lest they might thereby assume to exercise authority that they do not possess, or in regard to the possession of which there is more or less of doubt in the public mind. It is surprising that any doubt should exist in regard to a question of such vital importance to the morals and good order of the community. I believe that no good citizen who will carefully examine the subject can fail to be convinced that the general statutes of the commonwealth give the teacher full authority in the matter, and that the highest good of the schools and of the com- munity demands that he shall exercise that authority. More- over the teacher has no option in the matter. The laws that clothe him with authority impose upon him a duty commen- surate with that authority. He can not evade this duty if he would; he should not if he could. A strict performance of this duty on the part of the teacher is an obligation that he owes to the public and to his school, and especially to those members of it who are most in need of direction and restraint.
This view of the authority and duties of the teacher is set forth fully and clearly by Judge Lord in the case of a teacher who punished a boy for a misdemeanor committed out of school hours. It was not claimed that the punish- ment was unduly severe, but that the teacher had no right
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to punish the boy for misconduct out of school. In his charge to the jury the judge used the following language: "The relation between the teacher and the scholar is a pecu- liar one. It partakes, while the pupil is in school, of a parental character, and is absolute and without appeal from any quarter. when exercised within its proper limit. Such is also the power of the parent. His authority is absolute at home on the same conditions. A good parent desires to cooperate with the teacher, and is thankful for any proper correction of his child. A good teacher desires to aid parents by training his pupils in habits of good order and obedience to authority. Between the school and the home the jurisdiction of teacher and parent is concurrent. If the teacher sees or knows a boy to violate the laws, if he finds him acquiring habits of a dangerous character. if he sees him becoming vicious, and his example injurious to others, or calculated to affect his own standing at school or at home, it is his duty to interfere, to restrain and reform. For this purpose it is his right to punish to a reasonable extent, if no other method will avail. But the teacher must hold himself responsible to the law in his punishments, and be careful not to transcend in severity its humane and proper limits."
"There seems to be no reasonable doubt," says a Ver- mont court, "that the supervision and control of the master over the scholar extend from the time he leaves home to go to school till he returns home from school. Most parents. would expect and desire that teachers should take care that their children, in going to and returning from school, should not loiter or seek evil company, or frequent vicious places of resort. "
In a case in Iowa where expulsion from, school was directed for violation of rule in relation to absence and tardi- ness, the following rule was laid down: "If the effects of
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acts done out of school hours reach within the school room during school hours, and are detrimental to good order and the best interests of the pupils, it is evident that such acts may be forbidden. The view that acts, to be within the authority of the school board and teachers for discipline and correction, must be within school hours, is narrow and with- out regard to the spirit of the law and the best interests of our common schools. It is in conflict, too, with authority."
The judicial decisions in other States confirm the opinions of the two courts already quoted. If I have been able to catch their spirit correctly, " the power of all teachers of schools, and of committees or other managers under whose direction they act, is a parental authority, to be exercised for the best good of the whole," and it is the duty of the teacher by the exercise of this authority "to maintain the purity and discipline of the school, and secure the great public objects for which it was established." In the dis- charge of this duty he is expected to take cognizance of all acts that tend directly to impair the usefulness of the school. "By common consent and by the uniform custom in our New England schools," says one of the judges already quoted, "the master has always been deemed to have the right to punish such offenses. Such power is essential to the preservation of order, decency, decorum. and good government in schools."
I will leave this topic with a single additional sugges- tion. The possession of this power by the teacher by no means involves a frequent exercise of it. The fact that such a power exists is in most cases sufficient to restrain all but the most turbulent from committing those offences that make its exercise necessary. There- is little doubt that our teachers feel compelled to resort to corporal punishment with much less frequency from the fact that under the regu-
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lations of the Board that mode of punishment is possible. I commend the subject to your serious consideration.
. FREE TEXT-BOOKS.
The law requiring all the cities and towns of the State to furnish text-books and other school supplies free of charge to the pupils of the public schools, has been in operation two years. I have heard no complaint in regard to it from parents, teachers, or pupils, and have reason to believe that in its practical working it is quite satisfactory to all.
The number of text-books in use during the past school year was 26,659; the number of reference books was 1,683. They were distributed as follows:
Text Books.
Reference Books.
Worn out.
High.
.3,898
87
14
Mason
3,101
268
63
Hyde.
1,532
108
16
Prospect
2,083
142
1
Hamilton
1,239
120
21
Williams
1,864
175
18
Pierce
.4,024
254
19
Claflin
1,550
123
6
Adams
1,651
101
20
Eliot
2,310
134
65
Bigelow
.3,407
171
39
Total
26,659
1,683
282
The amount expended for new books during the year was #3,280.94. The amount paid for rebinding books was $356.56. The number of books worn out during the year was 282.
EVENING SCHOOL.
The Evening School was in session three evenings each week from November 2, 1885, to February 15, 1886. The number of sessions was forty-five.
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The whole number of pupils enrolled was 152-males, 89; females, 63. The largest attendance at any session was 93 and the smallest was 16. The average attendance was 53.
The work done in this school was very satisfactory. Industry and good order prevailed, and the several classes made commendable progress.
Instruction was given in the common English branches, book-keeping, and industrial drawing. '
This school needs and deserves better accommodations. It should have all the advantages and attractions of the day schools, and should be in every respect as thoroughly equipped for its work. I would suggest that the upper rooms of the present High School building may be made available for this purpose, when the new accommodations for the High School are completed.
COURSES OF STUDIES FOR THE HIGH SCHOOL.
One of the most important events in the history of the schools during the past year was the adoption of revised courses of studies for the High School .. The primary and grammar schools are local, the number of those who have a special and immediate interest in each is limited. The High School is for the use of the whole city. and every citizen takes or should take a deep interest in everything that per- tains to its well-being.
Into this school are gathered the best fruits of our elementary schools. From it are graduated the young men and women who, in the near future, are to fill places of trust and responsibility, and to whom the educational, social, political, indeed all the important interests of our city are to be entrusted. It is proper, then, that the training received at this school should be practical, thorough, and enduring, to the end that those who may go forth from it from year to
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year may be prepared "to do their whole duty in life" and to increase in strength and beauty of character. A course of study that shall secure such training must be compre- hensive and liberal. It should make provision for the sym- metrical and harmonious development of all the faculties. To fulfil this high purpose it should be in accord with the best educational thought of the past and the present. While embodying the lessons of experience, it should abound with the spirit of our modern life Furthermore, since to individ- uals are given "diversities of gifts," it should be adjusted, so far as is consistent with thorough mental training, to their varied tastes, aptitudes, and purposes. "Harmonized diver- sity is the tree when the tree has grown to its full."
A liberal education, apart from physical development, has a threefold object: (1) the training _of the intellectual faculties; (2) the building up of character; and (3) the acquisition of useful knowledge. In the preparation of the revised curriculum these three phases of education have been kept steadily in view. Nor lias their relative importance been overlooked. The mind that is a storehouse of useful knowledge is a rich possession, the ability to acquire that comes from intellectual training is of great value, but charac- ter is more to be desired than all knowledge or the ability to acquire it .. In a school devoted to liberal study, truthful- ness, self-control, and a high sense of honor should stand for more than superior attainments in science or literature or art. Again the comparative difficulty in the attainment of these objects has been considered. "The teacher can impart information directly by securing the interest of the pupil. The intellectual faculties can be led to perform exercises sure to strengthen them. But efforts to form character must be largely indirect and unconscious, 'dropping like the gentle dew' from an atmosphere of purity and love created by the
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teacher among his pupils. The influence of living example in the teacher will do more to mould the character of the child than the truths of history and philosophy. In the power of the teacher to lead his pupils rests the main influence of the school for good."
The selection of subjects to be included in a liberal course of study. the determining of the relative value of these subjects, and the assignment of each to its proper place are a delicate and difficult task. In the performance of this work advantage has been taken of the experience and wisdom of others. An attempt has been made to shape a scheme of study that shall be in harmony with what is best in modern educational thought.
This curriculum is divided into required, alternative, and elective studies. In the required studies there are five exercises a week. in the alternative studies four, and in the elective studies three with the exception of Latin and algebra which have five exercises each.
It will be observed that in this curriculum fuller and more systematic provision than heretofore has been made for the study of English language and literature, history, and philosophy. They constitute most of the required studies. The next prominent place is given to the natural sciences. They include most of the alternative studies. Mathematics and the foreign languages are placed among the elective studies. In other words, the required studies are chiefly literary branches, the alternative studies are chiefly scien- tific, and the elective studies are taken in about equal pro- portions from each of these classes.
The number of exercises assigned to the different sub- jects included in the general course of studies is as follows :- . To English studies, including English language and litera- ture, and history. 800; to the natural sciences and philoso-
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phy, 640; to mathematics, 680; to Latin, 800; to German, 240; to French, 480; to drawing, 480; to military drill, 320; to calisthenics, 320. The average time given to each exercise is from forty to fifty minutes.
"The place to be given to the study of language in any scheme of higher education has always been recognized; and it is unnecessary here to discuss its advantages. As a means of mental discipline, it cultivates a wide range of faculties; and its contribution to the intellectual and general structure of the man is a singular combination of solid and graceful elements. But this principle has generally been applied only to foreign or dead languages; and, of course, there are many points of difference between the study of these and of a native tongue, as also in the results of the two. But the essential benefits of the study of language are to be derived as well from that of our own as of other languages; and this is just the point which has not been recognized generally, and which makes the prominence here assigned it a new application of the old principle. And there are two reasons, among others, why preference should be given it in a high school course. First, that it is our own language, a thorough knowledge of which is certainly most useful to the greatest number, and, second, that the study of other languages in a high school course is necessarily elementary, while this is already so far advanced as to lead us immediately into the study of a rich and varied literature, unrivalled in the history of human speech and thought, and creating a taste for the same, which is necessarily of incalculable advantage to the pupil. This advantage, that the study of language becomes the study of a literature, belongs to other linguistic studies in college, but in the high school to the English alone.
In the natural sciences we have a wide range of studies, all of them, except in their most elementary forms, yet
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unstudied, cultivating a distinct class of mental powers necessary to the completeness of the intellectual structure, and embracing numerous practical ends; all of which vindi- cates the place here assigned them.
As regards the study of mathematics, the reasons which make us relegate that into the list of elective studies are, first, that it has already been pursued in the grammar school as far as many minds find it either agreeable or profitable. It becomes in these more advanced stages entirely distaste- ful to them, and, instead of an exercise of the reasoning powers and the understanding, it becomes largely a mere exercise of the memory; both of which reasons vitiate its usefulness in the direction of discipline. And, secondly, its practical uses are certainly very essentially narrowed for most men after the arithmetic has been learned.
But the question to be discussed here is not the absolute, but the relative value of certain studies in a high school course; and, in considering this, there are two funda- mental objects to be consulted,-the mental discipline belong- ing to these studies, and their practical uses. For we do not choose to consider these as antagonistic and mutually exclusive ends, but as objects mutually corrective, and capable of adjustment and combination."
Again, in this curriculum provision is made for the study of most of the branches in two or more separate courses, or cycles-an elementary course and an advanced course. Physics, for example, is a required study from January to May of the first year. This course is elementary. An advanced course in the same subject is an alternative study from September to January of the second year, while a course of laboratory work is an alternative study from September to January in the fourth year. There is a similar assignment of the work in chemistry. An elementary course
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is required in the second year, an advanced course is an alternative study in the third year, and a course in labora- tory work is an alternative in the fourth year. In all these courses intellectual training is the chief aim, and the acquisi- tion of knowledge is made subordinate and incidental.
Furthermore, this scheme of studies provides for four distinct departments, the general, the Institute, the classi- cal, and the mercantile.
The general course covers a period of four years, and includes the usual literary and scientific studies of a high school.
The Institute course covers a period of four years, and furnishes preparation for admission to the Institute of Technology and other scientific schools.
The classical course also covers a period of four years, and furnishes preparation for admission to any American college. 1
The mercantile course is intended for pupils desiring special preparation for business, and comprises the first three years of the general course.
The scope of the work in the Institute and classical departments is determined by the requirements of the scientific schools and colleges. The electives in the fourth year of the classical course are introduced to meet the new demands at Harvard. It would greatly simplify the work of this department if the colleges would agree upon a uniform standard for admission.
The High School then, through its revised curriculum, offers every pupil admitted to it four lines of study, leaving it to the parent in each case to determine which of the four shall be pursued. In some instances it will be difficult to decide. In such cases the parent will naturally seek counsel from the teachers or others who are in a position to advise in regard to the matter.
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The work of the Institute and classical departments, as has already been remarked, is determined by the require- ments of the scientific schools and the colleges. In all the colleges except Harvard these requirements are fixed and definite. The extension of the elective system at Harvard compels the partial adoption of the system in this depart- ment of the High School. This is a necessity if the school is to respond to all the demands of the college, or rather if the school is to prepare its graduates to avail themselves of the varied opportunities that the college offers.
To those who enter the general department, constituting about two-thirds of the entire school, a larger choice is offered. The minimum number of exercises per week for any pupil in the general course is fourteen, of which twelve are prepared exercises. Of the twelve prepared exercises, nine are in required and alternative studies and three are in optional studies. For example, five exercises in English and four in science are required of each pupil in the first year. One elective study must also be taken. It may be Latin, Algebra, French, drawing, or commercial arithmetic and book-keeping. But a pupil is not limited to a single elec- tive. Two or even three may be taken if the time and strength of the pupil are equal to the task. Some of the pupils should be allowed to take only one. Others-and a much larger number-can take two without risk of injury . Three should be taken only in exceptional cases Indeed, the arrangement of the daily exercises of the school seldom admits of this number. The same wisdom that determines the department that the pupil is to enter, should guide the pupil in the choice of his studies. It should under no cir- cumstances be left to the will or wishes of the pupil.
This adjustment of the work renders the machinery of the school more flexible, and makes it easier to adapt it to
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the various physical and mental conditions of the pupils. The required and alternative studies secure thorough mental training. The optional studies, while accomplishing the same general object, have the additional advantage of being especially suited to the tastes, aptitudes, and purposes of the individual pupil. They give to the curriculum a làrger scope. and impart to it the essential element of flexi- bility. This element of choice is an important factor in the educational problem, in that it tends to attract and interest those who would otherwise fail through indifference or indolence. It recognizes the principle, universal in its application, that one's best efforts are always in the direc- tion in which he is most interested. Its advantages may be briefly stated as follows :-
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